Search results for: Teaching methods
Page 4/51 505 items
This review article aims to analyse the ways in which books within the SEDA series have contributed to thinking in higher education pedagogy over this time. The authors have approached the texts through three lenses, analysing them chronologically, thematically and by the orientation of the authors towards educational development. They demonstrate that the coverage of topics and the syntheses of ideas that the texts represent have holistically provided invaluable coverage of the key thinking in the field.
Updated: Jun. 05, 2016
The purpose of this study was to assess the impact the mathematics education course had on teacher candidates' (TCs) ability to enact social justice pedagogy (SJP). The results reveal two important findings. The first finding is TCs in this teacher-research study were successful in enacting social justice oriented mathematics lessons as demonstrated through microteaching episodes. The second finding is TCs’ beliefs can be changed as a result of taking mathematics education courses. The results of this study have shown that teacher candidates’ beliefs about teaching for social justice as well as their practices are malleable.
Updated: May. 31, 2016
This article describes an innovative teaching approach that uses a fund-raising activity as a method of acquiring social entrepreneurship (SE) skills and knowledge. The programme involved students working with different stakeholders in an interactive learning environment to generate real revenue for social enterprises. The three main areas of contribution made in this study are: (1) to provide an insight into how SE education can be delivered more effectively through the use of real world projects; (2) enhance the understanding of the nature and use of a collaborative learning approach within higher education; and (3) provide a model on which university lecturers can build to help students develop the required skills and competences of a social entrepreneur.
Updated: May. 18, 2016
A Mile Wide or an Inch Deep? Improving Elementary Preservice Teachers’ Science Content Knowledge Within the Context of a Science Methods Course
This study examined preservice elementary teachers’ development of science content knowledge (SCK) within the context of an elementary science methods course. The findings reveal that the participating preservice elementary teachers strengthened and deepened their science content knowledge upon completing the course. This study suggests that any preexisting science content knowledge must be solidified and deepened and that potential misconceptions must be addressed.
Updated: May. 10, 2016
Getting a Grip on the Classroom: From Psychological to Phenomenological Curriculum Development in Teacher Education Programs
Using a phenomenological lens, the authors argue that this approach to teacher education is flawed in two respects: (1) the intellectualist approach misses prepropositional forms of meaningful coping and dealing with an environment that define everyday teaching and (2) does not adequately describe what constitutes “excellence.” In conclusion, they suggest teacher education curricula shift from promoting teaching as critical self-reflection to promoting tactful coping.
Updated: May. 04, 2016
This paper presents a schema-based framework for analyzing teachers’ video-aided reflection on their own teaching. Results emphasized the importance of participants’ prior knowledge as a major influence on their ability to reflect.
Updated: May. 03, 2016
This article examines the integration of context-specific moral development interventions within a four-year undergraduate teacher education programme in Ireland. Results indicate statistically significant increases in levels of moral reasoning post intervention. This finding suggests that the use of a layered case-based pedagogical strategy provides students with alternative perspectives on their classroom practices and challenges their lay theories.
Updated: May. 01, 2016
Pre-service Elementary School Teachers’ Ability to Account for the Operation of Simple Physical Systems Using the Energy Conservation Law
In this study, the authors report on the results of an empirical investigation of teachers’ understanding of energy. In particular, the focus is placed on pre-service teachers’ ability to employ energy as a framework for analyzing the operation of physical systems. The results corroborate the claim made in the literature that teachers typically do not possess functional, coherent understanding of this principle. Most importantly, the data serve to identify and document specific difficulties that hamper attempts to use energy for the analysis of the operation of physical systems. The difficulties which the authors were able to document lend support to the idea that it is important to introduce the idea of energy degradation alongside the conservation of energy principle.
Updated: Mar. 30, 2016
Investigating the Unit of Study Approach as a Way to Teach Writing to Early Childhood Education Preservice Teachers
In this study, the authors wanted to investigate what early childhood education preservice teachers (PSTs) learn about poetry and the writing process when engaged in a poetry unit of study. The findings revealed that a unit of study format: (a) served as a vehicle to deconstruct and develop new genre awareness; (b) helped PSTs live process aspects of writing instruction; and (c) supported PSTs in developing genre-specific knowledge through the use of mentor texts.
Updated: Mar. 28, 2016
This article aims to examine specific issues arising within the environmental building disciplines at a UK university. It also explores strategies for achieving optimal research-teaching links. The results reveal that research-teaching linkages within these disciplines were interrelated and dynamic, but could be controversial, evidenced in coexisting multifaceted conflicts and complementarities.
Updated: Mar. 28, 2016