Search results for: Teaching methods
Page 6/51 503 items
Supporting Early Childhood Preservice Teachers in Their Work With Children and Families With Complex Needs: A Strengths Approach
The purpose of this article is to examine the possibility of teacher educators using the principles of the Strengths Approach when teaching preservice teachers to enrich the preservice teachers understanding and skills in parent–educator communication across a range of children’s early development, protection, attachment, and learning needs. The findings reveal that the preservice teacher responses used for this study indicate that before learning about and practicing the Strengths Approach, the participants initially struggled in their approach to working through complex issues with families and children. However, after participating in the Strength Approach module, the participants indicated changes in their perspectives and approaches to these complex issues, coming to the point of seeing families as partners, and communicating with children and families.
Updated: Nov. 11, 2015
The Flipped Classroom Model of Learning in Higher Education: An Investigation of Preservice Teachers’ Perspectives and Achievement
This study investigated preservice teachers’ perspectives of the flipped classroom model and examined the impact of the model on student achievement. The authors found no significant differences between the flipped model and the traditional model in terms of academic achievement. However, they found different factors that may influence the effectiveness of this teaching model.
Updated: Nov. 02, 2015
A Comparative Study of Teaching Efficacy in Pre-service and In-service Teachers in Korean Early Childhood Education and Care (ECEC)
The main goal of this study was to investigate the differences between the pre-service and in-service teachers in terms of their levels of teaching efficacy and teaching professionalism. The participants were 593 teachers in Korean Early Childhood Education and Care.They were divided into two subgroups consisting of pre-service teachers and in-service teachers who had agreed to participate in the study. The results found that in-service teachers had higher scores than their counterparts in only one of the six subscales of teaching efficacy, which is the subscale “Teaching Strategies”. Furthermore, the results showed that the subject’s college major specialisation and some domains of professionalism were found to be predictive to both groups.
Updated: Nov. 02, 2015
This article reports on an analysis of scholarship published over the last 20 years in four journals, which examined the discourse in these journals around mathematical content and instructional strategies for preservice early childhood teachers. The analysis is focusing on the U.S. context. The findings revealed that attention to the context of early childhood education was minimal, largely as a result of a dominant focus on elementary education. This focus on elementary rather than early childhood showed up in greater attention to advanced content in mathematics and in an emphasis on formal over informal instructional methods.
Updated: Oct. 07, 2015
Cultivating Critical Thinkers: Exploring Transfer of Learning from Pre-service Teacher Training to Classroom Practice
The purpose of this study was to explore the transfer of learning from teacher training to classroom practice by examining the effectiveness of CT-integrated instruction on junior high school students’ critical thinking skills and critical thinking dispositions. The findings suggest that critical thinking skills and dispositions were successfully transferred to learners.Furthermore, the results indicate that the CT-integrated English instruction had a positive impact on participants’ academic performance.
Updated: Sep. 21, 2015
The authors engage in a collaborative inquiry illustrative of a dialogical process of meaning making addressing the future of teacher education in times marked by uncertainty, intense public and political scrutiny, changing policy, and imposed learning standards. They urge teacher education programs and teacher educators to reclaim their crucial role in driving education discourses rather than submitting to mandates based on flawed ideological assumptions about teaching, learning, children, and communities. By critiquing and problematizing minimalist and flawed assumptions driving education policy, teacher education programs can shift the focus back to advocating for what is relevant and meaningful to the communities they serve.
Updated: Sep. 01, 2015
The Role of Subject Knowledge in Primary Prospective Teachers’ Approaches to Teaching the Topic of Area
This study examines how prospective teachers’ subject knowledge influences their approach to teaching the topic of area. The strengths and limitations of the participants' subject knowledge are examined, in relation to their selection of teaching activities. The results suggest connections between these strengths and limitations, in relation to espoused teaching activities and pedagogical orientations.
Updated: Aug. 19, 2015
This paper reports on a dialogic model of international practicum, involving Australian pre-service students and two mentors on a 22-day placement in South Africa. The authors begin with a traditional qualitative case study of the practicum program, identifying benefits for some students.
Updated: Aug. 16, 2015
Novice Mathematics Teachers’ Use of Technology to Enhance Student Engagement, Questioning, Generalization, and Conceptual Understanding
This study aimed to describe how and why novice mathematics teachers incorporated technology-generated representations in their instruction. The findings indicated that the teachers used representations in their planning and instruction to help promote student engagement to facilitate their learning of mathematics.
Updated: Aug. 03, 2015
Training Teachers in Evidence-Based Practice for Individuals With Autism Spectrum Disorder: A Review of the Literature
This article reviews 23 studies, where researchers experimentally evaluated training for teachers of students with Autism Spectrum Disorder (ASD). Authors summarized qualitative information on study and participant characteristics. Next, variables related to teacher practice and student learning targets were categorized based on Odom, Collet-Klingenberg, Rogers, and Hatton’s list of evidence-based practices (EBPs) for individuals with ASD.
Updated: Jul. 30, 2015