Search results for: Teaching methods
Page 8/51 502 items
This study aimed at identifying the overall trends in beliefs about language learning of pre-service English as a foreign language (EFL) teachers in the Turkish context, thereby filling a gap in locally situated research. The findings reveal that the prospective Turkish teachers in this study hold a variety of beliefs about language learning. The findings strongly suggest that teacher education programmes should encourage prospective teachers to explore their beliefs, pay attention to any unrealistic beliefs or misconceptions they may hold, and challenge such beliefs with new information and knowledge.
Updated: May. 12, 2015
Digital Practices and Literacy Identities: Preservice Teachers Negotiating Contradictory Discourses of Innovation
The purpose of the study was to examine how preservice English teachers in a teacher-education program were thinking about technology in relation to their teaching practices. Specifically, the author asked what goals they had for using those technologies and what meanings those technologies acquired in their classrooms and in their professional development. The findings reveal that two contrasting approaches to the role of technology in the teaching of literacy were identified: one is tool-for-result, and the other is tool-and-result. Although the results show that most of the students had views that placed them within tool-for-result approach, the author suggests that English teachers who adopt a tool-and-result perspective can involve their students in critical participation in relevant discourses.
Updated: Apr. 28, 2015
This article describe a high-impact, low-cost, super-capstone course. The course is high-impact because graduating seniors regularly evaluate the course as being one of the most valuable of their college experience. It is low-cost because it requires minimal faculty resources, and super-capstone because it caps a capstone course. The authors described four instructional principles: (1) student-centered learning, (2) affective and experiential learning, (3) empathic listening, and (4) collaborative learning and sharing. The principles are central to humanistic education. They can be implemented in various ways and degrees in a wide variety of courses and disciplines, in large lecture classes and small seminars, and in many other teaching/learning circumstances as well.
Updated: Apr. 14, 2015
Using Online Error Analysis Items to Support Preservice Teachers’ Pedagogical Content Knowledge in Mathematics
This article describes an online tutoring system that was used to give preservice teachers an opportunity to analyze and remediate student work. Through a careful analysis and rich discussion about different suggested remediation strategies, preservice teachers were exposed to a variety of techniques that could be used to help correct student errors. The author argues that this online error analysis items challenged preservice teachers to analyze, diagnose, and provide targeted instructional remediation intended to help mock students overcome common error patterns and misconceptions.
Updated: Mar. 30, 2015
This article examines white resistance to racial self-understanding. The author analyzes the relation between white racial identity development theory, appeals to racial discourses and themes, and the psychic need to defend against perceived threats to identity. The aim of the study is to develop a conceptual approach that can inform the thought and practice of antiracist educators who seek to develop effective instructional strategies for teaching white students about racial privilege.
Updated: Mar. 12, 2015
This study explored the achievement of preservice teachers when advice in the form of text and resources was provided based on students’ identified learning styles. The authors developed an online module to link prepared advice for the completion of course tasks to particular learning style preferences. The results point to the value of a learning style preference advice module as a scaffolding tool. Students’ assessment results when advice was provided were higher than when advice was not provided. Additionally, students believed the online module provided valuable information in understanding and applying content to the completion of course assignments. The findings show that coupled with feedback provided to students in other ways throughout the course, the online learning style preference module adds additional support to preservice teachers that may lead to increasing their understanding of course content and learning styles.
Updated: Feb. 11, 2015
Practicalising Theoretical Knowledge in Student Teachers’ Professional Learning in Initial Teacher Education
The current study aimed to investigate the professional learning of student-teachers in Bachelor of Education programmes. The findings suggest a typology of different approaches of practicalising theoretical knowledge which reflect how student-teachers make personal interpretations of theoretical knowledge and develop their own teaching pedgagogies in school contexts. The three approaches to practicalising theoretical knowledge include the Procedural Approach, the Reflective-adaptive approach, and the Reflective-theorising approach. The authors conclude that the different approaches of practicalising theoretical knowledge and suggested ways of maximising professional learning are derived from empirical findings in a programme which tends to put emphasis on professional learning in the higher education context as compared to the school-based context.
Updated: Feb. 10, 2015
Five-Picture Charades: A Flexible Model for Technology Training in Digital Media Tools and Teaching Strategies
This article presents Five-Picture Charades, an instructional activity designed to introduce preservice and in-service teachers to the technical and pedagogical uses of digital images in the classroom. The authors discuss instructional strategies emerging from this activity across the content areas. They also describe ways to relate Five-Picture Charades to lesson planning and curriculum development projects. The authors conclude that the Five-Picture Charades activity provides teachers with a concrete, manageable example of technology integration that requires teachers to draw upon their content knowledge, pedagogical expertise, and emerging technology proficiencies and attitudes.
Updated: Feb. 08, 2015
Unlearning and Relearning from Medical Education Research: Teacher Education Research in the Pursuit of Teacher Professionalism
This article explores the field of medical education research to understand, from a comparative approach, how members of an established profession use research knowledge to increase expert practitioner skill.
Updated: Jan. 12, 2015
Shifting Codes: Education or Regulation? Trainee Teachers and the Code of Conduct and Practice in England
This article examines how trainee teachers aligned themselves with the GTCE Code of Conduct and Practice. The authors used Q-methodology to identify trainees’ underlying subjectivity in relation to statements from the code. The findings revealed that trainees represented a highly homogenous group who were able to prioritise undifferentiated transgressions in very similar ways. This research has shown that within the sample of this enquiry those entering teacher training generally represent a homogenous group whose ethical values and underlying subjectivity are consistent with both the profession and GTCE. Trainees in the early stages of their training already recognise, prioritise and align themselves with those ethical issues that one would expect both the GTCE and profession to prioritise.
Updated: Dec. 22, 2014