Search results for: Teaching methods
Page 9/51 505 items
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
“Touch It Lightly”: Israeli Students’ Construction of Pedagogical Paradigms About an Emotionally Laden Topic
The purpose of this study is to examine the pedagogical paradigms that preservice teachers construct regarding the teaching of the Holocaust and the identification of trends in the development of these paradigms over their 3-year college program.The authors conclude that the findings reveal that preservice teachers actively engage in pedagogical content knowledge (PCK) relating to emotionally charged topics, and they heavily base their constructions on prior beliefs as well as the educational program to which they have been exposed.
Updated: Dec. 15, 2014
The purpose of this article was to examine how prospective teachers (PTs) can learn to read and use educative curriculum materials in ways that support them in acquiring the knowledge needed for teaching. The authors present two extended conceptual examples of ways in which educative curriculum materials might be used to support PTs in developing the knowledge needed for teaching.
Updated: Oct. 21, 2014
This study explored how one teacher educator designed and delivered a beginning reading methods course. The findings revealed that the teacher educator deliberately acted as a catalyst in activating the need to know within each preservice teacher by fostering a personal connection to the course content through careful course design. The findings suggest that activating preservice teachers' need to know often resulted in their deeper engagement with course content.
Updated: Sep. 01, 2014
Preparing the Next Generation of Early Childhood Teachers: The Emerging Role of Interprofessional Education and Collaboration in Teacher Education
This article reports on an interprofessional pilot project. This pilot study engaged 2nd-year, preservice, graduate early childhood education and social work students in an interprofessional training and collaborative activity as part of their graduate coursework. This study suggests that graduate early childhood education and social work students recognize the benefits of preservice interprofessional education, but the experience of working across disciplines can be very challenging. The challenges include a lack of clarity around professional roles and responsibilities, differences in understandings of children’s behavior, and a perception that there will be little opportunity for interdisciplinary collaboration in early childhood settings. Despite these challenges, participants expressed how important it was for them to experience firsthand some of the potential benefits and challenges to interdisciplinary collaboration as preservice students.
Updated: Aug. 24, 2014
Developing Mathematics Teacher Knowledge: The Paradidactic Infrastructure of ‘‘Open Lesson’’ in Japan
The aim of the current research is twofold: 1. Present a theoretical approach to study mathematics teacher knowledge and the conditions for developing it in direct relation to teaching practice. 2. Present and analyse a case of open lesson using this theoretical approach. In order to conduct their analysis, the authors have developed a new technology about the open lesson practice and some elements of theory as well. For this study, the authors collected data from three sources: the lesson plan of the teacher; the real-time observation of the lesson; the discussion after the lesson. In conclusion, the current study indicates why open lessons represent, to Japanese teachers, an attractive element of a professional learning community of teachers.
Updated: Aug. 19, 2014
Student Teaching’s Contribution to Preservice Teacher Development: A Review of Research Focused on the Preparation of Teachers for Urban and High-Needs Contexts
The purpose of this review is determining what and how student teaching experiences contribute to preservice teachers’ development as future teachers of students in urban and/or high-needs schools specifically. Furthermore, the article also considers the implications of student teaching for the schools that play host to it and for the students who attend those schools. Anchored by sociocultural perspectives on learning and learning to teach, the review highlights a disproportionate emphasis on belief and attitude change, a relatively slim evidence base concerning the development of actual teaching practice, and a tendency toward reductive views of culture and context.
Updated: Jul. 20, 2014
Investigating the Development of Prospective Mathematics Teachers’ Pedagogical Content Knowledge of Generalising Number Patterns through School Practicum
This case study was conducted to explore the development of pedagogical content knowledge (PCK) through a school practicum course. The case study also examined how observation of number pattern lessons in schools and discussions of these observation contribute to prospective teachers’ PCK. The participants of the study were three female prospective elementary mathematics teachers, who enrolled in a 4-year teacher training programme in a university in I˙zmir, Turkey. With regard to the issue of effectiveness of the activities in the SP course, it can be concluded that observations in real classroom settings and discussions of these observations in the SP course resulted in an improvement of the prospective teachers’ PCK.
Updated: Jun. 22, 2014
This research set out to examine the contribution of narrative analysis of a hidden story to the potential reassessment of the narrator’s self and identity. The phenomenon of ‘hidden stories’ is presented here through an exemplary story told by a woman teacher, who revealed it for the first time in a seminar work, employing narrative analysis to examine its long-term effect on her. The findings reveal how narrative analysis facilitated the teacher's in-depth understanding of her identity at different life stages, thereby enabling her to reconstruct it anew. The story of the autobiographical event and its analysis helped the teacher not only to free herself from the difficult event that she had undergone as a young pupil, and had hidden for such a long time, but also to confront it face to face and conduct a deep internal dialogue with it.
Updated: Jun. 09, 2014
Scaffolding Preservice Teachers' Higher-Order Reasoning During Technology Integration: A Design Research Inquiry
The authors designed and examined progressively increasing scaffolds that integrated multiple scaffolding functions to facilitate three technology-based lesson design projects. The preservice teachers initially demonstrated superficial analysis, convergent ideation, and little evaluation when only limited procedural, conceptual, metacognitive, and strategic scaffolds were provided. Increased procedural and conceptual scaffolds in the second project improved the preservice teachers’ analytic and generative reasoning skills, as they identified multiple challenges, technology tools, and lesson ideas to integrate technology.
Updated: May. 26, 2014