Search results for: School culture
Page 4/4 35 items
The author explores the challenges and promises of value-added assessment. Yet, value-added assessment is limited in its explanatory powers because it focuses only on certain types of knowledge and needs to be used in conjunction with other estimates. As such, the author provides a variety of perspectives to help educational stakeholders explore the assessment not just as a new test but rather as a promising and potentially damaging lever of change in school cultures.
Updated: Nov. 03, 2008
Researching pupils, schools and oneself. Teachers as integrators of theory and practice in initial teacher education
This case study surveyed and interviewed a group of recently graduated teachers who had worked as teachers during their education. The interest was on their experiences of M.A. thesis research as well as the integration of theory and practice during the education.
Updated: Sep. 21, 2008
Developing Technology Together, Together: A Whole-School Metacognitive Approach to ICT Teacher Professional Development
Professional development of teachers in information and communication technology (ICT) continues to be an urgent educational imperative. While many teachers are integrating ICT (with varying degrees of confidence and creativity), a significant number still remain hesitant, reluctant and daunted by the rapid rate of technological change.
Updated: Jul. 14, 2008
Earlier in his work as a teacher educator, the author thought of teacher learning as a psychological process or phenomenon and this view guided his work with his student teachers. Subsequently,the author has been drawn to pragmatist and sociocultural views that portray human thinking and acting as intimately linked to the physical, social and cultural environment. Adopting such views helped the author to see teacher learning in a new light, less as a mental issue and more as a social and cultural issue. Here, the author reconstructs his transformation of coming to see learning to teach as situated.
Updated: Jan. 26, 2008
Knowledge about Education for Sustainable Development: four case studies of student teachers in English secondary schools
The article involves a case study research into how four student teachers taking part in a one-year teacher education programme in a university in England translate their knowledge, experiences and beliefs about Education for Sustainable Development (ESD) into classroom practice in the context of the Geography National Curriculum and ESD policies in secondary schools. The article reveals some of the ethical and political dilemmas faced by student teachers who, as committed environmentalists, struggle to resolve the tensions between the constraints of policy, school culture, school teaching materials and their own values and enthusiasms.
Updated: Dec. 31, 2007