Search results for: Skills
Page 1/2 13 items
Promoting Student Teachers' Lesson Analysis and Observation Skills by Using Gagn's Model of an Instructional Unit
The current article presents a study of an experimental training methodology for promoting lesson analysis skills in student teachers. This methodology is based on the idea that the quality of lesson analysis skills depends mainly on teachers' perception of relevant instructional events and on their understanding of these events. The experimental intervention consists of student teachers' participation in sessions on guided analysis of videotaped lessons and writing lesson analysis reports. Gagn's model of an instructional unit is used as a theoretical framework for defining a lesson and identifying its critical events.
Updated: Sep. 27, 2010
This case study investigates the dynamics of enhancing the capacities of teacher candidates in the Bilingual/Bicultural Education Students Interacting to Obtain Success (BESITOS) recruitment and retention program to advocate for culturally and linguistically diverse (CLD) students. This study describes the efforts of one Midwestern university to increase the number of highly qualified teachers prepared to address the challenges that confront CLD students.
Updated: Jun. 18, 2009
The Relationship between Critical Thinking Skills and In-Class Questioning Behaviors of English Language Teaching Students
It is important that trainee teachers in the faculties of education should develop their critical thinking skills so that they can meet the expectations and needs of their profession. The goal of this study was to investigate the relationship between critical thinking skills and in-class questioning behaviors of English Language Teaching (ELT) students at the Faculty of Education at Mugla University.The data suggest that the questions asked by the students of the higher critical thinking score group are not questions that clarify unclear points, but questions asked out of curiosity, to remove the uncertainties, and to lead people to think profoundly.
Updated: Feb. 04, 2009
The purpose of this study was to explore the relationship among a broader range of emotions (anger, anxiety, happiness, and sadness) and the acquisition of nine computer related skills.Pre- and post-surveys were given to 184 preservice education students (123 females, 61 males) enrolled in 8 month, integrated laptop program.Happiness was expressed most of the time – anxiety, anger, and sadness were reported sometimes. Anxiety and anger levels decreased significantly, while computer knowledge increased. Happiness and anxiety were the only emotions significantly related to change in computer knowledge.
Updated: Dec. 07, 2008
This article explored empirical studies of early childhood educators' experience with 63 junior and senior level university students who were involved in concurrent instructional lecture and practicum experiences. Participants defined “positive guidance” diversely with definitions ranging from accurate to inaccurate, considered several positive guidance skills difficult to master, including conflict resolution, positive language usage, setting and following through with limits, and offering choices.
Updated: Sep. 04, 2008
The article examines the use of metacognitive monitoring to enhance learning. It describes an intervention program, aimed at evaluating third-grade students metacognitive monitoring during everyday teaching. Results of the intervention confirmed the relationship between the skill of monitoring knowledge and children's performance. It also found that children with limited skills are those best served by the intervention programs.
Updated: Mar. 06, 2008
The article describes a study of peer assessment of science teaching skills. Preservice teachers taught science topics as a team to their peers and were assessed by them and their instructor, according to an assessment form provided by their instructor. Peer scores were analyzed and although the assessment scores were higher than the scores given by the instructor, reliability analysis revealed that the students assessed their peers' science teaching performance reliably.
Updated: Feb. 17, 2008
The importance of attention skills is explored in a new theoretical model of expert practice. The article describes a small-scale pilot study of experienced teachers of mathematics, based on this model. The study took place in England and raises issues about relationships between the different of knowledge that we see as constituting expert service.
Updated: Jan. 28, 2008
The Observation, Documentation, and Shared Reflection Process: Preparing Early Childhood Educators to Teach in Alaska Native Communities
The article describes a study of early childhood teachers in rural school districts in Alaska. The purpose of the study was to provide the teachers with observation skills that would enable them to make decisions that foster appropriate development and cultural responses to the children's needs. The study relied on the principle that intrinsic changes can occur in program management, curriculum development, and teacher practice when teachers learn how to use observation of children rather than external evaluation to make decisions about their programs.
Updated: Jan. 27, 2008
The article reports that teacher educators recommend performance related assessments for teachers over standard tests. The study examined the relation between preservice teachers' scores on authentic measures and their scores on certification exams required by the state of Texas. The authentic measures of evaluation included scores on the Professional Attributes Questionnaire, which measures teachers' dispositions, and on Teaching Performance Portfolios which measure knowledge and skills. Scores on the Professional Roles and Responsibilities (PPR) and the Generalist Elementary Comprehensive (GEC) exams served as the measures for the high-stakes, minimum-competency tests. Findings indicate a significant relationship between the PAQ and both the PPR and the GEC exams. No significant relationship was found between the Teaching Performance Portfolios and either one of the state-mandated tests.
Updated: Jan. 22, 2008