Search results for: Learning study
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Promoting Teacher Learning Through Learning Study Discourse: The Case of Science Teachers in Singapore
This study aimed to explore the influence of Singapore teachers’ beliefs on enacting new curricular content. Furthermore, as an attempt to address the gap in learning study literature, the authors also wanted to explore how the teachers’ beliefs changed and in turn prepared them to deal with new curricular initiatives. The outcome of the analysis resulted in capturing three ways the participating teachers experienced their own learning: (1) increased degrees of student-centered pedagogy and challenges to teachers’ prior assumptions about science pedagogy; (2) increased awareness of possibilities and limitations of their beliefs about science pedagogy; and (3) emergence of new understandings about new curricular content and science pedagogy.
Updated: Apr. 05, 2016
This study examined preservice teachers’ mental representations through drawing floor plans of an “ideal middle-level mathematics classroom.” Participants designed and described floor plans that encouraged the use of inquiry and hands-on activities and technology as instructional strategies. These floor plans also focused on student learning styles and individual needs, established a comfortable, organized and safe learning environment, demonstrated flexibility in grouping strategies, and encouraged communication between peers and with the teacher.
Updated: Sep. 22, 2014
To what extent and in what ways should a teacher educator contribute to a type of teaching development that has long functioned successfully without much involvement of teacher educators? This self-study concerns my learning about my role as teacher educator in a learning study, a Hong Kong adaptation of a teacher-driven Japanese educational and cultural practice, Jugyou Kenkyu, credited with high quality learning outcomes for both teachers and students. My first learning study case forms the retrospective backdrop to the self-study.
Updated: Jan. 27, 2008
In this article an educational action research study, based on a phenomenographic approach, is reported in which unexpected results have been possible to gather thanks to the inductive design of the study. The aim is to describe the ways in which contrasts of critical aspects of a learning object affect the students' generative learning found by analysing three learning studies based on the theory of variation.
Updated: Jan. 06, 2008