Search results for: Case studies
Page 1/23 223 items
Critical consciousness as a response to student disengagement: an initial teacher education case study
In this paper, the authors use an engagement framework to understand the experiences of university students midway through their initial teacher education programme. Analysis of interview transcripts revealed that engagement is being influenced negatively by a convergence of political, economic, structural and psychosocial factors. Despite the influence of these converging factors, some students maintained high levels of engagement, while others adopted survival strategies not conducive to deep learning. The authors argue that one way to deal with disengagement is to support learners to develop critical consciousness, a concept that includes learning agency, learning success, learning well-being and learning social justice.
Updated: Sep. 23, 2020
Drawing on data from semi-structured interviews, this case study enquires into the methods employed by a Chinese teacher mentor of English as a Foreign Language to give feedback on practicum reports to poorly motivated student teachers. Data analysis showed that the mentor provided written comments mainly on empowered motivation with a focus on the reflection section. The findings also revealed that the mentor patterned her feedback with ‘praise-suggestion’ to shape student teachers’ identity emotionally and ethically.
Updated: May. 27, 2020
Incorporating Multiple Technologies into Teacher Education: A Case of Developing Preservice Teachers’ Understandings in Teaching Statistics with Technology
This article aims to present an approach for incorporating technology into a mathematics methods course that utilizes several types of technology into one lesson. The lesson engaged preservice teachers in a statistics lesson aimed at developing their reasoning about the measurement units of data and then engages them in reasoning about students’ approaches to the task.
Updated: Oct. 09, 2018
This article describes a case study that analyzed how preservice English and social studies teachers used instructional technology (IT) during their internship. The authors conclude that the participants were able to use IT for different purposes. However, they tended to use it mostly at Substitution, Augmentation, Modification, Redefinition (SAMR) framework’s Substitution and Augmentation levels. The authors found that although the IT enhanced the participants' efficiency, it seldom transformed their instruction.
Updated: Sep. 13, 2018
The Distinction between Inquiry-Based Instruction and Non-Inquiry-Based Instruction in Higher Education: A Case Study of What Happens as Inquiry in 16 Education Courses in Three Universities
This case study aims to empirically distinguish between common dimensions of inquiry-based instruction (IBI) and non-IBI dimensions. Furthermore, the authors were interested to identify the common and unique underlying dimensions of instruction that explain what kind of IBI is being provided within courses taught by instructors who describe themselves as making IBI part of their instruction. The findings reveal that IBI instructors' planning was more thorough and not directly tied to a textbook. IBI instructors scaffolded their courses through activities and evaluation of student learning.
Updated: Sep. 05, 2018
The Influence of Student Teachers on Student Achievement: A Case Study of Teacher PersThe Influence of Student Teachers on Student Achievement: A Case Study of Teacher Perspectives
The case study aimed to discover the influence of student teachers on student achievement in an elementary school and explore how teachers perceived the influence of student teachers on their students' growth and achievement. Furthermore, the participants argued that student teachers needed to possess characteristics and qualities of highly effective teachers. Although the teachers perceived their experience of working with student teachers as positive, they considered themselves to be an important factor in the equation for impacting student achievement. The teachers said that even when the student teacher was in control, the teacher was available to work with individual students as needed.
Updated: Jul. 12, 2018
How an Evolution View of Workplace Mentoring Relationships Helps Avoid Negative Experiences: The Developmental Relationship Mentoring Model in Action
This article explores how the use of a specific mentoring model focusing on the evolution of the relationship between mentor and mentee, may influence the incidence of failure. The authors argue that the findings provide a greater understanding of the dynamics of mentoring relationships. The findings suggest that the causes of toxic mentoring are complex and influenced by factors that include mentor motivation and emotional intelligence.
Updated: Jul. 10, 2018
A Case Study of How a Sample of Preservice Teachers Made Sense of Incorporating iPads into their Instruction with Children
This article examined how a sample of preservice teachers (PSTs) made sense of incorporating technology, specifically iPads and their apps, into their teaching. The findings reveal that the participants perceived the process of making sense of how to incorporate technology, specifically iPads and their apps, into their teaching as a complex and evolving process. The authors suggest that teacher educators ought to plan out both classroom and field experiences that offer numerous opportunities to learn from and teach with these devices in multiple ways.
Updated: Jun. 17, 2018
This study examines teachers’ behavioral, academic, and relational beliefs and how these beliefs shape the actions used in managing their classrooms. The author found that the participants focused primarily on behavior and academics when managing classrooms. The author concludes that these results suggest that a more relational orientation to classroom management is related to instructional quality. The author found that teachers also tended to implement actions that were consistent with their beliefs of classroom management, although they differed from one another in the extent that they focused on relational aspects.
Updated: Jun. 07, 2018
This article describes a case study about how teacher education might better prepare rural teacher candidates for rural schools. The author concludes that participants emphasized the importance of personal relationships, relationships both within the school and the relationship between the school and community. However, it was found that the participants in this study also perceived school and community as a site of ambiguity and ambivalence, a site of strategy, negotiation, and resistance. The authors suggests that teacher candidates should be prepared to learn about rural communities in ways that do not reinstate deficit perspectives and increase the likelihood that they will choose rural teaching appointments.
Updated: Jun. 06, 2018