Search results for: Case studies
Page 2/23 224 items
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
The Impact of Preservice Teachers’ Experiences in a Video-Enhanced Training Program on their Teaching: A Case Study in Physical Education
This article describes a case study, which documented the influence of preservice teachers’ (PTs') experiences in a Video-Enhanced Training Program (VETP) on their teaching. Specifically, the authors sought to identify the influence of video viewing experiences by examining the PTs’ point of view. The findings revealed that the Video-Enhanced Training Program (VETP) fostered the PTs’ ability to conduct a classroom activity. The authors found that the majority of PTS followed the rule taught in the VETP when they were teaching a lesson. Furthermore, it was found that only when PTs could compare what they had learned with classroom events were they able to give professional credibility to the rule taught by teacher-educators, because only then they could judge the rule’s effectiveness. The findings also show that the PTs’ following the rule in their teaching was influenced by an individual mix of experiences. These findings highlighted the importance of multiplying and diversifying the experiences of learning to follow a rule so that PTs can each shape their own experiential trajectory.
Updated: May. 22, 2018
A Case Study of a TPACK-Based Approach to Teacher Professional Development: Teaching Science With Blogs
This article describes a case study of a technology professional development initiative. Specifically, it examines how participants experienced learning to design and teach with technology through a technology, pedagogy, and content knowledge (TPACK) -based professional development approach at a particular school site. The results reveal that the workshop engaged teachers in a series of learning activities designed to promote the development of teacher knowledge about how to meet content-learning goals through integration of technology in science teaching. In conclusion, these results show that content-centric technology professional development that involves collaboration among a small group of teachers around a common content area, with technical and content area support from experts, supports the transformation of teachers’ hypothetical teaching activities into actual teaching practice.
Updated: Feb. 22, 2018
Action Research in Pre-service Teacher Education – A Never-Ending Story Promoting Professional Development
This paper examines how student-teachers experience the process and outcome of doing action research and what the authors as their teacher-educators can learn from these experiences about facilitating the student-teachers’ processes. The findings revealed that most student-teachers experienced the process as positive and saw action research as a tool in professional development. The authors conclude that this research supports the expected benefit of action research in terms of introducing students to a tool for systematic professional development.
Updated: Feb. 21, 2018
Understanding the Use of Online Role-Play for Collaborative Argument through Teacher Experiencing: A Case Study
This study examines how teachers experience the use of online role-play for collaborative argument so that they could have a better knowledge of how technology enhances learning. The findings reveal that online role-play was an appropriate way for teaching collaborative argument. The participants indicated that topic choice would influence their degree of involvement in the activity. Furthermore, the findings show that participants recognised the value of conducting research on the topic prior to posting for evidence to support their claims. Finally, the participants identified a number of benefits of online role-play.
Updated: Feb. 07, 2018
Taking and Teaching the Test are not the Same: A Case Study of First-Year Teachers’ Experiences in High-Stakes Contexts
This study explores how two first-year teachers viewed policymakers’ reforms affecting their teaching and tenure in the field. These results show how policymakers’ high-stakes reforms impacted the development of these beginning teachers in significant ways. In this case study, the participants ended their first year of teaching questioning their roles in such classrooms. However, their commitment toward their work with their students appeared to keep them in the field as public school teachers. These findings reveal two implications for researchers, teacher educators, and teacher mentors.
Updated: Feb. 06, 2018
This study examined how teachers perceive and implement technology in a seventh-grade social studies class. The authors conclude that although the participants believed that using technology can benefit their students, the barriers they faced had more influence than their beliefs and attitudes on their decision to use technology in the classroom.
Updated: Nov. 02, 2017
Knowledge and Knowing in Mathematics and Pedagogy: A Case Study of Mathematics Student Teachers’ Epistemological Beliefs
The current study examines the challenges that students experience in the consolidation of knowledge in mathematics and education. The findings reveal that the epistemological beliefs of the three students differed between the two disciplines. The authors argue that all the students tended to regard mathematical knowledge as certain and coherent in nature. In education, however, they relied more on personal opinions and experiences as sources and justifications of knowledge. They also identify six main areas that can challenge the consolidation of mathematical and pedagogical knowledge.
Updated: Sep. 13, 2017