Search results for: Case studies
Page 11/23 222 items
It's Not About Logic, It's About Logics of Practice: A Case Study of Teacher Education Reform in New Zealand
This article focuses on the anticipations, experiences and reflections of a group of teacher educators during a period when the colleges of education were being merged into the universities in New Zealand. The group was consisted of five experienced, curriculum-specialist teacher educators from a former college of education, and three faculty leaders. The actions of the group were monitored over a period of three and a half years.
Updated: Dec. 25, 2012
We Learned All About That in College”: The Role of Teacher Preparation in Novice Kindergarten/Primary Teachers' Practice
The current case study reports how 5 first-year kindergarten/primary teachers utilized knowledge and skills from their teacher preparation program as a means of approaching curricular decision-making for instructional practice.
Updated: Nov. 28, 2012
This article presents a case study from a larger research study which examined teachers’ experiences as supervisors of preservice teachers. This case study focuses on the experiences of two female supervisors, Kathy and Sally. The findings reveal that three contextual factors are significant to the supervisors' stories: the mature age of the preservice teachers; the preferred collegial practice of the supervising teachers; and the professional recognition they had been afforded by the school.
Updated: Nov. 27, 2012
‘Taking A Cross‐Country Journey with A World Map’: Examining the Construction of Practitioner Researcher Identities through One Case Study
This article explores how one fourth‐grade teacher constructed her practitioner researcher identities over two years. The article draws upon data gathered from a year‐long Teacher as Researcher course and a monthly practitioner researcher group (Triad Teacher Researchers) associated with a Southeastern university in the United States.
Updated: Nov. 26, 2012
The Influence of Theoretical Tools on Teachers’ Orientation to Notice and Classroom Practice: A Case Study
In this article, the author shows how an epistemological vision of mathematics in resonance with a model of cognitive dynamics can work as a powerful tool to support a teacher’s stable and autonomous attitude of noticing. To support this argumentation, the author presents some experimental data concerning a case study of one teacher.
Updated: Oct. 17, 2012
Using Technology to Explore Mathematical Relationships: A Framework for Orienting Mathematics Courses for Prospective Teachers
The purpose of this article is to suggest that the heart of sound technological implementation is to encourage students to use whatever tools are available to explain the mathematical relations that underlie what they observe on the screen.
Updated: Oct. 17, 2012
The Nature of Prospective Mathematics Teachers’ Pedagogical Content Knowledge: The Case of Multiplication of Fractions
The current study aimed to explore prospective mathematics teachers’ knowledge of common conceptions and misconceptions that sixth and seventh grade students had about multiplication of fractions. In addition, prospective teachers’ knowledge of the sources of these misconceptions and strategies they knew to overcome these misconceptions was examined. The prospective teachers suggested many difficulties that elementary grade level students may have.
Updated: Oct. 16, 2012
The current case study examined pre-service teachers’ expectations of and attitudes toward the learning and integrating of ICT into their teaching. This study also examined the participants' perceptions of the availability and use of ICT in the Teacher Education Program (TEP) and their placement schools.
Updated: Sep. 27, 2012
In this article, the authors examine how experiences during teacher education affect student teachers’ decision on job entrance. The authors examined case studies of 12 student teachers: six student teachers who indicated a major increase in intention to enter teaching and six who indicated a major decrease. The data revealed that guidance, support, follow-up, and feedback on field experiences are crucial determinants of student teachers who indicated a major shift in their intention for job entrance.
Updated: Aug. 27, 2012
This article examines the impact of discourses upon teachers who strive to be professionals amidst the US No Child Left Behind era. The author used qualitative research methodology and ethnographic techniques to conduct a case study within the context of a teacher learning community comprised of two female secondary teachers and the researcher. This article illuminates how a teacher learning community becomes a space for agency for the ‘teacher as professional’ and how teacher development can be sustained within a contemporary context of compliance and accountability.
Updated: Aug. 21, 2012