Search results for: Case studies
Page 17/23 224 items
'Teaching Could Be a Fantastic Job but …': Three Stories of Student Teacher Withdrawal from Initial Teacher Preparation Programmes in England
This article presents new findings that focus on the experiences of three (ex-)student teachers who did not complete their ITP. Having conducted in-depth interviews, the authors attempt to understand the experiences, emotions and decisions of three people who committed themselves to ITP, invested much energy and time, but in the end withdrew. The reasons for their decision to withdraw from ITP are numerous and complex. These three case studies provide some insights for teacher educators regarding the obstacles, both personal and course-related, that can impede successful completion of pre-service education and entry to the profession.
Updated: Sep. 19, 2010
Teachers' Instructional Planning for Computer-Supported Collaborative Learning: Macro-Scripts as a Pedagogical Method to Facilitate Collaborative Learning
The current study explores macro-level computer-supported collaborative learning scripts as a pedagogical method to facilitate collaboration. This case-study examines the difference between the “ideal” script and the “actual, realized” script to find out how collaboration differs between different groups. This study demonstrates that macro-scripts support collaboration by introducing the reason for interaction and by helping students solve learning tasks.
Updated: Aug. 22, 2010
The Challenge of Involvement in Reflective Teaching: Three Case Studies from a Teacher Education Project on Conducting Classroom Discussions on Socio-Scientific Issues
The goal of this qualitative study was to learn more about how teachers deal with a reflective teaching approach aimed at developing their competencies in analyzing and facilitating classroom discussions on socio-scientific issues. Three cases of teachers' journeys through the project are reconstructed and characterized. The authors posit that each teacher benefited from the project according to his or her individual situation, needs and learning style.
Updated: Aug. 17, 2010
Exemplary Mentors' Perspectives towards Mentoring across Mentoring Contexts: Lessons from Collective Case Studies
This study examined the perspectives that mentors, who are considered exemplary in the field, exhibit towards mentoring in different mentoring contexts in the Israeli school system. These perspectives were examined from a variety of view points: The mentors themselves, their mentees, supervisors, school principals, and project leaders. The findings reveal that, despite the different contexts of practice, star mentors shared common perspectives towards mentoring in terms of educational ideologies and envisioned roles and practices, exhibited through the use of a similar professional language.
Updated: Aug. 03, 2010
Expectations and Experiences: The Voice of A First-Generation First-Year College Student and the Question of Student Persistence
This case study takes a phenomenological approach using the voice centered analysis. This case study analyzes qualitative interview data so that the voice of this first-generation college student is brought forward. In combination with other research calling for an expansion of the dominant theory of persistence, this research raises the importance of elevating family relationships in the student persistence model.
Updated: Jul. 13, 2010
This case study describes a critical perspective offered by Ann, a First Nations learner. Ann described her experience of teacher education, and how she came to question different aspects of her university program and practicum assignment which challenged her understandings of self. The situated knowledge of pre-service teachers can offer alternative perspectives to guide the future of teacher education by drawing attention to shifts underway among students that will change the nature of professional practice.
Updated: May. 09, 2010
The purpose of this documentary account is twofold. First, the authors describe two strategic instructional assignments embedded in university courses at a large research institution in the United States that were designed to help teaching candidates move toward mastery. Second, the authors explicate candidates' performances on the assessments as well as evidence of the reliability of the assessments and scoring procedures. This case study provides evidence that advanced secondary teaching candidates are able to address instructional issues and engage in the kind of pedagogical reasoning more characteristic of experienced teachers.
Updated: May. 09, 2010
This article describes a study on teacher educators' professional development in the context of national curriculum reform in China. The article presents a case study on Chinese teacher educators' professional development in the context of education reform. It explains the background of the implementation of the new curriculum of basic education and its impacts on teacher education. After analyzing the major issues emerging from the investigation, the author suggests further research regarding the development of a sustainable curriculum of teacher education and steering standards for teacher educators' professional development.
Updated: Apr. 27, 2010
Using Latvia as a case study, this article examines one of the first efforts to create professional development opportunities for a group of pre-service teacher educators. Furthermore, this article explains how this short-term project had contributed to re-conceptualizing professional development for the participants involved in the initiative. The study revealed that one of the factors, which contributed to the emergence of a new culture of professional development, was the concept around which the Project and its participants were organized—cooperative learning.
Updated: Apr. 25, 2010
This paper draws on an analysis of relevant research and an illustrative case study of one teacher educator’s learning to debate how well-framed practitioner research might give some ways forward in devising appropriate professional learning provision for teacher educators entering Higher Education from work in schools. The article raises a number of issues about the long-term value and importance of the proposed type of research as part of teacher educators’ induction and professional development, with particular reference to the current situation for educational research in England.
Updated: Apr. 06, 2010