Search results for: Case studies
Page 18/23 224 items
Becoming A University Lecturer in Teacher Education: Expert School Teachers Reconstructing their Pedagogy and Identity
This article contributes to understanding of the professional learning of expert school teachers when they are appointed as university-based teacher educators. A qualitative analysis is used to interpret the transcripts of 16 semi-structured interviews with newly appointed lecturers, in a large UK teacher education department, who have moved from school-based teacher roles and have less than five years' experience working in higher education. The new teacher educators experience tensions within the educational partnership and professional field about the value of abstract knowledge compared with work-based practice and about what a lecturer in teacher education should be.
Updated: Mar. 14, 2010
In this article, the authors trace learning across the digital video production process through case studies with four youth media arts organizations (YMAOs) across the United States. The authors conclude with implications for teachers and leaders who may be interested in how to support the inclusion of digital production processes into formal instructional spaces.
Updated: Feb. 21, 2010
Teaching Science with Technology: Case Studies of Science Teachers’ Development of Technology, Pedagogy, and Content Knowledge
This study examines the effects of a professional development program (TEC) on science teachers’ development of technology, pedagogy, and content knowledge (TPACK). The The program was found to have positive impacts to varying degrees on teachers’ development of TPACK. Contextual factors and teachers’ pedagogical reasoning affected teachers’ ability to enact in their classrooms what they learned in the program. Suggestions for designing effective professional development programs to improve science teachers’ TPACK are discussed.
Updated: Feb. 21, 2010
This paper, which reports on qualitative–interpretative case studies in Flemish (Belgian) primary schools, contributes to a more refined understanding of teachers' working conditions. Using “experience of intensification” as a central concept, the authors call for a refined understanding of the complex interplay of teachers' professional selves, the cultural and structural working conditions in the school and the different “calls for change” they have to deal with.
Updated: Jan. 12, 2010
This paper reports upon findings from four multiple-perspective case studies of successful principals in challenging urban contexts. Each principal was described as making a significant difference to the quality of school education. The analysis of the cases identified that there were several interconnected strategies that are not only important, but essential for leadership success in these schools. They are related to setting the directions, developing people, redesigning the organisation and changing the culture of the school. Each of them encompasses more specific competencies, attitudes and considerations.
Updated: Jan. 12, 2010
The article presents practical perspectives on mathematics teacher change. It uses the results of collaborative research with two mathematics secondary school teachers in order to improve the teaching and learning of mathematics in Rwanda. Outputs of the study include teachers’ awareness of the need for change and their increased flexibility to accept learners’ autonomy in shifting from teacher-centred to learner-centred pedagogy.
Updated: Dec. 23, 2009
Co-Analysis of Work in the Triadic Supervision of Preservice Teachers Based on Neo-Vygotskian Activity Theory: Case Study from a French University Institute of Teacher Training
The goal of this study was to evaluate the effects of the joint training activities of a cooperating teacher and a university supervisor during an advisory visit on (a) the professional development of a preservice teacher's activity and (b) the reorganization of mentoring activity following this visit. The discussion focuses on the conditions that led to the greater effectiveness of the advisory visit, which is an integral part of teacher training programs that alternate classroom work with co-analysis of the work.
Updated: Dec. 21, 2009
The utility of Lave and Wenger's social theory of learning can be evaluated through specific case studies which enhance our understanding of how education proceeds in diverse contexts. Here the author provides an ethnographic case study of the training of Caribbean-born Hindu pandits (priests) living and working in Queens, New York. In order to explicate the process by which people are moved into the social roles of “pandit-in-training” and “pandit,” the author shifts between interviewees’ words, vignettes of their actions and her interpretation of communities of practice and its relevance for mapping the education of Hindu pandits.
Updated: Dec. 14, 2009
The article presents a case study of a 2nd-year teacher who was in a graduate-level Multicultural Curriculum Design course, which was designed to develop the complexity with which teachers understand and plan curriculum. Data included (1) several student papers, (2) a reflective journal, (3) classroom observation of the teacher, and (4) an interview . The case study reinforced the importance of creating contexts in which teachers can examine their own backgrounds and beliefs, interact with one another, and interact with ideas that stretch them intellectually.
Updated: Nov. 18, 2009
How Engagement with Research Changes the Professional Practice of Teacher-Educators: A Case Study from the Welsh Education Research Network
This article provides an analytical account of one research group of teacher-educators funded by The Welsh Education Research Network (WERN). The case study describes the research activity of the group and the views of its members on its impact for their professional practice. Finally an analysis of the findings concludes that engagement with research has resulted in positive changes to the knowledge, skills and critical awareness of the teacher-educators which has in turn brought benefits to the learning of their students.
Updated: Nov. 10, 2009