Search results for: Case studies
Page 22/23 224 items
Researching pupils, schools and oneself. Teachers as integrators of theory and practice in initial teacher education
This case study surveyed and interviewed a group of recently graduated teachers who had worked as teachers during their education. The interest was on their experiences of M.A. thesis research as well as the integration of theory and practice during the education.
Updated: Sep. 21, 2008
Moving towards transdisciplinarity: an ecological sustainable focus for science and mathematics pre-service education in the primary/middle years
This paper explores the theoretical underpinning of this complex approach to undergraduate teaching and reports on how our teaching team has worked collaboratively to structure a sequence of three, one semester integrated, core courses that explicitly uses an educating for ecological sustainability theme as the basis for each course and associated assessment.
Updated: Aug. 27, 2008
Developing Pedagogical Technology Integration Content Knowledge in Preservice Teachers: A Case Study Approach
This research examined the effects of case-based instructional strategies on the development of Pedagogical Technology Integration Content Knowledge (PTICK) in alternative teacher preparation students. The study was part of the Crossroads Project funded by the Preparing Tomorrow’s Teachers for Using Technology (PT3) grant from the United States Department of Education.
Updated: Apr. 28, 2008
The article examines case studies from the UK and South Africa regarding ideologies and practices in teaching. In the case of the UK, the authors discuss a teacher's degree course and expose a rift between individual, experiential knowledge and institutional organizational knowledge, all characteristic of the large-scale transformations of education in the UK. In South Africa, the study follows a white teacher teaching in a black township. The authors conclude that student teachers should be taught about the discourse by which teaching is constructed so that they can reflect more critically on their professional practice.
Updated: Apr. 08, 2008
This article describes an adaptation of action research that can be used specifically for the purposes of reviewing educational courses where the participants move out of the research process after one cycle. The author found a limit to the intentional use of action research in her study of a tertiary course that was being offered within the action learning framework of work placements.
Updated: Apr. 01, 2008
The article examines reflection as a widely accepted process in teacher education. The nature of reflection has recently been challenged by the socially situated and critical, as they try to engage teachers in the broader social context. The study examines the use of critical social reflection in two social studies methods courses.
Updated: Mar. 18, 2008
Regardless of learning style preference, the use of case study was found to be the preferred learning method. These findings were the result of a study conducted on students enrolled in elementary/secondary science methods course. Students completed a survey indicating their learning style preference and rated the eight identified teaching methods used throughout the semester for effectiveness.
Updated: Feb. 19, 2008
This case study explored asynchronous online discussions, assessment processes, and the meaning students derived from their experiences in five online graduate courses at the Colleges of Education of two Midwestern higher education institutions. The findings suggest that asynchronous online discussions facilitate a multidimensional process of assessment demonstrated in the aspects of structure, self-regulatory activities, learner autonomy, learning community and student writing skills.
Updated: Feb. 10, 2008
The multimedia case as a tool for professional development: an analysis of online and face-to-face interaction among mathematics pre-service teachers, in-service teachers, mathematicians, and mathematics teacher educators
The potential use of the multimedia case as a tool for professional development is examined in a study that focused primarily on issues of classroom implementation of the tasks shown in the multimedia case. The analysis consisted of face-to-face interactions among preservice teachers, inservice teachers, mathematicians and mathematics teacher educators. The variety of backgrounds and experience was thought to enrich discussions of mathematics, teaching and learning.
Updated: Jan. 28, 2008
A research regarding the use of case-based methodology is reviewed in this article. The author maintains that commercial case studies do not meet preservice teachers' needs and experiences. The article describes a methodology of instructor developed case-base studies that are tailored to specific groups of students. Results of the more specific case-based studies showed teacher education students implemented higher levels of critical thinking skills and application of course concepts than have been previously shown by commercial cases.
Updated: Jan. 27, 2008