Search results for: Case studies
Page 6/23 224 items
The Cultural Responsiveness of Teacher Candidates towards Roma Pupils in Serbia and Slovenia – Case Studies
This study seeks to determine how differences in the Slovenian and Serbian contexts are reflected in differences in the initial cultural responsiveness of student teachers with regard to Roma minority pupils and their parents in the two countries. The results indicate that most student teachers in both groups favoured educating Roma pupils in regular schools and were aware of discrimination against Roma pupils in the education system. In addition, the results indicate that most of the student teachers agreed with the forms of cooperation that are most common in elementary schools, for example, parent meetings and individual meetings with parents. Finally, the results also indicate that the majority of student teachers from both groups would enrol Roma pupils in their class if they were charged with making this decision.
Updated: Nov. 18, 2015
This article has examined the case of one particular learning activity and the design, development and implementation of that activity to address the particular needs of pre-service teachers in one teacher education programme in New Zealand. The authors considered three core principles which adopted in the design of the docudrama activity: (a) to provide pre-service teachers with an experience of educational technology as an integral part of the learning; (b) for students to experience an example of what ‘student centred learning’ might look like; and (c) to highlight the value of authentic contexts for learning. Results from the evaluation survey indicate that the design of the docudrama activity contributed to participants’ learning about how educational technologies help support alternatives to traditional teaching and learning practices.
Updated: Nov. 09, 2015
Pedagogical Approaches to Exploring Theory–Practice Relationships in an Outdoor Education Teacher Education Programme
In this article, the authors have discussed pedagogical approaches to exploring theory and practice with pre-service teachers within an an Australian outdoor education teacher education (OETE) course. The authors have highlighted the importance of four key pedagogical elements in terms of helping pre-service teachers understand and negotiate theory–practice relationships: the promotion of self-awareness; guided reflection; experience; and the fostering of a strong, safe community of learners. These elements are relevant to other areas of teacher education besides OETE pedagogy, although they may be embodied differently in different areas. The authors suggest that these elements are made possible through flexibility within courses, face-to-face contact, and opportunities for observing, participating in, and reflecting on/in relevant practice.
Updated: Nov. 04, 2015
This paper aims to briefly describe an apprenticeship model of clinical supervision. This model may be well suited to preparing Speech–language pathologists (SLPs) to significantly contribute to school teams serving children with autism spectrum disorder (ASD). The article presents a case illustration of the use of this model within university graduate program. It briefly discusses implications for pre- and post-professional education and development.
Updated: Nov. 02, 2015
This article explores one workshop, ‘Research Communication in the Multicultural Academy’ (RCMA), as a case study demonstrating how collaborative critique can be implemented. 'Collaborative critique’ is an approach designed to be collaborative in that participants work together to create meaning through discussion and debate stimulated by narrative, case studies and role plays. The authors frame the discussion with four categories: context, construction, collaboration and conversation. The authors acknowledge that collaborative critique can leave some programme participants with a certain amount of confusion. They conclude that confusion, complexity, critique and corroboration, while unsettling and challenging, can be harnessed to work in conjunction with the context, construction, collaboration and conversation that are central to academic development programmes.
Updated: Nov. 02, 2015
The main focus of this research was to assess the impact of a mentoring scheme in facilitating integration amongst first-year international students who come from different ethnic, cultural, sociocultural and socio-economic backgrounds so that they become effective learners. The findings indicated that international students suffer from acute disorientation in their new institution. They find the new academic and social culture daunting. The author concludes that the lessons learned from it together with many of the suggestions which emerged from the focus group discussions, are included in the current mentoring scheme. The success of the mentoring scheme facilitated the transition of first-year international students, encouraged a sense of community and actually created a community amongst the international student cohort.
Updated: Nov. 01, 2015
The focus of this study is the practice of mentoring as perceived by key participants, and the backdrop is the changing training context. Particularly, this research aims to understand mentoring of student teachers as a practice-based learning process situated within the school as a workplace, and for the purposes of sustaining the working practices and staffing of that workplace. Experiences of mentoring in this specific case study of initial teacher education vary but there are common constraints and affordances. This research suggests that the wider value placed on mentoring within the workplace-orientated context of initial teacher education matters. Furthermore, the socio-cultural context within which mentoring occurs also has a significant impact, and indeed the extent to which the mentors are afforded the necessary time and mentor education to fulfil their role.
Updated: Oct. 12, 2015
In this article, the authors draw on two purposefully selected case studies of student teachers to explore the implications of this alternative understanding of the nature and consequences of resistance. This cross-case analysis focuses on the causes and manifestations of friction over time. The findings indicate that resistance itself, and its causes, should be understood as interactive in multiple ways. The two participants identified different causes for the friction they experienced at different moments in time. Moreover, almost each time they identified a certain cause, they added that it might work differently for other students or that they could also see how it would work, but just not under the given circumstances.
Updated: Sep. 08, 2015
This paper reports on a dialogic model of international practicum, involving Australian pre-service students and two mentors on a 22-day placement in South Africa. The authors begin with a traditional qualitative case study of the practicum program, identifying benefits for some students.
Updated: Aug. 16, 2015
The goal of this article is to report a preliminary work on student-centered teacher preparation to promote school success among culturally and linguistically diverse learners. The authors believe that teacher education programs need to be very purposeful in their approach to multicultural literacy teacher education. Drawing upon Vygotskian perspective on learning, they chose two cases from the beginning of their teacher education program and during student teaching, which often marks the end of teacher education program.
Updated: Aug. 03, 2015