Search results for: Case studies
Page 7/23 223 items
This article presents a study which examined the transfer of pedagogical practices and conceptions of teaching and learning mathematics in the process of early professional identity development. The findings reveal that participants explained that professional development, as measured by the transfer of teacher-preparation program (TPP) practices and beliefs, was based upon innate ability and personality, pre-training experiences, preservice experiences, and in-service experiences. Furthermore, 71% of all inservice observations were coded as TPP practices, therefore, confirming the participants’ articulated perceptions about the significance of preservice preparation.
Updated: May. 19, 2015
Multiple Enactments of Method, Divergent Hinterlands and Production of Multiple Realities in Educational Research
The article seeks to discuss how different research methods and approaches influence in practice. It examines how divergent disciplinary hinterlands influence the enactments of research methods. It also explores how the choice of research approach affects the types of knowledge and realities produced in the research process.
Updated: Apr. 30, 2015
This article compares two different procedures for incorporating translation in education qualitative research. Its goal is providing a clear depiction of the complexities involved in translating qualitative data and the strengths and weaknesses of each procedure. Taking into account the resource constraints often faced by novice qualitative researchers, this article provides some strategies that can be employed in similar contexts.
Updated: Apr. 13, 2015
Learning Other People’s History: Pre-service Teachers’ Developing African American Historical Knowledge
This article examined the development of three social studies pre-service teachers’ African American history knowledge. The participants were engaged in a rigorous summer reading program dedicated to learning African American history. This qualitative case study examined both pre and post interpretations of African American history and discussed the varied ways the subject was interpreted by the pre-service teachers. The findings indicated that the reading program influenced African American history knowledge both positively and negatively.
Updated: Mar. 15, 2015
Developing Professional Identities through Participation Within a Hybrid Community of Practice: Illustrating the Front-Line Experiences of Four Pre-K Mentor–Teachers
The purpose of this article is to describe a case study explored how a hybrid community of practice comprised of four pre-K mentors and a university program coordinator supported the development of new understandings about how to effectively supervise preservice teachers. The mentor discovered that participating in a community of practice contributed to changes in their thinking not only about their current mentoring situations, but also about guiding novice teachers as a professional calling. Furthermore, they began this study with preconceived notions of what it meant to be mentors that were somewhat black and white. However, they left feeling overwhelmed by the knowledge that mentoring is a complex act characterized by dual responsibilities of being teacher educators and early childhood teachers.
Updated: Mar. 15, 2015
Meta-Analysis With Complex Research Designs: Dealing With Dependence From Multiple Measures and Multiple Group Comparisons
This article summarizes the different approaches to handling dependence that have been advocated by methodologists. The authors present a case study using effect sizes from a recent meta-analysis of reading interventions, in order to compare the results obtained from different approaches to dealing with dependence. The results show that mean effect sizes and variance estimates were found to be similar.However, estimates of indexes of heterogeneity varied.
Updated: Mar. 04, 2015
This research aimed to understand how today’s teachers, operating in an exploratory context, experience the teaching profession over time. The findings reveal that these three teachers' experiences highlight the ways in which they continue to use their instructional skills for the benefit of others. After leaving the classroom, all three of these former teachers found that a career transition out of education was not as seamless as anticipated. These teachers each found that their detours through the classroom had concrete professional, financial, and emotional costs in the form of delayed entry into new careers, tuition costs, and daily struggles. The author concludes that this study identifies concerns about the costs for the teachers themselves while also recognizing the transformative potential of former educators applying their skills throughout society in a myriad of ways.
Updated: Feb. 11, 2015
Practicalising Theoretical Knowledge in Student Teachers’ Professional Learning in Initial Teacher Education
The current study aimed to investigate the professional learning of student-teachers in Bachelor of Education programmes. The findings suggest a typology of different approaches of practicalising theoretical knowledge which reflect how student-teachers make personal interpretations of theoretical knowledge and develop their own teaching pedgagogies in school contexts. The three approaches to practicalising theoretical knowledge include the Procedural Approach, the Reflective-adaptive approach, and the Reflective-theorising approach. The authors conclude that the different approaches of practicalising theoretical knowledge and suggested ways of maximising professional learning are derived from empirical findings in a programme which tends to put emphasis on professional learning in the higher education context as compared to the school-based context.
Updated: Feb. 10, 2015
From the imagined to the practiced: A case study on novice EFL teachers’ professional identity change in China
This article examines the change of four novice EFL teachers’ professional identities in the first years of teaching in K-12 schools in China. the findings suggest that (1) novice teachers’ cue-based or exemplar-based imagined identities may change into rule-based or schema-based practiced identities as mediated by the mixed influences of the institutional contexts of school and the dynamic educational contexts; and that (2) the institutional pressures seem to cause the imagined identities to be negatively replaced, but the teacher’s perseverance and agency in seeking opportunities of professional development may ultimately determine the positive evolution of the imagined identities.
Updated: Feb. 08, 2015
This study examines how preservice teachers conceptualize popular depictions of the profession or issues related to the “extended professionality” of teaching. The authors sought to determine the effectiveness of the controversial documentary, Waiting for Superman, in fostering student interest and engagement with issues related to the extended professionality of teaching. The findings illuminate a need for broaching issues of extended professionality within teacher education programs.
Updated: Jan. 12, 2015