International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Case studies
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224 items
81
The aim of the current research is twofold:
1. Present a theoretical approach to study mathematics teacher knowledge and the conditions for developing it in direct relation to teaching practice.
2. Present and analyse a case of open lesson using this theoretical approach.
In order to conduct their analysis, the authors have developed a new technology about the open lesson practice and some elements of theory as well.
For this study, the authors collected data from three sources:
the lesson plan of the teacher;
the real-time observation of the lesson;
the discussion after the lesson.
In conclusion, the current study indicates why open lessons represent, to Japanese teachers, an attractive element of a professional learning community of teachers.
Published: 2013
Updated: Aug. 19, 2014
82
The purpose of this study is to describe and understand prospective science teachers’ knowledge development. This is a longitudinal, multiple case study of four prospective biology teachers’ PCK development during a post-baccalaureate teacher education program. The authors learned that as prospective teachers gained more knowledge and experience, the interaction that develops between teachers’ knowledge of learners and their knowledge of instructional sequences becomes more integrated. In addition, the findings demonstrate a strong relationship exists between science teaching orientations and knowledge of learners and instructional sequences.
Published: 2013
Updated: Jul. 20, 2014
83
This case study was conducted to explore the development of pedagogical content knowledge (PCK) through a school practicum course. The case study also examined how observation of number pattern lessons in schools and discussions of these observation contribute to prospective teachers’ PCK. The participants of the study were three female prospective elementary mathematics teachers, who enrolled in a 4-year teacher training programme in a university in I˙zmir, Turkey. With regard to the issue of effectiveness of the activities in the SP course, it can be concluded that observations in real classroom settings and discussions of these observations in the SP course resulted in an improvement of the prospective teachers’ PCK.
Published: 2012
Updated: Jun. 22, 2014
84
The purpose of this study was to understand how the extent to which the program was implemented, the participants’ background and career trajectories, and the teaching context interacted to yield their success. To understand the interactions of these elements, the researcher examined the academic and personal backgrounds of three teachers completing a MAT program in Varying Exceptionalities. The researcher also examined the teachers’ sense of self-efficacy, observed their practice, and gained the perspectives of their mentor teachers.
Published: 2012
Updated: Mar. 19, 2014
85
This study assessed teacher candidates’ readiness for parent involvement. Specifically, the study used a text-based case and carefully selected videos of simulated parent–teacher conferences to explore teacher candidates’ awareness and use of two dimensions of interpersonal communication: responsiveness and structuring. The findings revealed that candidates felt highly confident about their ability to communicate with students’ families; their levels of efficacy did not align with their actual skills: candidates made limited use of a small range of effective communication strategies; and the candidates could discriminate between effective and less-effective models of professional practice.
Published: 2012
Updated: Mar. 18, 2014
86
In this article, the authors revisit the question of ethics education for teachers. The authors propose an approach to the professional ethics of teaching that employs a case-analysis framework specifically tailored to address the practice of teaching. The authors describe a case study which comes from their personal experience and apply the eight stages of the framework on it. The authors conclude that the framework for ethical decision making presented here provides a strategy for bringing conceptual coherence to professional ethics courses for teachers.
Published: 2011
Updated: Jan. 07, 2014
87
This article discusses the importance of community-based field experiences as a feature of teacher education programs. The author uses a qualitative case study to present prospective teachers’ work with homeless youth in an after-school initiative.
Published: 2012
Updated: Nov. 25, 2013
88
This research examines a neighborhood educational opportunity zone. The goal is to scaffold school-community collaboration that reduces inequities in this area, including, but not limited to, educational inequities. The unit of analysis is Clare Horizon Community School (CHCS) as a subset of the neighborhood educational opportunity zone of Clare Horizon. In the case of CHCS, there is a clear community of individuals committed to the initiative. There is less clarity about the purpose of the enterprise and the ways to pursue it.
Published: 2013
Updated: Nov. 12, 2013
89
This paper reports on male trainees’ reactions to a pilot year intervention in which a male-only support group was set up. The participants were 12 male trainees. Overall, male trainees’ responses indicated that the introduction of the male-only group was an effective strategy to address the issue of being vulnerable and feeling ‘isolated’ in a female-dominated environment.
Published: 2012
Updated: Nov. 11, 2013
90
The main purpose of this study was to investigate exemplary online teachers’ transition to online teaching with a specific focus on the successful practices. The findings show that when teachers described their successful practices, they often attended to their changing roles and representation of their “selves” within an online classroom. The authors found that teachers struggled to make themselves visible and heard in online environments by constantly challenging their already established roles and assumptions toward learning and teaching. They build their teacher personas by drawing their knowledge and experiences from different sources, such as their own experiences as learners in online classrooms and observations of other online teachers.
Published: 2013
Updated: Oct. 16, 2013