Search results for: Experiential learning
Page 2/4 34 items
Supporting Children’s Mathematical Understanding: Professional Development Focused on Out-of-school Practices
This study describes the Reflection Connection Cycle professional development program. The author chose to develop a program that would help teachers find ways to draw on the knowledge students gained from their out-of-school experiences for the explicit goal of using those understandings to support classroom mathematics learning. The participants were 14 female elementary school teachers. The findings revealed that while initial lessons focused solely on the context of practices, subsequent lessons show a greater concern for the mathematics in which children were engaged within a practice. The author argues that specific support in making connections to informal understanding in lesson design may need to be addressed directly.
Updated: Mar. 19, 2014
Using self-study approach, the author was interested to learn about teaching teachers. The author positioned herself as a novice in the unfamiliar context of learning to ride a horse. Two themes emerged through pattern analysis. The first theme to emerge through the author's early journal entries was empathy for her students’ anxiety and vulnerability when learning a new skill with such high stakes. The second theme was the fact that the author had fallen but got back in the saddle with renewed confidence spoke volumes about learning.
Updated: Dec. 03, 2013
To Me It’s Like Having a Kid, Kind Of: Analysis of Student Reflections in a Developmental Mentoring Program
The authors explore the experiences of sixth grade students who participated in the Chapel Buddy program. This program pairs sixth graders with kindergarten students in order to ease the transition to kindergarten and middle school. The findings indicated that the students’ understanding of the mentoring role evolved and matured over the course of the year. Results also indicated that the ability to form an effective relationship with their mentees was the primary factor that influenced the value and satisfaction of the mentors’ experience.
Updated: Jun. 11, 2013
Teachers’ Conceptions and their Approaches to Teaching in Virtual Reality and Simulation-Based Learning Environments
This article describes a research which is the first phase of the design-based research (DBR) method. The goal of this study is to find out what kinds of pedagogical approaches and educational tools teachers have adopted when teaching their subject matter in Virtual Centre of Wellness Campus (ENVI) was set up at Rovaniemi University in Finland.
Updated: Oct. 21, 2012
This study explored a situated learning environment implemented in an educational technology course where pre-service teachers worked collaboratively on meaningful real-world projects, assuming the role of professional teachers. The authors found that the students in the situated learning environment demonstrated sophisticated problem-solving skills, exhibited metacognitive awareness, produced coherent artifacts, and showed high levels of motivation.
Updated: Jul. 30, 2012
This study focused on the experiences and perceptions of 12 teacher candidates as they completed a six week rural internship experience. The main objectives of the study were to: (a) describe the learning experiences of teacher candidates as they live and teach in rural communities; (b) examine how teaching and living in rural communities influence teacher identity; and (c) ascertain if living and teaching in rural communities affect teacher candidates' willingness to accept future teaching assignments in rural communities.
Updated: Jul. 30, 2012
The Impact of and Key Elements for a Successful Virtual Early Field Experience: Lessons Learned From a Case Study
In this case study, a pilot field experience centered on the topic of Virtual School (VS) was created and offered virtually. The central purpose of this case study was to understand what impact this virtual early field experience had on the teacher candidates’ understanding of VS. Overall, the results showed that this pilot study had positive impact on the teacher candidates.
Updated: Jun. 27, 2012
In this article, the authors bring together the fields of teacher education, authentic learning, and arts-based learning to articulate a means of enhancing pre-service programs. Specifically, this article documents and analyzes the process of engaging teacher candidates in an authentic learning experience of a musical theatre production.
Updated: Jun. 13, 2011
In this article, the authors describe the challenge of teaching action research within the context of an undergraduate community health psychology module. The module was designed using principles from transformative learning, critical pedagogy and action learning. The module took place over one semester; and 15 students participated in the module. The authors reflect upon the students' experiences in the module and the learning outcomes. The authors conclude by addressing the major challenges involved in teaching action research to increase critical understanding.
Updated: Jan. 23, 2011
This case study examines the perceptions of a group of trainees on the employment-based graduate teacher programme (GTP) towards the close of their initial teacher education. Seven trainees were selected to participate in the study. Data were collected by conducting a series of semi-structured interviews. Findings suggest that GTP trainees were able to identify ways in which 'theory' had positively influenced their practice. However, the authors claim that most workplace learning occurs on the job and that this masks an uncertain interplay between formal and less formal elements of how trainee teachers learn on the employment-based GTP route studied here.
Updated: Dec. 26, 2010