Search results for: Reflection
Page 2/27 262 items
This article examines the potential of 3D printing. The authors used a creativity course for preservice teachers to explore the printing's potential. The attitudes and dispositions of the participants throughout the workshop showed that it was a valuable learning experience for them. The authors conclude that three-dimensional printing, as an example of technology for young children, has the potential to fill a unique niche in educational settings.
Updated: Oct. 18, 2018
Picture This: Multimodal Representations of Prospective Teachers' Metaphors about Teachers and Teaching
This article describes the results of a multimodal project. The research study centers on participant-generated metaphors and required prospective teachers to capture, produce, and share their selected metaphors through multimodal means. The findings reveal that the participants vary in their metaphorical conceptions of teachers and teaching. They are able to identify and articulate metaphors for teachers and teaching through multimodal means. The participants understood the metaphors and shared through multiple modes they were able to demonstrate and articulate in more than one way. The findings suggest prospective teachers' uses of multimodality enabled individuals, to varying degrees, to more readily and through multiple modes identify, capture and articulate their understanding(s) of teaching and teachers.
Updated: Oct. 04, 2018
Supporting One Another as Beginning Teacher Educators: Forging An Online Community of Critical inquiry into Practice
The authors were beginning teacher educators, who were interested to explore their practice and new roles as teacher educators in new contexts. The authors argue that dialog and collaborative reflection have transformed their practice in important and distinctive ways and changed the way they approach their work and how they interact with students. Their findings reveal that mentoring relationships must include four important factors: friendship, collaboration in research and career development, information about policies (e.g. tenure and promotion), and intellectual guidance.
Updated: Sep. 12, 2018
Thinking with/through the Contradictions of Social Justice in Teacher Education: Self-Reflection on NETDS Experience
This article describes the National Exceptional Teaching for Disadvantaged Schools (NETDS). The purpose of the NETDS is to channel high performing teacher education students to disadvantaged schools. This paper is based on the authors' collective, critical self-reflection on designing and implementing NETDS at University of New England over the last three years. The authors use the taxonomy of three different ideological approaches—conservative, liberal and critical—to school reform as a heuristic device for their self-reflection.
Updated: Feb. 13, 2018
Changing the way to Teach Maths: Preservice Primary Teachers’ Reflections on using Exploratory Talk in Teaching Mathematics
This study aimed to examine the preservice teachers’ reflections on the contingent situations of a microteaching experience based on exploratory talk, in order to better understand preservice teachers’ emerging awareness of teaching and learning in mathematics. The findings suggest that the experience had impacted on the preservice teachers’ professional development in some ways. All the participants seemed to have valued the experience, and so may have been sensitised to work with their students in an informed way. However, some preservice teachers said that the experience had changed their beliefs in using talk as a teaching approach; and even that the experience had changed the way they wanted to teach mathematics. Others argued that the experience had raised awareness of the difficulties in working this way.
Updated: Feb. 13, 2018
Pedagogies for Preservice Assessment Education: Supporting Teacher Candidates' Assessment Literacy Development
This study aimed to explore the pedagogical conditions that supported teacher candidates’ learning about assessment. This study revealed four pedagogical constructs that teacher candidates perceived as effectively supporting their learning. These constructs were (a) perspective-building conversations, (b) praxis: connecting theory to practice, (c) modeling: practice what you preach, and (d) critical reflection and planning for learning. These pedagogies constitute a basis for articulating the ‘‘how’’ of assessment education. Each of these constructs served to connect assessment theory, practice, and philosophy together to support a multifaceted understanding of assessment in education.
Updated: Oct. 18, 2017
More than Social Media: Using Twitter With Preservice Teachers as a Means of Reflection and Engagement in Communities of Practice
The present article illustrates the authors' attempts integrating twitter into their methods courses and investigates different opportunities that twitter provided for preservice teachers. The article describes these attempts from multiple perspectives—both from English educators and preservice teachers. The authors conclude that twitter provided unique opportunities for preservice teachers to engage with communities of practice and, to engage in reflection.
Updated: Oct. 03, 2017
A diverse group of student teachers in an alternative certification program participated in seminars integrating Boal’s Theater of the Oppressed (TO) activities. Participants created images and enacted scenes that recreated interactions with their students and also rehearsed ideas for taking action in the classroom. The findings showed student teachers engaging in empathic reflection and perspective-taking as they engaged in the theatrical activities.
Updated: Sep. 06, 2017
Developing Pre-service Primary Teachers’ Perceptions of Cross-Curricular Teaching through Reflection on Learning
This study is focused on post graduate student teachers’ perceptions of cross-curricular approaches to the planning, organisation and representation of the primary curriculum. It tracks their emerging understanding of the nature of cross-curricular education prior to and following their own cross-curricular learning experience in art and science. The findings reveal a paradox between their initial positive perceptions and their direct experiences of such practice. The conclusions identify some implications for enhancing critical engagement and the development of teacher subject and pedagogic knowledge in initial teacher education.
Updated: Sep. 06, 2017
The purpose of this article was to present important findings about teacher learning as a fundament for thinking about professional development of preservice and inservice teachers. The author argues that much of a teacher’s behaviour is unconsciously guided by three dimensions (the cognitive, affective and motivational dimensions), and that teacher learning takes place at various levels.
Updated: Aug. 30, 2017