Search results for: Teacher development
Page 2/4 33 items
In this article, the authors investigate the heuristic potential in the image of the teacher‐as‐stranger. The authors also use this image as a frame for reflecting on teacher change and growth. This research provides concepts with which to describe the educational potential in the ‘strangeness’ experienced by all teachers.
Updated: Jul. 26, 2011
Classroom-Level Curriculum Development: EFL Teachers as Curriculum-Developers, Curriculum-Makers and Curriculum-Transmitters
This qualitative study aimed to explore teacher curriculum approaches and the strategies attached to each approach. The study was grounded in teacher curriculum development, curriculum implementation, teacher development, student cognitive and affective change and constructivism. Working with English as a foreign language (EFL) teachers and mixed-nationality college students, the study reached a teacher curriculum approach classification comprising curriculum-transmission, curriculum-development and curriculum-making. It recommended alternatives for teacher, student and curriculum development, curriculum implementation and teacher training.
Updated: May. 09, 2010
Lifting Off the Ground to Return Anew: Mediated Praxis, Transformative Learning, and Social Design Experiments
The article proposes an approach to teacher development that situates learning in its context of development, with attention to what is learned, what tools are appropriated, and how teaching and learning are mediated in practice. The authors present the social design experiment which are cultural historical formations designed to promote transformative learning for adults and children, as a tool for imagining and designing robust learning ecologies. The authors illustrate how cultural historical concepts of learning and development and situated practice become the means for university students to gain distance and reflect on the beliefs and practices that have informed their understandings of teaching.
Updated: Apr. 27, 2010
The author claims that if teachers are to participate in the politics that determine curriculum and pedagogy, education programs must provide differentiated credentials that welcome adults into teaching and offer insight into the processes of political organizing and public speech. The author concludes that it is only through collective public action with their peers and with their communities that teachers can influence curriculum and change their schools.
Updated: Apr. 27, 2010
The goal of this study is to investigate the nature of student-teachers' learning practices in primary school chemistry classroom contexts. The theoretical approach of this study is based on the sociocultural view of learning and development. Forty university students participated in the study at the at the Department of Educational Sciences and Teacher Education, Oulu University, Finland. This qualitative case study follows a three-step research design: pre-narrative, intervention and post-narrative, in order to highlight the practices involved in teacher learning and development.
Updated: Jan. 31, 2010
The Use of Evidence-Based Instructional Strategies in Special Education Settings in Secondary Schools: Development, Implementation and Outcomes
This study examined the level of implementation of evidence-based practices by teachers after they participated in a unique training program aimed at enhancing the use of evidence-based practices. The results indicate that five months post-training, 62% of the evidence-based strategies had been implemented and these levels were maintained 13-months post-training.
Updated: Dec. 15, 2009
The person of the teacher is an essential element in what constitutes professional teaching and therefore needs careful conceptualization. In this paper the author argues for this central thesis, presenting a wrap up of his theoretical and empirical work on the issue over the past decade. The result is an empirically grounded conceptual framework on teacher development and teacher professionalism. Central concepts are 'professional self-understanding' and 'subjective educational theory'. These concepts are components of the personal interpretative framework every individual teacher develops throughout his/her career.
Updated: Jul. 20, 2009
The article maps out key features of self-study in teaching and teacher development, particularly in relation to social action. The authors have become increasingly interested in how self-reflexivity in teaching and teacher development can illuminate social and educational challenges that have resonance beyond the self and can inspire context-specific, practitioner-led responses to those challenges. The examples that they use point to the potential for ministries and faculties of education to support self-study initiatives as an approach to social action and community development.
Updated: May. 14, 2009
The authors contribute to the empirical and theoretical arguments challenging stage theories of teacher development. The authors challenge those views with evidence of novices attending to students’ thinking early in their teaching. The authors also offer framing as an alternative perspective on whether and how teachers attend to student thinking.
Updated: Mar. 26, 2009
Narrative Inquiry for Teacher Education and Development: Focus on English as A Foreign Language in China
Teacher education and development takes place within an encompassing local system of education and ongoing forms of school improvement. The article presents a narrative inquiry approach to teacher development that builds on the existing educational system, ongoing school reforms, and culturally established ways of knowing and being.
Updated: Mar. 26, 2009