Search results for: Teacher development
Page 3/4 31 items
The article explores imaginative creative teaching, based on Goethe's scientific method. For examples, the writers utilize data on early professional development of new teachers. The writers emphasized that an imagination is a requirement to becoming an authentic teacher.
Updated: May. 27, 2008
Identifying and evaluating teachers’ knowledge in relation to child abuse and neglect: A qualitative study with Australian early childhood teachers
The authors of the article call for increased awareness about child abuse and neglect. Folowinmg a qualitative study of eight teachers and utilizing Grossman's The Making of a teacher: Teacher knowledge and teacher education, findings revealed in the absence of education regarding child abuse and neglect, early childhood teachers implemented knowledge in resourceful ways, adapting early childhood knowledge with personal and professional resources. The study revealed the need for more formal teacher education on this topic.
Updated: Apr. 08, 2008
A study was conducted to understand how preservice teachers experience a videotaping and analysis of their instruction. The study examined the difficulties in transition from student subjectivity to teacher subjectivity within university-based teacher education.
Updated: Mar. 31, 2008
The article surveys the history of drug education. The study offers a comparison of the current approach and past 'vice' issues in the history of public schools, such as sex education and temperance education. The author challenges the question of knowledge definition and production as it relates to psychoactive substances.
Updated: Mar. 31, 2008
Teacher collaboration is regarded as an excellent method of giving teachers an opportunity to work and learn together. The article describes a study into the relationship between teachers' conversation and collaboration outside the classroom and their actual teaching. The study involves three teachers, and case studies of each teacher described observations, and interviews describing their participation in the after-school meetings. Findings show that although each teacher brought teaching successes and challenges to the group, the teachers with the most advanced teaching of literacy practices did not bring that expertise into the teacher group as fully as they might have.
Updated: Mar. 11, 2008
Does teachers' negotiation of personal cases in an interactive cyber forum contribute to their professional learning?
The article describes a learning process implementing a digital forum focusing on personal cases from student teachers' experiences. The aim of the study was to explore what the students learn through classroom experience. The study included a content analysis of the learning process and revealed an initial lack of reference to theory, and an investment in personal relationships. The second analysis highlighted the difference between the two collectives of student teachers: the experienced and the inexperienced.
Updated: Mar. 04, 2008
The article discusses the merits of teachers' speaking for students in need and standing up for equitable access to resources. Although their actions helped attain support, the teachers reported that advocacy required persistence and sometimes resulted in confrontation with colleagues and administrators.
Updated: Feb. 26, 2008
The article provides a guide to character development of a protégé. Based on theoretical analysis, the author offers eight propositions regarding ways mentors can help protégés build character through motivation, emotions, knowledge and cognition through experience, reflection and inspiration.
Updated: Feb. 12, 2008
The subject of boundaries within mentoring relationships is explored in this article. The author suggests that boundaries and mutual relationships must be navigated well in order to maintain the mentor objective and the student unexploited or harmed. Concepts such as boundary crossings, boundary violations and multiple relationships are explored in the context of mentoring relationships.
Updated: Feb. 12, 2008
Beginning Teachers' Technology Use: First Year Teacher Development and the Institutional Context's affect on New Teachers' Instructional Technology Use with Students
This empirical research study addresses the issues of new teacher development and the role of the institutional context on new teachers' instructional technology use. The study examines two first year teachers, their development during their initial year of classroom experience, and how the institutional context they entered affected their instructional decisions about technology use with students.
Updated: Feb. 10, 2008