Search results for: Teacher role
Page 5/11 102 items
Supporting the Technology-Enhanced Collaborative Inquiry and Design Project: A Teacher’s Reflections on Practices
This study aims to analyze how an elementary school teacher supported the collaborative inquiry practices within her classroom. The Artifact Project was designed to support students’ developing an understanding of Finnish culture and the role and diversity of artifacts, and it was divided into three phases – ‘The Past, the Present, and the Future of Artifacts.’ The researchers and the teacher designed the overall frame of learning by setting up the basic infrastructure. However, the teacher was responsible for the implementation of the projects and its specific activities.
Updated: Oct. 22, 2012
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
Examining the Challenges Early Childhood Teacher Candidates Face in Figuring Their Roles as Early Educators
The current paper examines how three early childhood teacher candidates' figured conceptions of themselves as early educators evolve in high-stakes classrooms and teacher education environments. The article also explores how these candidates see themselves addressing these reforms in their own classrooms.
Updated: Sep. 23, 2012
In this article, the authors were interested to examine collective efficacy in the classroom by using Vygotsky's view. The authors' purpose was to illustrate ways in which the classroom teacher becomes classroom community organizer, especially as relating to the development of collective classroom efficacy. The data for this exploration were collected from an extensive ethnographic data set from one teacher’s fifth-grade classroom over four years.
Updated: Sep. 13, 2012
This article examines the impact of discourses upon teachers who strive to be professionals amidst the US No Child Left Behind era. The author used qualitative research methodology and ethnographic techniques to conduct a case study within the context of a teacher learning community comprised of two female secondary teachers and the researcher. This article illuminates how a teacher learning community becomes a space for agency for the ‘teacher as professional’ and how teacher development can be sustained within a contemporary context of compliance and accountability.
Updated: Aug. 21, 2012
Broadening Views of Social Justice and Teacher Leadership: Addressing LGB Issues in Teacher Education
This case study explores the immediate impact of LGB-themed instruction by examining graduate education students’ written reflections following a guest lecture on LGB-related educational issues. The participants in this study were the instructor who was a heterosexual woman, two guest speakers who were two gay men, and 18 credentialed, master’s degree education students. The results of the current study indicate that teachers are more likely to establish and implement inclusive policies and practices in their classrooms in response to LGB-themed instruction.
Updated: Jul. 09, 2012
Creating A “Third Space” in Student Teaching: Implications for the University Supervisor’s Status as Outsider
The work of teacher education during student teaching typically takes place in two distinct “spaces”: placement sites and college/university settings. University supervisors created a unique pedagogical space for student teachers. This space allowed student teachers to learn across different discourse communities. Yet this configuration led the university supervisors, whose work primarily took place in the field, to feel like “outsiders.” To redress this concern, a third learning space was incorporated into the authors' student teaching seminar.
Updated: Jun. 28, 2012
The purpose of this article is to add to and challenge the conversations about what learning to teach mathematics requires and how its complexity makes content-specific induction and rich opportunities to learn not only desirable but also essential. The authors report on the cases of two well-started novice mathematics teachers. The two new teachers made considerable progress in their teaching. However, there was still much about the complexity of teaching, specifically teaching math, that the new teachers had to learn.
Updated: May. 28, 2012
The current study looks at the perceptions of preservice early educators in regards to their understanding of preschoolers' social and antisocial behaviors. This study examines early educators' assumptions about what appropriate adult interventions might be.
Updated: Mar. 12, 2012
Dilemmas in the Implementation of Children’s Right to Equity in Education in the Swedish Compulsory School
The current paper analyses the effects of different kinds of decentralisation strategies on the implementation of children’s right to an equitable education in Sweden. This paper examines the complex and contextual nature and consequences of decentralisation and centralisation strategies in order to better understand the implementation of children’s right to equity in school practice.
Updated: Mar. 12, 2012