Search results for: Teacher role
Page 8/11 102 items
This article reports data from a 4-year longitudinal evaluation of a project from the United Kingdom. The project focused on outdoor activities as a vehicle for enhancing the personal and social development of disaffected youth. Specifically, the researchers examined the role played by volunteer learning mentors. The findings suggest the potential for mentors to function as informal educators in such youth programs. However, a lack of preparation and the considerable challenges faced in establishing and maintaining mentoring relationships with young people in schools can restrict their impact.
Updated: Jan. 02, 2011
This article examines how teacher candidates enacted their extensive inclusive classroom preparation within simulated interactions. The authors, therefore, designed an intervention where these future teachers would articulate their belief systems to other school professionals. Data indicate that teachers expressed a range of perspectives on classroom practice with a paraprofessional, including the support of conditional, exclusive practices that result in students being removed from classrooms.
Updated: Oct. 26, 2010
Our Teachers Want To Be the Best: On the Necessity of Intra-Professional Reflection about Moral Ideals of Teaching
Teaching is a significant social good and therefore teachers as well as the state have to take responsibility for guarding the moral quality of the teaching practice. Based on this premise, the article describes and defends the view that these parties have their own particular role by means of literature review and theoretical and practical arguments. The authors’ first claim is that the role of the state is necessarily limited to articulating the minimal moral rules and obligations. The authors’ second claim is that teachers have to take responsibility for defining the optimal dimension of their professional morality. The article ends with some practical implications of the theoretical exposé.
Updated: Oct. 12, 2010
This study describes the experiences of Saudi Arabian female Islamic Studies teachers. The study draws on phenomenology as a guiding theoretical framework. The seven teachers involved in the study used their identities, beliefs and values to make sense of their everyday lived experiences. Discussions about their lived experiences provided a counter-discourse that challenges the traditional image of Islamic Studies teachers as transmitters of sacred knowledge.
Updated: Aug. 03, 2010
Pre-service Teachers’ Open-Minded Thinking Dispositions, Readiness to Learn, and Attitudes about Learning and Behavioural Difficulties in Students
The purpose of this study was to examine the linkages between the four components of pre-service teachers’ attitudes toward children with learning and behavioural difficulties (LBD) and the factors that predict their attitudes. Using a self-report measure that consisted of four scenarios describing students with LBD, the authors investigated the degree to which pre-service teachers’ open-minded thinking dispositions, readiness to learn about students with LBD, beliefs about the role of regular classroom teachers in providing for these students, and emotions in relation to dealing with these students’ difficulties predict their likelihood of engaging in punitive reactions and planned behaviours.
Updated: Aug. 01, 2010
A Cross-Cultural Study of Teacher Perspectives on Teacher Roles and Adoption of Online Collaborative Learning in Higher Education
The purpose of this study is to understand teachers' perspectives on their roles in higher education, and their views about the adoption of a social-constructivist approach to teaching and learning. Furthermore, the study aims to understand the integration of online collaborative learning in blended learning environments in higher education from a cross cultural perspective. The authors interviewed 60 Chinese teachers from Beijing, China and 30 Flemish teachers from Flanders, Belgium.
Updated: Aug. 01, 2010
Implementing A Spanish for Heritage Speakers Course in An English-Only State: A Collaborative Critical Teacher Action Research Study
The purpose of the article was to explore how a teacher was able to navigate the secondary school structure, community/national Discourse, and her own classroom pedagogy to implement the Spanish for Heritage Speakers course. Data suggested that teachers, school and district administrators, teacher-educators, and families in the community all played significant supporting roles in the effort to create a successful heritage language course at the secondary level. This collaborative research project generated recommendations for secondary teachers and administrators as well as teacher-training institutions.
Updated: Jun. 29, 2010
The Supporting Effective Teaching (SET) Project: The Relationship of Inclusive Teaching Practices to Teachers' Beliefs about Disability and Ability, and about their Roles as Teachers
The Supporting Effective Teaching (SET) project consists of studies that examine the relationship between elementary general education teachers' beliefs about disability and ability and their roles in inclusive classrooms, and how these are related to teaching practices. This paper examines previously reported and newly completed studies that investigate the characteristics of teachers in inclusive classroom settings, what they believe about their roles and responsibilities and about their students' learning, and how their beliefs relate to their teaching effectiveness with students both with and without disabilities.
Updated: May. 25, 2010
The mediation by teachers of the many activity systems that constitute any given class has traditionally been an ignored aspect of teaching. In this paper the authors argue that the teacher's responsibility for this mediation exists and must therefore be accounted for in the praxis of teaching. In addition, the authors argue for the cogenerative dialogue as one viable solution for teachers to mediate in an ethically responsive manner.
Updated: May. 25, 2010
Role Reversal within the Mentoring Dyad: Collaborative Mentoring on the Effective Instruction of English Language Learners
This mixed-methods investigation examined the collaborative mentoring of teachers in a large school system in the south-eastern United States. The investigation was guided by two purposes. The first was to examine collaborative mentoring as unstructured peer-to-peer coaching. The second was to examine how licensure courses contributed to the emergence of collaborative mentoring. After completing courses, 84 teachers reported significant increases in frequency and duration of interactions for sharing best practices with colleagues. Of 33 novice teachers recently trained in teaching ELLs, most found themselves mentoring veteran teachers yet untrained in teaching this student group.
Updated: Feb. 21, 2010