Search results for: Teaching and learning
Page 4/5 44 items
Thinking About Thinking: It's not Just for Philosophers:” Using Metacognitive Journals to Teach and Learn About Constructivism
This paper describes how Metacognitive Journals were used to teach prospective early childhood educators about constructivism. The authors emphasize the importance of modeling constructivist pedagogy and cultivating students' metacognitive potential.
Updated: Feb. 11, 2009
Understanding Teacher Learning in Secondary Education: The Relations of Teacher Activities to Changed Beliefs about Teaching and Learning
In this study, relations between learning activities of teachers and changes in their beliefs were examined. Thirty-four teachers in Dutch secondary education were asked to complete a questionnaire regarding their beliefs about teaching and learning on two occasions. They were also asked to report on learning activities that they undertook.
Updated: Jan. 07, 2009
This study looks at how student teachers learn to teach during school-based teacher education. It explores the changes that occurred in the practical theories of the student teachers and how the student teachers made these modifications. The study's findings show that all student teachers developed broad, well-structured practical theories that focused on pupils' learning processes. Their learning processes displayed considerable individual variation.
Updated: Jan. 07, 2009
Good teaching depends more on connectedness than on technique. The author lays out a constructivist teaching and learning model, he explores some potential limitations facing constructivism, and he examines a specific example from an English methods course that represents an attempt to integrate the virtues of Palmer's approach with those of constructivism.
Updated: Oct. 29, 2008
This article analyses the issues involved in promoting lesson study in an Indonesian university, based on a case study of the Faculty of Mathematics and Science (FMIPA) of the State University of Yogyakarta. Five points are discussed.
Updated: Oct. 06, 2008
The teacher work samples are one tool for helping teacher candidates learn to systematically connect their actions to the learning of each student. To connect teaching and learning effectively, candidates must understand well the teaching and learning context. To deepen candidates' abilities to analyze the teaching and learning context and plan for working most effectively within it, candidates engaged in ethnographic analysis of their mentor teachers' classroom cultures.
Updated: Oct. 05, 2008
Retrospective Discourse Discussions: How Teacher Talk Enables One Novice Literacy Teacher to Make Sense of Complex Teaching Problems
The authors describe a retrospective discourse discussions approach that was developed in a graduate literacy education course. This method represents a reconceptualization of supervising and coaching graduate students where meanings are constructed, problems are reframed, and beginning professionals can develop more nuanced understandings of their teaching and learning (Bogdan & Biklen, 1998; Cobb & Bauersfeld, 1995). The authors assert that clearly stating and understanding one's theories about teaching and learning can help educators converse about, scrutinize, and adapt their teaching in ways that hold powerful benefits for instruction and learning outcomes .
Updated: Oct. 02, 2008
Building a framework for determining the authenticity of instructional tasks within teacher education programs
The article describes a system of evaluating instructional tasks used within a teacher education program. The authors devise five criteria: The instructional task, teacher performance, student-involvement, knowledge of practice, self reflection and formative process.
Updated: Mar. 31, 2008
In her book, On Teaching and Learning: Putting the Principles and Practices of Dialogue Education into Action, Jane Vella describes some of the things she learned that were important to teaching: “how to organize a lesson, how to structure a lesson plan and build a curriculum” (p. xviii). This approach is reflected in Paulo Freire’s words: “We teach the way we were taught” (p. xxi). But we are in the twenty-first century, and, with modern technology in which students click or zap and get wherever they want at high speed, this kind of teaching is not appealing anymore.
Updated: Mar. 19, 2008
Data collected from four science teachers was analyzed in order to determine if professional development courses supported teachers in learning and implementing inquiry. Finding indicated that there was little or no change in the teachers' individual understanding of inquiry. Professional development courses did enhance the teachers' ability to design inquiry-based activities, although classroom implementation did not reflect high levels of inquiry.
Updated: Feb. 17, 2008