Search results for: Education practice
Page 5/11 106 items
Impact of Curriculum Training on State-Funded Prekindergarten Teachers' Knowledge, Beliefs, and Practices
This study examines the impact of an 8-week curriculum course on state-funded prekindergarten teachers' knowledge about developmentally appropriate curriculum, their beliefs about best practice, and their actual observed classroom instructional performance. Nine teachers attended the course and were evaluated before and after the training. A control group of 8 teachers was also assessed during the same time frame. The impact of this focused professional-development initiative was not mediated by the participating teachers' level of education.
Updated: Dec. 30, 2012
Master's Programs in Israeli Colleges of Education: A New Learning Opportunity in Early Childhood Education
The goal of this article is to highlight the importance of advanced studies for the professional staff working in the field of early childhood education (ECE). The program is unique in its category in the state of Israel and has been authorized by the Council for Higher Education.
Updated: Dec. 27, 2012
Defining the Job of University Supervisor: A Department-Wide Study of University Supervisors’ Practices
This article explores how individual university supervisors, operating within a teacher education department of a college of education at a large public U.S. institution, valued, defined, and enacted their supervision of student teachers. Fourteen university supervisors from the secondary teacher education department at Smyth University participated in this study. The findings reveal that the participants agreed on the importance of the work of the university supervisor in integrating university coursework and practical classroom experiences. The findings demonstrate supervision is not enacted the same way by university supervisors in this department.
Updated: Dec. 26, 2012
This article reports on the findings of the three‐year evaluation of the impact of the laptops on the work of secondary teachers in New Zealand. The findings indicate that school leadership has been pivotal to the provision of the technological infrastructure and organisational support needed for teacher use of the laptops. The findings of the study suggest schools are advised to consider how to support teachers to work collaboratively to share expertise as a way of supporting and extending teacher use of laptops.
Updated: Oct. 28, 2012
Prospective Teacher Beliefs about Liberative and Oppressive Mathematics Teaching Practices: A First Step toward Equitable Instruction
The current paper reports findings from a study conducted within a teacher education program to help highlight the importance of equitable instruction of mathematics for all students. The researcher developed four scenarios of her oppressive and liberative teaching practices. Prospective teachers were then asked to write scenarios describing their oppressive and liberative teaching practices. Results showed that prospective teachers found it easier to write liberative teaching practices of themselves than oppressive examples.
Updated: Oct. 22, 2012
The Influence of Theoretical Tools on Teachers’ Orientation to Notice and Classroom Practice: A Case Study
In this article, the author shows how an epistemological vision of mathematics in resonance with a model of cognitive dynamics can work as a powerful tool to support a teacher’s stable and autonomous attitude of noticing. To support this argumentation, the author presents some experimental data concerning a case study of one teacher.
Updated: Oct. 17, 2012
Thie goal of ths research project is two fold: first, this research aims at finding out how teachers talk about creativity at a school community level, and what they recognise as creative acts among pupils at the primary and secondary levels. Second, the research project's purpose is to investigate the role played by teacher conceptions of creativity in relation to promoting the creativity of pupils. The participants in this study were 14 teachers who worked at both the primary and secondary levels in Denmark. The author claims that teachers should be creative themselves experiment with their teaching whenever appropriate and in such a way that demonstrates to pupils how to work creatively.
Updated: Oct. 10, 2012
The purpose of this article is to examine how teacher educators in Israel perceive current practices in teacher education. The authors designed a questionnaire to determine what teacher educators consider the basic components of teacher education and what they think about teacher education as practiced in their teaching institutions. The authors also asked them to provide metaphors that describe teacher education. Based on the findings, the authors claim that teacher educators in Israel generally believe in the importance of teacher education. The metaphorical level reveals tension between what exists and what is desired, representing a more pessimistic view.
Updated: Jun. 19, 2012
Knowledge Expectations in Mathematics Teacher Preparation Programs in South Korea and the United States: Towards International Dialogue
This study explores social expectations around adequate knowledge for prospective secondary mathematics teachers in South Korea and the United States. The authors selected a sample of 49 teacher preparation institutions in South Korea and the United States. The findings suggest that transnational commonalities and national differences exist simultaneously, and examining both is necessary to better understand teacher knowledge.
Updated: Apr. 01, 2012
Teaching Ms. Kerbin: A Unique Approach to Student Teacher Reflections and Their Use With Preservice Candidates
In this article, three students teachers reflected and wrote about their student-teaching experiences. The group chose to examine common concerns of student teachers not often addressed in classes, with the idea that these reflections could be useful for teacher candidates just entering student teaching. These vignettes were presented to pre-student teaching candidates in the semester just before their student-teaching experience and at the end of the semester. The authors stated the value in grooming student teachers toward the habit of reflection to help them gain insights to their identities as teachers and to make the shift from self-absorbed novices to student-centered teachers.
Updated: Jan. 18, 2012