Search results for: Models
Page 7/20 193 items
The Theory of Planned Behavior (TPB) and Pre-service Teachers’ Technology Acceptance: A Validation Study Using Structural Equation Modeling
The current study applies the theory of planned behavior (TPB), a theory that is commonly used in commercial settings, to the educational context to explain pre-service teachers’ technology acceptance. It is also interested in examining its validity when used for this purpose. Two hundred and ninety-three participants completed a questionnaire measuring their responses to four constructs from the TPB. The results showed that attitude towards computer use had the largest effect on pre-service teachers’ intention to use technology, followed by perceived behavioral control, and subjective norm.
Updated: Feb. 27, 2013
Facilitating Teacher Educators' Professional Learning through a Regional Research Capacity-Building Network
This article reports on the Teacher Education Research Network (TERN) initiative, which piloted a model for research capacity building in teacher education in the North West of England. This paper explores the intricate dynamics of the learning journeys undertaken by the participants. Furthermore, this article critically examines the structural, social and cultural factors involved in the navigation of the complex ecologies in which they were embedded as teacher educators and how this impacted on their learning.
Updated: Dec. 25, 2012
This article presents a theoretical framework for citizenship education grounded in historical, philosophical, theoretical, and practical experience foundations. This '4E framework' for citizenship education provides a way for educators to actualize goals for civic empowerment with their students. The 4E model proposes a four-part process for student learning: educate, equip, engage, and empower.
Updated: Dec. 19, 2012
The authors developed a professional development program (PDP) focusing on scaffolding. The PDP was based on a model of contingent teaching consisting of three steps: diagnostic strategies, checking the diagnosis and intervention strategies. The authors analyzed the development of four social studies teachers’ scaffolding knowledge, use of scaffolding in practice and reflections on practice.
Updated: Nov. 28, 2012
In this article, the authors focus on the work of teachers, which they claim is heavily value-laden and therefore susceptible to ethical dilemmas. The authors discuss a model of ethical decision-making in order to understand the nature of ethical dilemmas faced by teachers. The authors propose a number of scenarios developed from real-life problems faced by teachers in Australian schools.
Updated: Nov. 13, 2012
Using Technology to Explore Mathematical Relationships: A Framework for Orienting Mathematics Courses for Prospective Teachers
The purpose of this article is to suggest that the heart of sound technological implementation is to encourage students to use whatever tools are available to explain the mathematical relations that underlie what they observe on the screen.
Updated: Oct. 17, 2012
This article describes the development of a three-level model of reflection for preservice students. The scaffold levels include technical reflection involving a critique of lesson development and delivery, a deliberative level involving interactive journal writing and video-based analysis, and critical reflection involving topical discussion during seminars.
Updated: Sep. 27, 2012
Using a Classification System to Probe the Meaning of Dual Licensure in General and Special Education
The alignment of the teacher quality provisions of the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA) and the transparency of low achievement of students who have disabilities under the testing mandates of NCLB have converged to create substantial renewed interest and activity in collaborative programs of teacher education. The goal of this article is to provide a conceptual framework to simultaneously make sense of and problematize the landscape of collaborative teacher education, based on a classification system of program models.
Updated: Sep. 27, 2012
Developing Prospective Elementary Teachers’ Abilities to Identify Evidence of Student Mathematical Achievement
In this study, the authors examined whether a classroom intervention would improve the ability of prospective elementary teachers to identify and evaluate evidence of student understanding of a mathematical lesson. The participants in this study were 192 prospective elementary teachers who enrolled in the first mathematics content course at a Mid-Atlantic University. The prospective teachers completed pre- and posttests individually outside of regular class times, and the interventions were implemented by each of six course instructors during regular course meetings. The results indicate that the intervention was successful in improving at least some of PTs’ analysis skills.
Updated: Sep. 03, 2012
The current paper argues that the study of attitudes and persuasion is very important in teacher education. The elaboration likelihood model (ELM) of persuasion provides an integrative framework to analyze empirical evidence from a five-year study, which conducted in the Republic of Ireland.
Updated: Aug. 28, 2012