Search results for: Teaching experience
Page 12/14 133 items
Preservice Biology Teachers’ Use of Interactive Display Systems to Support Reforms-Based Science Instruction
The purpose of this study was to explore preservice biology teachers’ use of an interactive display system (IDS) during their student teaching experience. The participants in this study were 9 preservice biology teachers enrolled in a masters of teaching degree program at a large public mid-Atlantic university. Results indicated that student teachers used the IDS in substantial ways to facilitate teaching reforms-based science.
Updated: Feb. 21, 2010
Towards Collective Work and Responsibility: Sources of Support within a Freedom School Teacher Community
Alternative and parallel schooling contexts provide educational experiences for U.S. K–12 students grounded in notions of social justice and culturally responsive teaching. College-aged young adults known as “servant-leader interns” are the teachers in this context. In this article, the author examines the nature of the various ways in which servant-leader interns were supported in their development as teachers both at the national training institute and at their local site.
Updated: Dec. 23, 2009
The Influence of University Coursework on Pre-service Middle and High School Teachers’ Experiences with Multicultural Themes
The study examined the influence of university-based teacher education courses on pre-service middle and high school teachers’ experiences with multicultural themes in a secondary science alternative certification program. Eight participants volunteered to be a part of the study. The findings indicated that while the participants became more familiar with the themes of multicultural education, many did not demonstrate fluency with these themes and struggled with balancing their responsibilities as a science teacher and a culturally competent teacher.
Updated: Oct. 28, 2009
In-Service Early Childhood Teachers Reflect on Their Teacher Training Program: Reconceptualizing the Case of Cyprus
This article describes a study that examines the views of in-service Early Childhood teachers concerning their teacher training program. Ninety in-service teachers were interviewed and asked to reflect on their teacher training. The focus of this article is on two major issues: 1) the challenges teachers have faced and are facing during their years of teaching experience; and 2) the suggestions they have in improving teacher training programs.
Updated: Oct. 27, 2009
Seeing Teaching as A Discipline in the Context of Preservice Teacher Education: Insights, Confounding Issues, and Fundamental Questions
Analysis of the authors' own experiences teaching in preservice teacher education programs leads them to a range of insights, issues, and questions associated with the potential of seeing teaching as a discipline. The authors close by considering the role of parody and paradox in making it difficult to see teaching as a discipline and by calling attention to the importance of interrogating our acts of teaching.
Updated: Jul. 21, 2009
In this article, the authors discuss what it means to be a professional teacher with practical wisdom. Furthermore, they discuss how practical wisdom is related to theory and experience. These questions are especially relevant as nowadays, in many countries, teacher education becomes more school-based. Building on theories on the functioning of the human mind in general, and teacher behavior in particular, the notions of practical wisdom, theory, and experience are connected in a triangular model.
Updated: Jul. 20, 2009
This paper presents an effort to support reflective practice of teachers in the outdoors. The teaching experience of five pre- and in-service teachers included preparation for teaching in the outdoors, designing learning materials, teaching elementary and junior-high school students in an ecogarden, and reflecting upon these teaching experiences. The authors suggest that supported field experience followed by individual and group reflection are promising in encouraging teachers to carry out outdoor learning activities.
Updated: Jul. 08, 2009
The induction of beginning teachers continues to occupy a significant position on educational policy agendas as a crucial dimension in the formation of a teacher and one upon which an emergent career is built. The article describes induction as it affected a sample of beginning teachers in Northern Ireland, where there is a dearth of permanent positions for those newly qualified.
Updated: May. 25, 2009
The Pedagogical Dimension of Internationalisation? A Challenging Quality Issue in Higher Education for the Twenty-First Century
This theoretical paper is partly based on a series of empirical studies, conducted by the author, investigating students’ and teachers’ experiences and understanding of an internationalised educational context in Sweden. The paper examines and discusses some further implications of these studies in relation to recent publications and research concerned with internationalisation in higher education in various ways. The paper argues in favor of a shift in research perspective, from an overall external perspective to a relational, experienced and context-based perspective, to understand how internationalisation in higher education is developed in practice.
Updated: May. 18, 2009
Teachers' Experiences of Mentoring on A Flexible Initial Teacher Education Program: Implications for Partnership Development
The paper explores school mentors' perspectives on their role in training student-teachers following an initial teacher education (ITE) program via a flexible learning route. The paper concludes by highlighting some implications for the role of the mentor on a flexible ITE program. It also highlights future evolution of the partnership between Goldsmiths College, University of London and the schools.
Updated: Apr. 30, 2009