Search results for: Modeling
Page 1/2 15 items
The present study explores the evolution of prospective teachers’ understanding of mathematical modeling through the implementation of a modeling module. The findings reveal that though most prospective teachers had misconceived definitions of mathematical modeling prior to the module. The participants developed the correct understanding of modeling as an iterative process involving making assumptions and validating conclusions connected to everyday situations. Furthermore, the authors found that the participants translated the modeling cycle into practice. The authors indicate that the experience offered by mathematical modeling modules of this type can have a lasting positive effect in the prospective teachers’ quality of instruction.
Updated: Feb. 22, 2018
Roles of a Teacher and Researcher during in Situ Professional Development around the Implementation of Mathematical Modeling Tasks
This study explores how the teacher and the researcher constructed a relationship as they worked together to implement mathematical modeling tasks to use in the teacher's classroom. The authors described the roles and relationships between the teacher and the researcher. The authors conclude that the present study emphasizes a teacher’s active involvement in the research-teaching process.
Updated: Oct. 31, 2017
Pedagogies for Preservice Assessment Education: Supporting Teacher Candidates' Assessment Literacy Development
This study aimed to explore the pedagogical conditions that supported teacher candidates’ learning about assessment. This study revealed four pedagogical constructs that teacher candidates perceived as effectively supporting their learning. These constructs were (a) perspective-building conversations, (b) praxis: connecting theory to practice, (c) modeling: practice what you preach, and (d) critical reflection and planning for learning. These pedagogies constitute a basis for articulating the ‘‘how’’ of assessment education. Each of these constructs served to connect assessment theory, practice, and philosophy together to support a multifaceted understanding of assessment in education.
Updated: Oct. 18, 2017
This study describes the designing and implementation process of a Live Dual Modeling strategy involving both live behavior modeling and cognitive modeling. Using qualitative research methods, the researchers investigated whether Live Dual Modeling was effective in helping preservice teachers develop TPACK in a technology integration course. The findings showed that the preservice teachers demonstrated the initial ability to transfer what they learned in the modeling to classroom teaching.
Updated: Mar. 30, 2016
Modeling as Moral Education: Documenting, Analyzing, and Addressing a Central Belief of Preservice Teachers
This study aims to describe the beliefs of preservice teachers regarding the moral work of teaching. The results reveal that the vast majority of participants expressed the belief that we can indeed teach children to be good. Furthermore, modeling as means of moral education is found to be a dominant theme in the data. Among the discussions of modeling, several sub-themes about the nature of modeling and its role in teaching are reported.
Updated: Feb. 25, 2015
Benefiting the Educator and Student Alike: Effective Strategies for Supporting the Academic Language Development of English Learner (EL) Teacher Candidates
This article details specific, research-based feedback strategies that the authors have found useful in working with and supporting the academic language development of English Learners (EL) preservice secondary teachers. These feedback strategies are organized and discussed in terms of the following four themes: focused feedback on student writing, focused feedback on oral communication, explicit modeling, and revision and assessment.
Updated: Nov. 26, 2014
Modelling in Initial Teacher Education (ITE): Reflections on the Engagement of Student Teachers with Cooperative Learning in ITE
The participants were experientially trained in cooperative learning approaches through modelling by their tutor for the Pedagogy and Curriculum module of the course. This study examines whether the participants felt confident implementing cooperative learning and if they thought this helped them deliver the new curriculum in Scotland, Curriculum for Excellence. The findings reveal that the capacity of student teachers to engage with cooperative learning was positive. Furthermore, the engagement of departments with any active learning practices had a positive effect on student teachers’ confidence in delivering cooperative learning in the classroom.
Updated: Jun. 17, 2014
This article describes the experiences of a new teacher educator in a Graduate Teacher Programme in UK university. The author has examined some of her beliefs about teaching, in order to establish her own professional identity.
Updated: Nov. 14, 2012
The purpose of this article is to describe the authors' iterative design work in teacher education around one authentic scientific practice—namely, the practice of scientific modeling. The authors describe their instructional designs, which they have incorporated into three different teacher education programs, and they present their struggles and successes with the students in these programs, who are tomorrow’s teachers.
Updated: Jun. 18, 2012
The teacher educator is always also a teacher, and as a role model may have an important impact on student teachers' views on teaching. Becoming a teacher or a teacher educator is a long-term process of developing a professional identity, with role models being just one of the contributing factors. This study of 13 teacher educators addresses the impact of schoolteacher role models as part of the socialization process of becoming a teacher.
Updated: Oct. 01, 2009