Search results for: Teaching
Page 1/4 36 items
Evidence-Based Practice in Teacher Education: The Mediating Role of Self-Efficacy Beliefs and Practical Knowledge
European educational reforms call for the implementation of evidence-based teaching (EBT) in universities. Based on the evidence-based research paradigm in medical education, this study investigates the relationship between teacher educators' research experience, practical knowledge, self-efficacy beliefs, and frequency of EBT implementation. The authors report on survey data from N = 243 teacher educators from Germany, Austria, Switzerland, and the United Kingdom. A set of mediation analyses were run to identify the mediating role of self-efficacy beliefs and practical knowledge in the interplay among teacher educators' research experience and frequency of research evidence implementation. The results indicate that self-efficacy beliefs are a strong predictor of how frequently teacher educators implement EBT. Implications about the role of self-efficacy beliefs in teacher educators' professional learning and development along with future steps that are necessary to increase the implementation of EBT practices in teacher education will be discussed.
Updated: Jul. 29, 2021
Rapid developments in ideas of knowledge, the role of educational technologies and the needs of students suggest that innovation is important in higher education. However, many factors can affect how and whether innovation occurs. In a study of identified innovative teachers, five thematic dimensions were identified that served to support or constrain pedagogical innovation: the teacher, the institution, colleagues, students and the teaching environment. In this paper the authours discuss the ways in which innovative teachers experienced each theme within their practice. They also consider how individuals and institutions might better support pedagogical innovation.
Updated: Jul. 15, 2021
Teacher educators who seek to advance social justice perspectives and promote equity-oriented dispositions often engage with challenging and controversial issues relevant to schooling, the lives of students, and the work of teachers. Addressing equity issues and controversial topics can be challenging and fraught with tensions for both students and teacher educators. The purpose of this self-study was to gain insight from a critical incident about a class discussion on an issue (i.e., gender normativity in curriculum and classrooms) that occurred in a graduate course for in-service teachers. The critical incident represented a challenging pedagogical moment given diverse perspectives on the issue. The qualitative inquiry was anchored in LaBoskey’s framing elements for self-study. Conceptual frameworks employed in analysis were Berry’s tensions in teacher education and Noddings’s ethic of care. Findings suggest that classroom discussions in moments of tension can be facilitated productively by (a) teacher educators acknowledging that the content under discussion may be of both political and personal relevance; (b) disclosing that the intent of discussions on controversial issues is to share and learn, not indoctrination; and (c) recognizing when continuing a discussion on a controversial issue is pedagogically unproductive. Implications for teaching practice and research are provided.
Updated: Jul. 14, 2021
This article investigates the trajectories of the student teachers’ changing conceptions of teaching and learning approaches throughout their undergraduate programme. The results reveal that all participants agreed that student-centred teaching approaches were the best teaching strategies in both years 1 and 4 of the BEd programme. The findings also indicate that three factors: faculty, learners’ attitudes towards learning and ability to integrate different learning resources, influenced the development of the student teachers’ conceptions of teaching and learning approaches. The authors present three types of trajectories: guided touring, experiential detouring and self-guided touring, as the changes in both conceptions of teaching and learning approaches.
Updated: Oct. 25, 2018
The present case study evaluated creative thinking of RN-BSN students in the course of clinical case study and practicum. Study design used quantitative and qualitative evaluations of creative thinking of RN-BSN students by triangulation method in the course of clinical case study and practicum. The qualitative data identified three themes of creative definitions as uniqueness, transformation and applicability. Additionally, two themes regarding the gains and obstacles of learning creative thinking as problem solving and beneficence, as well as routines and working experiences were determined.
Updated: Jun. 07, 2017
Teacher Educators’ Identities and Work in England at the Beginning of the Second Decade of the Twenty-First Century
This paper reports on part of the study of teacher educators in England which entitled ‘The Academic Tribe of Teacher Educators’ (A3TE). The purpose of A3TE was to examine teacher educators' constructions of their own identities in the academic communities within two university schools of education. The findings reveal that teacher educators in both universities constructed repertoires of identities for themselves. Although entry into the university often triggered a complex and shifting process of the (re)construction of identity around practice as a teacher educator and academic engagement, many of the teacher educators still saw one of their identities as that of ‘once-a-school teacher’.
Updated: Jan. 23, 2013
In this paper, the author reviews a set of articles on ethical and moral matters in teaching and teacher education previously published by Teaching and Teacher Education. The author used several research questions to organize this review. In the end, the author concludes his comments from the review regarding these questions.
Updated: Sep. 27, 2011
In this article, the authors examine the common activity of pretending to listen and argue that thinking about it carefully reveals some important insights into the practice of listening more generally. Then the authors turn to the question of pretending to listen in the context of teaching. This is a conceptual and normative study drawing from relevant philosophical literatures.
Updated: Nov. 28, 2010
Development of Preservice Teachers’ Ability to Critique and Adapt Inquiry-based Instructional Materials
The authors argue that teacher education programs can provide scaffolded contexts for developing teachers’ ability to critique, adapt, and design inquiry-based materials. In this paper, the authors describe a qualitative study of 17 preservice teachers enrolled in two consecutive science methods courses at a large public university on the east coast. The findings suggest that teachers improved in their ability to critique lesson plans and to suggest revisions that would make them more inquiry oriented.
Updated: Aug. 29, 2010
According to Hannah Arendt, the aim of education is the cultivation of the future action of students. But teaching itself does not seem to count as a form of action for Arendt, leaving us to wonder how teachers estranged from their own natality can hope to cultivate and safeguard the natality of the young. To solve this dilemma, this theoretical article shows how both teaching and action take the form of mediation. In the author’s formulation, the classroom is a theatrical space and the curriculum a reweaving of our cultural constitution.
Updated: May. 25, 2010