Search results for: Teaching
Page 2/4 37 items
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
University Teacher Competencies in A Virtual Teaching/Learning Environment: Analysis of A Teacher Training Experience
This paper attempts to shed light on the competencies a university teacher must have in order to teach in virtual learning environments. A teacher training experience was designed by taking into account the methodological criteria established in line with previous theoretical principles.
Updated: May. 09, 2010
As teacher educators, the authors have observed that knowledge alone does not lead to the kinds of thoughtful teaching they strive for.The authors address what is necessary, beyond traditional forms of professional knowledge, to support the development of thoughtful teachers who are responsive to students and situations. The authors provide four perspectives, each drawn from areas in which the authors conduct their research, and suggest a need to move beyond knowledge in teacher education. Their aim is to explore questions about preparing thoughtful teachers and to challenge others to do the same.
Updated: Apr. 27, 2010
Teachers’ Analyses of Classroom Video Predict Student Learning of Mathematics: Further Explorations of a Novel Measure of Teacher Knowledge
This study examines the relationship between teacher knowledge and student learning in the area of mathematics. The authors used an innovative approach to assessing teacher knowledge. This approach is based on teachers’ analyses of classroom video clips. Teachers watched 13 video clips of classroom instruction and then provided written comments on the interactions of the teacher, students, and content. The quality of teachers’ analyses, coded using an objective rubric, are shown to be reliable and valid, relating both to another widely used measure of teacher knowledge and to teachers’ own students’ learning (from pre- to posttest).
Updated: Apr. 27, 2010
The purpose of this article is to provoke clarification of what we mean when we talk about practice in relation to learning teaching. The author explores four different conceptions of practice and their implications for how learning teaching might be organized. The author draws on her own research on the work of teaching from the perspective of practice to represent the nature of the work and to speculate from various perspectives on how that work might be learned.
Updated: Mar. 14, 2010
Online Asynchronous Collaboration in Mathematics Teacher Education and the Development of Mathematical Knowledge for Teaching
The authors’ goal was to improve their online environment by testing and modifying it to support teachers' development of deep, connected understandings of school mathematics and to find ways to make use of the teachers' learning as a context for subsequent mathematical and pedagogical development. The authors propose a model for developing mathematical knowledge for teaching (MKT) in an online environment. The authors believe that their model for Online Asynchronous Collaboration (OAC) is a promising practice in teacher education.
Updated: Feb. 21, 2010
In a world increasingly globalised, it is crucial that preservice teachers are equipped with a range of pedagogical knowledges, understandings and practices related to diversity and difference. This article reports on the implementation and learning outcomes of a teacher preparation initiative in an Australian university called Refugee Action Support, which seeks to develop and enhance such awareness. The initiative provides targeted training to preservice teachers in the vital areas of literacy and numeracy tuition, with the specific aim of preparing them to tutor humanitarian refugee students in high schools in Western Sydney, Australia.
Updated: Jan. 31, 2010
Supporting Preservice Elementary Teachers’ Critique and Adaptation of Science Lesson Plans Using Educative Curriculum Materials
This study examines the use of educative curriculum materials—materials intended to support both teacher and student learning—to help preservice elementary teachers develop their pedagogical design capacity for critiquing and adapting lessons. Preservice teachers received educative supports highlighting pedagogical principles and rationales for those principles. Implications for science teacher education and curriculum design are discussed.
Updated: Jan. 12, 2010
In this article, the authors describe the requirements of standard 9 of the National Science Teachers Association Standards for Science Teacher Preparation. This standard is designed to ensure that science teacher preparation programs provide preservice science teachers with the knowledge and skills to understand and successfully engage students in a safe and ethical manner.
Updated: Jan. 12, 2010
Examining the Unexpected Sophistication of Preservice Teachers’ Beliefs about the Relational Dimensions of Teaching
Research on preservice teachers’ beliefs about professional teaching capabilities indicates strong attention to the relational dimension. In this article, the author positions preservice teachers’ attention to teacher–student relationships as a form of professional knowledge.
Updated: Dec. 15, 2009