Search results for: Experienced teachers
Page 6/6 59 items
In this study, the authors examined 32 teachers' learning in an informal learning environment. The authors analyzed changes in conceptions and behavior regarding students' active and self-regulated learning (ASL), and relations with the teachers' learning activities. Few relations were found between observed changes in behavior and learning activities.
Updated: Jun. 08, 2009
An Adult Attachment Perspective on The Student–Teacher Relationship and Classroom Management Difficulties
To maintain a professional identity, teachers are to some degree dependent on their student's mental representations of, and interactions with, them. The attachment styles of 291 pre-service and experienced elementary and secondary school teachers were examined in this article. Significant differences were found for teacher type (elementary versus secondary), experience, age and gender.
Updated: Jun. 03, 2009
The paper describes the transformations that took place as two veteran teachers grappled with the insertion of video-mediated videoconferencing (VMC) for practicums during an initial study that focused on teacher candidates. Through their stories, the following themes were identified: teacher as risk taker, VMC as a motivating device to promote student participation in learning, reassessment of teaching practices, and teacher change.
Updated: May. 04, 2009
In the context of educational innovation, it is important to examine how in-service teachers learn and adapt their knowledge to changing professional circumstances. The authors examined the informal learning of a small number of experienced science teachers in their first few years of teaching a new science syllabus in secondary education in the Netherlands.The storyline method was used to elicit the teachers’ perceptions of their learning from experiences at work. Implications for professional development initiatives are discussed, as are suggestions for initial teacher education.
Updated: Mar. 26, 2009
In this paper, a contribution is made to the discussion of reflection on the part of teachers. The discussion to date has shown that reflection must be broad and deep. Furthermore, a typology of six reflection possibilities is produced. Empirical support for this typology was gathered via interviews with 11 experienced secondary school teachers.
Updated: Feb. 18, 2009
This research paired a researcher with an experienced classroom teacher for 12 weeks for technology use. Specific results indicate a positive change in the facilitation of mathematical communication and inquiry-based instruction in the classroom teacher’s practice.
Updated: Nov. 26, 2008
This article examines how an experienced elementary school teacher in Singapore, becomes an expert technology user. It highlights major milestones in the teachers trajectory of learning and explain how structural factors at the policy, district and classroom levels afforded and constrained Cassie's learning and how she, in turn, slowly changed her pedagogy incorporating technology.
Updated: Aug. 27, 2008
This study examined several potential sources of teachers’ self-efficacy beliefs to see if differences could be found between novice and experienced teachers. 255 novice and experienced teachers from Ohio and Virginia participated in this study. This study has demonstrated that, compared to career teachers, novice teachers’ self-efficacy seems to be more influenced by contextual factors such as verbal persuasion and the availability of resources.
Updated: Jul. 27, 2008
The importance of attention skills is explored in a new theoretical model of expert practice. The article describes a small-scale pilot study of experienced teachers of mathematics, based on this model. The study took place in England and raises issues about relationships between the different of knowledge that we see as constituting expert service.
Updated: Jan. 28, 2008