Search results for: Pedagogical tools
Page 1/1 6 items
Utilizing the story as a research tool enables the individual to make unique voice heard and provides information regarding identity. In the education system, we study stories and place the emphasis on beginning teachers. During recent years, hundreds of stories have been collected from teachers in their first year of teaching. The stories were collected by means of a 'call' addressed to those individuals specializing in teaching to participate in a 'story contest'. As a result of the contest, we have collected thousands of stories, all of which enable us to examine the professional reality of beginning teachers in their first year of work. Two processes emerged: (1) the written stories describe and reflect the event that occurred in reality, and (2) the stories construct and shape reality. The processes of reflecting, constructing, and shaping are expressed on two levels: the individual level and the systemic-organizational level.
Updated: Dec. 13, 2016
Meeting the Needs of Middle Grade Science Learners Through Pedagogical and Technological Intervention
The goal of this study was to examine the effects of inserting laptops and science technology tools in middle school environments. Working together with a local university, middle school science teachers wrote and aligned curricula, explored relevant science education literature, and prepared evaluation measures for their year-long implementation of laptops, probeware, and other scientific hardware and software. The findings revealed differences in student achievement, responses to pedagogy, and effectiveness of tools implemented by teachers over the course of the year.
Updated: Jun. 13, 2010
The article illustrates the aspects of powerful professional learning through three pedagogical tools that emerged from a content analysis of a large data set of the Numeracy Development Project. Since 2000, more than 25,000 teachers and 690,000 students in English-medium and Māori-medium (indigenous) settings have participated in the project. The content analysis identified three pedagogical tools that participants describe as improving their mathematics knowledge and practice: the number framework; the diagnostic interview and the strategy teaching model.
Updated: Sep. 16, 2009
This research sheds light on the realities for teachers who have small numbers of EAL students in their mainstream classes, and the factors that influence their practice decisions with regard to these students. The inquiry was undertaken in four primary schools in the central North Island of New Zealand. In each school, 1 teacher in a Year 1-2 class and 1 in a Year 5-6 class participated in the research. The 8 class teachers had a range of general and EAL teaching experience. It was found that some teachers generated strategies for EAL students within the context of regular class instruction, whereas others worked with individual EAL students within the class.
Updated: Mar. 18, 2009
Rethinking Initial Teacher Education for Further Education Teachers: From a standards-led to a knowledge-based approach
The article criticizes the teacher education program, and the 'standards-led model' in the United Kingdom, since it does not take into account learning in the workplace, the professional dimension of professional practice, and the importance of knowledge. The paper stresses the importance of work-based learning and describes it as a learning zone where different types of knowledge and pedagogy are learned and transformed.
Updated: Feb. 26, 2008
The article describes a pedagogical approach to teaching theory to preservice teachers. The approach involves illustrating academic texts with popular culture texts. Theories such as preferred, negotiated and oppositional readings; denotative and connotative levels of meanings, and detourement, can be articulated with culture texts such as films.
Updated: Feb. 26, 2008