Search results for: Journals
Page 2/2 14 items
The current study utilizes students' journaling and video-recording of field experience teaching sessions as vehicles for inquiry into the development of the process of productive reflection within the piloting phase of an experimental course. The course is designed to improve teachers' interactions with children as well as their implementation of curricula to promote gains in children's social and academic development. The piloting of the course took place in university in the Midwest United States. This article reports on a part of this action research study pertaining to the use of dialogue journals and videos in supervision of preservice early childhood teachers.
Updated: Sep. 05, 2010
The study described the different ways in which student teachers perceive the practice of their mentors as internal triggers for learning in their practicum experiences in the schools. Reported observations from pedagogical journals of 20 student teachers were described according to various kinds of teaching knowledge and skills. The data were further categorized as providing either support or challenge to student teachers' perceptions of learning to teach.
Updated: Mar. 02, 2009
In this article the possibility of developing authentic project work in a sixth-grade classroom of a Venezuelan school is examined, by means of action research (AR) methodology. Two AR cycles with two different projects were carried out. The results show that on the one hand student participation increased in all stages of the project work. On the other hand, students encountered some difficulties carrying out empirical research activities and also relating them to theoretical content, although progress in this regard was made.
Updated: Oct. 05, 2008
The purpose of this teacher action research was twofold: to learn more about preservice teachers' preconceived notions related to listening and to investigate how a listening journal assignment impacted preservice teachers' views of listening as an important aspect of discourse. Findings suggest that the preservice teachers entered the course without truly considering listening as an important component of teaching methods related to facilitating classroom discourse.
Updated: Mar. 02, 2008