Search results for: Classroom techniques
Page 2/10 98 items
Just Add Hours? An Assessment of Pre-service Teachers’ Perception of the Value of Professional Experience in Attaining Teacher Competencies
In this study, the researchers compared pre-service teachers’ perceptions of their professional competencies at two campuses of a large regional teacher education university. Students who had experienced more hours in schools and such settings were more positive about their, ability to apply their knowledge of students and how they learn, classroom management, professional knowledge and practice, and community engagement; however, when students felt well supported during professional experience, such differences diminished. Additional hours were not associated with pre-service teachers’ perceptions of their ability to apply subject content and teaching; plan, assess and report; and effective student communication.
Updated: Jul. 09, 2017
This study aimed to identify challenges that pre-service teachers face when developing a learning community within their clinical practice classrooms. Furthermore, it also aimed to identify which strategies pre-service teachers employed during clinical practice to assist in the development of a learning community in the elementary classroom. The findings include the discrepancy between the clinical practice pre-service teachers’ self-efficacy ratings and the implementation according to the supervisors’ reports. The findings also refer to classroom management in the open-ended responses and the post-observation conference discussions.The authors recommend on the infusion of additional classroom management strategies throughout the teacher education program would strengthen the pre-service teachers’ skill set in this critical domain.
Updated: May. 29, 2017
Teacher Learning through Self-Regulation: An Exploratory Study of Alternatively Prepared Teachers’ Ability to Plan Differentiated Instruction in an Urban Elementary School
The purpose of this research is to understand alternative certification candidates’ development as planners and implementers of Differentiated Instruction. This article presents three cases which introduces three female apprentices. The important role of self-regulation in apprentice development is an overarching conclusion in this study because the development of each of the other conditions (collegial relationships, classroom management, planning for a standard and student need, accepting feedback) was greatly influenced by the apprentice’s ability to self-regulate. Apprentices with strong self-regulatory capabilities demonstrated a stronger ability to plan and implement Differentiated Instruction. This stronger ability is possibly due to the fact that teachers who engage in self-regulatory behaviors are more likely to know what is going on with students, and lessons.
Updated: Mar. 01, 2017
Opportunities and Challenges in Training Elementary School Teachers in Classroom Management: Initial Results from Classroom Management in Action, an Online Professional Development Program
The authors use existing literature to identify the key features that make in-service professional development (PD) effective. The authors present these features as the defining features of a recently developed PD program, Classroom Management in Action, which blends online technology, evidence-based practice in positive behavior support, video modeling, self-paced/step-by-step activities, and tools for aiding and measuring fidelity and behavioral outcomes.
Updated: Feb. 26, 2017
The goal of this study was to examine (a) preservice teacher perceptions of student and teacher behavior during scenarios of challenging behavior, (b) alternative solutions or strategies in examining the teacher’s role in the scenarios, (c) perceptions of challenging behaviors that may present the greatest difficulty in their future positions, and (d) their attitudes and opinions regarding challenging behavior in the classroom.
Updated: Jan. 31, 2017
In this article, the authors explore challenges encountered by K-12 educators in establishing classroom cultures that support creative learning activities with the Scratch programming language. The analysis is organized into three thematic clusters that elaborate this conflict: teacher vs. self, teacher vs. student, and teacher vs. culture. Teacher vs. self explores the role of teacher identity and psychology in supporting creative activities in the classroom. Teacher vs. student discusses unanticipated resistance from young learners encountering creative activities in school settings. Teacher vs. culture describes how expectations from beyond the classroom setting can constrain creative activities within the classroom, including the role of parents, administrators, and policy.
Updated: Jan. 31, 2017
Teachers’ Beliefs of Behaviors, Learning, and Teaching Related to Minority Students: A Comparison of Han and Mongolian Chinese Teachers
This study surveyed the beliefs of behavior, learning, and teaching that the mainstream Han and minority Mongolian Chinese teachers in the same school contexts hold about their Mongolian Chinese students. It found that the two groups agreed that teachers’ inadequate planning and management were the major sources of their students’ behavior problems while students’ home backgrounds, abilities, and efforts explained their learning failure or success. Both believed that students’ emotional and social problems were more important than their learning problems for them to attend to, and their expertise in helping students develop self-worth was more important than their expertise in curriculum and pedagogy.
Updated: Jan. 02, 2017
This article reports on an exploratory project in which the authors designed an innovative interactive video method to help preservice teachers practice critical observation of other preservice teachers as preparation for eventually observing their own classroom teaching on video. The authors conclude that the interactive video approaches developed in this project used video of near-peer preservice teachers to trigger the observations of both experts and novices, with the experts’ observations used to guide preservice teachers’ classroom awareness.
Updated: Dec. 11, 2016
Keeping an Eye on Learning: Differences Between Expert and Novice Teachers’ Representations of Classroom Management Events
In this study, the authors created a coding scheme using grounded theory to analyze expert and novice teachers’ verbalizations describing classroom events and their relevance for classroom management. Four categories of codes emerged. These referred to perceptions/interpretations, thematic focus, temporality, and cognitive processing expressed. Mixed-method analysis of teachers’ verbalizations yielded a number of significant effects related to participants’ expertise levels. Notably, teachers’ cognitive processing diverged significantly based on expertise level.
Updated: Nov. 08, 2016
In this study, the authors analyse the contribution of a teacher education setting based on ICT (email and forum) in developing professional knowledge of one prospective mathematics teacher, looking especially at tasks and forms of communication. The results show that, in addition to exercises, the prospective teacher began to suggest more open and challenging tasks, and to promote contributive communication in his classroom. In planning his lessons, the prospective mathematics teacher’s professional knowledge showed improvement in the diversity of tasks that he adopted, in the attention he gave to student activity, in the adequacy of instructional materials that he used, and in the forms of communication that he promoted, which involved more students in the classroom activities.
Updated: Jul. 28, 2016