Search results for: Classroom techniques
Page 8/10 98 items
The current study examined pre-service teachers' efficacy in relation to the utilisation of microteaching as an assessment tool for postgraduate education students in Australia. The qualitative data revealed that pre-service teachers enter teaching in order to positively impact on children, yet are concerned about behaviour management in the classroom. In addition, this data highlighted the positive impact that microteaching had on their developing teacher identity.
Updated: Oct. 12, 2010
Delivering, Modifying or Collaborating? Examining Three Teacher Conceptions of How to Facilitate Student Engagement
This study utilised a phenomenographic approach to examine teacher conceptions of how to facilitate student engagement. 20 secondary school English teachers from Australia were participated in this study. Three categories described teachers' ways of engaging students. In the first category, teachers conceptualised delivering set activities and discipline to students to promote engagement. In the second category, teachers suggested that they must modify curriculum and class activities. In the third category, teachers proposed that genuine collaboration with students was necessary to truly engage them in learning.
Updated: Sep. 19, 2010
Cooperative learning (CL) is a documented pedagogical practice that promotes academic achievement and socialization. This study reports on the perceptions of 10, middle-year teachers who implemented cooperative learning in a unit of work across two school terms. The data indicated that while the teachers had positive experiences with CL, a number encountered difficulties with implementing it in their classrooms. Issues identified included students socializing during group activities and not working, managing time effectively, and the preparation required.
Updated: Aug. 22, 2010
A Training Programme on Managing Science Class Interactions: Its Impact on Teachers' Practises and on Their Pupils' Achievement
This research evaluates the impact of a training programme on trainee physics and chemistry teachers, focusing on the way pupils' explanations are dealt with during teacher-pupil interaction. 8 teachers and 172 pupils participated in the research. The analysis of the recordings of the sessions shows that teachers, after training, are more ready to take pupils' productions into account, use a greater number of appropriate arguments, and are more frequently aware of pupils' misconceptions
Updated: Aug. 03, 2010
This study examined technology implementation practices associated with student learning gains. The findings highlight the importance of school practices in the areas of principal support and teacher collaboration around software use. Furthermore, the findings highlight the importance of teacher practices concerning classroom management and use of software-generated student performance data.
Updated: Jun. 29, 2010
A New Look at Preservice Teachers' Conceptions of Classroom Management and Organization: Uncovering Complexity and Dissonance
This study examines preservice teachers' conceptions of classroom organization and management in light of their training and beliefs about good teaching. Students in their final year of a 5-year program discussed their definitions and conceptions through an open-ended questionnaire. Respondents exhibited a preoccupation with behavior management previously recognized in other studies; however, findings also revealed underlying conflicts between respondents' theoretical orientations and conceptions of management, a lack of attention to developing student independence, and a conceptual schism between organization and management.
Updated: Jun. 22, 2010
Although video self-analysis has been used for years in teacher education, the camera has almost always focused on the preservice teacher. In this study, the researcher videotaped eight preservice teachers four times each during their student-teaching internships. Their perspectives both before and after watching DVDs of themselves and their students' responses provided the qualitative data for this study. Findings indicate that the participants strongly believe in the effectiveness of video self-analysis to help them notice classroom interactions.
Updated: Jun. 13, 2010
The purpose of this study was to explore the effects of peer coaching on the classroom practices of pre-service teachers. Four teacher interns learned peer coaching functions and techniques before participating in coaching cycles with their peers. Findings show that peer coaching altered current teaching practices, but a trend of making suggestions for improvement without affirming strengths was also evident.
Updated: May. 25, 2010
The mediation by teachers of the many activity systems that constitute any given class has traditionally been an ignored aspect of teaching. In this paper the authors argue that the teacher's responsibility for this mediation exists and must therefore be accounted for in the praxis of teaching. In addition, the authors argue for the cogenerative dialogue as one viable solution for teachers to mediate in an ethically responsive manner.
Updated: May. 25, 2010
This contribution reports about a seven-month long video-based study in two regular Flemish sixth-grade mathematics classrooms. The focus is on teachers' approaches towards problem solving. The findings have highlighted that the word problem-solving lessons were more dominated by a paradigmatic than a narrative approach and that interventions in which the relation between the mathematics structure and the realistic constraints of the problem context is addressed, were rare.
Updated: May. 09, 2010