Search results for: Teaching practices
Page 2/4 37 items
Integrating Physics and Literacy Learning in a Physics Course for Prospective Elementary and Middle School Teachers
In this article, the authors aimed to document how they are teaching the course and to share examples of what students are learning. They describe a course, involving collaboration among physics, science education, and literacy faculty members and two graduate assistants. The course emphasized questioning, predicting, exploring, observing, discussing, writing, and reading in physical science contexts. The authors conclude that integrating physics and literacy learning can help students perceive science to be an ideal context to foster learning across the disciplines.
Updated: Sep. 09, 2014
This paper examines ways in which the current policy context influences teaching and explores the challenges these influences pose for research on teaching. To illustrate this potential policy impact, the authors focus on three core dimensions of teaching: who is the teacher, is teaching practice stable or changing, and what constitutes teaching quality.
Updated: May. 28, 2012
The current study examines how two teachers in an inner-city elementary school have interacted successfully with African American parents to encourage their involvement in the academic efforts of their children. The article identifies five effective parental involvement practices emerged in each teacher’s story: reaching out to the parents, developing positive teacher–child–parent relationships, creating a positive classroom climate, teaching to involve the parents, and establishing community–school connections. The study found that these two teachers developed positive relationships with parents.
Updated: Nov. 28, 2011
Learning to Teach Mathematics through Inquiry: A Focus on the Relationship between Describing and Enacting Inquiry-Oriented Teaching
This research had two purposes: (1) to explore the experiences of prospective teachers learning to teach mathematics within an inquiry-based teacher education programme; and (2) to study whether and how these teachers enacted what they had learned in their teacher preparation programme in their first year of teaching. The analysis draws on interviews with one graduate to explore some of the ways in which this new teacher enacted inquiry-based teaching approaches in his first year of teaching. This article presents implications for beginning teachers’ collaborative practices, for the assessment of new teachers and for practices in preservice teacher education.
Updated: Dec. 21, 2010
This study examines the implementation of (re)anchored videos, which serve as short video engagements. The study also examines the transfer of preservice content, pedagogy, and video technology learning into teaching practice. This longitudinal study spanned 3 years, tracking the primary participants from their last year of preservice teacher training through their second year of in-service teaching. The study offers an example of a transferable model for preservice training that extended into practice.
Updated: Oct. 24, 2010
The authors propose that the advent and ubiquity of new media tools and social networking resources provide a means for professional, networked learning to “scale up.” The authors argue that in order to launch and sustain local movements for making teaching public and shared, educators need to develop the habits of having multimedia documentation tools close at hand. The authors believe that making practice public in this way can be transformative.
Updated: Apr. 27, 2010
In this article, the author discusses the U.S. context for teacher education, the power of teacher preparation for transforming teaching and learning, and the current challenges for this enterprise in the United States. The author believes the central issue that teacher education must confront is how to foster learning about and from practice in practice. The author concludes that teacher education system in the United States the possibility of dramatically reforming teacher education and development. However, schools of education must hold themselves to a higher standard. Furthermore, teacher educators must be prepared to create partnerships with schools in their communities.
Updated: Mar. 14, 2010
The purpose of this article is to provoke clarification of what we mean when we talk about practice in relation to learning teaching. The author explores four different conceptions of practice and their implications for how learning teaching might be organized. The author draws on her own research on the work of teaching from the perspective of practice to represent the nature of the work and to speculate from various perspectives on how that work might be learned.
Updated: Mar. 14, 2010
In this paper, the authors argue for making practice the core of teachers’ professional preparation. The authors set the argument for teaching practice against the contemporary backdrop of a teacher education curriculum that is often centered not on the tasks and activities of teaching but on beliefs and knowledge, on orientations and commitments, and a policy environment preoccupied with recruitment and retention. The authors offer examples of what might be involved in teaching practice. The authors conclude with a discussion of challenges of and resources for the enterprise.
Updated: Mar. 14, 2010
The Use of Self-Assessment to Foster Students' Learning in Teacher Education: An Experience in Teaching Practice
This study examined the effectiveness of self-assessment during teaching practice and determined whether the students, after engaging in the self-assessment process, exhibited changes in their learning and teaching. Participants comprised 47 students who were enrolled in an in-service teacher education program. Questionnaire and focus group interviews were employed to examine the usefulness of the self-assessment and the possible changes in students' learning. Analysis of the results indicates that students found that self-assessment enhanced their learning during teaching practice, especially in the area of reflective thinking.
Updated: Nov. 18, 2009