Search results for: Teaching practices
Page 3/4 37 items
Prospective Teachers’ Reasoning and Response to A Student’s Non-Traditional Strategy When Dividing Fractions
This study examined the reasoning and responses of prospective elementary and secondary teachers to a student’s non-traditional strategy for dividing fractions. The authors used a teaching-scenario task to explore the teachers' reasoning and responses. Six categories of reasoning were constructed, making a distinction between deep and surface layers. The connections between the participants’ reasoning, their teaching response, and their beliefs about mathematics teaching were investigated. The authors found that there were not only differences but also similarities between the prospective elementary and secondary teachers’ reasoning and responses.
Updated: Oct. 14, 2009
University Teacher Roles and Competencies in Online Learning Environments: A Theoretical Analysis of Teaching and Learning Practices
The aim of this article is to clarify the university teacher roles and competencies in online learning environments, with a view to assisting in the design of professional development activities. This referential framework results from an extensive review of the literature and from analyzing professional development designed in different European universities.
Updated: Oct. 13, 2009
From Lesson Plan to New Comprehension: Exploring Student Teachers' Pedagogical Reasoning in Learning about Teaching
The research reported in this paper is based on an exploration of the ways in which student teachers learn about the issues and concerns that shape their own professional learning. 22 Primary science student teacher participants were stimulated to reflect upon critical incidents in order to facilitate identifying their teaching concerns and teaching needs. The results indicate that by helping student teachers to focus on critical incidents in their learning to teach, they come to question their practice more deeply .
Updated: Oct. 01, 2009
In this article, the author presents the findings of a self-study into his teaching practices as a sociology-of-education lecturer working in the pre-service teacher education program of a regional university in New South Wales, Australia. The principal data source is a logbook of the teaching practices which characterized several tutorial classes taught in 2007. The article reveals tensions between assessment-driven and more authentic teaching practices, and more student- and teacher-centered teaching practices.
Updated: Jun. 17, 2009
The claim is made in this article that the discourse of education offers a challenge to evidence-based practices because this latter approach is embedded in the discourse of management. This article shall draw mostly upon Dewey and is structured into three sections.
Updated: Jun. 03, 2009
Preparing Special Education Mentors Using Classroom Artifacts as a Vehicle for Learning About Teaching
The authors investigate a project that focuses on preparing special educators to mentor preservice teachers throughout their preparation program, instead of mostly at the end of their program. Through use of classroom literacy artifacts, mentors are prepared in how to guide novices as they transition through coursework and into classroom practice. Experienced and novice teachers participate in the research. They work together as part of an ongoing preparation program. Findings indicate that mentors can select and use artifacts that illustrate teaching complexities.
Updated: May. 11, 2009
The article examines how teaching practices contribute to the variance in test scores on a broad scale or on whether the relation of instruction to test scores is moderated by social and economic inequalities among students. The result suggests that minimizing the social inequities that contribute to the adverse effects of poverty will play a greater role in closing the poverty score gaps in mathematics in elementary grades.
Updated: Mar. 18, 2009
The study examines how people are prepared for professional practice in the clergy, teaching, and clinical psychology. The purpose of the study is to develop a framework to describe and analyze the teaching of practice in professional education programs, specifically preparation for relational practices. : The authors have identified three key concepts for understanding the pedagogies of practice in professional education: representations, decomposition, and approximations of practice. The authors conclude that, in the program they studied, prospective teachers have fewer opportunities to engage in approximations that focus on contingent, interactive practice than do novices in the other two professions.
Updated: Mar. 18, 2009
Metacognition (as a process) and metacognitive knowledge (as a product) are seen as important components of cognitive development and signs of intellectual maturity.The development of metacognitive knowledge is not, however, reserved for adult learners. The goal of this study was to examine what practices lead to successful self-reflection and promote metacognitive development in young learners.
Updated: Mar. 17, 2009
This case study examines the classroom instruction of an experienced teacher in an elementary school where the principal supported teachers’ autonomy and authority over curriculum and instruction. The results demonstrate how teachers’ professional discretion is being minimized in subtle yet consequential ways amid high-stakes testing, even in subject areas not tested by the state. Constrained professionalism represents a new situation in which teachers retain autonomy in classroom practices. However, their decisions are significantly circumscribed by contextual pressures and time demands that devalue their professional experience, judgment, and expertise.
Updated: Mar. 16, 2009