Search results for: Learning experience
Page 5/5 46 items
It's Not All About School: Ways of Disrupting Pre-Service Teachers' Perceptions of Pedagogy and Communication
The paper reports on an authentic learning opportunity offered to 22 pre-service teachers in their first year at university, which attempts to disrupt these perceptions about learning and pedagogy. Using a new application of Butin's conceptual framework, the authors show that during the project these participants developed more complex notions of learners and ways of making meaning.
Updated: Mar. 31, 2009
Fostering Self-Reflection and Meaningful Learning: Earth Science Professional Development for Middle School Science Teachers
This article describes the analysis of teachers’ journal reflections during an inquiry-based professional development program. As a part of their learning experience, participants reflected on what they learned and how they learned. Progress of subject matter and pedagogical content knowledge was assessed though surveys and pre- and posttests.
Updated: Feb. 04, 2009
The purpose of the paper is to investigate proteges' perspectives on their mentoring relationships within doctoral programs. The authors employ an autoethnographic approach to research writing. They share their journey after having studied the mentoring relationships within their own doctoral programs. The paper provides implications for practice for proteges and mentors, as well as future research directions
Updated: Jan. 28, 2009
The Paired-Placement of Student Teachers: An Alternative to Traditional Placements in Secondary Schools
The purpose of this study was to test the effectiveness of the paired-placement of student teachers in secondary school settings. Participants were 23 student teachers who were placed as partners, their mentor teachers, and a sample of the pupils in their classes. Results indicated that pair-placed student teachers enjoyed a rich learning experience because of the tensions, dialog, and reflections that grew out of being placed with a peer. The secondary settings allowed for a combination of solo and team teaching. Results also suggested that pupil learning was facilitated by having two student teachers.
Updated: Jan. 21, 2009
Experiencing and Evidencing Learning Through Self-study: New Ways of Working with Mentors and Trainees in a Training School Partnership
The study uses self-study to analyze the development of a mentoring program, during initial teacher mentoring, in a training-school or university partnership. It focuses on the ontological values of the co-authors as they collaborate. The authors use a video to record teaching, and assist mentors and teachers foster the help necessary to improve the relations between the teachers and the mentors.
Updated: Jun. 11, 2008
In her book, On Teaching and Learning: Putting the Principles and Practices of Dialogue Education into Action, Jane Vella describes some of the things she learned that were important to teaching: “how to organize a lesson, how to structure a lesson plan and build a curriculum” (p. xviii). This approach is reflected in Paulo Freire’s words: “We teach the way we were taught” (p. xxi). But we are in the twenty-first century, and, with modern technology in which students click or zap and get wherever they want at high speed, this kind of teaching is not appealing anymore.
Updated: Mar. 19, 2008