Search results for: Understanding
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Learning “New” Instructional Strategies: Pedagogical Innovation, Teacher Professional Development, Understanding and Concerns
Teacher professional development (TPD) through supported pedagogical innovations relies on teacher understanding (TU) of what is proposed, how the innovation can be enacted, and ways in which an innovation might be effectively adapted to local conditions. This article describes evolving TU during a 1-year reading comprehension innovation. Analysis, based on a two-dimensional neo-Bloomian framework, revealed that types of TU aligned with specific strategies used at specific times in the innovation program to some extent. Initial concerns about cultural appropriateness tended to fade as participating teachers came to their own understandings of how to employ the new instructional strategies. Other teacher concerns shifted from hypothetical to more concrete concerns about how to further enhance classroom interactions, evidencing evolving TU. Importantly, while examining in-class practices shows only the outcome of an innovation, tracking teachers’ developing understanding was important for gaining insights into the ongoing TPD process.
Updated: Jun. 25, 2020
Mandated to Learn, Guided to Reflect: Pre-Service Teachers’ Evolving Understanding of English Language Learners
The purpose of this study was to investigate pre-service teachers’ beliefs about and understanding of English Language Learners (ELLs). This study shows that, within one course, when given the opportunity to do so, students moved beyond narrow ideas and deficit thinking about ELLs. At the beginning of the semester, the students were quick to define the term English language learner. However, at the end of the course, students recognized their limited thinking and were able to expand the way they define the term English language learner. As students expanded their ideas about language learners, it became increasingly more difficult for them to write a definition that was sufficiently broad and specific at the same time. Students began to question the notion of a one-size-fits-all ELL label.
Updated: Nov. 26, 2014
Developing a Vision of Teacher Education: How My Classroom Teacher Understandings Evolved in the University Environment
The objective of this research was to examine the development of the author's vision of teacher education as he moved from teacher to teacher educator. A qualitative self-study methodology was used to identify and describe sources of tension and growth that contributed to the evolution of his classroom teacher understandings as he forged a distinct vision for teacher education. Data were collected in the form of field texts over the three-year period when the author worked as a graduate teaching assistant in a teacher education program. The author identified four primary sources that contributed to the development of his vision of teacher education.
Updated: Aug. 25, 2009
The researcher examined the experiences of student tutors, on the periphery of the university teaching community, and reports on the support they need. The findings indicate that faculty and administrators should recognize student tutors' lack of pedagogical and subject expertise, while nurturing their energy, understanding, and closeness to the undergraduate student experience.
Updated: Jun. 24, 2009
Developing Preservice Teachers' Global Understanding through Computer-Mediated Communication Technology
This study investigates preservice teachers' conceptual understanding of global education. Data were collected subsequent to participation in an asynchronous web-based multinational project to discuss issues related to cultural diversity and global challenges. The data included 59 preservice teachers' online messages and reflective essays.
Updated: Jun. 03, 2009
Distributed Cognition in a Sixth-Grade Classroom: An Attempt to Overcome Alternative Conceptions About Light and Color
In this study, we discuss the scaffolded design of ODRES (Observe, Discuss, and Reason with Evidence in Science), a computer tool that was designed to be used with elementary school children in science, and report on the effects of learning with ODRES on students’ conceptual understandings about light, color, and vision.
Updated: Apr. 12, 2008