Search results for: Teaching models
Page 1/2 13 items
Supporting Professional Learning and Development through International Collaboration in the Co-Construction of an Undergraduate Teaching Qualification
This paper explores one thread from a longitudinal research programme: that relating to senior managers’ and teacher educators’ reported views and experiences of the collaboration and the impact of the co-constructive approach taken on professional development. It examines the impact of the approach taken to collaboration, which included the development and sharing of a pedagogical model for teacher education (ARM: action, reflection, modelling) and reflects on the value of this to professional learning and development. The findings suggest that co-construction of a programme can provide an effective approach to developing teacher education. In this collaboration, because the two elements of trust and shared understanding were achieved, the teacher educators in both countries were empowered to analyse critically what the UK participants brought in the context of local practice.
Updated: Mar. 07, 2017
Selecting Teaching Practice Schools across Social Contexts: Conceptual and Policy Challenges from South Africa
The article explores the question of placing student teachers for their field experience in schools for a diversity of social and educational conditions in South Africa. It outlines the criteria that a sample of teacher educators uses for placing student teachers in ‘suitable’ schools, and relates these criteria to placements in challenging social and educational contexts.Different conceptual models for understanding the link between Teaching Practice placements and a social justice approach to teacher education have been outlined, and a position advanced for understanding and developing the elements of the different models within their particular historical context. These conceptual models are helpful but not sufficient to capture the aspirations, pressures and dilemmas involved in preparing teachers for a range of schooling contexts.
Updated: Jan. 06, 2016
In this article, the author examines a preservice teacher’s use of the Inquiry-Application Instructional Model (I-AIM) to plan and enact an instructional sequence about photosynthesis. The author concludes that Leslie’s case illustrates some of the mediators that may shape preservice teachers’ uses of an instructional model, including their approach to teaching science, the curriculum materials they have available, and the meanings they make of the key constructs underlying the model.
Updated: Sep. 10, 2012
Chemistry Teachers’ Emerging Expertise in Inquiry Teaching: The Effect of a Professional Development Model on Beliefs and Practice
The purpose of this study was to examine the influence a yearlong inquiry professional development program had on chemistry teachers’ beliefs and use of inquiry-based teaching practices. The participants in this study were seven high school chemistry teachers who took part in a professional development program for science teachers. In conclusion, this PD program succeeded to change the ways teachers perceived their role in the classroom by the positive experiences in learning through an inquiry approach which engaged teachers to reconstruct their own chemistry content knowledge.
Updated: Jan. 03, 2012
Developing Social Skills Training and Literacy Instruction Pedagogy Through Service Learning: An Integrated Model of Teacher Preparation
This exploratory study examined the authors' utilization of two service-learning tutoring programs with preservice teachers (PSTs). The PSTs were assigned to either Tutor-Assisted Intensive Learning Strategies (TAILS) or Book Partners (BP) tutoring program and taught one of the tutoring programs with identified kindergarten or first-grade struggling readers. The findings reveal that the TAILS journals were more informative, included very specific social skills details. TAILS journals reported twice as many classroom social behaviors when compared to the BP journals.
Updated: Jan. 02, 2012
This article provides a conceptual framework for university supervisors. The author uses care, thoughtfulness, and tact as a conceptual framework. The author argues for an interactive and responsive pedagogy of field-based teacher education grounded in the university supervisor's concern for the development of the student teacher.
Updated: Jun. 13, 2011
This article describes a 4-year study which identifies the differences between a coteaching and a non-coteaching model of student teaching. The study of academic impact took place in the St. Cloud Area School District over 4 years. The participants were teacher candidates placed with cooperating teachers in which both members had participated in the two coteaching workshops. This study clearly establishes the positive impact of the coteaching model of student teaching. Teacher candidates, when paired with cooperating teachers and trained in coteaching, increase the academic achievement of students in the classroom.
Updated: Jun. 13, 2011
This article presents a technology integration model designed to assist pre-service teachers to learn meaningful uses of technology in K-12 classrooms. The authors define five essential characteristics necessary for pre-service teacher education: (a) providing concrete experience, (b) promoting reflection, (c) assisting knowledge application to actual practice, (d) creating communities of learners, and (e) developing Technological Pedagogical and Content Knowledge.
Updated: Jun. 13, 2011
Students as Learners and Teachers: Taking Responsibility, Transforming Education, and Redefining Accountability
In this comparative analysis, the author calls for rethinking how we conceptualize student role and responsibility. This call frames the author's comparison of two programs, which she designed: One program involves secondary students in the preparation of high school teachers and the other program involves college students in the professional development of college faculty. The author then draws on the perspectives of student participants across these two programs to address a series of educational ideals that span K–12 and college contexts: inspiring lasting learning, celebrating humanity and diversity, and engaging in meaningful assessment.
Updated: Mar. 17, 2011
The first part of this work describes three scripts employed by a novice science teacher within the topic of The Structure of Flowers. This part offers a detailed illustration of how these scripts were derived by means of a Modelling Instrument. In the second part, the relationships between beliefs and actions are explored through tree diagrams. Finally, there is a discussion of how entrenched scripts may act as obstacles to professional development.
Updated: Nov. 30, 2010