Search results for: Group discussions
Page 1/2 11 items
The Influence of Professional Development on Educators' Instructional Conversations in Preschool Classrooms
This research investigated the influence of professional development on 20 preschool teachers' use of instructional conversations in classrooms for 2- to 5-year-old children. Results indicated that regardless of their prior teaching experience, all of the teachers increased their use of instructional conversation throughout their participation in the professional development program. These increases were along the same trajectory for all teachers, suggesting that the professional development was effective for both new and veteran teachers.
Updated: Nov. 24, 2014
This article describes the development of a portfolio process based upon digital photographs taken to document the first teaching practicum of student teachers. This portfolio process was implemented solely for the purpose of enhancing learning through professional reflection. The authors argue that one of the strengths of portfolios is the potential for the inclusion of authentic evidence. However, viewed from this perspective the original portfolio process did not appear to be achieving the intended high level of authenticity. Furthermore, the portfolio process intended to promote self-reflection and the self-awareness that arose from genuine reflection. However, students’ selection justifications frequently appeared to be based upon the external judgement and feedback comments made by academic staff.
Updated: Nov. 10, 2014
Intensive Mentoring that Contributes to Change in Beginning Elementary Teachers’ Learning to Lead Classroom Discussions
In this article, the authors examined whether intensive mentoring program that is devoted to a specific and important aspect of teaching can have an effect on classroom practice. The authors compared between two groups of beginning teachers.The results show that teachers in the district treatment group improved as compared to a similar group of beginning teachers in the district who did not participate in the treatment.
Updated: Aug. 29, 2012
This study had two purposes. First, it aimed to provide an analysis of the types of questions teachers use to promote thinking, problem-solving and reasoning in their students. Second, it aimed to provide an analysis of the types of discourse the students used to problem-solve and reason during their small group discussions. The results showed that the teachers used a range of questioning strategies from those that probed for information and challenged children’s perspectives to those higher-level questions that required children to provide reasons, make connections or think meta-cognitively.
Updated: Aug. 01, 2012
The present case study investigates the experiences of three novice teachers engaged with more experienced teachers in a teacher study group during their first year of teaching. The study emphasizes the importance of legitimacy and peripherality provided by the more experienced teachers.
Updated: Apr. 26, 2011
Book Talks in Special Education Methods Courses: Using Literature to Influence, Inspire, and Prepare Teacher Candidates
The article describes an investigation on the use of literature as part of the teacher preparation process which probed the impact of book talks on teacher candidates' attitudes toward people with disabilities. The study took place in a private college in western New York. Forty undergraduate teacher candidates in 4-year special education certification program participated in the study. Qualitative analysis revealed that the assignment influenced an increase in positive attitudes toward individuals with disabilities reflecting insight, empathy, and respect.
Updated: Oct. 26, 2010
This study examines mathematics teacher learning in a video-based professional development environment called video clubs. In particular, the authors explore whether teachers develop professional vision, the ability to notice and interpret significantfeatures of classroom interactions, as they participate in a video club.The results suggest that professional vision is a productive lens for investigating teacher learning via video.
Updated: Mar. 23, 2009
This article presents a study in which teachers describe the working situation at their school. The goal of the study was to find out in what respects the school needed to be developed. This was a case study and the method for collecting data was focus group dialogues.
Updated: Feb. 04, 2009
Teacher Efficacy of Pre-Service Teachers in Taiwan: The Influence of Classroom Teaching and Group Discussions
This preliminary study is based on the collaboration between a teacher training program and an elementary school. The purpose of this study is to investigate the effect that exposure to various sources of teacher efficacy has on pre-service teachers in Taiwan. The results of this study show some influences of classroom experience and group discussions on the teaching efficacy of this group of pre-service teachers. Pre-service teachers demonstrated a higher level of PTE after the classroom experience and group discussions.
Updated: Jan. 15, 2009
New methods are replacing or complementing traditional lectures at higher education. These are problem-based learning, group work, project work and fieldwork. The purpose of the research was that the teacher learned doing research, and can learn about group process and how they can be established and maintained.
Updated: Nov. 19, 2008