Search results for: Concept formation
Page 2/3 21 items
Using the Reggio Exhibit to Enrich Teacher Candidates' Perceptions of How Children Construct and Represent Knowledge
The purpose of this study was to qualitatively analyze changes in teacher candidates' perceptions about how children construct and represent knowledge following repeated visits to “The Wonder of Learning: the Hundred Languages of Children” exhibit. Four sets of narrative responses, in the form of one-minute papers, were used to collect data. The participants in this study were 37 early childhood majors in their junior or senior year who enrolled in two required courses taught by the researchers. Results indicated a notable expansion of teacher candidates' understanding of the multiple ways children can express and make visible their learning.
Updated: May. 10, 2011
The purpose of this article is to synthesize findings from three studies that have addressed the conceptualization and application of the metaphor construct to the study of teachers and teaching. The particular interest of the authors has been to identify the dominant metaphorical views of preservice teachers, to understand how these images are reflected in their respective views of schooling, life, childhood and teaching and how these images come to influence their work in the classroom. The article provides implications for linking the research reported with contemporary ideas for teaching and teacher preparation.
Updated: Sep. 07, 2010
This paper argues that the Socratic Dialogue in the Nelson and Heckmann tradition will prove a considerable contribution in training teachers. A review of the literature and empirical research supports the claim that the Socratic Dialogue promotes student teachers' interpersonal sensitivity while stimulating conceptual understanding. Finally, the authors suggest a manner of integrating Socratic Dialogue in teacher education and propose a line of further research.
Updated: Sep. 05, 2010
The purpose of this study was to explore the effects of peer coaching on the classroom practices of pre-service teachers. Four teacher interns learned peer coaching functions and techniques before participating in coaching cycles with their peers. Findings show that peer coaching altered current teaching practices, but a trend of making suggestions for improvement without affirming strengths was also evident.
Updated: May. 25, 2010
In this article, the authors elaborate a conceptualisation of mathematics for teaching as a form of applied mathematics (using Bass's idea of characterising mathematics education as a form of applied mathematics). Furthermore, the authors examine implications of this conceptualisation for the mathematical preparation of teachers.
Updated: May. 09, 2010
Using Latvia as a case study, this article examines one of the first efforts to create professional development opportunities for a group of pre-service teacher educators. Furthermore, this article explains how this short-term project had contributed to re-conceptualizing professional development for the participants involved in the initiative. The study revealed that one of the factors, which contributed to the emergence of a new culture of professional development, was the concept around which the Project and its participants were organized—cooperative learning.
Updated: Apr. 25, 2010
The article is designed to raise issues around how we view teaching and some of the implication that has for thinking about teaching as a discipline. The article is organized in such a way as to invite critique using the idea of teaching as disciplined enquiry. This enquiry involves multiple domains: subject epistemology and ontology; pedagogic strategies and didactic tactics; and psychosocial specifics of situations involving human beings, who can be agentive in exercising their will as to what they attend to, and how. Thus, teaching is fundamentally enquiry in the domain of human attention and awareness.
Updated: Jul. 15, 2009
The purpose of this article is to lead to a better valuing of teaching through an exploration of the notion of teaching as a discipline. Through a review of the diversity of views of disciplines - and education as a discipline - as described in the literature, the article considers the consequences of conceptualizing teaching as a discipline. These consequences are significant not only for teaching itself but also for teacher education.
Updated: Jul. 15, 2009
The author critiques the current professional development (PD) literature through a review of recent literature across professions. She proposes an alternative conceptualization, based on philosophical assumptions congruent with evidence about professional learning from seminal educational research of the past two decades. She concludes by considering implications for practice and future research possibilities extending from reconceptualizing PD and understanding more about authentic professional learning.
Updated: Jul. 02, 2009
Using Activity Theory to Understand Prospective Teachers' Attitudes to and Construction of Special Educational Needs and/or Disabilities
The research is concerned with prospective teachers' conceptualizations of terms such as ‘disability’ and ‘special education’. Activity theory is proposed as a lens through which to consider the complexities involved. In the context of the English systems, this research, using data collected through word association and analyzed using activity theory, explored the trainees' conceptualizations.
Updated: May. 27, 2009