International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Observations
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17 items
11
In this article, the authors describe how pre-service teachers were scaffolded to engage in effective observations in their field experiences to reflectively build a foundation for learning about teaching. Data were collected from 27 pre-service teachers during two semester-long language arts methods courses where students used a blended approach for their observations.
Published: 2011
Updated: Sep. 27, 2012
12
The purpose of this article is to provide evidence that teachers’ observations of students’ mathematical activity in research project on students’ development of mathematical ideas can provide rich opportunities for teachers to learn about students’ mathematical reasoning. Nine mathematics teachers and 24 sixth-grade students participated in the IML project, which took place in a middle school, located in an urban, low-income, and minority community in the United States. The results of this study suggest that teachers’ observations of students’ mathematical activity in IML-type settings might help teachers develop an understanding of mathematics that is effective for teaching.
Published: 2011
Updated: Jun. 12, 2012
13
The authors investigated the impact of tutoring and observing on preservice teachers’ reading self-efficacy and content knowledge. Participants reading efficacy and content knowledge were compared. Results showed that both groups reported growth in reading self-efficacy and content knowledge.
Published: 2011
Updated: Feb. 07, 2012
14
The purpose of this study was twofold. First, this study examined the effect of exceptionality labels during a structured direct observation. Second, this study attempted to determine if label bias was evident in preservice teachers and if teacher gender affected the bias. A total of 122 preservice teacher educators participated in the study. Results of this study suggest that observational biases exist with preservice educators.
Published: 2011
Updated: Sep. 04, 2011
15
The current article presents a study of an experimental training methodology for promoting lesson analysis skills in student teachers. This methodology is based on the idea that the quality of lesson analysis skills depends mainly on teachers' perception of relevant instructional events and on their understanding of these events. The experimental intervention consists of student teachers' participation in sessions on guided analysis of videotaped lessons and writing lesson analysis reports. Gagn's model of an instructional unit is used as a theoretical framework for defining a lesson and identifying its critical events.
Published: 2010
Updated: Sep. 27, 2010
16
The Making Learning Visible project described in this article provides opportunities for teacher candidates to observe children at work and play; formulate questions about what they have seen; advance opinions about meaning; analyze issues; confront biases; and develop ideas for future practice. Observation and documentation are integral to the early childhood classroom. Observation provides the information necessary for adults to build meaningful relationships with individual children.
Published: 2008
Updated: Sep. 01, 2008
17
This article explores how supervisors of teachers preparing dissertations can create a space for the imagination in the tutorial setting. The imagination is seen as “opening up to possibility,” where the student is taking a step into the unknown. The article discusses how the tutor can best support this, taking the theme of “holding the space for the student's learning.”
Published: 2008
Updated: Jun. 10, 2008