Search results for: Educational strategies
Page 1/5 49 items
In this study, the authors explored the journey of five secondary teachers for two years through their teacher education program and their first year of teaching. The findings revealed: (1) major concerns of the preservice teachers; and (2) teacher educators used strategies to help the preservice teachers face their concerns. During their student teaching experiences, participants were concerned about classroom management, keeping students motivated in learning the content, and parent involvement through knowledge of their children’s academic progress or non-progress as well as of their behavioral issues. The authors also noted that the participants expressed concern for making connections with diverse student populations. As first-year teachers, they fully understood their multiple roles as teachers and perceived teaching as more than content delivery.
Updated: May. 24, 2017
The notion of the continuum is applied to special education in diverse contexts across many nations. This article explores its conceptual underpinnings, drawing on a systematic search of the literature to review recurring ideas associated with the notion and to explicate both its uses and shortcomings.
Updated: Dec. 06, 2016
Teaching Strategies for Building Student Persistence on Challenging Tasks: Insights Emerging from Two Approaches to Teacher Professional Learning
This article reports on two approaches to teacher professional learning in which the use of challenging tasks was the focus. In the first case, two full days of professional learning were followed by the opportunity to teach up to ten challenging tasks. In the second case, teachers observed three lessons built around challenging tasks taught by members of the project team. This article describes the professional learning approaches, illustrates the kinds of tasks involved, and discusses similarities and differences in the data within and between the two groups of teachers. It also discusses affordances and limitations of the two professional learning approaches.
Updated: Jul. 04, 2016
This article describes an innovative teaching approach that uses a fund-raising activity as a method of acquiring social entrepreneurship (SE) skills and knowledge. The programme involved students working with different stakeholders in an interactive learning environment to generate real revenue for social enterprises. The three main areas of contribution made in this study are: (1) to provide an insight into how SE education can be delivered more effectively through the use of real world projects; (2) enhance the understanding of the nature and use of a collaborative learning approach within higher education; and (3) provide a model on which university lecturers can build to help students develop the required skills and competences of a social entrepreneur.
Updated: May. 18, 2016
Professional Accreditation of Initial Teacher Education Programmes: Teacher Educators’ Strategies Between ‘Accountability’ and Professional Responsibility’?
This article examines the accounts of teacher educators on their experiences with a professional accreditation process through the multi-focal lens of professional responsibility, accountability, survival and coping strategies. The findings reveal that teacher educators operate on the premise that they live out their professional responsibility in ways consistent with the complexity and ambiguity inherent in democratic, deliberative decision-making. They argue that teacher educators must be more articulate about the purposes a process of increased explicitness and the logic of accountability actually serve, and what the less tangible moral dimensions of responsibility contribute to the discourses of reform.
Updated: Jan. 05, 2015
Benefiting the Educator and Student Alike: Effective Strategies for Supporting the Academic Language Development of English Learner (EL) Teacher Candidates
This article details specific, research-based feedback strategies that the authors have found useful in working with and supporting the academic language development of English Learners (EL) preservice secondary teachers. These feedback strategies are organized and discussed in terms of the following four themes: focused feedback on student writing, focused feedback on oral communication, explicit modeling, and revision and assessment.
Updated: Nov. 26, 2014
This article attempts to characterize what an ‘internationalized’ institution might look like, and what support might be required to achieve the personal and professional transitions within its communities that are necessary to achieve the transformative agenda. Transformative internationalization characterizes institutions where international concerns have become explicitly embedded into routine ways of thinking and doing, in policy and management, staff and student recruitment, curriculum and programs. The author concludes that internationalization can serve as the focus for a transformative agenda in HE. A responsible internationalization strategy will incorporate innovative approaches to curriculum development, student support mechanisms and academic development initiatives.
Updated: Feb. 19, 2014
This article describes an urban teacher residency program. The program is the Newark Montclair Urban Teacher Residency, a collaborative endeavor between the Newark, New Jersey Public Schools and Montclair State University, built on a decades-long partnership. The authors see the conceptual work of developing this program as creating a “third space” in teacher education. The authors detail the ways in which they conceptualize epistemology and clinical practice in teacher education, and changes in the roles of the community, and P-12 teachers that occur in a third space.
Updated: Dec. 17, 2013
Pedagogical content knowledge (PCK) includes teachers’ understanding of how students learn, or fail to learn, specific subject matter. Hence, professional development programs should focus on the development of PCK. The article implies that professional development programs should be closely aligned to teachers’ professional practice.
Updated: Oct. 22, 2013
Playing Exergames in the Classroom: Pre-service Teachers’ Motivation, Passion, Effort, and Perspectives
The authors investigated pre-service teachers’ experience, motivation, passion, effort, and perspectives in playing exergames in the classroom. Findings indicated that most pre-service teachers had little prior experience in exergames. However, they enjoyed playing exergames in the classroom and considered it beneficial to incorporate exergames in teaching. They also raised concerns, challenges, and the need for resources to effectively incorporate exergames in teaching.
Updated: Jul. 23, 2013