Search results for: Innovation
Page 2/3 22 items
The Centre for Educational Research and Innovation launched a project in a number of countries, which focuses on how ‘innovative learning environments’ can contribute to offering meaningful and sustainable learning experiences for learners in the twenty-first century. This article presents the main findings of the Austrian part of the project. The article discusses whether and how the development of ILE is possible against the background of school routines and a school system that seems to be successfully resistant to change.
Updated: Nov. 19, 2014
The Different Learning Opportunities Afforded Student Teachers in Four Secondary School Subject Departments in an Initial Teacher Education School–University Partnership in England
The present paper highlights how different types of learning opportunities are available in school subject departments for student teachers even when they are working in the same school and within the same PGCE partnership scheme. This article derives from a year-long doctoral ethnographic study exploring initial teacher education (ITE) work with 15 student teachers in four subject departments (geography, history, modern foreign languages (MFL) and science) in one secondary school (for 11- to 18-year-old pupils) in the south of England. The discussion concentrates on three different types of learning were identified in relation to ITE in the subject departments: Learning by imitation, Learning by enculturation and Learning by innovation.
Updated: May. 21, 2012
This article examines how pedagogical reasoning and action might occur in the digital age, comparing Schulman’s model with the reality for a small sample of digitally able beginning teachers as part of the emerging generation of teachers. The conclusion drawn is that while the pedagogical reasoning and action model remains relevant, it was based on an assumption that teaching involves knowledge being passed from a teacher to their students, which was found to restrict innovation by digitally able teachers. Furthermore, the teachers in the study could have benefited from experiencing the implementation of a edagogical reasoning and action model that was aligned with ideas about knowledge, teaching and learning in the digital age.
Updated: Oct. 12, 2010
In this article, the authors propose an agenda for special education teacher education researchers. The authors emphasize that particular attention should be paid to policy work and studies of innovations in pre-service preparation, induction and mentoring, and professional development. The authors discuss strategies to bolster the research foundation, namely, by oversampling special education teachers in the Schools and Staffing Survey and the Teacher Follow-Up Survey and by fostering the development of models of teacher development and related measures of teacher quality.
Updated: Jun. 13, 2010
In this article, the authors discuss three trends that are reshaping our world and the ways we get work done. The authors then discuss the implications of these trends, both for how we educate our young and how we train and develop our teachers. To that end, the authors propose an approach to teacher training and professional development situated entirely in K-12 schools. The authors outline design principles for such an approach. The authors illustrated with examples from the High Tech High Graduate School of Education.
Updated: Mar. 14, 2010
This paper argues that the stifling of innovation in teacher education has threatened the vitality of the field. This paper encourages a pluralistic approach to teacher preparation that the author believes holds promise for revitalizing the field of teacher education. The article argues that a pluralistic approach to the revitalization of teacher education must be based on the understanding that there is no one best way to prepare teachers. It highlights an innovative approach to teacher education taken by nonuniversity providers that could tailor their programs to address the needs of particular schools, districts, or regions.
Updated: Mar. 14, 2010
A Mentoring Model for Interactive Online Learning in Support of a Technology Innovation Challenge Grant
The Lewis & Clark Rediscovery Project is a technology professional development program designed to help teachers restructure teaching and learning practices in the classroom. The project also help teachers to foster technology use in the schools. Fundamental to the success of the project was the development of a model to mentor teachers in the field and to help facilitate outreach and peer mentoring of technology infusion across many districts. The authors have included in this review a description of the major Rediscovery professional development model strategies and activities, as well as lessons learned and emerging trends and movements in interactive online teaching and learning.
Updated: Dec. 28, 2009
The article presents practical perspectives on mathematics teacher change. It uses the results of collaborative research with two mathematics secondary school teachers in order to improve the teaching and learning of mathematics in Rwanda. Outputs of the study include teachers’ awareness of the need for change and their increased flexibility to accept learners’ autonomy in shifting from teacher-centred to learner-centred pedagogy.
Updated: Dec. 23, 2009
The purpose of this article is to describe innovatory online teaching carried out in the inter-university master's 'Educational Innovation Policies and Practices for the Knowledge Society'. The master's focuses on the exploration of a problem-based learning model. The online teaching model, developed particularly by Internacional de Andaluca University, is the background for the development of an interdisciplinary core investigated in this study.
Updated: Dec. 07, 2009
Preparing Preservice Teachers for 21st Century Classrooms: Transforming Attitudes and Behaviors About Innovative Technology
This article promotes instructors’ ideas about behaviors of 21st century teachers. It also explores their efforts to support their preservice teachers to join this rank. In this qualitative study, three instructors report the results of implementing a new project, the Innovations Mini-Teach, into their course. The findings indicated that preservice teachers in this study used a variety of strategies to learn new innovations well enough to teach or model their use to classmates.
Updated: Nov. 16, 2009