Search results for: Theory practice relationship
Page 9/10 100 items
Comparative Study of the Evaluation of Professional Competencies by Experienced and Trainee Spanish Primary Teachers
The aim of this study is to identify the competencies which a wide sample of teachers in Spanish primary schools consider to be important for their professional performance and which they use in their everyday teaching. Furthermore, the study examines to what extent the teachers' university training prepared them for their practicing professional development. The proposals are made for training based on the articulation between theory and practice, to allow the professional competencies mentioned to be developed and used in practice, as well as encouraging close collaboration between teacher trainers and experienced practicing teachers.
Updated: Jan. 31, 2010
The goal of this study is to investigate the nature of student-teachers' learning practices in primary school chemistry classroom contexts. The theoretical approach of this study is based on the sociocultural view of learning and development. Forty university students participated in the study at the at the Department of Educational Sciences and Teacher Education, Oulu University, Finland. This qualitative case study follows a three-step research design: pre-narrative, intervention and post-narrative, in order to highlight the practices involved in teacher learning and development.
Updated: Jan. 31, 2010
Fostering a Theoretical and Practical Understanding of Teaching as a Relational Process: A Feminist Participatory Study of Mentoring a Doctoral Student
The authors desired a mentoring approach for graduate students in education that would foster an understanding and practice of teaching as a relational process. This article provides a practitioner account of an action research study focused on the development of such an approach. In a semester-long feminist participatory study, the authors utilized weekly dialogues, reflective journals, classroom observations and written documents to explore the mentoring experience of one graduate advisor, one graduate teaching assistant, and two critical friends.
Updated: Jan. 12, 2010
Building on work in the area of third space theory, this study documents one teacher's efforts to create third spaces in an elementary mathematics classroom. In an attempt to link the worlds of theory and practice, the author examines how the work of other theorists and researchers can create new lenses for classroom practitioners.
Updated: Dec. 08, 2009
This article begins with an overview of elementary social studies, considering its purposes and goals. The article then considers different approaches and focusing on the approach recommended by the authors. This approach features units on cultural universals, organized around powerful ideas developed with emphasis on their connections and applications. Then, the article describes how an exemplary elementary teacher implements these units in her classroom. The authors conclude that it is important to include social studies as a basic curriculum strand right from the beginning of schooling.
Updated: Dec. 01, 2009
The Challenge of Change: Digital Video-Analysis and Constructivist Teaching Approaches on A One Year Preservice Teacher Education Program in Ireland
This project created a stimulating and professionally relevant way for pre-service teacher education to build student teachers’ skills in critical reflection, collaboration and communication. Initial concerns about collaborative group work and technology were replaced by a positive appreciation of their relevance for teaching. The assessment methods were valued by the students.
Updated: Nov. 16, 2009
The widespread and increasing use of cooperative learning is one of the great success stories of social and educational psychology. Its success largely rests on the relationships among theory, research, and practice. Social interdependence theory provides a foundation on which cooperative learning is built. The purpose of this article is to describe how social and educational psychology has contributed to educational practice.
Updated: Oct. 20, 2009
This article presents a teacher education approach that focuses on providing student teachers with an explicit theoretical framework with which to understand and examine their teaching and practice. The authors first discuss the main principles and aspects of the program in which they teach. To understand the authors' approach to teacher education, they provide some context information about the specific program. To illustrate their approach, the authors present the final task which involves an examination of the student teacher's own teaching practice and underlying perceptions. The authors conclude that their approach provide a theoretical framework for student teachers to understand and examine their practice.
Updated: Sep. 24, 2009
Exploring the Radical Middle between Theory and Practice: A Collaborative Self-Study of Beginning Teacher Educators
This paper is a collaborative self-study of the authors' development as beginning teacher educators over the course of an academic year. The purpose of the authors' self-study was their shared interest in the role of theory and of practice in teacher education programs. Both authors kept personal journals of the ideas they explored during their discussion meetings. Their analysis suggests that theory and practice are densely interwoven aspects of teaching which can be tacitly separated by coursework in teacher education.
Updated: Aug. 26, 2009
Theoretical and Methodological Tensions in a Poststructural, Collaborative Self-Study Research Project
The paper examines the potential contradictions of conducting a collaborative self-study research project within a poststructural framework. In particular, the author considers how humanist discourses are challenged by poststructural theory. She also discusses about the use of theory in self-study research. The author provides a poststructural analysis of the use of experience in the self-study data to demonstrate ways in which theory can support us to (re)view taken for granted concepts in education.
Updated: Aug. 26, 2009