Search results for: Elementary school teachers
Page 3/16 156 items
Using Representations, Decomposition, and Approximations of Practices to Support Prospective Elementary Mathematics Teachers’ Practice of Organizing Discussions
This study examined the ways in which elementary mathematics methods course activities, designed as representations, decomposition, and approximations of practice, can be used to develop prospective elementary teachers’ ability to organize a discussion. The authors found that the activities resulted in 21 prospective elementary teachers who in addition, focused their goal on extending student thinking and 12 whose goal also intended to address making connections within and between strategies. Prospective elementary teachers’ justifications for their selecting of student work revealed an interesting result. The majority of prospective elementary teachers had set a goal for the discussion of introducing strategies or having students use strategies.
Updated: May. 09, 2017
This article examined how mentor teachers help interns in learning to plan lessons. The author revealed that some of the interns attempted to teach meaningful content but failed to consider ahead of time the nitty-gritty details or they attempted to teach a lesson that lacked a clear, worthwhile purpose. She understood that the interns often taught from plans that their collaborating teacher had read through and approved of Hence, she wanted to help the collaborating teachers consider playing a larger role in helping interns strengthen individual lesson plans before interns actually taught from those plans. The author concludes that becoming a teacher of planning requires mentors to possess conceptual and practical knowledge of instructional planning, how novices learn to plan, and how to teach planning.
Updated: Apr. 26, 2017
Animations as a Transformational Approximation of Practice for Preservice Teachers to Communicate Professional Noticing
This article explores the use of animations as an approximation of practice to provide a transformational technology experience for elementary mathematics preservice teachers. Findings illuminate preservice teachers’ degrees of specificity, with most preservice teachers being more specific about mathematics in their animations, showing promise for animation as a tool for communicating what is noticed. Further, preservice teachers perceived the use of animations a transformational experience, meaning the technological medium provided learning and access beyond what could have been accomplished without the technological support.
Updated: Mar. 29, 2017
Teacher Learning through Self-Regulation: An Exploratory Study of Alternatively Prepared Teachers’ Ability to Plan Differentiated Instruction in an Urban Elementary School
The purpose of this research is to understand alternative certification candidates’ development as planners and implementers of Differentiated Instruction. This article presents three cases which introduces three female apprentices. The important role of self-regulation in apprentice development is an overarching conclusion in this study because the development of each of the other conditions (collegial relationships, classroom management, planning for a standard and student need, accepting feedback) was greatly influenced by the apprentice’s ability to self-regulate. Apprentices with strong self-regulatory capabilities demonstrated a stronger ability to plan and implement Differentiated Instruction. This stronger ability is possibly due to the fact that teachers who engage in self-regulatory behaviors are more likely to know what is going on with students, and lessons.
Updated: Mar. 01, 2017
Opportunities and Challenges in Training Elementary School Teachers in Classroom Management: Initial Results from Classroom Management in Action, an Online Professional Development Program
The authors use existing literature to identify the key features that make in-service professional development (PD) effective. The authors present these features as the defining features of a recently developed PD program, Classroom Management in Action, which blends online technology, evidence-based practice in positive behavior support, video modeling, self-paced/step-by-step activities, and tools for aiding and measuring fidelity and behavioral outcomes.
Updated: Feb. 26, 2017
This study focused on integrating STEM (science, technology, engineering, and mathematics) lessons with arts-themed activities to create interdisciplinary STEAM education in order to simultaneously address these two contemporary challenges. The participants were 124 pre-service elementary teachers, who used multimedia production technologies to develop original STEAM lessons. The results showed general overall similarities among the three participating groups of bilingual generalist (BG), regular generalist (RG), and undecided generalist (UG) pre-service elementary teachers in regard to their peer evaluation scores for achievement of creativity-related objectives in the STEAM lessons.
Updated: Jan. 31, 2017
Promoting the Understanding of Photosynthesis Among Elementary School Student Teachers Through Text Design
The purpose of this study was to investigate what kind of conceptions elementary school student teachers have regarding photosynthesis and whether or not a refutational text fosters an understanding of the phenomenon more effectively than a traditional, nonrefutational text. The authors were also interested in how the level of learners’ previous knowledge was connected to learning via different text types. The results indicate that pre-service elementary school teachers’ understanding of photosynthesis was relatively poor before they read the text. However, after reading the text, the participants achieved significantly better results, and thus the intervention was successful. The results also indicate that the refutational text supported students’ learning of photosynthesis more than the traditional, non-refutational text.
Updated: Nov. 29, 2016
In this article, the authors focused on observed and perceived feedback on practice among teachers, who participated in a peer coaching program. The authors focused on two issues: the interplay of observed feedback dimensions and elements and perceptions of that feedback. The results showed that the elements of the peer coaching program were proven as an effective professional development activity: watching video excerpts, asking open-ended, solution-focused questions, acknowledging coached teachers, and helping them to tackle their goals were confirmed as parts of an effective feedback environment.
Updated: Nov. 07, 2016
The purpose of this case study was to document the development of a beginning elementary teacher identity for science teaching at the elementary school. In doing so, this study traces the experiences throughout her life in various contexts and examines how those impacted the development of her identity for science teaching. As revealed in the findings, the beginning teacher did not have a strong science identity as a young learner of science. She articulated no enthusiasm about science and was unable to share many critical experiences with science across her schooling years. A shift in her identity occurred when she went to university and gained an interest in science because she was provided with opportunities to think and do science in contemporary ways.
Updated: Oct. 31, 2016
The purpose of this study was to examine the impact of an induction programme, based on individual mentoring, had on Education for Sustainable Development (ESD) teaching for both novice teachers and their mentors in primary schools. The results point towards mentoring as a meaningful and effective approach to teacher education for ESD with potential for integrating forms of professional learning communities. The novice/experienced teacher mentoring relationship developed within the ESD induction system implemented during this research highlights the positive implications for both the novice teachers and the mentors. Mentoring can promote teacher interaction and provide a supportive and challenging forum for both intellectual and affective interrogation of practice.
Updated: Sep. 22, 2016