Search results for: Content analysis
Page 2/3 22 items
In this article, the authors identify what mentor teachers associated with one urban teacher preparation program believe are positive student and associated mentor outcomes that result from student teacher participation in their elementary classrooms. The authors conduct a content analysis of individual interviews with 16 student teacher mentors. The authors also use data from a teacher candidate focus group.
Updated: Aug. 30, 2012
Using the Conceptual Change Model of Learning as an Analytic Tool in Researching Teacher Preparation for Student Diversity
The goal of this article is to argue that drawing on the theory of conceptual change as commonly applied to learning in science classrooms is an appropriate and valuable framework for understanding how teachers change their ideas about the pedagogical implications of student diversity. After a description of two traditions of conceptual change learning, the Teaching for Conceptual Change model is deployed to analyze two different accounts of teacher learning.
Updated: May. 28, 2012
This study explored the manifestation of differentiation for special education students in work sample lesson plans written by preservice teachers working toward an elementary credential. Specifically, the author examined the nature, characteristics, and evidence of instructional differentiation included in the work samples prepared by preservice teachers. Six themes emerge from this study into the extent to which preservice teachers plan for the instruction for students with disabilities in the general education classroom.
Updated: Sep. 14, 2011
Focusing on teachers’ work in literacy teaching, this article proposes some signposts to assist teachers in navigating in the multimodal classroom. Specifically, the study uses the influential conceptualization of literacy teaching in the multimodal context, the Multiliteracies Pedagogy Framework to examine 11 cases of literacy teaching from a range of contexts.
Updated: Aug. 23, 2011
Reliability of Pre-service Physical Education Teachers' Coding of Teaching Videos Using Studiocode Analysis Software
The current study investigates the coding reliability and accuracy of pre-service teachers in a teaching methods class using digital video-based teaching episodes and Studiocode analysis software. Implications include (a) students can reliably learn to self-code within a reasonably short period of time making these technologies manageable in teaching methods courses and (b) digital video analysis may provide additional, accurate and reliable sources of feedback beyond traditional evaluative techniques.
Updated: Jun. 13, 2011
In this article, the authors focus on an analysis of critical issues in supporting teacher educators conducting a self-study. The authors have found seven issues critical to enhancing the chances of self-studies being beneficial to the practice of teacher education as well as to the further development of a knowledge base for teacher education.
Updated: Dec. 03, 2010
A content analysis of the textbooks used in the Dutch early childhood teacher education shows clear inconsistencies with the intended curriculum. Neither the content standards found in the professional profile for teachers nor the content standards from the educational profile of their training courses are adequately covered in the books.
Updated: Aug. 01, 2010
This article reports on a study of associate teachers' perspectives about their roles in supporting pre-service teachers as they integrate technology during the practicum. Content analysis of pre- and post-interview data from four associate teachers and survey responses revealed that associate teachers' roles varied across a continuum from mentor to co-learner in relation to technology integration.
Updated: Nov. 17, 2009
The article illustrates the aspects of powerful professional learning through three pedagogical tools that emerged from a content analysis of a large data set of the Numeracy Development Project. Since 2000, more than 25,000 teachers and 690,000 students in English-medium and Māori-medium (indigenous) settings have participated in the project. The content analysis identified three pedagogical tools that participants describe as improving their mathematics knowledge and practice: the number framework; the diagnostic interview and the strategy teaching model.
Updated: Sep. 16, 2009
Student teachers have difficulty planning lessons that fully integrate social justice with mathematics/science content. The study was a content analysis of 26 poster presentations of mathematics or science lessons incorporating social justice issues made by student teachers at a mid-sized college in central New York State.
Updated: Apr. 01, 2009