Search results for: Teaching skills
Page 4/6 53 items
Exploring the Utility of Action Research to Investigate Second‐Language Classrooms as Complex Systems
In this article, the authors argue that adopting a complexity‐theory perspective, which requires teachers to be dynamic and complex in their approach, helps in identifying action research as a suitable research tradition for investigating second‐language classrooms and in turn using it widely to invigorate the field of applied linguistics.
Updated: Oct. 28, 2012
The current article highlights the components of comprehensive induction designed to help beginning teachers develop the skills for a more meaningful learning experience. The author observed at the New Teacher Project (NTP) in California as a case in point. The author concludes that accomplished, well-trained mentors also serve as teacher educators who can help shape a climate of transformational learning during induction.
Updated: Oct. 09, 2012
Cultural Perspectives on Teaching and Learning: A Collaborative Self-study of Two Professors’ First Year Teaching Experiences
In this article, the authors were interested to examine how their different cultural backgrounds influenced the formation of their perspectives. Furthermore, the authors wanted to explore how their exchange of views of teaching and learning supported their teaching practice. The authors conclude that differences in their teaching perspectives demonstrated the different points of view in the educational systems in the two countries. However, through this collaborative self-study experience, the authors obtained a better understanding of the teaching values of their own and another culture.
Updated: Sep. 24, 2012
The current study explores the development of student teachers’ skills in implementing collaborative learning using a multilevel repeated measures design. Participants were 105 pre-service teachers that were trained in collaborative learning implementation. The results indicate that student teachers generally perform well in implementing collaborative learning.
Updated: Jul. 29, 2012
The purpose of this study is to clarify how pre-service teachers perceive mentor teachers’ use of mentoring skills. Sixty stimulated-recall interviews were conducted, each in connection with a previously recorded mentoring dialogue. A quantitative analysis showed that six types of mentoring skills appeared to be perceived by pre-service teachers as offering emotional support and five others as offering task assistance.
Updated: Jun. 27, 2012
This article addresses a set of dilemmas that are associated with teaching, then with teacher education, and finally with the relation or linkage between the two. The authors also note the powerful role that inequality plays in any account of occupational competence in teaching, then conclude by exploring contemporary approaches to the reform or improvement of teacher education as a means of developing occupational competence.
Updated: May. 06, 2012
Improving Preservice Teacher Preparation Through the Teacher Work Sample: Exploring Assessment and Analysis of Student Learning
This study describes how pre-service teachers performed on a Teacher Work Sample, a high-stakes instrument completed during student teaching. The study reviewed other available teacher preparation program data as possible confirmation that preservice teachers find the skills associated with assessment challenging to master. This study reveals that the lack of focus on assessment and analysis leads to preservice teachers having lesser concern about these skills. The review of preservice teacher performance on TWS indicators suggests a lack of consensus on how to teach preservice teachers to achieve the skills, particularly in the Assessment Plan and Analysis for Student Learning.
Updated: Jun. 18, 2011
The current reforms of initial teacher education in the learning and skills sector in England are standards based and emphasize subject specialism. A qualitative study found that trainees generated knowledge resources through participation in their workplace, initial teacher education course and other social contexts, and from embedded and encoded workplace knowledge. It is argued that using a knowledge resources perspective, which recognizes how trainees generate knowledge and seeks to bridge gaps in their access to knowledge resources, would be more effective in supporting trainees' development than the recent reforms.
Updated: Jun. 13, 2011
The purpose of this study was to investigate the effects of PORT, an intervention comprising explicit training and performance feedback for teachers on implementation of three critical classroom management skills: presentation of prompts, OTRs, and specific praise. The results indicate that there was not a functional relationship between explicit training and teachers' demonstration of classroom management skills; however, introducing performance feedback following training was functionally related to an increase in the level, trend, or stability of teachers' use of each skill.
Updated: Jan. 23, 2011
Do Digital Divisions Still Persist in Schools? Access to Technology and Technical Skills of Teachers in High Needs Schools in the United States of America
The goal of this article is to examine whether there is any indication of current differences in technology access, skills and classroom integration practices as reported by teachers participating in an online professional development initiative. The researchers found that, while significant differences existed between teachers in high need and non-high need schools in the USA, context is a vital component of considering any persisting digital divides.
Updated: Sep. 27, 2010