Search results for: Lesson plans
Page 2/3 26 items
This article focuses on what beginning teachers learned about planning; the nature of that planning; and the development of their awareness as to what planning could and could not achieve. This study is based on the analysis of 10 post-lesson interviews with 17 beginning teachers in England across three years (the PGCE year and the first two years in teaching). The findings demonstrate that learning how to plan clearly emerges as the most prominent feature in the PGCE year. It remains a strong feature in the newly qualified teacher year. Furthermore, ongoing learning about planning can be a powerful vehicle for ongoing learning about teaching as a whole.
Updated: Feb. 10, 2014
First Off the Blocks: Professional Experience and Learning for First-Year Preservice Physical and Health Education Teachers
The purpose of this study was to gain insight into the learning of preservice Physical and Health Education teachers throughout three progressively designed professional experiences. Findings indicate the potential of microteaching placements as stepping-stones to larger, more intense professional experience placements.
Updated: Aug. 21, 2013
Enhancing Lesson Planning and Quality of Classroom Life: A Study of Mathematics Student Teachers' Use of Technology
The authors examined how preservice secondary mathematics teachers (PSMTs) integrated technology into their student teaching for the purpose of increasing their pupils’ mathematics understanding. The authors found that technology enhanced PSMTs’ quality of life by facilitating their lesson planning, helping them stay on track, reducing their stress, and making it easy for them to adjust, modify, and reuse their lessons.
Updated: Jul. 17, 2013
A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings
The authors present a targeted critical review of research focused specifically on the nature of professional development programs purported to emphasize inquiry. The review analyzes the features of each program and critiques the reported outcomes of each study. The findings suggest a general alignment with recommended features of effective PD as outlined in the literature with a few notable exceptions, including: supporting teachers in developing inquiry-based lesson plans, providing authentic inquiry experiences, and focusing on science content for teachers.
Updated: Mar. 24, 2013
Use of the Outdoor Classroom and Nature-Study to Support Science and Literacy Learning: A Narrative Case Study of a Third-Grade Classroom
The author describes a case study of an exemplary third grade teacher’s use of the outdoor classroom for meeting both state science and language arts standards. The data reveal that this teacher’s early life experiences supported her strong interest in science and nature in the outdoors and experiencing it with her children.
Updated: Mar. 21, 2013
This study focused on the guidance of student teachers by means of a mentoring approach aimed at sharing practical knowledge, with student teachers’ learning needs as an emphasis. The approach was built on collaborative lesson planning, enactment, and evaluation. The study followed three triads: student teacher, mentor, school-based teacher educator. The study also examined participants’ appreciation of the effectiveness of the approach and their perception of relevant conditions.
Updated: Nov. 28, 2012
Using Technology to Explore Mathematical Relationships: A Framework for Orienting Mathematics Courses for Prospective Teachers
The purpose of this article is to suggest that the heart of sound technological implementation is to encourage students to use whatever tools are available to explain the mathematical relations that underlie what they observe on the screen.
Updated: Oct. 17, 2012
The current study explores the potential for two-way professional development during a telecollaboration between pre-service and in-service teachers, exemplified with the context of TESOL MA program. Thirteen dyads of pre-service and in-service teachers engaged in collaboration with e-pals and completed two tasks: professional interviews and lesson planning.
Updated: Sep. 20, 2012
Teachers’ learning goals and their knowledge of students play important roles in influencing exactly how a teacher adapts curriculum materials. The authors asked two elementary teachers to write narratives about their use of and changes to particular reform-oriented science lesson plans. The authors conclude that teachers need support in considering and making productive changes to curriculum materials. This may be particularly true for elementary teachers of science.
Updated: Mar. 01, 2012
The purpose of this research was to explore attitudes about and practices of preservice special and social studies education teachers toward coteaching. Two findings emerged in this study. First, the students were open minded about coteaching but had concerns about the process. Second, the students conceptualized their fields as separate spheres of knowledge and practice, quite isolated from each other, and they perceived their roles as coteachers as different as well.
Updated: Jun. 13, 2011