Search results for: Activities
Page 1/1 4 items
Making Sense of a Day in the Woods: Outdoor Adventure Experiences and Early Childhood Teacher Education Students
This study examines the outdoor adventure education experiences of groups of nontraditional university students pursuing degrees and licensure in early childhood education. The findings reveal four basic themes: a) The value of perseverance, b) The necessity of collaboration, c) Overcoming Fears and D) Reflection.
Updated: Oct. 20, 2015
This article aims to guide language teacher educators to address novice teacher emotion systematically in the learning-to-teach experience. The authors used a scheme of a complete orienting basis of the action (SCOBA) to orient language teacher educators as they respond to novice teacher emotions in the activity of journal writing. This analysis demonstrates that emotional content is pervasive in this novice teacher’s journals, and that her emotions are tied to her perezhivanie and her thinking about and activity/outcomes of her teaching. The authors argue that the SCOBA highlights that teacher expression of emotion is intertwined with cognition and activity as part of the developmental process of beginning teachers, and can be addressed in mediation.
Updated: Mar. 03, 2015
This research examined preservice early childhood educators' perceptions of outdoor settings and their intentions to use outdoor settings in their teaching practice. Participants reported relatively high intentions to use natural settings in future teaching, as well as knowledge of the benefits of nature for children, but moderate levels of personal nature relatedness. Participants were more likely to select “maintained” settings such as parks for educational purposes, and more “natural” settings, especially those with water, for personal purposes. Knowledge of the benefits of nature experiences, the perceived difficulty in using natural settings, and personal levels of nature relatedness each significantly predicted intention to use natural settings in future teaching.
Updated: Sep. 22, 2014
Teacher work is described as increasing in complexity and intensity. Reasons for this include societal changes, reformed and increased work tasks, but also multitasking. The concept of multitasking is discussed as it relates to teachers' activities. The concept of synchronous work is developed and discussed as it relates to structural influences, involving concepts that conflict in some respects.
Updated: Mar. 31, 2009