Search results for: Secondary school teachers
Page 2/11 101 items
Reframing the Assignment: Evolutions, Not Revolutions, in Learning to Teach Writing with Digital Technologies
In this article, the author discusses the importance of conceptualizing place and space in teacher professional development intervention research. Using a cultural historical activity theory framework, the author discusses how the cultural and historical aspects of the place and context in which the teachers taught mediated the teachers’ understandings of the affordances of incorporating critical digital literacies into their classroom teaching. Findings suggest introducing new tools into the rural setting helped influence teachers’ identity in their role as professional educators. The professional development intervention helped the teachers develop a greater sense of agency and purpose within their rural context.
Updated: Feb. 26, 2017
This study examines the development of preservice secondary science teachers’ understanding about equitable assessments (EA) as a result of instruction during a methods course and their subsequent use of EA, while planning a science unit without prompting. The author concludes that preservice teachers gained in the following domains of knowledge introduced earlier: (1) knowledge and beliefs about diverse learners, (2) knowledge and beliefs about EA strategies, and (3) skills in modifying assessments for English language learners. They displayed relevant knowledge, but did not enact it as well when it came to planning units.
Updated: Sep. 12, 2016
Exploring The Professional Development Needs of New Teacher Educators Situated Solely in School: Pedagogical Knowledge and Professional Identity
This article investigates the experiences of secondary teachers within their workplace as they take on the role of leading subject knowledge development days for small groups of student-teachers through a case-study approach. The findings reveal a number of professional development needs of new teacher educators situated solely in school, some similar with those situated in higher educational institutions, including fostering an understanding that modelling needs to be made explicit to student-teachers. This has important implications with the introduction of Teaching Schools with responsibilities for educating student-teachers in England.
Updated: Sep. 04, 2016
Student Teachers’ Beliefs about Learning and Teaching and their Participation in Career-Long Learning Activities
This study aims to investigate the relationship between beliefs about learning and teaching and participation in learning activities among student teachers. The authors found that student teachers student teachers appear to hold equally strong subject matter-oriented and pupil-oriented beliefs, but they also appear to vary in their beliefs. The findings reveal that pupil-oriented beliefs are positively related to participate in learning activities. No significant relationship exists between subject matter orientation and learning.
Updated: Aug. 08, 2016
Secondary Mathematics Preservice Teachers' Assessment Perspectives and Practices: An Evolutionary Portrait
This article presents a research study of how six secondary mathematics preservice teachers learned to use such reform-based assessment practices while enrolled in one of three reform-minded teacher education programs. Findings indicate that preservice teachers first focus on how to assess before considering other assessment functions such as what to assess and how to use assessment.
Updated: Aug. 01, 2016
Pre-service and In-service Teachers’ Knowledge, Attitudes and Confidence towards Self-injury among Pupils
This study aimed to understand and explore differences between pre-service and in-service teachers’ knowledge, confidence and attitudes towards non-suicidal self-injury (NSSI), and how these variables relate to demographics and prior education in NSSI.The findings revealed that despite their willingness to help pupils who self-injure, pre- and in-service teachers identify their lack of knowledge, training and resources to address confidently self-injury in schools.
Updated: Jul. 13, 2016
Beginning Teachers' Perspectives on Attributes for Teaching Secondary Mathematics: Reflections on Teacher Education
The purpose of this study was to understand what factors beginning secondary mathematics teachers attribute their success to in the classroom, regardless of their preparation program. The results have implications for informing the types of students mathematics education programs should try to attract or recruit. In addition, the results also provide information regarding defining areas on which teacher education programs should focus and where practicum or internship components might be incorporated into the preparation process.
Updated: Jul. 04, 2016
The present article reports on the results of three different investigations into pre-service teachers’ understanding of the mathematical concepts of area and perimeter. The results indicated that many pre-service teachers across the cohorts had a procedural understanding of area and perimeter, displayed similar misconceptions to their student counterparts, and were limited in their ability to demonstrate examples of the mathematics knowledge required to teach these topics.
Updated: Jul. 03, 2016
This article reports on a qualitative study of pre-service secondary mathematics teachers choosing, using, evaluating, and interpreting definitions. Their performances indicated that many of these pre-service mathematics teachers had deficiencies reasoning with and about mathematical definitions.
Updated: Jul. 03, 2016
The purpose of this study was to gain a deeper understanding of mentor preparation and learn more about how formal education can prepare mentors for their role. Therefore, questions were asked about why teachers participate in mentor education and their perceived learning outcome, as well as what parts of the programme they find valuable. The findings reveal that students in the mentor education programme seem to be intrinsically motivated, given that they enrolled in the programme without any benefit except from their own satisfaction. Furthermore, the programme provided the participants with concepts that made it possible to talk about mentoring. In addition, during the programme their focus changed from themselves and what to do to focus on the other and facilitating others’ developments. During the programme they became more confident in their roles as mentors.
Updated: Jun. 19, 2016