Search results for: Secondary school teachers
Page 7/11 101 items
A Completed Research and Development Work Project in School: The Teachers’ Learning and Possibilities, Premises and Challenges for Further Development
This paper is based on a follow-up study of a research and development work project with school leaders and teachers conducted in a lower secondary school in Norway. The goal of this article is to present an understanding of what the practitioners find they have learned during the project and how they experience the situation with regard to development about two years after the project has ended.
Updated: Dec. 20, 2011
In this article, the authors examine to what extent ICT is being used by the teachers and how they are using ICT in their teaching. The authors also discuss how factors such as the subject being taught, teaching experience, gender and age influence the use of ICT in teaching.The findings revealed that teachers in the secondary schools in Hamar do use ICT but few use ICT very often. However, most are still unsure whether ICT will have any positive effect on the learning outcome for their students.
Updated: Dec. 13, 2011
This article proposes a distinction between student engagement in schooling and engagement in learning based on literature and empirical results. Data from a phenomenographic study of 20 Australian teachers were analysed to show how teacher thinking related to this distinction.
Updated: Nov. 30, 2011
Induction Needs of a Group of Teachers at Different Career Stages in a School in the Republic of Ireland: Challenges and Expectations
The current study examines how a school-based induction programme can best accommodate the needs of a diverse group of teachers at different career stages. This case study carried out in a socially disadvantaged secondary school in the Republic of Ireland. Findings reveal that the induction needs of both newly qualified teachers and returning teachers were broadly similar.
Updated: Nov. 29, 2011
Queensland Teachers’ Conceptions of Assessment: The Impact of Policy Priorities on Teacher Attitudes
The purpose of this study was to examine Queensland teachers’ conceptions of assessment and their relationship to their level of teaching and compared the results to teachers from New Zealand. A questionnaire-based survey of teachers’ attitudes, beliefs and practices in the areas of curriculum, pedagogy and assessment was conducted in 2003. Data revealed that teachers showed a willingness to integrate assessment into their professional duties of improved teaching and learning, tempered with caution about the quality and usefulness of the assessment resources being used to make students and schools accountable.
Updated: Nov. 29, 2011
Working with Learners’ Mathematical Thinking: Towards A Language of Description for Changing Pedagogy
In this article, the author explores the practices of four secondary school teachers in Johannesburg as they deliberately tried to shift their practices to focus on learners’ thinking through classroom talk. A set of codes is developed to describe teachers’ changing practices. The codes illuminate the similarities and differences across four secondary school mathematics teachers as they shift their practices to take account of learners’ thinking.
Updated: Nov. 21, 2011
Defining Content for Field-Based Coursework: Contrasting the Perspectives of Secondary Preservice Teachers and Their Teacher Preparation Curricula
This study examined changes and continuities in how secondary teacher preparation programs and preservice teachers conceptualized the content and sequence of field-based teacher preparation.
Updated: Nov. 17, 2011
Professional Development across the Teaching Career: Teachers’ Uptake of Formal and Informal Learning Opportunities
The goal of this study was to investigate teachers’ uptake of different learning opportunities from the beginning to the end of the teaching career. The authors focused on in-service training as an example of formal learning opportunities and on teacher collaboration and the use of professional literature as two examples of informal learning opportunities. Results showed that formal learning opportunities (in-service training) were used most frequently by mid-career teachers, whereas informal learning opportunities showed distinct patterns across the teaching career.
Updated: Nov. 04, 2011
From School Teacher to University Lecturer: Illuminating the Journey from the Classroom to the University for Two Arts Educators
This article explores the experiences of two arts educators, both of who are described as early career researchers at the university level. Furthermore, the paper investigates the events, personal and social conditions, places, and the subsequent joys and challenges they encountered in their progression from secondary school teachers to arts educators. The authors conclude with a number of recommendations concerning the transition from school teaching to becoming a novice university academic in the field of education
Updated: Nov. 01, 2011
The goal of this study was to identify high school teachers who were perceived by their students as creating classroom contexts that were particularly supportive of students’ motivation and learning, and to describe their practice. The participants were 2,864 students in Grades 9–12 from three high schools and 4 of their teachers. Analysis of the field notes suggested a model that consists of three core themes: supporting understanding, building and maintaining rapport, and managing the classroom. Within this framework, a number of the teacher practices described served more than one of these three functions, and some, such as teacher movement and the use of varied participation structures, served all three.
Updated: Oct. 24, 2011