International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Learning activities
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21 items
11
This paper explores the micropolitical staffroom experiences of two beginning health and physical education teachers. The two narratives draw attention to how the context of the staffroom significantly shaped and reshaped the beginning teachers’ micropolitical learning and practices throughout their first year of teaching. The findings reveal that staffroom occupants shaped situations which beginning teachers encountered. The two beginning teachers became more micropolitically ‘literate’ overtime with a more in depth understanding of the particular context and prevailing micropolitical staffroom stories. The authors recommend that more attention needs to be paid to the staffroom as a micropolitical context in which beginning teachers transition, learn and develop professional and micropolitical identities.
Published: 2013
Updated: Jan. 19, 2015
12
This study had two objectives. The first objective was to examine peer mentoring styles and their correspondence to the mentoring styles associated with traditional mentoring. The second objective was to determine whether mentoring styles were related to the academic performance of mentees. The findings indicated three mentoring styles: Motivating master mentoring, informatory standard mentoring and negative minimalist mentoring. The results indicated that motivating master mentoring had a positive influence on poor academic performers.
Published: 2011
Updated: Jun. 25, 2013
13
This paper presents and discusses the findings of a research project. The project's main objective is to identify curriculum components that promote personal development as a nuclear part of teacher professional identity formation through pre-service teacher education. The curricula of four different historical periods of pre-service teacher education in Portugal and the professional identity of teachers trained within them were characterised through collection and analysis of documents and biographical narratives. Crossing results from the four periods, the quality of school climate emerges as an important variable to the quality of the teachers’ identity.
Published: 2012
Updated: Mar. 20, 2013
14
This article explores the potential value of mobile technologies in supporting work-based learning. The authors describe a small exploratory study that they conducted in health care education in which medical students work in hospital practice. The results reveal that co-assistants in both the survey and the pilot are most positive about the potential role of the PDA in searching for clinical information, such as reference books, guidelines or protocols, and rules of thumb. However, most co-assistants do not see the PDA as a valuable tool for communicating with others.
Published: 2011
Updated: Oct. 24, 2012
15
This article examines three possible influences on the impact of teacher professional development as a mechanism for improving teaching and learning. These influences are those from the individual teacher, those from the school and those from the activities in which teachers participate. Data were collected from a national sample of primary and secondary teachers in England. The results reveal that teachers in high performing schools participate in professional development activities that are longer in duration, more active and more collaborative in implementation. In contrast, teachers in the lowest performing schools report high levels of performance management conditions and participate in activities that are short in duration.
Published: 2011
Updated: Dec. 07, 2011
16
In this article, the authors bring together the fields of teacher education, authentic learning, and arts-based learning to articulate a means of enhancing pre-service programs. Specifically, this article documents and analyzes the process of engaging teacher candidates in an authentic learning experience of a musical theatre production.
Published: 2010
Updated: Jun. 13, 2011
17
This article investigates the experiences of preservice and in-service teachers through intentionally created narrative inquiry (Connelly & Clandinin, 2006) spaces within three different service-learning engagements in Canada, Kenya, and Turkey. The authors argue thinking narratively suits the purpose of learning within service learning, highlighting the potential this kind of work holds for preservice and in-service teachers' professional identities in school contexts shaped by diversity.
Published: 2010
Updated: Sep. 05, 2010
18
In this article, the author discusses the professional literature on culturally responsive higher education training. The author focuses on the intended outcomes of professional development, including faculty knowledge, skills, and dispositions. Once the intended outcomes for professional development have been established, activities that best meet these outcomes can be designed and implemented.
Published: 2009
Updated: Aug. 29, 2010
19
This paper describes the way four school-based teacher educators fulfill their role as educators of student teachers who learn how to teach while participating in the workplace. The authors use tools (e.g., apprenticeship assignments) developed within the teacher education institute and rely on their professional knowledge as experienced schoolteachers. The results indicate that student teachers being provided with useful tricks which, however, hardly helps them to interpret and elaborate their experiences from a more conceptual or theoretical perspective.
Published: 2009
Updated: Feb. 10, 2010
20
This paper examines the ways in which action research projects can be used to socialize teachers to the teaching of English language learners (ELLs) as well as help these teachers develop reflective practice. The study explored the teachers' statements about the impact of the course work and the projects on their teaching and their beliefs about teaching ELLs.
Published: 2009
Updated: Dec. 21, 2009