Search results for: Research practice relationship
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The purpose of this study was to analyze the researcher's attempt to address the research/practice divide from the position of a teacher educator. The findings revealed that although the university at which this research was conducted offered students practicum placements throughout their time in the teacher education program, the preservice teachers had difficulty making connections between information learned in university classrooms and experiences in area elementary schools. To address the disconnect between methods coursework and the preservice teachers' practicum placements, the author intentionally planned three class field trips to elementary school. This article has implications for both teacher education programs and for the individual methods course instructor.
Updated: Apr. 21, 2015
The author suggests that educators of preservice teachers begin to employ insights gained from the Gardner’s Five Minds for the Future. In order to show relationships between early childhood play and Gardner’s theory, the author crafted the framework. This framework takes into account both artistic and scientific aspects of the mind. The article describes each mind as interpreted from Gardner, and explores the implications for the instruction of preservice teachers. The author concludes that recognizing the importance of play, as captured within Gardner’s Five Minds for the Future, allows us to acknowledge that play is a meaningful and necessary feature in the contexts of school, and ultimately in the lives of the nation’s school children.
Updated: Oct. 21, 2013
This article reports on a collaborative research study regarding the practice and impacts of assessment for learning in science, geography and history classes. Three secondary teachers and two university researchers participated in the study. The research provides insights into how teachers and researchers can collaborate to develop a research and practice agenda.
Updated: Aug. 22, 2010
A Teacher Educator's Professional Learning Journey and Border Pedagogy: A Meta-Analysis of Five Research Projects
In this article, the author examines her own involvement and that of other teachers and teacher educators in five practice-based research studies in terms of their professional learning and border pedagogy. The author played a key role in each project and offer an 'insider' perspective through an autobiographical narrative based on self-study. Each project involved crossing a border between professional knowledge contexts, and explores the 'journey' metaphor of professional learning. The metaphors of passport and visa are used to explore the identities and purposes for the professional learning 'journey'. The benefits of border-crossing for professional learning are then discussed.
Updated: Apr. 11, 2010