International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Workshops
Page 1/3
24 items
1
The aims of this paper are to explore novice teachers’ experiences in the Covid-19 crisis, and to examine their professional identity construction process.
During the global crisis, novice teachers had to deal with unexpected challenges and take advantage of new opportunities.
This study is based on 32 narratives of novice teachers in Israel who took part in a one semester online Zoom induction in two workshops.
The open conversations narratives in the meetings were recorded and transcribed, and then subjected to categorical content analysis.
The findings show the challenges and opportunities related to three central categories: technological, pedagogical and educational system in the novice teachers’ experiences.
The main contributions of this study are:
understanding the novice teachers’ experiences in the uncertainty and turmoil of the crisis, and learning about professional dilemmas and tensions which gave rise to various challenges and opportunities that that supported the construction their professional identity.
Published: 2020
Updated: Apr. 12, 2021
2
This study aims to explore pre-service teachers’ understandings of scientific modeling during a multi-day, technology-integrated professional development workshop.
The authors conclude that such integration holds potential not only for teachers, who must implement such tools in the classroom.
The authors also argue that teacher educators can use such technology to elicit and build upon pre- and in-service teachers’ preexisting knowledge and strengths.
Published: 2016
Updated: Jul. 19, 2018
3
In this study, the authors were interested to evaluate the participants’ ability to integrate game design in their lesson plans and explore their experiences over time during the workshops. The findings revealed that the participants’ lesson planscan be improved in terms of allowing students to take ownership during the game creation, design, and problem-solving processes. Instead of giving students freedom and agency, the lesson plans did not allow high levels of collaboration and exploration.The analysis of the reflections helped the authors describe participants’ varied experiences and identify challenges faced during the Game Design and Learning (GDL) workshops. At the end of the workshops, all participants indicated that they developed a basic understanding of game design and programming and felt comfortable with the process.
Published: 2016
Updated: Oct. 22, 2017
4
The author describes two special education schools in Tel Aviv, Israel, whose students are on the autistic spectrum, where the head of the induction team (the author) and the principals of the schools resolved to bolster the continuity between the theoretical college studies and the beginning teachers' work with the students on the ASD continuum. Instead of holding a general induction workshop in college that accompanied the trainee in his/her first steps in the schools, the arena was transferred to the school itself, thereby creating a partnership with the school, with the local authority, and with the policy makers. The workshops provided the teachers who teach this population with professional support and empowerment and met their specific needs.
Published: 2017
Updated: Aug. 01, 2017
5
In this self-study, two educators – a university professor and a classroom teacher, who facilitated a workshop titled “Sexual Diversity in Secondary Schools” in a faculty of education in a mid-sized Ontario city – reflect on the feedback provided by teacher candidates on workshop evaluation forms in relation to their experiences as teacher educators delivering the workshops. The authors conclude that the two-hour Sexual Diversity in Secondary Schools workshop that they presented in a Bachelor of Education program is one example of how LGBT issues might be taught to teacher candidates. Through this self-study, they came to better understand their students and ourselves. They discovered that teacher candidates are increasingly receptive to discussion of LGBT issues, particularly when portrayed in a manner that is respectful and open.
Published: 2012
Updated: Jan. 15, 2017
6
In order to explore ways to integrate new pedagogical practices, five faculty members created an informal faculty learning community focused on writing-to-learn practices, an inquiry and process-based writing pedagogy. The findings reveal that participation in a faculty learning community provided an engaging and effective way to learn and make use of new pedagogical practices. Participants gained practical adaptive strategies from each other, felt supported in their experimentation with the new practices, and analyzed more deeply the ways in which the new practices could be integrated into their teaching.
Published: 2016
Updated: Dec. 06, 2016
7
In this research, the authors narrate the results of a linguistically accommodated environmental education workshop in which monolingual and bilingual preservice teachers were exposed to instruction in English and Spanish. The authors contend that environmental initiatives, such as Project Wildlife in Learning Design, can promote an understanding of interdependence as a construct that is permeated by caring behaviors that are socially and linguistically situated.
Published: 2014
Updated: Dec. 05, 2016
8
The purpose of this study was to explore factors contributing to the effectiveness of a mathematics content-focused intervention designed to nurture positive mathematical beliefs. Utilising interviews, concept mapping, workshop observations and document analysis, shifts in the mathematical beliefs of prospective primary teachers were revealed. The role of the mathematics education tutors was critical in contributing to the development of positive beliefs.
Published: 2014
Updated: Nov. 08, 2016
9
This article explores one workshop, ‘Research Communication in the Multicultural Academy’ (RCMA), as a case study demonstrating how collaborative critique can be implemented. 'Collaborative critique’ is an approach designed to be collaborative in that participants work together to create meaning through discussion and debate stimulated by narrative, case studies and role plays. The authors frame the discussion with four categories: context, construction, collaboration and conversation. The authors acknowledge that collaborative critique can leave some programme participants with a certain amount of confusion. They conclude that confusion, complexity, critique and corroboration, while unsettling and challenging, can be harnessed to work in conjunction with the context, construction, collaboration and conversation that are central to academic development programmes.
Published: 2013
Updated: Nov. 02, 2015
10
This article explores the difficulties that novice teachers confront at two economically, socially, and academically disadvantaged schools in the state of Nuevo Leon, Mexico. The difficulties these teachers face include issues related to parent involvement, resources, students’ basic learning background, teaching strategies for students with particular needs, discipline, work overload, and career preparation and curricular reform.
Published: 2014
Updated: Mar. 12, 2015