Instruction in Teacher Training (908 items)To section archive

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The purpose of this study is to determine how active learning in teacher education in Finnish and Turkish contexts affects student teachers’ professional competences. The findings revealed that active learning methods correlated strongly with professional competences in Turkish and Finnish teacher education. This study provides an evidence that active learning methods in pre-service teacher education positively contribute to professional competences, both to classroom-related competence and to a broader concept of teachers’ work.
Published: 2016
Updated: Apr. 22, 2018
This study investigates the development of prospective elementary teachers’ practical knowledge of the Next Generation Science Standards (NGSSs) in the context of a science methods course and innovative field experience. The authors present three issues related to how prospective teachers viewed and utilized the standards: (a) prospective teachers perceived the standards as providing guidance for planning; (b) the participants can build practical knowledge for using the NGSS as a tool to self-assess the effectiveness of their instruction in relation to their students’ progress toward meeting the standards; and (c) the participants developed the belief that the standards were achievable for both themselves and their students.
Published: 2016
Updated: Apr. 08, 2018
This study that explored student teachers’ learning experiences in initial teacher education (ITE) in relation to competence to work in schools. The findings demonstrate that the development of competence to work in schools was characterised by deep contextualised learning. The authors argue that student teachers’ development of competence to work in schools entails three facets. First, they need to learn about the organizational dimension of teachers’ work and develop understanding of the micro-political realities of schools. Second, they should develop competence in social capital building which involves soliciting affective and cognitive support through establishing networks with multiple actors in schools. Third, the authors note that expanding one’s repertoire of social strategies helps foster a sense of agency in the face of institutional constraints.
Published: 2016
Updated: Mar. 07, 2018
The present study explores the evolution of prospective teachers’ understanding of mathematical modeling through the implementation of a modeling module. The findings reveal that though most prospective teachers had misconceived definitions of mathematical modeling prior to the module. The participants developed the correct understanding of modeling as an iterative process involving making assumptions and validating conclusions connected to everyday situations. Furthermore, the authors found that the participants translated the modeling cycle into practice. The authors indicate that the experience offered by mathematical modeling modules of this type can have a lasting positive effect in the prospective teachers’ quality of instruction.
Published: 2016
Updated: Feb. 22, 2018