Instruction in Teacher Training (906 items)To section archive
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.
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.
Updated: Feb. 22, 2018
This study aimed to investigate student teachers’ beliefs, understanding, and challenge of elementary classroom management strategies. The results revealed that three of the four participants did not develop a strong teacher identity because there were barriers to that development. These participants did not challenge school-based educator (SBE) management practices even when they disagreed with their SBE. However, one participant had a strong teacher identity and navigated trying new strategies. This participant who enacted positive practices benefited from a strong orientation toward serving all pupils.
Updated: Feb. 22, 2018
Understanding the Use of Online Role-Play for Collaborative Argument through Teacher Experiencing: A Case Study
This study examines how teachers experience the use of online role-play for collaborative argument so that they could have a better knowledge of how technology enhances learning. The findings reveal that online role-play was an appropriate way for teaching collaborative argument. The participants indicated that topic choice would influence their degree of involvement in the activity. Furthermore, the findings show that participants recognised the value of conducting research on the topic prior to posting for evidence to support their claims. Finally, the participants identified a number of benefits of online role-play.
Updated: Feb. 07, 2018