International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Classroom communication
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9 items
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This research examines the quality of student–teachers’ (STs’) verbal communication during their teaching practice on the ‘Studies for the Environment’ subject. It also identifies potential factors affecting it. The results reveal that student teachers clearly dominate classroom discussion, the questions they address to their students are of poor quality, and are not facilitating the development of students’ critical thinking. The findings reveal that the student teachers used types of questions that do not consider students as researchers and do not provide them the opportunity to develop the fundamental skills specified in the ‘Studies for the Environment’ curricula, requiring them to be able to investigate complex issues. The authors also found that the factors influencing STs’ verbal communication are the absence of relevant theoretical and practical background, the inappropriate training school setting and the lack of teaching experience are the most prominent.
Published: 2016
Updated: Apr. 26, 2018
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This action research enquiry interrogates the author's own teaching practices in the context of new cultures of pedagogy in Bhutan. A survey's results confirmed three areas of concern about the author's capacity to encourage student engagement: lack of open communication in my classes, lack of care and concern, and inability to provide active learning opportunities. The author implemented intervention strategies in teaching to address these concerns. The findings revealed measurable improvement in all three areas of concern that facilitated enhancement of both behavioural and cognitive engagements of student-teachers.
Published: 2013
Updated: Sep. 16, 2013
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Reflections at Hand: Using Student Response System Technology to Mediate Teacher Reflective Thinking
This study aimed to investigate the association between teachers’ self-reported reflective practices and their use of student response systems (SRS). The findings reveal that self-reflection scores and reported SRS use were low yet significantly correlated. Furthermore, the results show an increase in SRS predicts an increase in self-reflection.
Published: 2012
Updated: Jun. 24, 2013
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In this study, the authors examined teachers’ instructional moves to elicit and develop students’ ideas and questions as they orchestrated discourse with their fifth grade students during a learner-centered environmental biology unit. The authors present three contrasting cases of teachers to highlight evidence that shows teachers’ differing strategies for eliciting students’ ideas and questions, and for developing their ideas, questions and questioning skills. The authors found that teachers could readily elicit ideas and questions but experienced challenges in helping students develop them.
Published: 2012
Updated: Mar. 24, 2013
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In this study, the authors explored preservice teacher’s beliefs about conducting discussions and the potential of videocase construction for supporting teacher learning by investigating the following question: ‘To what extent and how does making a videocase help preservice teachers investigate their facilitation of a subject‐specific discussion?’ This study revealed that all five interns gained insights about how they lead discussions by constructing and discussing their videocase. The study also suggests several areas that require further attention in preparing preservice teachers to lead discussions in subject matter contexts.
Published: 2010
Updated: Aug. 23, 2011
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The purpose of this project was to review existing literature and draw on two longitudinal research studies to understand the functions and uses of silence in everyday classroom practice. This article seeks to add to educators’ and researchers’ tools for interpreting classroom silence. The author concludes that an understanding of the meanings of silence through the practice of careful listening and inquiry shifts a teacher’s practice and changes a teacher’s understanding of students’ participation. The author suggests that teachers redefine participation in classrooms to include silence.
Published: 2010
Updated: Nov. 23, 2010
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The purpose of this article is studying how leaders learn to cultivate mathematically rich professional development environments. The authors adapted two frameworks from classroom-based research to support leaders’ understanding of facilitation of mathematics professional development: sociomathematical norms and practices for orchestrating productive discussion. They describe the use of these frameworks in their work and argue for a third framework—the mathematical knowledge for teaching. 24 NW leaders and 12 SW leaders participated in the seminars developed by the authors.
Published: 2009
Updated: Nov. 04, 2009
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Through this study researchers sought to evaluate the effects of qualification on instructional delivery modes of practicing preschool teachers in Nigeria. The sample consisted of 93 preschool teachers and 2,859 pupils aged 4 to 5 years. The results revealed that none of the teachers observed had preschool education training, and teacher whole-class interaction characterized by direct instruction was the prevailing approach.
Published: 2009
Updated: Oct. 27, 2009
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This article explores the impact of an innovative methods course designed around the activity of student teachers’ reflections on their own classroom discourse, for their understandings of the connections between theory and practice. It engages in a foreign language pre-service teacher education in Israel, and a larger study abroad.
Published: 2007
Updated: Jul. 30, 2008