Section archive - Theories & Approaches
Page 3/53 523 items
Picture This: Multimodal Representations of Prospective Teachers' Metaphors about Teachers and Teaching
This article describes the results of a multimodal project. The research study centers on participant-generated metaphors and required prospective teachers to capture, produce, and share their selected metaphors through multimodal means. The findings reveal that the participants vary in their metaphorical conceptions of teachers and teaching. They are able to identify and articulate metaphors for teachers and teaching through multimodal means. The participants understood the metaphors and shared through multiple modes they were able to demonstrate and articulate in more than one way. The findings suggest prospective teachers' uses of multimodality enabled individuals, to varying degrees, to more readily and through multiple modes identify, capture and articulate their understanding(s) of teaching and teachers.
Updated: Oct. 04, 2018
This paper describes a systematic review to critically analyze empirical research conducted in the field of social justice and teacher education and published in peer-reviewed journals within the last 10 years. The authors found that the broad foci of this research could be represented by four themes: understandings of social justice and attitudes to diversity, changes in beliefs, field experience and service learning, and innovations and challenges in teacher education.
Updated: Aug. 12, 2018
Education and Child Poverty in Times of Austerity in Portugal: Implications for Teachers and Teacher Education
This article aimed to examine recent policy documents and other reports on the education sector. It also analysed the ways in which initial teacher education (ITE) deals with poverty issues, within the post-Bologna context, through the voices of student-teachers who have finished their practicum at school. The findings pointed to the deterioration of working conditions at school for teachers. The authors argue that the strategies used by teachers to face poverty situations have made student-teachers more aware of their lack of preparedness to deal with teaching in such a demanding context.
Updated: Jul. 03, 2018
In this study, the author examined the professional knowledge that teachers use in order to assess and respond meaningfully to children’s interests. The findings revealed that personal and idiosyncratic nature of teachers’ knowledge gained in family, center and community contexts. The author argues that the personal, informal knowledge became infused with professional knowledge that influenced teacher curriculum decision-making and pedagogical practices. This informal knowledge can be described as an analytical framework of funds of knowledge. The teachers use the funds of knowledge in their interactions with children in complex and connected ways.
Updated: May. 23, 2018
This study examined how policy-makers described their work and motivations. Furthermore, the study focused on policy-makers' perceived relationship with teacher educators researchers and their understandings about research. The findings revealed that policy-makers described research as necessary to shape their decision-making and important to justify their work. However, some of the participants appeared acutely aware of their own lack of ‘research literacy’ and were quick to note they wished for greater support in this area. Policy-makers sought better communication strategies to utilise research findings in a timely, free and publicly accessible, user-friendly manner.
Updated: May. 22, 2018
This study examines the general level of effective teaching behavior of pre-service teachers teaching in secondary education. It also investigates the role of several contextual and personal characteristics in explaining differences in effective teaching behavior and the link between effective teaching behavior and pupils’ academic engagement. The results show substantiate differences in the level of effective teaching behavior between pre-service and experienced teachers. It was found that several contextual and personal characteristics determine differences in effective teaching behavior. Furthermore, the importance of effective pre-service teaching behavior for pupil engagement was established. The authors conclude that findings suggest that when pre-service teachers display better effective teaching behavior, the more pupils’ academic engagement is achieved.
Updated: May. 10, 2018
Exploring the Role of Identity in Elementary Preservice Teachers who Plan to Specialize in Science Teaching
The authors want to understand how preservice teachers, who enrolled in elementary science concentration, negotiate a science teacher identity to support their motivations and goals to teach elementary science. Results suggest that when elementary preservice teachers learned science through hands-on, constructivist practices, they negotiated norms about how they believed that science could be taught and compared it to their own previous experiences. In early experiences with constructivist practices, participants described learning science as fun and innovative. Elementary preservice teachers who completed three or four classes saw themselves as a possible teacher of science as well as a learner of science. The authors conclude that providing elementary preservice teachers with individual courses that focus on the standards and expectations of elementary students in a particular domain influences the progression from learner to teacher in content and in practice.
Updated: Apr. 24, 2018
The present study explored what motivates male trainee primary school teachers for the profession. It also investigated the barriers they face and how they have overcome these barriers. The authors found three themes, which were related to potential barriers participants faced: physical contact with children; negative outsider perceptions; and working within a female orientated environment. The authors argue that three themes also emerged as motivators for the participants that enabled them to overcome the barriers they faced: perceiving the teaching profession as a positive career choice; experiencing a supportive working environment; and being perceived as positive role models.
Updated: Apr. 08, 2018
This study aimed to explore the impact on program improvement of systematically gathering P-12 student learning data over a 5-year period. The findings reveal that candidates can demonstrate a positive impact on student learning that is generally equivalent for P-12 students of all ethnicities and learning needs. The authors did not identify statistically significant learning gain differences among P-12 students. The data also indicated that participants could differentiate instruction and meet the needs of all learners.
Updated: Feb. 22, 2018
Teacher Education in Schools as Learning Communities: Transforming High-Poverty Schools through Dialogic Learning
The purpose of this article is to analyse how teachers' specific professional development is built in four cases in South American countries. Furthermore, the study examines the main features of this training. The authors used communicative methodology of research. The authors note that the importance of this exploratory study lies in identifying key components that may enable the transfer of the project to other schools and contexts. This professional development provides teachers, families and their communities with research-based knowledge and tools to improve students’ learning, social and emotional development.
Updated: Feb. 13, 2018