International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Theories & Approaches
Page 49/53
523 items
481
The article explores the common concerns about education and neuroscience, and the scientific neuroscience. It examines in-principle differences in methods, data, theory, and philosophy. The other set of concerns is pragmatic: considerations of costs, timing, locus of control, and likely payoffs.
Published: 2008
Updated: Sep. 18, 2008
482
In this paper, the use of ICT for documenting and publishing teacher designs for learning form the basis of our work with teachers. The learning activities that they created for their students incorporated the use of ICT in dynamic ways since these are the resources that form the basis of their actions and problem solving in their daily lives.
Published: 2008
Updated: Aug. 27, 2008
483
A small study with six experienced mathematics teachers was conducted. A general theoretical model of expert practice was used to explore the nature of knowledge base that enables teachers to operate effectively in the complexity of a class of 30 pupils enables teachers to operate effectively in the complexity of a class of 30 pupils. This model derives through the use of specialized attention skill.
Published: 2007
Updated: Jul. 27, 2008
484
This study focuses on teachers’ perceptions of a Dutch innovative learning environment called the “Second Phase”, as well as their desires and their dissatisfaction /satisfaction with this environment. The results show that teachers are reserved about student autonomy and productive learning.
Published: 2007
Updated: Jun. 26, 2008
485
The article explore resiliency in teachers effectiveness. A four years research case study is reported on three teachers. The interaction between teachers’ sense of efficacy, professional and personal identities, and their management of the interaction between these and the professional situated and personal Scenarios which they experience in each professional life phase, determined the resiliency, quality and retention.
Published: 2007
Updated: Jun. 24, 2008
486
A personality profile (Myers-Briggs) was run against 58 teachers in the state of Florida. Descriptive data includes frequency and percentage of response for each Type Indicator and for each combination of Type Indicators. Additionally, the significant results (p<.01) occurring for the combined ENFP type contradicts the typical ISFJ type as reported in other research characteristic of other American elementary educators.
Published: 2007
Updated: Jun. 24, 2008
487
Drawing on student and instructor diaries and diary summaries, the article reports on a self-study of a social foundations course as the author, inspired by C. Wright Mills, attempted to make foundations relevant and powerful by linking biography - students' life experience - and history. From the data, themes of importance to teacher educators are identified. Changes in student perceptions of teaching and learning and promising practices are noted and discussed.
Published: 2008
Updated: Jun. 02, 2008
488
The purpose of this article is to make a contribution to the first two of these tasks which are relatively neglected in the education research literature. The authors begin by unpacking some conceptual complexities involved in debating issues of autonomy and control, distinguishing between three dimensions of autonomy-control: loci and modes of autonomy, domains of autonomy-control and loci and modes of control.
Published: 2007
Updated: Jun. 02, 2008
489
The article describes a study exploring pedagogical content knowledge (PCK) and emotional knowledge in teaching and learning, utilizing theoretical and empirical examples. The author explains by the term 'emotional ecology,' that the teacher's emotional knowledge about teaching and learning is an integrative part of the teacher's knowledge, and that emotional knowledge occurs on several planes.
Published: 2007
Updated: May. 27, 2008
490
The article explores the content and structure of pedagogical values, utilizing 24 teachers who were encouraged to articulate their beliefs regarding their professional morality and their school community. The study emphasizes the value structure that should prevail in schools, so they could be considered educative institutions, and claims that the teaching profession should be recognized as a complex of ideals essential to teachers' roles.
Published: 2007
Updated: May. 27, 2008