Section archive - Programs & Practicum
Page 12/35 344 items
The present study investigated changes in inservice teachers’ technological pedagogical content knowledge and technology integration self-efficacy as a result of engaging in collaborative instructional design with Web 2.0 tools. The authors found that the successes in implementing learning activities recorded in the teaching portfolios were attributed to the collaborative nature of instructional design, whereas the perceived weaknesses were attributed to personal planning skills.
Updated: Oct. 13, 2015
The Dialogic Space Offered by Curriculum-Making in the Process of Learning to Teach, and the Creation of a Progressive Knowledge-Led Curriculum
In this article, the authors argue for greater conceptual clarity between curriculum and pedagogy, and between the worlds of children’s experience and disciplinary knowledge, in order to deepen teachers’ understanding of the practice of teaching. The article shows how using the conceptual tools of curriculum making is key to becoming, and developing as a teacher.
Updated: Oct. 08, 2015
This article examines physical education pre-service teachers’ (PTs) self-efficacy and practicum experiences as self-efficacy sources through a mixed-method approach. Results showed a stronger self-efficacy in the relationship with students and discipline promotion. Lower self-efficacy was linked to instructional strategies. PTs with higher self-efficacy reported professional experiences before practicum as mastery experiences. During the practicum they highlighted as mastery experiences: classes’ characteristics, planning and teaching practice; lesson observation as vicarious experiences; and post-lesson conversations as verbal persuasion. PTs with lower self-efficacy reported classes’ characteristics and teaching practice as failure experiences.
Updated: Sep. 02, 2015
This article examines factors affecting the inclusion of health and well-being. It also explores educational implications in light of the changing landscape of pre-service teacher education in England. The participants were pre-service teacher training institutions in England, who completed a survey regarding to the provision of health and well-being education.
Updated: Sep. 02, 2015
Analyzing Preservice Teachers' Technological Pedagogical Content Knowledge Development in the Context of a Multidimensional Teacher Preparation Program
This study examined the technological pedagogical content knowledge (TPACK) development of 299 preservice teachers in response to the technology preparation they received during their initial teacher licensure program. Findings revealed that individual knowledge components made statistically significant and unique contributions to preservice teachers' TPACK.
Updated: Aug. 30, 2015
The purpose of this paper is to report the findings of the Early Childhood Training Program. This program was designed to increase the quality of care offered to children age 0 to 5 in a metropolitan area of Southern California. Participants were recruited from six center-based child care programs serving preschool-age children and included program administrators, teachers, teacher aides, and enrolled children. The six participating programs were assessed at four levels: program administration, classroom, teacher, and child. The results demonstrated that the largest effect sizes were seen at the program administration and classroom levels and that smaller effect sizes were found with regard to the teacher and child levels.
Updated: Jul. 29, 2015
Participatory Action Research as Pedagogy: Investigating Social and Ecological Justice Learning within a Teacher Education Program
This article describes a research collective, which sets out to investigate the role and impact of social and ecological justice learning in a teacher education program. Amidst the tensions, negotiations, and articulations of the research design, the collective came to recognize the spaces of participatory action research as sites of growth and efficacy toward justice learning. And, each began to perceive themselves as both impacted by educational structures and as agents enacting their own visions of professional practice. These outcomes are discussed in the context of the growing body of participatory action research, emphasizing the dynamic learning precipitated within the intersections of the research collective.
Updated: Jul. 07, 2015
This study presents one instructor’s perceptions of her roles, focusing on her activities in a blended course. The results indicated that the instructor saw her roles primarily as pedagogical, managerial, social, and technical. In addition, the instructor indicated that she needed to change and adapt thoughtfully her previous teaching philosophy and methods to her students and the blended environment. As a result, her experiences with this new blended approach helped evolve her own pedagogy and professional practices both in face-to-face and blended course teaching.
Updated: Jun. 22, 2015
This article analyses how critical theories’ justification of the goal of emancipation for educational actors hinges on intellectual inequality, the ignorance-knowledge continuum, and the hierarchical perception of social relations. It introduces networked-hutong siwei to reconceptualise critical teacher education that centres on developing teachers’ predispositions and skills to better mobilise and engage the critical capabilities of educational actors.
Updated: Jun. 14, 2015
This article aims to examine the process of critical professional identity development as it was perceived by the teacher candidates who participated in the service-learning programme. This study presents three main processes that took place in the development of a critical professional identity among teacher candidates during service-learning. These processes included the following: (1) Deconstructing stereotypes through engagement with the ‘other', (2) Coping with difficulties, dilemmas or conflicts that arise from dialogue with the ‘other', and (3) Shifting from a hegemonic professional perception to a dialogic one.
Updated: Jun. 08, 2015