Section archive - Instruction in Teacher Training
Page 5/97 967 items
Professional learning and development of two groups of pre-service teachers with different scientific knowledge bases and different teaching training in the course of their studies
This research study evaluated the professional development of two groups of pre-service biology teachers during a year-long biology didactics course in two different academic institutions. Verbal and qualitative analyses of lesson transcripts were employed to characterize explicit knowledge, while content and cluster analyses of the repertory grid technique were employed to characterize tacit knowledge. The group of pre-service teachers with lower content knowledge (CK) and more teaching experience during their training was concerned with student- and teacher-centered practices. The group with higher CK and less teaching experience was concerned with high-order thinking skills and the knowledge gap between themselves and their students.
Updated: Aug. 15, 2019
Effects of a Training Package to Increase Teachers’ Fidelity of Naturalistic Instructional Procedures in Inclusive Preschool Classrooms
Despite a plethora of research on the effectiveness and utility of naturalistic instructional procedures, few studies have examined the training and coaching practices used to prepare teachers to use these procedures. The authors trained two preschool teachers of inclusive classrooms to use naturalistic instructional procedures within the context of their daily activities. The training package consisted of the most commonly utilized teacher training and coaching practices. Teachers evaluated the social and ecological validity of the training and coaching practices throughout the study. Results indicated that both teachers acquired target naturalistic instructional procedures with concomitant decreases in the number of unrelated task demands presented to children. Teachers reported idiosyncratic differences across social and ecological validity ratings. Implications for future research and teacher training are discussed by the authors.
Updated: Jul. 29, 2019
Early Professional Development in the Scottish Context: Pre-service High School Teachers and the Management of Behaviour in Classrooms
This article examines the challenges and issues faced by pre-service teachers in relation to classroom behavior management. The author found that the journeys of these participants undertaken in relation to professional identity formation. It was also found that the narration were unique to each and to the diverse school contexts they worked within. However, the author also found common themes in relation to these experiences. These participants found themselves being encouraged to assume the position of power and enforcement over the source of the challenging behaviour, the child.
Updated: Dec. 19, 2018
Opportunities for Learning Given to Prospective Mathematics Teachers: Between Ritual and Explorative Instruction
This study aimed to examine how certain underlying assumptions about mathematical learning, as reflected in a teacher educator’s discourse in whole-classroom discussions, align with opportunities to mathematize either ritually or exploratively. The authors argue that the findings showed that at the surface level, the instruction in the class seemed to align with ‘‘explorative’’ goals. The authors also argue that the instruction, however, was more aligned with ‘‘ritual’’ goals that are concerned with producing narratives about people, not about mathematics.
Updated: Nov. 18, 2018
‘Letting the Right One In’: Provider Contexts for Recruitment to Initial Teacher Education in the United Kingdom
This study examined relationships between the recruitment practice and contexts for recruitment to initial teacher education (ITE). The authors found that policy makers in England have recently shifted the balance of responsibility for recruitment from higher education institutes (HEIs) to schools. The policy makers in Wales are considering a similar change, but at present their recruitment is firmly in the control of HEIs. The authors found that the recruitment to ITE in Northern Ireland remains firmly in the control of HEIs whilst policymakers in Scotland remain committed to its partnership of HEIs and local authorities in recruiting to ITE.
Updated: Nov. 15, 2018
This study investigated executive function development during teacher preparation. The findings suggest that pre-service student teachers typically have average levels of metacognition index (MI) and behavioural regulation index (BRI) compared to the wider population.
Updated: Nov. 13, 2018
This study aimed to understand how a journal club, which is used in the science and medical fields to connect theory to practice, could be used in teacher education to reduce the theory–practice gap. The authors argue that the journal club incorporated the three characteristics of a community of practice: learning, meaning, and identity. As the participants presented, discussed, and tied the articles they chose to their practice, their initiative to make the journal club a site for learning grew (enterprise), they grew to respect and trust one another (mutuality), and they became more aware of how participation in the journal club helped them to improve their practice (repertoire).
Updated: Nov. 11, 2018
The goal of the "Write for Your Life Project" was to strengthen teacher candidates’ skills in both traditional and digital writing literacies through the use of social networks, blogging, texting, online modules and other social media. The project was designed to encourage teacher candidates to write daily, devise writing minilessons, use peer conferencing, and publish final pieces. This paper describes how the Write for Your Life Project (W4YL) helped teacher candidates (TCs) integrate traditional approaches to teaching writing with new literacies.
Updated: Oct. 11, 2018
Authentic Role-playing as Situated Learning: Reframing teacher Education Methodology for Higher-order Thinking
In this paper, the authors draw from situated learning theory and teacher education research to propose a teacher education pedagogy that may help to bridge the theory-into-practice gap for preservice teachers. The authors conclude that the experiences of their self-study of the pedagogy of Authentic Role-Playing as Situated Learning showed them that the act of teaching can indeed be demystified by modeling higher-order thinking and teaching within a situated performance role-play, with a robust meta-commentary and significant vulnerability. The authors now believe that vulnerability is an essential element of modeling; without it, they are merely demonstrators, not teachers of teachers.
Updated: Sep. 20, 2018
This article describes a case study that analyzed how preservice English and social studies teachers used instructional technology (IT) during their internship. The authors conclude that the participants were able to use IT for different purposes. However, they tended to use it mostly at Substitution, Augmentation, Modification, Redefinition (SAMR) framework’s Substitution and Augmentation levels. The authors found that although the IT enhanced the participants' efficiency, it seldom transformed their instruction.
Updated: Sep. 13, 2018