Section archive - Instruction in Teacher Training
Page 97/97 967 items
Connecting languages: the use of the portfolio as a means of exploring and overcoming frontiers within the curriculum
Linguistic diversity and intercultural competence were the topics of study in this article. The study describes a teacher education program that suggested a portfolio-oriented language teaching and learning approach that promotes plurilingualism. The study analyzed the teachers' attitudes towards the program at its starting point utilizing a questionnaire. At the end of the program, teachers wrote their comments in form of reflections on the portfolio-oriented language program, professional development and teaching approaches
Updated: Jan. 14, 2008
The article describes a project which aimed to explore the implementation of a new model of pedagogy to the education of severely disabled students. The study included an analysis of the development of communication skills relating to deep knowledge, deep understanding and high order thinking. The study results point at a pedagogy framework that can be applied to teach cognitive skills that are usually taught by teachers of normally developing students.
Updated: Jan. 10, 2008
The article describes a study conducted in Hong Kong and designed to examine the impact of school based curriculum development. Analysis of data revealed that the extent to which teachers were involved in the development process, contributed to the positive development of the participating teachers. The study utilized the PER (the process of planning, experimenting and reflecting).
Updated: Jan. 09, 2008
The article discusses teacher preparation programs. The author proposes a four skills framework that is designed to create a teaching and learning process in the classroom, and a systematic path to becoming an effective teacher over time.
Updated: Jan. 03, 2008
Strategic Compromise a Student Teacher's Design of Kindergarten Mathematics Instruction in a High-Stakes Testing Climate
The article describes the compromises made by a preservice teacher in a low performing urban kindergarten setting. The article follows the preservice teacher's strategies of adapting the school climate, while allowing herself to contribute her own interests and goals, despite the high pressures of accountability in the United States.
Updated: Jan. 03, 2008
The article describes the first year's implementation of a project, featuring an enhanced curriculum and field experience in inclusive classrooms. The initiative was developed by Northern Illinois University, and participants of the program receive intensive preparation and assistance, in terms of assistive technologies, behavioral assessment, and development of lesson plans.
Updated: Jan. 02, 2008
Teacher Education Students' Reflections on How Problem-Based Learning Has Changed Their Mental Models About Teaching and Learning
This paper reports on an analysis, using a conceptual framework and NUD*IST software, of a cohort of 3rd-year teacher education students' reflections on changes in their mental models following their experiences in a problem-based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self-reflection and peer collaboration for cognitive and professional growth.
Updated: Dec. 16, 2007