Search results for: Mena-Marcos Juan Jose
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Teacher candidate learning of action-oriented knowledge from triggering incidents in teaching practice
This study investigated student teachers’ (N = 82) learning of action-oriented knowledge (AOK), triggering incidents in teaching practice, and the relationships between these two. The results showed that student teachers identified critical incidents related to didactical relation (57%), pedagogical relation (39%) and content relation (4%) meaningful for their learning. Within the relations, student teachers showed descriptive (43%), inferential (24%) and justified (33%) AOK in their reflections. The incidents related to pedagogical and didactical relation especially triggered descriptive and justified AOK. The results showed that teacher candidates AOK reflection started with evaluative descriptions of their teaching, and moved on to practical justifications. The study confirms that teacher candidates’ videos can extend their focus of teaching and afford more attention to student learning.
Updated: Aug. 19, 2020
Using a Technology Acceptance Model (TAM) approach a research model is developed to predict teachers’ behavioural intention to use educational video games in their courses. The research model is tested via structural equation modelling (SEM) on a sample of 312 Higher Education teachers. Main results suggest that perceived usefulness influences in a direct and positive way teachers’ behavioural intention while perceived ease of use indirectly influences intention through perceived usefulness. Gender and age were not found to moderate teachers’ attitude and behavioural intention. Regarding managerial implications, the authors’ findings suggest that Teacher Training Programmes aiming to encourage the use of educational video games should focus in increasing teachers’ perceived usefulness of educational video games.
Updated: Dec. 18, 2019
The purpose of this study is to explore how deliberate reflection by student teachers is encouraged as a way to prepare, analyse and evaluate their practice. Three main types of knowledge were produced by the student teachers through deliberate reflection (appraisals, rules and artefacts). A relationship was found between producing high levels of knowledge and precision of reflective statements. The authors interpret this to mean that while deliberate reflection can support the construction of professional knowledge, this only rarely occurs.
Updated: Jun. 05, 2016
This study explores what is advocated and disseminated as reflection about teaching to teachers in professional development journals. The authors conducted a discourse analysis of 122 articles that dealt with teacher reflection. These texts were published in two popular educational journals in Spain: Notes on Pedagogy and Educational Innovation Journal. The authors found four biases in what is conveyed to teachers about reflection.
Updated: Oct. 31, 2012