Search results for: Roehrig Gillian H.
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In this case study, the authors examine the ways in which one Asian immigrant teacher’s beliefs, experiences, understanding of his students, and school setting influenced his instructional decisions. The findings reveal that immigrant teachers must be learners, too, and they must recognize and negotiate the unique social understandings students from other cultures bring to the classroom. The findings suggest the participant is thoughtful about his practice and that he believes he knows what is best for immigrant students. His beliefs stem from his personal experiences as an immigrant student and this helps him shape how he teaches. He expects his students to work as hard as he did, and he provides them with the same highly structured learning environment that worked for him, both in Vietnam and in the USA. He believes if his students meet his high expectations they will become active and productive citizens.
Updated: Feb. 06, 2018
The current study investigates the use of a digital video annotation tool (VideoANT) used by beginning in-service secondary science and mathematics teachers in the Teacher Induction Network (TIN). It specifically examines the social interactions and potential supports of a VideoANT to promote collaborative interactions toward the development of reflective practices. The intent of VideoANT was to allow teachers to identify elements of their teaching that contribute to their successes and struggles, and elicit feedback from peers that may guide the teacher toward improving their practice. However, the findings reveal that majority of peer commentary praised the practices of these teachers, and commentary that would suggest alternative solutions was less frequent. The authors conclude that explicit supports for teacher discourse in VideoANT are needed.
Updated: Aug. 27, 2017
The authors present a case study of how the core concepts of neuroscience can be brought to in-service teachers—the BrainU workshops. They then discuss how neuroscience can be meaningfully integrated into pre-service teacher preparation, focusing on institutional and cultural barriers.
Updated: Jan. 19, 2014
Teaching Science with Technology: Case Studies of Science Teachers’ Development of Technology, Pedagogy, and Content Knowledge
This study examines the effects of a professional development program (TEC) on science teachers’ development of technology, pedagogy, and content knowledge (TPACK). The The program was found to have positive impacts to varying degrees on teachers’ development of TPACK. Contextual factors and teachers’ pedagogical reasoning affected teachers’ ability to enact in their classrooms what they learned in the program. Suggestions for designing effective professional development programs to improve science teachers’ TPACK are discussed.
Updated: Feb. 21, 2010