Search results for: Brante Goran
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The authors examine pre-service teachers’ theoretical learning during one five-week training module, and their educators’ learning about better lecture design to foster student learning. The findings indicated learning differences between groups; qualitative analysis identified three categories of student answers, i.e. emergent, premature and unaware, regarding their theoretical understanding.
Updated: Jun. 07, 2015
Teacher work is described as increasing in complexity and intensity. Reasons for this include societal changes, reformed and increased work tasks, but also multitasking. The concept of multitasking is discussed as it relates to teachers' activities. The concept of synchronous work is developed and discussed as it relates to structural influences, involving concepts that conflict in some respects.
Updated: Mar. 31, 2009
A study is conducted to examine Swedish teachers' work outside of the classroom. The article describes what teachers do in their out of class time, and gathers data from 1166 reports from K-12 teachers. The study reveals that approximately 10 hours of the weekly 45 teaching hours in unregulated, and this time roughly corresponds to the non-regulated working time, where teachers do not have to be at school.
Updated: Mar. 13, 2008