Search results for: Methods of instruction
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An Early Field-based Experience and its Impact on Pre-service Candidates' Teaching Practice and Their Pupils' Outcomes
Over 400 candidates taught lessons, utilized evidence-based practices, collected information before and after instruction, and responded to information gleaned from instructional experiences. Candidates provided nearly 17, 000 hours of in-class assistance over four semesters, taught more than 800 lessons, used selected evidence-based teaching practices with high degrees of accuracy, and made a noticeable impact in over 60[percent] of sampled lessons. Implications for teacher educators in general and special education are discussed.
Updated: Jul. 17, 2008
How to Respond to the Demands Set by the Communicative Approach? New Challenges Second-Language (L2) Teachers Face in the Classroom
The article describes a study investigating student teachers' needs in second language training programs. The study was utilized a questionnaire that was administered to 79 students, requesting their views on second language teacher qualities, relevance of a methodology, theory and language components in the program, perceived command of the English language and potential use of English in future classes. Results included the confirmed value of language improvement and the need of a greater balance between language improvement and methodology.
Updated: Jan. 16, 2008
Student Engagement in the Teaching and Learning of Grammar: A Case Study of an Early-Career Secondary School English Teacher
The article describes a study conducted by one of the co-authors, a secondary school grammar teacher. The study consisted of an analysis of data gathered from four settings: university teacher education program, student teaching, first job and second job. The study analyzed the pedagogical tools used on the jobs, and how they were used.
Updated: Jan. 03, 2008
The constructivist learning framework is a foundation for today's K-12 mathematics reform. Many future teachers across the United States are being taught that this is the way students learn best. In this qualitative multi-case study, the teaching methods of 4 university instructors who teach mathematics courses to future elementary teachers were explored. The results of within-case and cross-case analyses demonstrate the constructivist nature of the participants' teaching methods. The results also indicate substantial variation in teaching methods, even though the participants' teaching beliefs are very similar.
Updated: Dec. 27, 2007
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