Search results for: Interaction
Page 1/6 59 items
Online collaborative mind mapping in a mathematics teacher education program: a study on student interaction and knowledge construction
The inclusion of alternative and multimodal methods for online interaction and knowledge construction in mathematics teacher education is still an incipient field. In this paper, the authors present a multiple case study of three blended courses in an elementary mathematics teacher education program at Western University. In these blended courses, the online component included the construction of collaborative mind maps. Through constructivist grounded theory methods, they analyzed teacher candidates’ mind maps as (a) final products, and (b) interaction processes. The resulting theory describes how pre-service mathematics teachers interact and construct knowledge while they engage in online collaborative mind mapping. The study provides insights into the ways that collaborative and multimodal technologies affect mathematics teacher education, and in turn, suggests how its implementation may be improved.
Updated: Dec. 03, 2020
The development of interaction skills in preservice teacher education: A mixed-methods study of Dutch pre-service teachers
In a mixed-methods longitudinal study, the authors monitored the development of interaction skills among a group of Dutch pre-service teachers with repeated measures for 3 years and structured interviews. The results of a linear mixed-effects model revealed an impressive growth of interaction skills during the pre-service training. The qualitative interview data revealed progress of pre-service teachers’ professional reflection on their interaction with young children. These outcomes show the effectiveness of pre-service training for the development of interaction skills and professional reflection in early childhood education and care. However, progress is relatively modest for instructional skills and this domain needs further investment in pre-service training.
Updated: Aug. 11, 2019
Improvisation and Teacher Expertise: Implications for the Professional Development of Outstanding Teachers
The purpose of this study aimed to gain an understanding of teachers' expertise. It also aimed to determine the extent to which improvisation was a facet of advanced professional practice. The findings reveal that teacher’s expertise is best expressed as continually evolving practice. The participants argued that advanced practitioners use their expertise to adapt and to interact with their pupils in order to create the conditions in which learning can, and does, take place. The findings also showed that teacher expertise is seen as fundamentally improvisatory through being socially constructed and that this has a positive impact on the quality of teaching. The author found that the primary concern of the teachers was to develop relationships with pupils in order to maximise interaction in the classroom.
Updated: May. 22, 2018
I’m Just Playing iPad”: Comparing Prekindergarteners’ and Preservice Teachers’ Social Interactions While Using Tablets for Learning
This article focuses on how children and preservice teachers responded to using technology in their learning processes and how the choice and use of certain kinds of apps prompted social engagement across both settings. The findings reveal that students, young and old alike, explored iPad apps socially. The authors conclude that they selected apps in their studies and encouraged preservice teachers to select apps that would align with social constructivist and sociocultural perspectives. Using these lenses, the authors advocate for apps designed to allow for open-ended, discovery-based learning through playful exploration and experimentation.
Updated: Apr. 22, 2018
Professional Development of Multi-experienced Educators through a Book Study: Fostering Mentoring Relationships
The authors examined how participants’ interactions during a book study influenced their perceptions of practice. Specifically, the authors were interested in understanding what the participants noticed from these interactions and how they conceptualized their thoughts from the mentorship engagement with others. The findings reveal that this book club was a positive experience for fostering partnerships and informal mentorship relationships. The participants were aware of their interactions with others and considered these relationships supportive for their careers. The authors conclude that implementing a book club as an informal professional development model may have positive outcomes for participants as they foster partnerships and develop increased understandings.
Updated: Feb. 20, 2018
A diverse group of student teachers in an alternative certification program participated in seminars integrating Boal’s Theater of the Oppressed (TO) activities. Participants created images and enacted scenes that recreated interactions with their students and also rehearsed ideas for taking action in the classroom. The findings showed student teachers engaging in empathic reflection and perspective-taking as they engaged in the theatrical activities.
Updated: Sep. 06, 2017
Pre-Service Teachers: Dispositional Traits, Emotional States, and Quality of Teacher-Student Interactions
This study aims to better understand the dispositional traits and emotional states of pre-service teachers and the association between these attributes and the effectiveness of their interactions with students. The authors examine two dispositional traits that hold particular promise: personality and adult attachment style. They also examine three emotional states: depression, anxiety, and stress. The findings of this study offer a new understanding of the importance of gauging pre-service teachers’ personalities and emotions. Overall, pre-service teachers in this study reported positive personality traits and emotions. Given that individuals in teacher education programs may have different personalities and emotional states than their same-age peers, teacher educators should be attuned to the unique qualities of the individuals they prepare for the classroom.
Updated: Mar. 27, 2017
“Slaying Ghosts in the Room:” Identity Contingencies, Teacher Licensure Testing Events, and African American Preservice Teachers
This study examined the subjective and social psychological ways African American test takers experience teacher licensure testing events. Findings illustrate how the licensure testing event can become a racialized experience for some participants through (a) interactions with test proctors and site administrators before and during examinations and (b) actions of other test takers that inadvertently signaled racial stereotypes about test preparation, intelligence, and character. Racialized experiences for participants were not based upon any specific test questions or content.
Updated: Aug. 31, 2016
The Experiences of Selected Mentors: A Cross-cultural Examination of the Dyadic Relationship in School-based Mentoring
In this case study, the authors examined the experiences of 11 selected mentors and their respective dyadic relationships in school-based mentoring with at-risk elementary school students to understand ways mentors might better form closer dyadic bonds yielding longer mentoring relationships. Four metathemes emerged: (a) encouragement, (b) relating style, (c) time and presence, and (d) language nuances. Specific components within these metathemes increased both synergy in the dyad and satisfaction for the mentors.
Updated: Jul. 31, 2016
The authors analyze a particular pedagogy for learning to interact productively with students and subject matter, which they call “rehearsal.” Their goal is to specify a way in which teacher educators (TEs) and novice teachers (NTs) can interact around teaching that is both embedded in practice and amenable to analysis. The results of the quantitative analyses characterize how typical rehearsals were structured and what was worked on. Furthermore, the results show how NTs and TEs worked together to enable novices to study principled practice through qualitative analyses of a particularly salient aspect of ambitious teaching, namely, eliciting and responding to students’ performance.
Updated: Jan. 26, 2016