Search results for: Pedagogy
Page 2/7 61 items
Impact of Short-term Study Abroad Program: Inservice Teachers' Development of Intercultural Competence and Pedagogical Beliefs
In this study, the authors examined the design of a short-term study abroad program for inservice teachers and the impact of the program on both teachers’ intercultural competence development and their teaching beliefs and practices. The authors conclude that study abroad programs offer a unique opportunity for teachers to develop intercultural competency and teaching beliefs through intercultural immersion experiences. They also emphasize that teacher educators interested in integrating study abroad programs in professional development programs need to design intentional and meaningful integration of cultural experiences, teaching opportunities, language learning, reflection, and collaboration.
Updated: Oct. 24, 2017
Knowledge and Knowing in Mathematics and Pedagogy: A Case Study of Mathematics Student Teachers’ Epistemological Beliefs
The current study examines the challenges that students experience in the consolidation of knowledge in mathematics and education. The findings reveal that the epistemological beliefs of the three students differed between the two disciplines. The authors argue that all the students tended to regard mathematical knowledge as certain and coherent in nature. In education, however, they relied more on personal opinions and experiences as sources and justifications of knowledge. They also identify six main areas that can challenge the consolidation of mathematical and pedagogical knowledge.
Updated: Sep. 13, 2017
present study examines the effectiveness of service-learning as a pedagogical approach that seeks to bridge the gap of understanding between predominantly White undergraduate preservice teachers (PSTs) and diverse students at a local elementary school. Analysis of ‘before’ and ‘after’ reflective papers and surveys from 23 PSTs enrolled in an entry-level education course as well as reflective letters from 41 fourth-grade students, revealed that prior to the project, PSTs feared that students’ language barriers or home circumstances might prohibit them from understanding or valuing the concepts introduced through the project.
Updated: Jun. 04, 2017
This article searched in twenty-four English language journals from different countries representing four continents for special education teacher education universals, represented by four broadly defined categories: (a) policy, (b) practice, (c) pedagogy, and (d) teacher preparation/co-curricular activities.
Updated: Apr. 02, 2017
Supporting Professional Learning and Development through International Collaboration in the Co-Construction of an Undergraduate Teaching Qualification
This paper explores one thread from a longitudinal research programme: that relating to senior managers’ and teacher educators’ reported views and experiences of the collaboration and the impact of the co-constructive approach taken on professional development. It examines the impact of the approach taken to collaboration, which included the development and sharing of a pedagogical model for teacher education (ARM: action, reflection, modelling) and reflects on the value of this to professional learning and development. The findings suggest that co-construction of a programme can provide an effective approach to developing teacher education. In this collaboration, because the two elements of trust and shared understanding were achieved, the teacher educators in both countries were empowered to analyse critically what the UK participants brought in the context of local practice.
Updated: Mar. 07, 2017
The present study investigated the effect of a mathematics and pedagogy course focused on conceptual understanding on one class of U.S. preservice elementary teachers' beliefs about mathematical knowledge. The course used the Lesh Translation Model to build conceptual understanding through multiple representations. While the change in beliefs from the beginning to the end of the course was investigated, this study also specifically investigated the change in beliefs arising from session activities concerning division by fractions. The course combined difficulties that students can have when taught procedurally, shown with example video, and conceptual understanding that students can display when taught with well-structured activities.
Updated: Sep. 04, 2016
The present study explores the tensions and challenges experienced by new teacher educators in higher education in England, large numbers of whom are coming directly from posts as schoolteachers. The study suggests that new teacher educators may inevitably default to an impoverished pedagogical model in the early stages of their practice, and argues that this is an area which warrants further consideration by the teacher education community as a whole.
Updated: Sep. 04, 2016
Teaching for Diversity: A Literature Overview and an Analysis of the Curriculum of a Teacher Training College
This article starts with an overview of the literature aiming to answer the question of what the knowledge aspect of teacher competence entails in urban schools. The conclusion of the overview identifies five areas of expertise needed by teachers who are to teach classes of pupils from diverse backgrounds: (1) language development, (2) pedagogy, (3) social interaction and identity, (4) parental involvement, and (5) schools and community. The second part of the article describes the results of an analysis of the curriculum of a teacher training college in one of the largest cities in the Netherlands. The authors conclude with recommendations regarding the curriculum.
Updated: May. 02, 2016
This article describes the Innovative eLearning with eResources (eRes) project aimed to provide a sustainable, scalable approach to changing academic practice. The approach built on academic’s experience of using quality e-resources in research and for their reading lists in teaching. The eRes project was successful as student learning was enhanced through collaborative learning using quality e-resources with Web 2.0 technologies. However, two keys issues were identified. The first issue is the lack of scalability of the approach due to the high level of support required from a team of pedagogical and technical specialists brokered through an individual. The second issue is academic professional development.
Updated: Feb. 29, 2016
Beliefs about Teaching: Persistent or Malleable? A Longitudinal Study of Prospective Student Teachers’ Beliefs
This study explored the change in university students’ beliefs about the role of teachers. The findings reveal that the most commonly-used metaphor type was the teacher as pedagogue, reflecting the idea of the teacher as a nurturer. The students showed tendencies in their preferences for forms of expertise in the teacher’s knowledge-base measure similar to the categorisation of their metaphors. Another interesting trend is the relatively high emphasis on didactics on the knowledge-base measure by the users of self-referential and contextual metaphors in both years. Furthermore, beliefs as measured on the knowledge-base instrument tended to remain unchanged. Metaphor categorisation may be more vulnerable to subjective interpretation.
Updated: Apr. 13, 2015