Search results for: Case studies
Page 1/23 224 items
Evolving Problems of Practice: How a Teacher’s Reflective Courses of Action Contributed to Her Learning and Change
Although literature emphasizes the value of recursive reflection on problems of practice to facilitate teacher learning and change, few studies investigate teachers’ iterative, evolving reflections on problems that emerge in their efforts to change their practice over time. This case study provides an in-depth, longitudinal analysis of one teacher’s incremental trajectory of change through examining her reflective discourse in pre- and post-observational planning and debriefing meetings with researchers over two-and-a-half school years. The middle school teacher was intentionally focused on changing her practice to support students’ historical inquiry, shifting from a more traditional, authoritative approach to a disciplinary-inquiry stance. Analysis entailed mapping the teacher’s talk about problems of practice in planning/debriefing meetings and how the evolution of her framing of problems was influenced by reflective courses of action. Analysis revealed the teacher’s courses of action differed depending on the type of problem she addressed and that these courses of action contributed to changes in her knowledge, practice, and dispositions. The paper addresses implications for studying and supporting teacher learning and change.
Updated: May. 14, 2022
Literacy today relies on a readers’ ability to analyse text critically. This case study investigated preservice teachers’ critical analysis of media text containing visuals and representations. In particular, the analysis focused on mathematical factors that impact on readers’ interpretation of diverse visuals. Data was gathered from the 23 preservice teachers, enrolled in the Graduate Diploma program at one Australian university. They participated in a series of mathematics learning sessions focused on the critical analysis of a selection of media items. The paper argues that the ability to critically analyse graphs and visuals relies on mathematical knowledge and that the ability to critically analyse such representations is a necessary component of mathematical literacy and everyday literacy. Mathematics teachers require well-developed critical analysis competencies to enable them, and ultimately their students, to critically analyse representations in everyday text. The paper illustrates that drawing on diverse visuals from the media can be productively used to develop critical analysis competencies.
Updated: Mar. 17, 2021
This design-based study explores what kind of reflection in-service or student teachers produced in case-based discussion workshops, and how. Worksheets on the case and tasks facilitated discussion in small groups. In this study, the targets of reflection written on those sheets are analysed. Three levels and seven categories of reflection emerged, ranging from context and practices to principles and power relations. Most of the reflection was superficial or on the meso-level, the level of deepest reflection was reached to greatly differing degrees depending on the group or case concerned. Both some in-service and some student teachers needed scaffolding by the instructor, but certain tasks in the case discussion sheets could also serve as scaffolds. Intercultural competences are often defined as knowledge, attitudes and skills, and reflection produced by the case-based tool covers all the three areas.
Updated: Mar. 17, 2021
Critical consciousness as a response to student disengagement: an initial teacher education case study
In this paper, the authors use an engagement framework to understand the experiences of university students midway through their initial teacher education programme. Analysis of interview transcripts revealed that engagement is being influenced negatively by a convergence of political, economic, structural and psychosocial factors. Despite the influence of these converging factors, some students maintained high levels of engagement, while others adopted survival strategies not conducive to deep learning. The authors argue that one way to deal with disengagement is to support learners to develop critical consciousness, a concept that includes learning agency, learning success, learning well-being and learning social justice.
Updated: Sep. 23, 2020
Drawing on data from semi-structured interviews, this case study enquires into the methods employed by a Chinese teacher mentor of English as a Foreign Language to give feedback on practicum reports to poorly motivated student teachers. Data analysis showed that the mentor provided written comments mainly on empowered motivation with a focus on the reflection section. The findings also revealed that the mentor patterned her feedback with ‘praise-suggestion’ to shape student teachers’ identity emotionally and ethically.
Updated: May. 27, 2020
Incorporating Multiple Technologies into Teacher Education: A Case of Developing Preservice Teachers’ Understandings in Teaching Statistics with Technology
This article aims to present an approach for incorporating technology into a mathematics methods course that utilizes several types of technology into one lesson. The lesson engaged preservice teachers in a statistics lesson aimed at developing their reasoning about the measurement units of data and then engages them in reasoning about students’ approaches to the task.
Updated: Oct. 09, 2018
This article describes a case study that analyzed how preservice English and social studies teachers used instructional technology (IT) during their internship. The authors conclude that the participants were able to use IT for different purposes. However, they tended to use it mostly at Substitution, Augmentation, Modification, Redefinition (SAMR) framework’s Substitution and Augmentation levels. The authors found that although the IT enhanced the participants' efficiency, it seldom transformed their instruction.
Updated: Sep. 13, 2018
The Distinction between Inquiry-Based Instruction and Non-Inquiry-Based Instruction in Higher Education: A Case Study of What Happens as Inquiry in 16 Education Courses in Three Universities
This case study aims to empirically distinguish between common dimensions of inquiry-based instruction (IBI) and non-IBI dimensions. Furthermore, the authors were interested to identify the common and unique underlying dimensions of instruction that explain what kind of IBI is being provided within courses taught by instructors who describe themselves as making IBI part of their instruction. The findings reveal that IBI instructors' planning was more thorough and not directly tied to a textbook. IBI instructors scaffolded their courses through activities and evaluation of student learning.
Updated: Sep. 05, 2018
The Influence of Student Teachers on Student Achievement: A Case Study of Teacher PersThe Influence of Student Teachers on Student Achievement: A Case Study of Teacher Perspectives
The case study aimed to discover the influence of student teachers on student achievement in an elementary school and explore how teachers perceived the influence of student teachers on their students' growth and achievement. Furthermore, the participants argued that student teachers needed to possess characteristics and qualities of highly effective teachers. Although the teachers perceived their experience of working with student teachers as positive, they considered themselves to be an important factor in the equation for impacting student achievement. The teachers said that even when the student teacher was in control, the teacher was available to work with individual students as needed.
Updated: Jul. 12, 2018
How an Evolution View of Workplace Mentoring Relationships Helps Avoid Negative Experiences: The Developmental Relationship Mentoring Model in Action
This article explores how the use of a specific mentoring model focusing on the evolution of the relationship between mentor and mentee, may influence the incidence of failure. The authors argue that the findings provide a greater understanding of the dynamics of mentoring relationships. The findings suggest that the causes of toxic mentoring are complex and influenced by factors that include mentor motivation and emotional intelligence.
Updated: Jul. 10, 2018