Search results for: Reflection
Page 6/27 262 items
This article aims to describe a conceptual model, including specific skills and processes of data-based decision making, to address accountability demands for continuous improvement based upon student learning results across multiple contexts. Considerations for implementation by teacher educators will be shared to build a comprehensive system of sustained school reform.
Updated: Jan. 25, 2016
This research examined how 240 teachers in 15 classrooms described their experiences of their learning to compose with digital video (DV). The findings described composition connections they made between print and video, successes and frustrations they experienced in learning DV, additional technical instruction they wanted, and the curricular relevance they perceived with DV in the classroom.
Updated: Jan. 10, 2016
This article examines the significant impact of using action research in a second cycle of learning in the same context and with the same participants. Particularly, the article examines the residual and emergent effects of cooperative learning on the participants in a second, sequential unit of track and field athletics taught a year after the first intervention. The results suggest that learning was both academic and social, and that participants felt the unit built on their prior learning about track and field because it was progressive, motivational and student-centred.
Updated: Nov. 23, 2015
The present study applied an Integrated Triadic Model (ITM) to a social studies methods course and measured the extent that preservice teachers’ TPACK changed. The study also gathered beliefs about the effectiveness of course activities for developing TPACK. The application of the ITM created and enhanced course activities that contributed to the development of preservice teachers’ TPACK.
Updated: Nov. 10, 2015
The authors wanted to examine if participating as a cohort in an early childhood graduate program could facilitate the exploration, analysis, and reconstruction of teachers’ beliefs and practices of five teachers. The findings revealed that the participants continue their professional journey by attending workshops and seminars that focus on developmentally appropriate practices. Although the authors acted as facilitators in the early childhood graduate program, the participants created their own community of practice that continues to serve as a support system in which deep reflection and application occur. The authors suggest that the process undertaken by these early childhood teachers is a model that can be emulated by other practicing teachers. There are several recommendations that might facilitate this process.
Updated: Nov. 03, 2015
Making Sense of a Day in the Woods: Outdoor Adventure Experiences and Early Childhood Teacher Education Students
This study examines the outdoor adventure education experiences of groups of nontraditional university students pursuing degrees and licensure in early childhood education. The findings reveal four basic themes: a) The value of perseverance, b) The necessity of collaboration, c) Overcoming Fears and D) Reflection.
Updated: Oct. 20, 2015
The purpose of this article is to relate the action research of a student teacher. Four strategies that encouraged positive changes during the student teaching semester are examined and discussed: Positive self-talk and journalizing; Talking with supervisor, mentor and peers; student teacher Videotapes herself and finding humor in her experiences. In conclusion, the participant's practice improved tremendously after the 3rd week, and she successfully completed her student teaching experience. Her story unveils critical implications for teacher educators in the role as mentors and supervisors.
Updated: Oct. 19, 2015
This article provides a review of literature on teacher educator identity. The findings suggested that new teacher educators generally develop negative self-views about their abilities and professional identities. Self-support and community support activities were found to facilitate teacher educators’ transition and enhance their identity development.
Updated: Oct. 13, 2015
Early Care and Education Matters: A Conceptual Model for Early Childhood Teacher Preparation Integrating the Key Constructs of Knowledge, Reflection, and Practice
The purpose of this article is to describe promising practices from a Child and Family Development (CFD) Program within the College of Education at a large, urban university. The authors' goal is to detail their attempts to build a core curriculum and program of study that supports the development of knowledgeable, and skilled, early childhood educators. They propose a conceptual model that is built around three key constructs: knowledge, reflection, and practice and describe their approach to preparing early childhood educators. The CFD program has worked towards creating a stronger, more coherent model for early childhood teacher education. In this model, field experiences are closely integrated with coursework, faculty pedagogies link theory and practice, and faculty and field experience supervisors build close mentoring relationships with preservice teachers to model good teaching.
Updated: Jul. 05, 2015
The purpose of this study is to examine how different projects influence students’ understanding of service learning. The study revealed that different service learning experiences in three different projects provided preservice teachers with different leaning opportunities and became an important facilitator of their conceptualization of service learning. The projects placed the priority on students’ evaluations of real community needs and social problems. However, project goals have a potential to limit student thinking about community needs and social problems.
Updated: Jun. 10, 2015