Search results for: Reflection
Page 7/27 267 items
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
Teachers’ Reports of Learning and Application to Pedagogy Based on Engagement in Collaborative Peer Video Analysis
The authors explored teachers’ learning of new ideas about pedagogy and their self-reported application of this learning. The findings revealed that teachers reported applying 40% of their learning; particularly, what they learned about methods and materials for instruction, and that they learned from both video and discussion almost equally.
Updated: May. 12, 2015
Digital Practices and Literacy Identities: Preservice Teachers Negotiating Contradictory Discourses of Innovation
The purpose of the study was to examine how preservice English teachers in a teacher-education program were thinking about technology in relation to their teaching practices. Specifically, the author asked what goals they had for using those technologies and what meanings those technologies acquired in their classrooms and in their professional development. The findings reveal that two contrasting approaches to the role of technology in the teaching of literacy were identified: one is tool-for-result, and the other is tool-and-result. Although the results show that most of the students had views that placed them within tool-for-result approach, the author suggests that English teachers who adopt a tool-and-result perspective can involve their students in critical participation in relevant discourses.
Updated: Apr. 28, 2015
This paper reports on how a program based on educative supervision supported the supervisory knowledge and practices of three cooperating teachers. The findings indicated some changes in the supervision styles of the participating cooperating teachers toward educative supervision. First, the percent of speech given by the student teachers in the post-lesson conferences increased after the discussion of educative supervision in the program. Secondly, the amount and depth of talks on mathematics pedagogy increased. Thirdly, the cooperating teachers moved away from conveying their feedback directly to the student teachers; they started asking more open-ended questions to have the student teachers reflect on their teaching.
Updated: Apr. 15, 2015
Teachers’ Awareness of Their Diverse Classrooms: The Nature of Elementary Teachers’ Reflections on Their Science Teaching Practice
This article examines in-service elementary teachers’ reflections on their science teaching when working with diverse students. The findings provide an understanding of how these teachers examined their teaching and beliefs about their science teaching practice. Participants’ reflections indicated that knowledge of their students’ culture and backgrounds influenced their teaching practices and the focus of their reflections. The authors also found that the participants examined five themes of teaching: (1) navigating the school world, (2) managing the technical classroom, (3) negotiating barriers, (4) nurturing all students, and (5) understanding learning.
Updated: Mar. 25, 2015
This study seeks examine the mathematical knowledge for teaching involved in reflection. The first finding of this study indicates that mathematical knowledge for teaching is involved in reflection and supports the analytic quality of reflection, thus making reflection more productive. The second result is that focus on content promotes knowledge integration. The last finding of this study shows how pre-service teachers’ reflections can provide a diagnostic tool that sheds light on their mathematical knowledge for teaching.
Updated: Mar. 11, 2015