Search results for: Primary schools
Page 3/4 31 items
Comparative Study of the Evaluation of Professional Competencies by Experienced and Trainee Spanish Primary Teachers
The aim of this study is to identify the competencies which a wide sample of teachers in Spanish primary schools consider to be important for their professional performance and which they use in their everyday teaching. Furthermore, the study examines to what extent the teachers' university training prepared them for their practicing professional development. The proposals are made for training based on the articulation between theory and practice, to allow the professional competencies mentioned to be developed and used in practice, as well as encouraging close collaboration between teacher trainers and experienced practicing teachers.
Updated: Jan. 31, 2010
The goal of this study is to investigate the nature of student-teachers' learning practices in primary school chemistry classroom contexts. The theoretical approach of this study is based on the sociocultural view of learning and development. Forty university students participated in the study at the at the Department of Educational Sciences and Teacher Education, Oulu University, Finland. This qualitative case study follows a three-step research design: pre-narrative, intervention and post-narrative, in order to highlight the practices involved in teacher learning and development.
Updated: Jan. 31, 2010
This paper, which reports on qualitative–interpretative case studies in Flemish (Belgian) primary schools, contributes to a more refined understanding of teachers' working conditions. Using “experience of intensification” as a central concept, the authors call for a refined understanding of the complex interplay of teachers' professional selves, the cultural and structural working conditions in the school and the different “calls for change” they have to deal with.
Updated: Jan. 12, 2010
Doing More With Less: Teacher Professional Learning Communities in Resource-Constrained Primary Schools in Rural China
This article explores the nature and varying forms of professional learning communities in rural Gansu, one of China’s poorest provinces, in northwest China. The authors use qualitative and quantitative data. They draw on survey data collected in primary schools serving 71 villages in rural Gansu Province as well as transcripts from in-depth interviews with 30 teachers. The findings suggest that engagement in professional learning communities is associated with strong leadership of the principal, policy reforms and the initiative of teachers themselves.
Updated: Sep. 21, 2009
This paper reports findings from a study of 100 headteachers of very small Scottish primary schools. The main goal of the research was to follow up a sample of those schools that had participated in a larger study of all small schools in Scotland in 1996 to explore the role of the teaching headteacher.
Updated: Apr. 01, 2009
This study investigated the effect of problem posing on the pre-service primary teachers' understanding of fraction concepts enrolled in two different versions of a methods course at a university in Turkey. In the experimental version, problem posing was used as a teaching strategy. Results showed that problem posing had a positive impact on the pre-service teachers' knowledge and views about what it means to know mathematics.
Updated: Jan. 15, 2009
This article discusses a project focused on children researching their role in decision making in their classrooms and schools, with a view to increasing their involvement. The article explores the constraints encountered by both children and teachers in sharing decisions and in carrying out action research. It identifies two dimensions: the teachers' thinking and action, as well as children's research and decision making. The teachers struggled with their need to mediate the project aims in the context of the changing nature of their professional role in the current target-driven school culture.
Updated: Dec. 14, 2008
The article explores emotional writing in a primary teacher writing program. The participants were 99 postgraduate student teachers on a sociology of teaching module in an initial primary teacher education program in the Republic of Ireland. Analysis of journal responses indicated how student teachers shaped and reshaped their emergent identities through discourse, memory, emotions, and personal biography and along a values-action continuum.
Updated: Nov. 26, 2008
The development of the professional identity of two teacher educators in the context of Dutch teacher education
The article examines the question of development of professional identity of fice teacher educator from three generations. It explores the three youngest teacher educators on the topic of how these educators develop from teacher to teacher educators. The findings of the study indicate that both teacher educators use the innovations in teacher education to develop professionally.
Updated: Sep. 11, 2008
This article draws on Czech teachers’ ideas about multicultural education at a time when the teaching of multicultural education has become obligatory for primary and secondary schools. The authors present results of a qualitative research study of Czech teachers’ ideas about multicultural education.
Updated: Mar. 23, 2008