Search results for: Education practice
Page 8/11 106 items
Development of Preservice Teachers’ Ability to Critique and Adapt Inquiry-based Instructional Materials
The authors argue that teacher education programs can provide scaffolded contexts for developing teachers’ ability to critique, adapt, and design inquiry-based materials. In this paper, the authors describe a qualitative study of 17 preservice teachers enrolled in two consecutive science methods courses at a large public university on the east coast. The findings suggest that teachers improved in their ability to critique lesson plans and to suggest revisions that would make them more inquiry oriented.
Updated: Aug. 29, 2010
Engaging the Self in Teacher Education: Critical Self-Narratives and the Creation of Educational Communities
In this paper, the author examines taken-for-granted teacher education practices. Furthermore, the author also challenges the deficit model of instruction, which views future teachers as nonparticipants in the creation of the language of their own education. In the examination of these ideas, the author suggests that critical self-narratives are an essential part of professional growth and humanistic pedagogy. At the end, the author describes six personal pedagogical principles that function as the fertile ground in which coconstructed education can flourish.
Updated: Aug. 29, 2010
Exemplary Mentors' Perspectives towards Mentoring across Mentoring Contexts: Lessons from Collective Case Studies
This study examined the perspectives that mentors, who are considered exemplary in the field, exhibit towards mentoring in different mentoring contexts in the Israeli school system. These perspectives were examined from a variety of view points: The mentors themselves, their mentees, supervisors, school principals, and project leaders. The findings reveal that, despite the different contexts of practice, star mentors shared common perspectives towards mentoring in terms of educational ideologies and envisioned roles and practices, exhibited through the use of a similar professional language.
Updated: Aug. 03, 2010
How the Structure and Focus of Teachers' Collaborative Activities Facilitate and Constrain Teacher Learning
This study looks within and across different collaborative activities that occurred among one teacher team. Observational data analyzed through a socio-cultural theoretical framework suggest how the structure and intended focus of collaborative activity can influence (1) how often and how concretely teachers discuss their teaching with colleagues; (2) which aspects of schooling collaboration will address; and (3) what opportunities for teacher learning are afforded and constrained.
Updated: Aug. 01, 2010
Videotape and participant observation were used to document an American high school teacher workgroup's experience with collaborative teacher inquiry and to monitor changes in practice. Detectable changes in practice were observed, including a substantial improvement for two of the four teachers in fidelity of implementation of an instructional innovation.
Updated: Aug. 01, 2010
This study was conducted to reveal teachers' views of the effectiveness of the INSET courses they attended on the new curriculum and to evaluate the courses based on the teachers' views and the effective INSET characteristics reported in the literature.The participants were 20 primary and 18 secondary school teachers. According to the findings, the INSET courses were found to be ineffective, mainly in terms of the quality of the instructors, teaching methods employed, duration of the courses and support after training. The authors conclude with suggestions to conduct effective INSET courses.
Updated: Jul. 25, 2010
The Changing Education Landscape: How Special Education Leadership Preparation Can Make a Difference for Teachers and Their Students With Disabilities
The roles and obligations of teacher educators have expanded substantially in recent years. However, the nation continues to face a shortage of faculty who can generate new knowledge about effective practices, and prepare a sufficient supply of new and highly skilled teachers. In this article, the authors discuss the current policy landscape, connections between the shortage of teachers and the shortage of special education faculty, and the role of the federal government in addressing these shortages. The authors conclude with a call for national dialogue—necessary so that the continuing cycle of faculty shortages and resulting shortages of those who directly serve students with disabilities may finally be resolved.
Updated: Jun. 13, 2010
The Supporting Effective Teaching (SET) Project: The Relationship of Inclusive Teaching Practices to Teachers' Beliefs about Disability and Ability, and about their Roles as Teachers
The Supporting Effective Teaching (SET) project consists of studies that examine the relationship between elementary general education teachers' beliefs about disability and ability and their roles in inclusive classrooms, and how these are related to teaching practices. This paper examines previously reported and newly completed studies that investigate the characteristics of teachers in inclusive classroom settings, what they believe about their roles and responsibilities and about their students' learning, and how their beliefs relate to their teaching effectiveness with students both with and without disabilities.
Updated: May. 25, 2010
This article presents the results of an exploratory research study into induction practices of novice teacher educators in six different countries. This study aimed to answer the question, 'How do novice teacher educators experience their induction period?' Data were gathered through semi-structured interviews with 11 beginning teacher educators. The findings indicated that induction is quite problematic. None of the teacher educators experienced a satisfying induction into their institute and the profession as well. The results of the interviews mirror the two levels of induction. Firstly, it refers to the organizational induction into the teacher education institute. Secondly, it is about becoming a member of the profession (professional induction).
Updated: Mar. 21, 2010
This article focuses on aspects of the professional development of five beginning teacher educators in four higher education institutions in England. Examples of their developing pedagogic practices and reasoning and conceptions of their roles and identities as teacher educators in their new settings have been generated from interviews from this longitudinal case study. Individual differences, which emerged from the start, remain but greater confidence to be more experimental with their student-teachers, to plan for student-teacher-led learning and to undertake modelling and more open discussion about their pedagogical practice and principles are reported.
Updated: Mar. 21, 2010