Search results for: Models
Page 12/20 193 items
Transforming the Existing Model of Teaching Practicum: A Study of Chinese EFL Student Teachers' Perceptions
The current article reports on a study of Chinese pre-service teachers' perceived problems in their teaching practicum. Reflective paper-writing was employed to investigate the views of 210 student teachers on an English as a foreign language (EFL) teacher education programme in Central China. The findings highlight six major problems. The article points out that these problems have been caused by the exiting rationalist model of teacher education. Furthermore, the article also emphasises the need to transform the existing model of teaching practicum.
Updated: Sep. 19, 2010
Current models of initial teacher training (ITT) in England include substantial elements of school-based experience developed in collaborative partnerships with local schools involving university tutors working with experienced classroom teachers. This article focuses on a small-scale research project in which mentor and trainee dialogue is examined. Activity theory analysis was chosen as the methodological framework to be used to identify actions and changes in the organisation of teacher-education partnerships which sought to increase focus on pedagogical content knowledge as part of day-to-day reflection on trainees’ development in the school.
Updated: Jul. 25, 2010
In this article, the authors present a model for how technology can provide more observations about student learning than current assessments. To illustrate this approach, the authors describe their early research on using immersive technologies to develop virtual performance assessments. In their work in developing virtual inquiry curricula, the authors developed the ability to allow students to collect data on change over time, and to conduct experiments where time can be fast-forwarded. These capabilities allow for rich learning experiences
Updated: Jul. 04, 2010
The Storytelling Project Model: A Theoretical Framework for Critical Examination of Racism Through the Arts
The authors describe the collaborative theory-building process. This process is used by a diverse creative team of academics, artists, teachers, and undergraduate students to develop a model to teach about race and racism through storytelling and the arts.
Updated: Jun. 13, 2010
GeoThentic, an online teaching and learning environment, focuses on engaging teachers and learners in solving real-world geography problems through use of geospatial technologies.This article describes the evolution of the GeoThentic learning environment, how GeoThentic was designed using TPACK framework, and how teacher TPACK assessment models have been designed and integrated within the environment to assist social studies teaching and learning.
Updated: Jun. 13, 2010
Models and Predictors of Teacher Effectiveness: A Comparison of Research About Teaching and Other Occupations
This study compares research on the theoretical models and predictors of teacher effectiveness with those of other occupations. Four models of teaching are identified—labor, profession, craft, and art—each with its own (often implicit) objectives and theories about how learning takes place. In addition, there is considerable similarity between the teacher characteristics that predict teacher effectiveness and those predicting worker effectiveness in similarly complex occupations and professions. Specifically, cognitive ability and experience predict effectiveness for both groups, whereas personality and education are not predictive. These specific findings are informative for developing specific models of effectiveness.
Updated: May. 30, 2010
Lifting Off the Ground to Return Anew: Mediated Praxis, Transformative Learning, and Social Design Experiments
The article proposes an approach to teacher development that situates learning in its context of development, with attention to what is learned, what tools are appropriated, and how teaching and learning are mediated in practice. The authors present the social design experiment which are cultural historical formations designed to promote transformative learning for adults and children, as a tool for imagining and designing robust learning ecologies. The authors illustrate how cultural historical concepts of learning and development and situated practice become the means for university students to gain distance and reflect on the beliefs and practices that have informed their understandings of teaching.
Updated: Apr. 27, 2010
'It's All About Paying Attention!' … But to What? The '6 Ms' of Mentoring the Professional Learning of Teacher Educators
This article reports the findings of the authors' self-studies of their role as the mentors of groups of teacher educator colleagues, who were themselves engaged in action research on their work with teachers as their chosen mode of professional learning. From these studies of mentoring the professional learning of teacher educator colleagues, the authors have developed a conceptual model for 'contextually responsive mentoring' in teacher education. This model proposes that there are (at least) six core preoccupations of practice that tend to dominate teacher educators' thinking when engaged in these kinds of professional learning enquiries.
Updated: Apr. 06, 2010
In this article the authors examine the challenges faced by teacher educators who struggle with the emotional and intellectual distance between their work in the university setting and the K-12 classroom. The authors propose the grounded practice model that describes an approach whereby teacher educators not only teach university-based classes but also extend their practice to the K-12 setting, with K-12 students. The authors consider the benefits of this approach. Finally, the authors suggest several models that provide teacher educators with the opportunity to work in both contexts.
Updated: Mar. 14, 2010
Online Asynchronous Collaboration in Mathematics Teacher Education and the Development of Mathematical Knowledge for Teaching
The authors’ goal was to improve their online environment by testing and modifying it to support teachers' development of deep, connected understandings of school mathematics and to find ways to make use of the teachers' learning as a context for subsequent mathematical and pedagogical development. The authors propose a model for developing mathematical knowledge for teaching (MKT) in an online environment. The authors believe that their model for Online Asynchronous Collaboration (OAC) is a promising practice in teacher education.
Updated: Feb. 21, 2010