Search results for: Models
Page 6/20 193 items
Implementing A Technology-Supported Model for Cross-Organisational Learning and Knowledge Building for Teachers
This article proposes that in teachers’ professional development, using the cross-organisational learning and knowledge building model (LKB model) might better connect individual and organisational learning and promote teacher professional development. The authors provide the developed and validated cross-organisational LKB model in the teacher development context with the support of e-portfolio. The authors also discuss the barriers to be overcome when applying the LKB model. Finally, the authors present scenarios developed together with the stakeholders.The findings reveal the following barriers in applying LKB model: teachers’ habits for documenting and externalising their knowledge, participation in cross-organisational communities of educators, and their technical preparedness.
Updated: Oct. 30, 2013
This study had two purposes: (1) to test the hypothesis that teacher candidates who faced challenges in student teaching had lower self-ratings on teacher dispositions than their counterparts who did not face challenges in student teaching, and (2) to develop an explanatory model to predict teacher candidates’ challenging experiences in student teaching. As the authors hypothesized, teacher candidates who successfully completed student teaching had significantly higher self-rating scores on dispositions than their counterparts who faced notable challenges. The findings from this study stand to advance our understanding of how dispositions relate to instructional practices and approaches.
Updated: Oct. 08, 2013
This article reports on a mentoring programme in a university at the Republic of Ireland, which provides an accreditation pathway to a master’s level qualification. The authors adopted three different and complementary lenses through which to consider mentoring as an academic and professional practice: (a) the international literature; (b) their own reflective and reflexive dialogue; and (c) observations from mentor teachers’ efforts to interrogate their own professional practices. The authors conclude by arguing for productive mentoring, for sustainable change, as an academic, caring and professional practice that is contextually responsive.
Updated: Sep. 30, 2013
This paper is the outcome of the authors' reflection and personal experience of mentoring, and they offer it to the field in the hope it stimulates discussion about re-conceptualizing and modeling the mentoring relationship. The authors conclude that the traditional and reciprocal models fail to acknowledge the dynamic relationship between mentor and protégé and the impact of external factors on the dyad. A CAS model, on the other hand, allows for a complex, dynamic, unpredictable, and nonlinear conceptualization of mentoring. It also is particularly useful because of its inclusion of context. Hence, the authors feel a holistic lens like CAS offers a better understanding of the mentoring process.
Updated: Sep. 16, 2013
The authors developed the practicum-based microteaching model based on the notion of 'approximations of practice' to explore how the concept provides meaningful opportunities for preservice teachers' teacher learning in a general secondary methods course. The results reveal that the practicum-based microteaching model provided preservice teachers with opportunities for interactive learning practices, for rehearsal, revision, and retrial, and for manageable chunking of professional practices. Moreover, this study also found that preservice teachers well accepted the learning tasks such as planning and teaching a microlesson as manageable chunks of professional practices in teacher education.
Updated: Sep. 03, 2013
The authors examine educational policy by focusing on the ways in which actors “play” or selectively follow, negotiate, and appropriate cultural instructions and rules. The authors outline a framework that situates assemblage, a notion utilized in actor-network theory, within the critical cultural study of policy. The authors pay particular attention to what happens when disparate actors join together to perform policy-directed tasks.
Updated: Aug. 20, 2013
The authors evaluate the Team-Taught Cohort Model for preparing pre-service teachers to use technology in their classrooms. This model provides pre-service teachers with an opportunity to integrate technology into a unit based on strong educational theory and current research. The model also provides the pre-service teachers an opportunity to spend quality time in a middle or high school classroom with a mentor teacher while being supported and coached by a team of university faculty members in a technology-rich environment. Results indicate that the Team-Taught Cohort Model is successful in increasing pre-service teachers’ competence and confidence in technology integration in the classroom.
Updated: Jul. 15, 2013
‘Tuning’ Education for the Market in ‘Europe’? Qualifications, Competences and Learning Outcomes: Reform and Action on the Shop Floor
This paper examines issues relating to governance and the reform of public policies in the European Union. The author suggests that a managerial agenda for change is developing, seeking to amplify the space for marketisation and control in the educational sphere.
Updated: Jun. 25, 2013
Reducing Discrepancies between Teachers’ Espoused Theories and Theories-In-Use: An Action Research Model of Reflective Professional Development
The author reports on an action research project in which two New Zealand classroom teachers worked with a university researcher. The participants were interested to investigate the effects of their knowledge, thinking, and beliefs on the ways in which they mediated students’ learning in teacher–student interactions.
Updated: May. 27, 2013
This article uses research-based criteria to analyze and compare seven faculty development models for teacher education technology integration. The comparative analysis reveals that some models are distinctly more effective than others. The analysis also shows that not a single study describes a faculty development model that meets all of the fundamental criteria for excellence in faculty development.
Updated: May. 27, 2013