Search results for: Teacher student relationship
Page 4/10 94 items
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
In this article, the author drew on his professional and personal history to explore some of the prominent features that have shaped his own teacher educator identity. The author concludes that despite the uncertain conditions for the development of professional identity in the field of teacher education, his relationships with his colleagues and his students have shaped his identity as teacher educator.
Updated: Sep. 11, 2013
The Culture of Family: How a Model Early Childhood Teacher Preparation Program Navigates a Limited Context
This paper examines an extraordinarily successful early childhood education teacher preparation program at an urban 2-year college struggling with retention. This Early Childhood Education Program is able to maintain a graduation rate that is over four times greater than that of the college average and has a reputation for producing high-quality early childhood educators. The faculty and students in the program explain that the key to the program's success is a “culture of family,” a strength-based approach that appreciates and builds upon the assets of the faculty and students. Furthermore, this approach fosters meaningful relationships by focusing on the whole student, and creates a strong commitment to the program.
Updated: Jun. 19, 2013
The purpose of this reflective position paper is threefold: to provide teacher educators with three literature-based reasons to share with their students about why it is important to listen to parents; to identify familiar comments, concerns, and feelings that the students have voiced about listening to parents; and to provide five practical cooperative-learning activities that will potentially influence their students' practices.
Updated: Jun. 19, 2013
An Examination of Preservice Partnerships During a Reading Methods Course: Do They Increase Perceptions of Ability?
The authors examined the effectiveness of pairing preservice teachers with young readers to participate together in reading-related activities and partner journaling. Findings revealed that these one-on-one partnerships did not result in statistically significant higher scores on a self-perception scale when compared with scores of preservice teachers who did not engage in these partnering experiences.
Updated: May. 28, 2013
This study attempts to understand the roles and discourse of preservice teachers engaged in literature discussion with elementary students through e-mail exchanges. After local fourth graders chose books from a list appropriate for their reading ability, they were paired with a preservice teacher for an online experience involving email exchanges about the book. Thematic qualitative analysis indicated that the preservice teachers took on different roles when interacting with young students and those roles seemed associated with the kind and success of the discussion that ensued.
Updated: May. 27, 2013
Implementation of a Course Focused on Language and Literacy Within Teacher–Child Interactions: Instructor and Student Perspectives Across Three Institutions of Higher Education
This study examined the implementation of a standardized course combining content related to effective teacher–child interactions and language and literacy across three institutions of higher education. The results included instructor perspectives about design and delivery as well as students’ perspectives of content and delivery and their associated changes in beliefs and knowledge. The results indicated that the course was successfully implemented in three institutions, and the course content was viewed positively by instructors and students.
Updated: May. 22, 2013
The author discusses schooling in the neighbourhoods typically associated with problems and challenges, in order to explore young people’s responses to their schooling and social positions.
Updated: Apr. 25, 2013
Te Kotahitanga: A Case Study of a Repositioning Approach to Teacher Professional Development for Culturally Responsive Pedagogies
This article presents a case study of professional development programme drawn from the findings of a large-scale evaluation of Te Kotahitanga. The Te Kotahitanga approach links culturally relevant/relationship-based classroom pedagogy with on-site embedded processes for working with teachers in classrooms. One hundred and fifty teachers were interviewed across 22 secondary schools that participated in the Te Kotahitanga professional development programme. The findings reveal that teachers highlighted the importance of positive relationships and interactions in the classroom/school environment to enhance M¯aori student achievement.
Updated: Jan. 16, 2013
The authors argue that it is crucial to prepare early childhood teachers to create high-quality environments that facilitate the development of all children. The Early Childhood Ecology Scale-Revised (ECES-R) has been developed as a reflective tool to help early childhood teacher candidates examine their beliefs concerning classroom ecology. The authors posit that the ECES-R identifies five dimensions that promote a high-quality, culturally responsive classroom ecology. These dimensions include the sociocognitive, sociocultural, sociolinguistic, socioemotional, and sociophysical dimensions.
Updated: Dec. 30, 2012