Search results for: Teacher knowledge
Page 5/7 69 items
The Impact of Immersive Virtual Reality on Educators’ Awareness of the Cognitive Experiences of Pupils with Dyslexia
The purpose of this study was to test the effectiveness of VR technology in enhancing the teacher’s knowledge and awareness of dyslexia, a phenomenon that is very difficult to explain. Eighty teachers of various subjects from a variety of schools in the Tel Aviv metropolitan area participated in this study. The research results clearly suggested that experiencing a variety of simulated types of dyslexia via virtual reality can bring about a greater improvement in teacher awareness of the dyslexic pupil’s cognitive experiences than is achieved by viewing a film about dyslexia.
Updated: Oct. 10, 2011
Drawing on the theory of situated learning and teacher knowledge as situated, the authors have examined the ways in which two L2 writing teachers in Hong Kong perceived and responded to the possibilities for learning how to write in their culturespecific contexts of work. The findings of this study show that these two teachers skillfully developed pedagogical strategies to exploit opportunities for learning that were rooted in the cultural traditions they shared with their students and the microcultures in the classroom that they coconstructed with them.. The teachers' skillful and sensitive exploitation of these possibilities created a rich environment for learning.
Updated: Sep. 27, 2011
The purpose of this study is to highlight the dialogic role of storytelling in supporting the construction of lecturers' professional knowledge. In a professional development project, 12 English language lecturers created digital stories about their experiences of professional development. Five dialogic processes were identified: connecting, echoing, developing, questioning and constructing. Excerpts of stories are used to demonstrate how lecturers construct professional knowledge through storytelling.
Updated: Jul. 05, 2011
The current reforms of initial teacher education in the learning and skills sector in England are standards based and emphasize subject specialism. A qualitative study found that trainees generated knowledge resources through participation in their workplace, initial teacher education course and other social contexts, and from embedded and encoded workplace knowledge. It is argued that using a knowledge resources perspective, which recognizes how trainees generate knowledge and seeks to bridge gaps in their access to knowledge resources, would be more effective in supporting trainees' development than the recent reforms.
Updated: Jun. 13, 2011
Teacher Learning and Collaborative Action Research: Generating a “Knowledge-of-Practice” in the Context of Science Education
The main purpose of this research was to examine how conceptions of teacher knowledge and learning emerged within a collaborative action research community. This study occurred over a 3-year period from 2004 to 2007 and involved over 50 teachers from three different school districts. However, the article highlights the experiences and learning of one of those teachers, Katrina. The experiences of Katrina provide detailed insight into the nature of learning within an action research community of practice. This learning reflects many of the characteristics of the “knowledge-of-practice” conception.
Updated: May. 19, 2011
How Do Teachers Reason about their Practice? Representing the Epistemic Nature of Teachers’ Practical Knowledge
This study focused on the epistemology of teachers’ practical knowledge. The results indicated that teachers supported their practical knowledge claims using the “practical argument”. Depending on what kind warrants they used, teachers’ practical knowledge was interpreted to be based on two different epistemic statuses: “practicable” knowledge and “praxial” knowledge.
Updated: Apr. 14, 2011
Impact of the Knowledge and Beliefs of Egyptian Science Teachers in Integrating a STS based Curriculum: A Sociocultural Perspective
The purpose of this study was to examine inservice science teachers views of integrating Science, Technology and Society (STS) issues into the science curriculum, and identify the factors that influence their decisions concerning integrating STS issues. The findings indicate that unless curriculum developers take account of teachers’ beliefs and knowledge and the sociocultural factors that shape or influence those beliefs in designing and planning new STS curriculum materials, these materials are unlikely to be implemented according to their intended plan.
Updated: Dec. 21, 2010
This article explores narrative inquiry practices in pre-service teacher education program. 30 teacher candidate participants participated in this 4-year longitudinal study. The study considers participants’ knowledge formation in becoming teachers, through writing and sharing of letters (with peers) of personal lived educational experiences, and personal stories of theory related to learning, teaching, and teaching practice over a significant period of time.
Updated: Nov. 29, 2010
This paper examines Finnish cooperating physics teachers’ conceptions of teacher knowledge in physics. Six experienced teachers were interviewed. The results show that the teachers strongly emphasize knowledge related to day-to-day teaching practice. It was also found that the teachers appear to lack some of the essential key ideas of modern physics teacher education, such as a holistic view of instructional approaches.
Updated: Sep. 19, 2010
A Comparison Study of Web-Based and Traditional Instruction on Preservice Teachers’ Knowledge of Fractions
The goal of this study was to compare the effectiveness of Web-based instruction (WBI) and traditional teaching methods on preservice elementary teachers’ fraction knowledge. Students’ knowledge of fractions was measured using a Fraction Knowledge Test. The test was administered as pre and posttests to a total of 42 preservice teachers in two classes at the same university. One of the classes was randomly assigned as the experimental group and was given WBI. The other class was assigned as a control group and was given traditional instruction. The analysis of results showed a statistically significant difference between the experimental and the control groups’ posttest mean scores in favor of the experimental group.
Updated: Jun. 13, 2010