Search results for: Teacher knowledge
Page 7/7 69 items
The article explores the roots of narrative research in education and the focuses on 'story constellation', a narrative inquiry that uncovers teacher's knowledge of school reform. The story' is a three-dimensional inquiry space, and sketches how the place, human-agency, and the living of school reform played out differently in differing school areas.
Updated: Jun. 19, 2008
This article reports the influence of school-integrated teacher education (SITE) courses on student teachers' initial experiences of learning how to teach. We analyse data from five student teachers who reflect back on their experiences of learning to teach through the integrated teaching and learning experiences of SITE courses.
Updated: Jun. 02, 2008
The article explores the content and structure of pedagogical values, utilizing 24 teachers who were encouraged to articulate their beliefs regarding their professional morality and their school community. The study emphasizes the value structure that should prevail in schools, so they could be considered educative institutions, and claims that the teaching profession should be recognized as a complex of ideals essential to teachers' roles.
Updated: May. 27, 2008
The relationship between academics and practitioners are examined through a qualitative study of theory versus practice, propositional versus procedural and knowledge producers versus knowledge translators. The study aims at defining the space between the two groups to create partnerships and close the gaps between theory and practice in teacher education.
Updated: Apr. 30, 2008
The article examines case studies from the UK and South Africa regarding ideologies and practices in teaching. In the case of the UK, the authors discuss a teacher's degree course and expose a rift between individual, experiential knowledge and institutional organizational knowledge, all characteristic of the large-scale transformations of education in the UK. In South Africa, the study follows a white teacher teaching in a black township. The authors conclude that student teachers should be taught about the discourse by which teaching is constructed so that they can reflect more critically on their professional practice.
Updated: Apr. 08, 2008
The study explores major factors effecting mentoring support in China and investigates first-year secondary school teachers. Findings revealed that mentors provide four forms of support: provision of information, mutual lesson observation, collaborative lesson preparation and discussion in the office. The focus of mentoring tends to be on teaching content rather than curriculum or pedagogy.
Updated: Mar. 20, 2008
Who is the ideal teacher? Am I? Similarity and difference in perception of students of education regarding the qualities of a good teacher and of their own qualities as teachers
A research into the image of the ideal teacher versus the self-image of student teachers was conducted by two groups of preservice teachers. One group was composed of teacher education students, and the other was composed of beginning teachers who were still completing their academic degrees. Interview data was collected from 89 teachers. Finding revealed two major categories of the ideal teacher: personal qualities, and knowledge of the subject taught and didactic knowledge. However, beginning teachers attributed greater importance to knowledge in terms of the ideal teacher, while students who had not begun to teach attributed less importance to knowledge as far as the ideal teacher.
Updated: Mar. 18, 2008
Academic mathematics and mathematical knowledge needed in school teaching practice: some conflicting elements
The article presents an analysis of the relations between academic mathematical knowledge and the mathematical knowledge associated with 'number systems.' Examples of areas of conflict between the two forms of knowledge are presented. Researchers also point out implications of the study to teacher education.
Updated: Feb. 10, 2008
This paper documents a self-study research group's development and its effects on 11 participants. Drawing on the scholarship of the self-study tradition within educational research, we see teacher knowledge as an important and largely untapped source for the improvement of teaching. Positioning participants to look at the sense and selves being made on a continual basis is the task embraced by this self-study group. The paper reveals professional development risks and opportunities confronted by educators through vulnerably, accountably, integrally, and mindfully negotiating teaching-learning lives.
Updated: Jan. 26, 2008