Search results for: Children
Page 2/3 30 items
Bringing the Teacher into Teacher Preparation: Learning from Mentor Teachers in Joint Methods Activities
This article draws on Lampert’s three-pronged model of teaching practice (Lampert, 2001) to explore the possible contributions of elementary classroom teachers to the learning-to-teach-mathematics experiences of preservice teachers (PSTs). The authors focus on a third-space context in which mentor teachers (MTs), PSTs, and university teacher educators collaborated to plan and analyze task-based problem-solving interviews of children. The authors analyzed the MT's contributions to a third-space activity involving the task-based interview. This analysis also suggests ways in which university teacher educators might enhance the development of methods/field third spaces by anticipating and preparing to leverage MT contributions.
Updated: Nov. 23, 2016
The purpose of this study was to explore the impact of international experiences on preservice teachers’ currently held images of the child through their photographs, journal entries, and seminar discussions. The results describe the changing images the preservice teachers developed of children and themselves as teachers.
Updated: Jan. 25, 2016
The study examined how a group of pre-service English language teachers perceived immigrant children from Mainland China in terms of learning attitudes, academic performance and classroom behaviour. The findings confirm the prevalence of the ‘deficit model’ in these pre-service teachers’ perceptions of immigrant children, which might negatively impact their professional practice. The participants widely perceived these children as deficit and consider them a serious professional challenge.
Updated: Jan. 06, 2016
Preservice Teachers’ Beliefs About Childhood: Challenges for a Participatory Early Childhood Education?
The purpose of this study is to examine preservice teachers’ beliefs about childhood in an attempt to see how they may support an active, participatory role for children in early childhood education. The authors highlight three important conclusions from this research. First, preservice teachers already have a number of beliefs that explain children’s behavior, haracteristics, potentials, and needs when they enter university education. Second, beliefs about childhood vary among preservice teachers and some of their beliefs are related to known scientific theories about childhood or to existing typologies. Third, despite this variation, there are specific ontological and epistemological presuppositions underlying these beliefs that construct a framework theory for understanding childhood.
Updated: Nov. 04, 2015
In this article, the authors use post-structural concepts to focus on the influence of three co-existing and interweaving perspectives: protectionist, participatory and post-structural. Each of these foregrounds different issues in the process of gaining consent for research involving children or young people.
Updated: Aug. 25, 2014
The goal of this study is two-fold: 1) to examine the role content knowledge plays in prospective teachers’ (PSTs) ability to recognize children’s conceptual understanding of mathematics, and, 2) to examine examined PSTs' ability to recognize evidence of children’s conceptual understanding of mathematics in three content areas before and after an instructional intervention designed to support this ability. The results of this study suggest that content knowledge is necessary but insufficient in supporting PSTs’ ability to recognize evidence of children’s conceptual understanding of mathematics.
Updated: May. 11, 2014
Interactive Group Activity: A Socially Mediated Tool for Opening an Interpretive Space in Classroom Research
The present article concentrates on the Interactive Group Activity (IGA) tool as a means of uncovering children’s meaning making following an extended period of learning. The IGA acts as a group assessment device underlining the socially mediated nature of children’s learning. This paper describes how the IGA tool evolved, gives its form and structure, argues for its affordances and suggests possibilities for its wider use.
Updated: Jan. 20, 2014
This article examines how a community action research approach supported the implementation of an educational support programme for children, parents and local educators. The aim was the creation of a learning community that acknowledged, valued and used the expertise and experience of all involved. Five years of working together on action research projects has increased the educational capital in the community and has developed a sense of ownership and responsibility for the educational welfare of children from all involved.
Updated: Sep. 16, 2013
The purpose of this article is to provide an overview of a classroom-based child-centered elementary classroom management approach and compare and contrast a teacher-led approach using a vignette. The authors conclude that the benefits of child-centered classroom management include reducing classroom disruptions, child emotional distress, teacher stress, and facilitating development of positive relationships between teachers and students.
Updated: Aug. 28, 2013
Throughout the school year, the author invited all 14 children in a Grade Two/Three learning strategies classroom to participate in a visual narrative inquiry. The intention was to explore children’s knowledge of community in artful ways, and through this to more deeply attend to the children’s thoughts of community. The use of visual narrative inquiry within a classroom opened up the possibility for a deeper understanding of the children’s understanding of community, and the possibility to challenge the mandated curriculum, as well as to change classroom practices.
Updated: Jun. 20, 2012