Search results for: In service teachers
Page 2/7 62 items
Practicing Responsiveness: Using Approximations of Teaching to Develop Teachers’ Responsiveness to Students’ Ideas
This qualitative case study was motivated by an interest in understanding whether and in what ways practice-based approaches to teacher learning can support teachers in practicing responsiveness as opposed to practicing decontextualized moves. To this end, the researchers investigated how early-career teachers in a practice-based professional development program were supported to approximate teaching practices. They focused on the extent to which approximations of practice supported teachers to hone their skill at being responsive to students’ ideas. Findings revealed characteristics of approximations of practice that support teachers in developing their capacity to enact responsive instruction. These findings have implications for program design, teacher educator pedagogy, and future research.
Updated: Jul. 02, 2020
Where the Rubber Meets the Road: Exploring the Perceptions of In-Service Teachers in a Virtual Field Experience
This study examines the experiences of teachers enrolled in an online certificate program for K–12 online teaching. Participants blogged weekly regarding their experiences developing and facilitating an online course. Qualitative analysis of the data shows that teachers face many challenges in developing and facilitating an online course; however, they found support from their colleagues enrolled in the program. Additionally, teachers found value in the authentic experience afforded them in the virtual field experience in that it gave them exposure to online learning theory coupled with the opportunity to design and facilitate their own online courses.
Updated: Jan. 26, 2020
The capstone project discussed in this article is a multimedia digital storytelling project using iMovie, produced by first-year teachers simultaneously earning their master’s degree. Teachers created their own capstones representing their personal experience, professional development, and overall process toward becoming an empowered educator, while teaching students in urban schools. Utilizing a constant comparative content analysis, the authors determined whether and how teachers defined and represented empowerment in their capstones. Implications for the affordances of a multimedia capstone experience are discussed.
Updated: Dec. 29, 2019
“Color Does Not Equal Consciousness”: Educators of Color Learning to Enact a Sociopolitical Consciousness
This study is based on an initiative for increasing college and career readiness for Black and Latino male high school students in New York City. From data that include 58 total hours of participant observations from 24 educators of color, written documentation from culturally relevant education–professional development (CRE-PD) activities, and transcripts of six group interviews, the authors examine these educators’ work to further their own sociopolitical consciousness in relation to increasing Black and Latino male students’ college and career readiness.
Updated: May. 26, 2019
Student Teachers' Experiences of Participating in Mixed Peer Mentoring Groups of In-service and Pre-service Teachers in Finland
This study examines how students perceive a new Finnish model of teacher development that uses the peer group mentoring (PGM) method for combining pre-service and in-service teacher education. The findings reveal that the students' experiences of participating in peer mentoring group were positive. The findings also highlighted the importance of prospective teachers having authentic connections to working life and colleagues already during initial education. The findings also show that experiences varied in terms of depth and effectiveness and the kind of learning that they promoted. The students considered the activity as (1) a coffee break, (2) peer-support, (3) identity construction and (4) a professional community.
Updated: Jul. 01, 2018
In this study, the authors aimed investigated to identify elements that constitute the practical rationality of mathematics teaching. Specifically, they focused on the assumptions that participants made regarding what should constitute the launch of a problem-based lesson. The authors hypothesized that different assumptions may lead to tensions and dilemmas when launching a problem. The authors conclude that the manner in which teachers set up a problem can reduce the opportunities for high-level mathematical reasoning. Hence, they argue that the launch is important for teachers to maximize student engagement and mathematical reasoning. They also note that teachers’ decisions about launching a problem can enable students to exercise conceptual agency.
Updated: May. 24, 2018
Preparing Teachers for Success with English Language Learners: Challenges and Opportunities for University TESOL Education
The study examines the role that university English to Speakers of Other Languages (ESOL) programs play in shaping inservice teachers’ work with English Language Learners (ELLs). The findings reveal that the ESOL endorsement program contributed positively to Wheatland Elementary teachers’ preparation for their transition to becoming a district ESL site. The results show that there was an increase in an appreciation of the use of students’ first language to facilitate comprehension of content and promote bilingualism. These results suggest that well-planned university programs influence even very experienced teachers and those who may be ambivalent toward ESOL endorsement mandates, and policies that limit the requirements for those seeking state ESOL endorsement may be ill advised.
Updated: May. 16, 2018
Impact of an In-service Training in Neurocognitive Insights on Teacher Stress, Teacher Professionalism and Teacher Student Relationships
The present study explores the impact of a training in neurocognitive insights on teachers’ stress. The authors found that the training had a significant impact on the stress experienced by teachers in their professional and personal functioning. The participants experienced less stress, more confidence and less impulsiveness. Furthermore, the participants showed a greater awareness of functioning, state of mind and stress, as well as clear prefrontal attitudes. The participants also mentioned changes within themselves and their professional environment. They indicated that teacher–student relationships were improved and unwanted or problematic students’ behavior was decreased.
Updated: Mar. 11, 2018
Understanding the Use of Online Role-Play for Collaborative Argument through Teacher Experiencing: A Case Study
This study examines how teachers experience the use of online role-play for collaborative argument so that they could have a better knowledge of how technology enhances learning. The findings reveal that online role-play was an appropriate way for teaching collaborative argument. The participants indicated that topic choice would influence their degree of involvement in the activity. Furthermore, the findings show that participants recognised the value of conducting research on the topic prior to posting for evidence to support their claims. Finally, the participants identified a number of benefits of online role-play.
Updated: Feb. 07, 2018
Impact of Short-term Study Abroad Program: Inservice Teachers' Development of Intercultural Competence and Pedagogical Beliefs
In this study, the authors examined the design of a short-term study abroad program for inservice teachers and the impact of the program on both teachers’ intercultural competence development and their teaching beliefs and practices. The authors conclude that study abroad programs offer a unique opportunity for teachers to develop intercultural competency and teaching beliefs through intercultural immersion experiences. They also emphasize that teacher educators interested in integrating study abroad programs in professional development programs need to design intentional and meaningful integration of cultural experiences, teaching opportunities, language learning, reflection, and collaboration.
Updated: Oct. 24, 2017