Search results for: In service teachers
Page 6/7 62 items
The current study examined teacher-learners’ use of video production in their K-12 classrooms and connections between students’ content learning and teacher-learners’ practice. Findings demonstrated positive content learning outcomes as measured by objective tests, rubrics, and anecdotal evidence. Integrating video production facilitated connections to content, student motivation and engagement, the use of alternative assessment, and shifts in teacher identity. The study concludes that video production, when understood as an instructional strategy and not as an object of study, has an important role to play in K-12 content learning.
Updated: Oct. 20, 2010
The Hierarchy of Strengths: Their Relationships with Subjective Well-Being among Chinese Teachers in Hong Kong
This study investigated the hierarchy of strengths in a sample of 228 Chinese prospective and in-service teachers in Hong Kong. Teachers who reported greater life satisfaction, experiencing more positive and less negative emotions tended to be those with higher levels of emotional strengths and strengths of hope and zest.
Updated: Dec. 09, 2009
The article focuses on mathematical metaphors, as they can be used to express already-held perceptions about the nature of mathematics. The authors consider the use of metaphors as a strategy for explicating elementary teachers’ views of mathematics, and the investigation of metaphors of mathematics creates a shared communicative space and enhanced the quality of the discussion with the teachers.
Updated: Nov. 12, 2008
The study investigated the effects of an online practicum using quantitative date to assess professional growth, and identify the quantitative components of the practicum experience. Findings indicated that teachers did change instructional practices as a result of the practicum experience, and identified three critical components of the online practicum: (a) use of meaningful learning activities, (b) collaborative learning communities, (c) structure of the practicum project.
Updated: Nov. 10, 2008
Changes to a Chinese pre-service language teacher education program: analysis, results and implications
The article examines a research study into the Chinese primary and secondary schools reforms, regarding English instruction. This project was developed in two stages: first, it sought data from in-service English teachers, using questionnaires and interviews with English teachers from schools differentiated by geographical context and system; and second, these data were used to inform the design of a new pre-service English teacher education program.
Updated: Aug. 27, 2008
Unveiling Professional Learning: Shifting from the Delivery of Courses to an Understanding of the Processes
The article explores professional learning in a secondary teachers ' development program in Greece. The investigation reveals professional learning to be characterised by a number of dimensions: professionality, mutuality, emotionality and formality. Professional learning is therefore seen as a complex process rather than linear, a step-by-step event.
Updated: Jul. 30, 2008
We outline a theory of teacher change that links self-assessment to professional growth. We apply the change in mathematics teaching and report on an 8 grade mathematics teacher. The change contributed to excellence in teaching, assisting with clear standard of teaching, facilitating communication with teacher peers, and increasing the influence of external agents on teacher practice.
Updated: Jul. 13, 2008
Longitudinal Research on Beginning Teacher Development: Complexity as a Challenge to Concerns-based Stage Theory
Stage theory represents an explanation of change in the teacher professional development. A study conducted on 79 beginning teachers over a two year period ranked categories of concerned. Results confirmed findings of two longitudinal studies indicating teachers concern for impact consistently rank higher across time. One academic in orientation and the second consisting of personal and individual concerns for students, emerged as distinct dimensions across time.
Updated: Jun. 12, 2008
The article examines beliefs regarding teaching in student teachers. A sample of 339 participants took part in the study and following a factor analysis, three principle factors emerged: classroom management/discipline efficacy, personal teaching efficacy and general teaching efficacy. Classroom management and discipline efficacy scored higher among working teachers, with other differences relating to the number of inservice years.
Updated: May. 21, 2008
Communicating Feedback in Teaching Practice Supervision in a Learning-Oriented Field Experience Assessment Framework
The communication of feedback in post-observation conferences is the topic of this article. 32 pairs of mentors and participants of in-service teacher education programs participated, and interviews were analyzed. Findings revealed four major themes, related to distribution of content; communicating learning-oriented assessments; learner participation in judging performance and learner participation in target setting.
Updated: May. 18, 2008