Search results for: Journal writing
Page 1/3 26 items
This study examined professional teacher noticing in the context of written responses 12 pre-service teachers (PSTs) provided in a reflective journal after posing addition and subtraction problems for students in an after-school tutoring program. Professional teacher noticing skills, attending, interpreting, and deciding, were situated within the well-defined mathematics content and associated trajectory of student strategies for the meaning of addition and subtraction. A three-point rubric was designed and utilized to analyze PST attending, interpreting, and deciding responses. Results characterize what PSTs “could do” relative to each skill as well as development of noticing skills over time. Results also highlight how PSTs included a rationale and next steps in deciding responses that related to supporting student understanding of the meaning of addition and subtraction, providing additional practice, and teaching solution strategies. Implications for teacher education are discussed.
Updated: Jan. 23, 2022
Transitioning from primary-grade classrooms to infant/toddler rooms: early childhood preservice teachers’ growth and challenges
This qualitative study explores how a group of preservice teachers, all of whom had been well prepared to become primary-grade teachers, made a transition into infant/toddler group care settings. The authors used the teachers’ daily journal entries, individual interview, document analysis (course syllabus, weekly planning sheets), and weekly team planning meetings as data sources. Findings revealed that the teachers initially struggled to work with the infants/toddlers and that their long-held notions of children, teaching, and learning were challenged. Yet, their daily work with the children over 15 weeks of practicum helped them deepen and broaden and become more skillful and insightful of early childhood education, which the teachers found applicable to primary-grade teaching.
Updated: Nov. 29, 2021
The aim of this study was to determine the effect of question prompts on the process of journal writing by comparing unstructured and structured journals from pre-service teachers in the context of a Teaching Practicum course. Four early childhood pre-service teachers in their final year of undergraduate study constituted the case of this study. The unstructured and structured journals they kept in this process were compared in terms of content and reflection levels, and a questionnaire was utilized to determine their views. The study showed that when compared to unstructured writing, the use of question prompts assisted the pre-service teachers in achieving an advanced level of reflection in their journal writing.
Updated: Feb. 27, 2021
Releasing the Hidden Academic? Learning from Teacher-Educators’ Responses to a Writing Support Programme
This article describes the initiation of a writing support programme for teacher educators in a new university and analyses its impact. A key finding has been that supporting staff to write is not simply a case of ‘hurrying them along’ but requires understanding of the particular barriers to writing for this group.
Updated: Sep. 28, 2016
Creating Spaces for Reflection on Learning to Teach a Foreign Language through Open Journals: A Canadian-Dutch self-study
This collaborative self-study examines the notion of writing reflectively in teacher education, and documents how student teachers in Canada and the Netherlands respond to their teacher educators’ reflective journals. The authors conclude that participating in such a study helped them to: engender a sense of teaching about teaching that goes beyond the simple delivery of ideas, information and theories about teaching and helps to create a bridge into the world of learning through experience.
Updated: Jul. 06, 2016
The study explores the educational potential embedded in the question-asking strategy as a key mentoring resource when used between an experienced teacher educator and a novice teacher for the professional development of both. The findings reveal that the process of a reflective dialog through asking questions led to deeper analysis by the mentor and novice and effected a change in the paradigm of the novice–mentor relationship. This self-study serves as an example of a teacher educator’s readiness to examine more closely her own mentoring style and its effects on the novice, and to better understand the contribution of a reflective dialog to the professional growth of both novice and mentor teacher.
Updated: Jun. 26, 2016
A Community College Instructor’s Reflective Journey Toward Developing Pedagogical Content Knowledge for Nature of Science in a Non-majors Undergraduate Biology Course
This article reports on the challenges and successes encountered by an in-service teacher, Sarah, implementing nature of science (NOS) for the first time throughout four units of a community college biology course. The in-service teacher, who participated in this study, found that through action research she was able to grow and assimilate her understanding of NOS within the biology content she was teaching. A shift in orientation toward teaching products of science to teaching science processes was a necessary shift for NOS pedagogical success. This process enabled Sarah’s development of PCK for NOS. As a practical example of putting research-based instructional recommendations into practice, this study may be very useful for other teachers who are learning to teach NOS.
Updated: Jun. 06, 2016
Prospective Secondary Mathematics Teachers’ Pedagogical Knowledge for Teaching the Estimation of Length Measurements
This article investigated prospective secondary mathematics teachers’ pedagogical knowledge for teaching the estimation of length measurements. The author examined the participants' personal benchmarks for measurement estimation. Thematic analysis revealed that prospective teachers possessed various benchmarks for measurement estimation that enabled them to estimate length measurements, but these benchmarks for measurement estimation were not evident in participants’ pedagogical knowledge for teaching the estimation of length measurements.
Updated: Mar. 29, 2016
The Potential of Communities of Practice as Contexts for the Development of Agentic Teacher Leaders: A Three-Year Narrative of One Early Childhood Teacher's Journey
This article uses an explanatory narrative of participation and transformation across two consecutive early childhood communities of practice to chronicle the evolution of a teacher leader, Michelle. This narrative illustrates how the continuity of experience spawned her development from apprentice toward an agentic teacher leader, characterized by an ethical ideal, disposition of lifelong learner, and participation in joint endeavors. The authors reveal how Michelle constructed and reconstructed her leadership roles through individual and collective inquiry grounded in daily practices.
Updated: Oct. 26, 2014
Opportunities for Teacher Learning During Enactment of Inquiry Science Curriculum Materials: Exploring the Potential for Teacher Educative Materials
The work of this study examines the process of interacting with materials and students while thinking about teaching in order to guide curriculum material designers’ thinking about when and how materials might be helpful for teachers. The study followed a seventh-grade science teacher, who enacted five inquiry-based science units with all 5 of her seventh-grade science classes over a 2-year period. The findings describe the teacher’s interactions with materials written to support teachers learning to teach inquiry science. Findings indicate that this teacher’s ideas developed as she interacted with materials and her students. Information about student ideas, task and idea-specific support, and model teacher language was most helpful.
Updated: Apr. 30, 2014