Search results for: Journal writing
Page 3/3 24 items
Exploring the Radical Middle between Theory and Practice: A Collaborative Self-Study of Beginning Teacher Educators
This paper is a collaborative self-study of the authors' development as beginning teacher educators over the course of an academic year. The purpose of the authors' self-study was their shared interest in the role of theory and of practice in teacher education programs. Both authors kept personal journals of the ideas they explored during their discussion meetings. Their analysis suggests that theory and practice are densely interwoven aspects of teaching which can be tacitly separated by coursework in teacher education.
Updated: Aug. 26, 2009
This study describes how one teacher educator used metaphor as a self-study tool over an eight-year period. The author gathered information about her practice in teaching journal and in notes from discussions in her self-study group, work with individual colleagues, and ad hoc discussions with peers and students. Institutional Teaching Evaluations (ITE) provided additional student perspectives. The work demonstrates how long-term use of metaphors can be a way to step back from practice, take a new look at the meaning of the particulars of practice, and reframe events of practice.
Updated: Aug. 25, 2009
In this article, the author presents the findings of a self-study into his teaching practices as a sociology-of-education lecturer working in the pre-service teacher education program of a regional university in New South Wales, Australia. The principal data source is a logbook of the teaching practices which characterized several tutorial classes taught in 2007. The article reveals tensions between assessment-driven and more authentic teaching practices, and more student- and teacher-centered teaching practices.
Updated: Jun. 17, 2009
The article describes a case study of three Vietnamese student teachers who explored the theory of realistic mathematics education (RME), which shifts away from the traditional teaching approach to a student-centered approach. The data included transcripts of class discussions and group discussions, interviews, student teachers’ lesson plans, and journal writings, and revealed that the student teachers were able to adapt the texts of their lessons to suit the student-centered approach.
Updated: Feb. 12, 2008