Search results for: Learning to teach
Page 2/2 18 items
The purpose of this study is to determine whether 'following recommendations' as a result of an AfL (to teach) is influenced differentially by a performance perspective as compared to a learning perspective on assessment by the assessor. The study was conducted in The Netherlands within one large institute of primary teacher education with 163 student teachers in the first year of their four-year programme of practice teaching. Findings of this study show that both assessment orientations are ill-related to acceptance of feedback and a subsequent following of recommendations.
Updated: Dec. 02, 2009
From Lesson Plan to New Comprehension: Exploring Student Teachers' Pedagogical Reasoning in Learning about Teaching
The research reported in this paper is based on an exploration of the ways in which student teachers learn about the issues and concerns that shape their own professional learning. 22 Primary science student teacher participants were stimulated to reflect upon critical incidents in order to facilitate identifying their teaching concerns and teaching needs. The results indicate that by helping student teachers to focus on critical incidents in their learning to teach, they come to question their practice more deeply .
Updated: Oct. 01, 2009
In this article, the authors report on a study in which they examined the multiple interactions and activity settings in which student teachers learn to teach language arts. The study explores the student teachers' experiences from the perspective of the three key triad members- student teachers, cooperating teachers and university supervisors- using activity theory. The findings reveal that all members of the triad were simultaneously operating in multiple settings and facing competing demands that shaped their actions and stances
Updated: Sep. 29, 2009
This article presents a teacher education approach that focuses on providing student teachers with an explicit theoretical framework with which to understand and examine their teaching and practice. The authors first discuss the main principles and aspects of the program in which they teach. To understand the authors' approach to teacher education, they provide some context information about the specific program. To illustrate their approach, the authors present the final task which involves an examination of the student teacher's own teaching practice and underlying perceptions. The authors conclude that their approach provide a theoretical framework for student teachers to understand and examine their practice.
Updated: Sep. 24, 2009
Learning to Teach: Enhancing Pre-Service Teachers' Awareness of The Complexity of Teaching-Learning Processes
The article addresses the effects of the intervention on pre-service teachers’ awarenessof the complexity of teaching. The authors designed one semester-long intervention course for pre-service teachers, based on an Internet site, including video-recorded authentic classroom literature teaching situations, transcripts of these lessons and diverse tasks. An analysis of the data revealed the pre-service teachers’ learning processes as they unfolded along the course: growing awareness of the complexity of classroom teaching, ability to base the analysis of the episodes on theories, and the initial construction of a cognitive lens to view classroom processes holistically.
Updated: Apr. 23, 2009
Assessment for Learning to Teach: Appraisal of Practice Teaching Lessons by Mentors, Supervisors, and Student Teachers
Supporting student teachers in learning to teach is a collaborative effort by mentor teachers, teacher education supervisors, and student teachers. Each of the participants appraises effort and progress in learning to teach from different perspectives, however. This study explores how practice lessons are assessed by multiple raters. Triad members (51 participants in total) rated a particular teaching performance in a lesson given by the student teacher.
Updated: Mar. 26, 2009
The Teacher Education Reform Process in Ethiopia: Some consequences on educators and its implications
The critique of what is referred to as reform is offered in this article. The author claims that the recent reform in Ethiopia is actually a managerial driven reform performance. True reforms in terms of competence, participation, paradigm shift and system overhaul are missing, and have been replaced by central and market-oriented agendas. Also missing are the critical vision of learning to teach and a structural continuum connecting faculty and school.
Updated: Mar. 04, 2008
The Role of Socially Constructed Shared Knowledge in Learning to Teach: Collaboration and Reflection in a Computer-Mediated Environment
This research examined the role of computer-mediated communication (CMC) in a partnership that was formed between an educational psychology course for preservice teachers, eight professors from the university's teacher education program, and eight practicing teachers from diverse public schools from across two states. Participants communicated via chat rooms and threaded discussion lists. The use of computer-mediated communication as a viable means of supporting collaboration and reflection in teacher education is described.
Updated: Mar. 02, 2008