Search results for: Learning experience
Page 3/5 44 items
The paper describes how field studies can be useful in teacher education. Students teachers participated in a specialty area called Play, learning and development. During this activity, the student teachers collected data about their own and young children's experience and perception of the outdoor environment. The results showed that the student teachers were positive about the involvement of children, teachers, and parents in the data collection process. They also perceived that their knowledge had increased about children's ways of using the outdoor space.
Updated: May. 28, 2013
This article explores the potential of public art pedagogy to co-construct imaginative spaces in pre-service teacher education. Based upon a collaborative venture between two professors and an arts-based educational organization, this paper describes and analyzes key features and relations that were influential in transforming the response of a resistant professor and students.
Updated: Dec. 25, 2012
This article provides a description of service learning implemented in an introductory special education course focused on the culture of disability. Collaborating with liaisons from five community service organizations, students provided services to individuals with disabilities in a variety of projects across two semesters.
Updated: Sep. 27, 2012
This article presents a research undertaken during a study visit to The Gambia. The authors argue that study visits to The Gambia and other developing countries have the potential to enable transformative learning. This kind of experience is thought to be of considerable potential benefit to beginning teachers.
Updated: Dec. 20, 2011
Professional Development at a Distance: A Mixed-Method Study Exploring Inservice Teachers’ Views on Presence Online
This article examined surveys from online courses that used a unique 5-week distance learning model designed for K–12 educators. This mixed-method study examined the concepts of presence, online interaction, participant satisfaction, and the impact of this online professional development experience on teaching. The findings illustrate a unique portrait of teacher, social, and cognitive presence as they related to this online professional development experience. The authors conclude that the data supports that the online learning environment, quality of instruction, interactions and resources, and design of the model contributed to participant learning and overall satisfaction with this online professional development experience.
Updated: Aug. 23, 2011
Evaluation of a University‐Based Mentoring Program: Mentors’ Perspectives on a Service‐Learning Experience
The purpose of this paper was to investigate the views of university students serving as mentors in high‐need high schools or community centers. The participants were 49 students, primarily undergraduates across a range of liberal arts disciplines, who were participating in a university‐based service‐learning mentoring program for youth attending high‐poverty high schools.
Updated: Jul. 05, 2011
This article describes the model for teacher development that evolved from the review of research on teacher education and the development and implementation of the first year of the Master of Teaching at the University of Melbourne. This model summarises the five knowledge bases in teaching and learning that have been identified in the research literature. All elements of the programme were focused on assisting teacher candidates to develop a consistent professional framework for thinking and responding to teaching and learning in classrooms.
Updated: Jun. 13, 2011
In this article, the authors bring together the fields of teacher education, authentic learning, and arts-based learning to articulate a means of enhancing pre-service programs. Specifically, this article documents and analyzes the process of engaging teacher candidates in an authentic learning experience of a musical theatre production.
Updated: Jun. 13, 2011
In this article,the authors focused on the civic learning experiences of high school students in two different communities to explore two interrelated ideas: 1. The power of congruence to encourage feelings of civic efficacy in youth. 2. The deep complexities of disjuncture for the civic learning experiences of youth. This project revealed both how civic action research can facilitate the connection between the curriculum and students' lives and how there are complexities in making such connections. Furthermore, congruence and disjuncture profoundly shaped these students' civic learning experiences.
Updated: Apr. 10, 2011
International Teacher Professional Development: Teacher Reflections of Authentic Teaching and Learning Experiences
This paper examines 21 biliteracy teachers who studied and taught in schools through an eight-week in-service professional development program with indigenous children in the state of Altacomulco, Mexico. Five themes are discussed: globally minded teachers; linguistic and culturally relevant curriculum; passionate pedagogy (amorosidad); community authentic engagement; and political and ideological clarity.
Updated: Oct. 12, 2010