Search results for: Interviews
Page 1/2 19 items
Understanding the reasoning of pre-service teachers: a think-aloud study using contextualised teaching scenarios
This qualitative study sought to understand the reasoning of pre-service teachers through think-aloud interviews with teacher education students at the beginning of their postgraduate degree (six elementary and six secondary). Interviews focused on contextualised and challenging teaching scenarios with a range of response options previously confirmed through the use of situational judgement test (SJT) methodology. The authors’ three-step analysis revealed seven concepts that highlighted the motivations and beliefs underlying the reasoning of pre-service teachers. Practical implications include professional development around decision-making during teacher education programs. Future research will explore the use of SJTs in developing key non-academic attributes for effective teaching.
Updated: Aug. 07, 2020
The present study reports on how student teachers’ workplace experiences were transformed into learning experiences. In total, 26 stories from 10 student teachers were collected by means of digital logs and in-depth interviews and unraveled using a new technique of reconstructing stories into webs. The results show that student teachers’ learning from experiences is a process involving many interrelated personal and social aspects, including past and present experiences gained in multiple situations and contexts over time. The findings indicate that reconstructing stories into webs is a promising technique for unraveling the complexity of learning from workplace experiences.
Updated: Aug. 31, 2016
This article describes an aspect of reflective practice referred to as situated reflective practice. It is argued that there exist some situations where a person will find themselves in a position over which they have little control, avoidance or veto. This study's major conclusion was that key interview themes enabled the delineation of a series of five characteristics representing increasing structural distance in space and time between the reflective practitioner and the professional situation in which they work.
Updated: Jul. 04, 2016
Articulate – Academic Writing, Refereeing Editing and Publishing Our Work in Learning, Teaching and Educational Development
This essay looks mainly at the reviewing and, to some extent, the editing of the writing for publication which most of us carry out as academics, educational developers, and through the range of our roles. The findings reveal tensions, richness, processes and practices. Some of the responses concern academic identity, some the relationship to the discipline, while others focus on the processes and the politics of reviewing and editing, the actual practice, finessing, justice and fairness. Several themes emerge concerning the politics and practices of writing, reviewing and editing for successful publication which include: (1) Publishing and the academic role: academic identities as writers and peer reviewers. (2) Practice of reviewing: ‘tough love’ – reviewers balancing support with gatekeeping. (3) Professionalising editing and reviewing.
Updated: Jun. 01, 2016
The current study examined the possible relationship between pre-service science teachers’ (PSTs) lines of argument regarding genetic cloning issues and their knowledge of the related content. The findings revealed that there is not a significant relationship between the quality of socio-scientific argumentation among PSTs and their knowledge of content in the domain of cloning.
Updated: May. 04, 2016
Strategy Ranges: Describing Change in Prospective Elementary Teachers’ Approaches to Mental Computation of Sums and Differences
This article investigated the sets of mental computation strategies used by prospective elementary teachers to compute sums and differences of whole numbers. In the context of an intervention designed to improve the number sense of prospective elementary teachers, participants were interviewed pre/post, and their mental computation strategies were analyzed. The analysis led to the identification of the strategy ranges used by the participants, as well as descriptions of changes pre/post in those strategy ranges.
Updated: Feb. 29, 2016
Prospective Mathematics Teachers’ Sense Making of Polynomial Multiplication and Factorization Modeled with Algebra Tiles
This study examines prospective secondary mathematics teachers’ understanding and sense making of representational quantities generated by algebra tiles, the quantitative units inherent in the nature of these quantities, and the quantitative addition and multiplication operations—referent preserving versus referent transforming compositions—acting on these quantities. Two student–teachers constantly relied on an additive interpretation of the context, whereas three others were able to distinguish between and when to rely on an additive or a multiplicative interpretation of the context. The results indicate that the identification and coordination of the representational quantities and their units at different categories are critical aspects of quantitative reasoning and need to be emphasized in the teaching–learning process.
Updated: Jan. 26, 2016
This article presents a qualitative exploration of the critical policy analysis approach to educational policy studies. The authors used a historical approach that makes use of oral history interviews with educational policy. They developed an understanding of the critical approach to policy studies, its appeal among critical education policy scholars, and the rationales driving its use.
Updated: Mar. 12, 2015
The current study investigated the perceptions of 12 New Zealand first-year primary teachers regarding how their practicum experiences prepared them for starting teaching. The findings showed that, while the beginning teachers consistently viewed the practicum as being a key part of their ITE, their practicum experiences were not always helpful in supporting their move into teaching.
Updated: Dec. 25, 2012
Teachers’ Conceptions and their Approaches to Teaching in Virtual Reality and Simulation-Based Learning Environments
This article describes a research which is the first phase of the design-based research (DBR) method. The goal of this study is to find out what kinds of pedagogical approaches and educational tools teachers have adopted when teaching their subject matter in Virtual Centre of Wellness Campus (ENVI) was set up at Rovaniemi University in Finland.
Updated: Oct. 21, 2012