Search results for: Teaching skills
Page 2/6 55 items
What Should Teacher Educators Know and Be Able to Do? Perspectives From Practicing Teacher Educators
This study investigated the knowledge and experiences of practicing teacher educators and learn from them regarding what they believe they needed to know to do their work well. The authors use Cochran-Smith and Lytle’s theorizing about “relationships of knowledge and practice” to understand knowledge essential to teacher educating. The findings reveal that practicing teacher educators often feel unprepared to assume their role. The implication is that much work is needed in the academy to help both experienced and novice teacher educators become conscious of their own biases and subjectivities, develop skills and sensitivities that can support social justice teaching and researching, and build confidence as advocates for all learners and communities.
Updated: Jan. 13, 2016
This article argues that because mobile technologies are overtaking personal computers as the primary tools of Internet access, new forms of teaching and assessment are required to foster 21st century literacies, including those needed by K–12 teachers. Mobile technologies' unique affordances for teaching and assessment can create unique distributed task environments for learning and assessment. The author illustrates SimSchool as an example of a computer simulation designed for teacher education that utilizes mobile computing affordances.
Updated: Nov. 25, 2015
In this article, the authors argue that teacher education programs should equip future teachers with skills for engaging in productive collaboration focused on improving instruction. The authors found that pre-service teachers’ initial conceptions of collaboration do not necessarily match with the kind of collaboration expected of them in professional development settings such as lesson study or professional learning communities. With support, pre-service teachers can learn to collaborate and find collaboration useful. Finally, collaboration in fieldwork settings can further develop collaboration skills.
Updated: Jul. 13, 2015
Does Student Teaching Matter? Investigating Pre-service Teachers’ Sense of Efficacy and Preparedness
This study aimed to investigate how student teaching experiences impact the sense of teaching efficacy and feelings of preparedness of pre-service teachers in a nearly and elementary teacher education program. Findings indicate that pre-service teachers’ perceptions of preparedness and sense of teaching efficacy both increased significantly from pre-student teaching to post-student teaching. In addition, three themes emerged from the answers to open-ended questions on learning components of student teaching experiences: opportunity for hands-on teaching, the opportunity to observe experienced teachers, and the relationship with their cooperating teacher.
Updated: Jul. 07, 2015
This pilot study successfully demonstrated the efficiency, feasibility, and acceptability of a school-based Multicomponent training (MCT) strategy in the training of four teachers of students with severe disabilities in the use of simultaneous prompting (SP). The MCT strategy utilized demonstrated the efficacy of a research-based performance feedback process.
Updated: Jun. 14, 2015
The Genesis of Mentors’ Professional and Personal Knowledge about Teaching: Perspectives from the Republic of Ireland
This paper investigates the sources of mentors’ knowledge about teaching. The findings reveal that mentors’ knowledge about teaching is practice orientated and emerges from their professional experiences, their teaching skills, their pre-service teacher education and from their own personal experiences. The authors suggest that mentors require support to reflect on their early socialisation experiences and their attachment to practice-based experience as a source of professional knowledge, in this way they can better understand and carry out their role as mentors.
Updated: Jan. 20, 2015
Newly Qualified Teachers’ Reflections on the Quality of Initial Teacher Education in the Republic of Ireland
This article discusses the impact of initial teacher education )ITE) on teachers’ professional experiences around the classroom teaching and interpersonal relationships with colleagues and parents. This article also explores what areas newly qualified teachers (NQTs( identified as deserving more attention within college courses. This article discusses the findings of a large scale mixed-methods research conducted on a variety of early professional experiences of beginning primary teachers in the Republic of Ireland. The findings reveal that majority of the sample expressed that they generally felt well prepared for teaching and carrying out teaching duties through their first year in practice. In addition, majority of preservice teachers identified teaching practice as the most important element of the ITE course. However, majority of the beginning teachers identified teaching methods as the most important element of the ITE course.
Updated: Oct. 06, 2014
Are We Asking the Right Questions?: A Conceptual Review of the Educational Development Literature in Higher Education
This is a conceptual review of the literature variously referred to as faculty development, educational development, instructional development, and academic development in higher education. The authors used different questions that queried the nature of educational development practice and the thinking underlying practice. This six-cluster framework provides a new way of thinking about the design of practice and a more meaningful basis for investigating the effectiveness of educational development practice.
Updated: May. 25, 2014
This study focuses on understanding the types of instances that beginning teachers need to notice during instruction, how they currently respond to these instances, and how their responses potentially impact student learning. The authors use the concept pivotal teaching moment (PTM) as an opportune mathematical instances during instruction. In conclusion, the authors argue that the initial PTM framework that has resulted from this work has the potential to be used as a tool to help teachers focus on mathematically rich moments that occur during instruction and to inform teacher educators as they develop activities to support both teacher noticing and teacher decision-making.
Updated: May. 21, 2014
The article focuses on identifying which motives for becoming a teacher have a beneficial effect and which ones have a detrimental effect. A longitudinal study on the motivation for becoming a teacher investigated the importance that Dutch pre-service teachers ascribed to multiple motives. The article examined how these motives are related to the efforts, involvement and professional commitment to the teaching profession of the participants. The results were used to distinguish between adaptive motives and maladaptive motives for becoming a teacher. The findings revealed that the perceptions of teaching ability, intrinsic career values and making a social contribution were the most important motives for choosing the teaching profession. Choosing teaching as a fallback career or because of social influences were two motives that were found to be least important for the pre-service teachers.
Updated: Mar. 19, 2014