Search results for: Teaching skills
Page 4/6 55 items
In this article, the author presents a holistic practice-based approach to preparing candidates for quality teaching. This approach integrates academic knowledge of theory, pedagogy, and curriculum across experiences in authentic contexts that are embedded in focused inquiry, directed observation, and guided practice. The discussion of the proposed practice-based approach to learning to teach is presented in two parts. The first part includes the organizing ideas and discursive practices for teaching referred to as essential knowledge, skills, and understandings for quality teaching. The second part includes the epistemic practices and program qualities that support learning to teach.
Updated: Apr. 02, 2013
This paper aims to identify teacher characteristics which could describe excellent teachers in Scotland. The concept described as ‘teachers for excellence’. Eighty-eight teachers responded to a questionnaire which asked them to rate in importance 44 characteristics of excellent teachers. The findings of this study reveal that teachers saw teaching as an interaction between practitioners and pupils. The findings of this study reveal that teachers saw teaching as an interaction between practitioners and pupils. The teachers consistently described excellence in terms of personal qualities and interpersonal skills.
Updated: Dec. 03, 2012
Exploring the Utility of Action Research to Investigate Second‐Language Classrooms as Complex Systems
In this article, the authors argue that adopting a complexity‐theory perspective, which requires teachers to be dynamic and complex in their approach, helps in identifying action research as a suitable research tradition for investigating second‐language classrooms and in turn using it widely to invigorate the field of applied linguistics.
Updated: Oct. 28, 2012
The current article highlights the components of comprehensive induction designed to help beginning teachers develop the skills for a more meaningful learning experience. The author observed at the New Teacher Project (NTP) in California as a case in point. The author concludes that accomplished, well-trained mentors also serve as teacher educators who can help shape a climate of transformational learning during induction.
Updated: Oct. 09, 2012
Cultural Perspectives on Teaching and Learning: A Collaborative Self-study of Two Professors’ First Year Teaching Experiences
In this article, the authors were interested to examine how their different cultural backgrounds influenced the formation of their perspectives. Furthermore, the authors wanted to explore how their exchange of views of teaching and learning supported their teaching practice. The authors conclude that differences in their teaching perspectives demonstrated the different points of view in the educational systems in the two countries. However, through this collaborative self-study experience, the authors obtained a better understanding of the teaching values of their own and another culture.
Updated: Sep. 24, 2012
The current study explores the development of student teachers’ skills in implementing collaborative learning using a multilevel repeated measures design. Participants were 105 pre-service teachers that were trained in collaborative learning implementation. The results indicate that student teachers generally perform well in implementing collaborative learning.
Updated: Jul. 29, 2012
The purpose of this study is to clarify how pre-service teachers perceive mentor teachers’ use of mentoring skills. Sixty stimulated-recall interviews were conducted, each in connection with a previously recorded mentoring dialogue. A quantitative analysis showed that six types of mentoring skills appeared to be perceived by pre-service teachers as offering emotional support and five others as offering task assistance.
Updated: Jun. 27, 2012
This article addresses a set of dilemmas that are associated with teaching, then with teacher education, and finally with the relation or linkage between the two. The authors also note the powerful role that inequality plays in any account of occupational competence in teaching, then conclude by exploring contemporary approaches to the reform or improvement of teacher education as a means of developing occupational competence.
Updated: May. 06, 2012
Improving Preservice Teacher Preparation Through the Teacher Work Sample: Exploring Assessment and Analysis of Student Learning
This study describes how pre-service teachers performed on a Teacher Work Sample, a high-stakes instrument completed during student teaching. The study reviewed other available teacher preparation program data as possible confirmation that preservice teachers find the skills associated with assessment challenging to master. This study reveals that the lack of focus on assessment and analysis leads to preservice teachers having lesser concern about these skills. The review of preservice teacher performance on TWS indicators suggests a lack of consensus on how to teach preservice teachers to achieve the skills, particularly in the Assessment Plan and Analysis for Student Learning.
Updated: Jun. 18, 2011
The current reforms of initial teacher education in the learning and skills sector in England are standards based and emphasize subject specialism. A qualitative study found that trainees generated knowledge resources through participation in their workplace, initial teacher education course and other social contexts, and from embedded and encoded workplace knowledge. It is argued that using a knowledge resources perspective, which recognizes how trainees generate knowledge and seeks to bridge gaps in their access to knowledge resources, would be more effective in supporting trainees' development than the recent reforms.
Updated: Jun. 13, 2011