Search results for: Teaching skills
Page 5/6 55 items
The purpose of this study was to investigate the effects of PORT, an intervention comprising explicit training and performance feedback for teachers on implementation of three critical classroom management skills: presentation of prompts, OTRs, and specific praise. The results indicate that there was not a functional relationship between explicit training and teachers' demonstration of classroom management skills; however, introducing performance feedback following training was functionally related to an increase in the level, trend, or stability of teachers' use of each skill.
Updated: Jan. 23, 2011
Do Digital Divisions Still Persist in Schools? Access to Technology and Technical Skills of Teachers in High Needs Schools in the United States of America
The goal of this article is to examine whether there is any indication of current differences in technology access, skills and classroom integration practices as reported by teachers participating in an online professional development initiative. The researchers found that, while significant differences existed between teachers in high need and non-high need schools in the USA, context is a vital component of considering any persisting digital divides.
Updated: Sep. 27, 2010
Analyzing and Attempting to Overcome Prospective Teachers’ Difficulties during Problem-Solving Instruction
This paper analyzes the experiences of prospective secondary mathematics teachers during a teaching methods course. The study focuses on the pedagogical difficulties that arose during their teaching, in which prospective teachers lacked pedagogical content knowledge and skills.
Updated: Sep. 05, 2010
An Inquiry Learning Partnership (ILP) for professional development (PD) was formed between a university, science centre, and two urban school districts. The purpose of ILP was to offer 4–6th grade teachers specific science content and pedagogical techniques intended to integrate inquiry-based instruction in elementary classrooms. Results indicate that teachers increased their science content knowledge, reported implementing inquiry practices in their classrooms and their students experienced modest gains on 5th grade standardized science achievement exams. While some teachers were transferring knowledge/skills gained in professional development to their classrooms, others encountered barriers to implementing PD.
Updated: Aug. 15, 2010
This article suggests that the ability to satisfice – that is, develop temporary but sufficient solutions – enables teachers to survive the early years of practice. However, it appears that, paradoxically, satisficing is one of the skills that is developed with experience. As the authors demonstrate, veteran practitioners have learned how to cope and by mentoring, they can help newcomers deal with the complex problems of initial practice.
Updated: Aug. 03, 2010
Professional Development of Novice Teacher Educators: Professional Self, Interpersonal Relations and Teaching Skills
The article presents the main domains that reinforced novice teacher educators, as evidenced by their feedback regarding a one-year program implemented at an Israeli intercollegiate professional centre. The main argument posits that since the teacher educator plays a key role in the foundation of the teacher education profession, he/she must be an expert in the field. The study of the advantages and outcomes of a unique model of learning while working contributes to the definition of the requisite channels for the teacher educator’s effective induction and skilled specialisation.
Updated: Mar. 21, 2010
This study examines the effect of the author’s modeling processes as evidenced by education students’ assessments of his courses. The author addresses the particular question, what benefits do his students perceive receiving from his personal literacy practices in class? He collected data from 75 pre-service and in-service teachers enrolled in four different courses. Responses revealed perceptions of five primary benefits, underscoring both academic and affective components.
Updated: Oct. 20, 2009
'At Least I'm the Type of Teacher I Want to Be': Second-Career English Language Teachers' Identity Formation in Hong Kong Secondary Schools
This article examines how second-career teachers may be better supported in their professional development. The study found that second-career teachers' skills and experiences were not valued within their schools. It also found that this was reflected in a rigid division the participants drew between the institutionally endorsed identity positions made available to them and the type of teachers they wanted to be. In response to this antagonism, second-career teachers used their position of non-participation to establish identity territories that connected aspects of their first-career identities, such as engineers and managers, to their emerging teacher identities.
Updated: Oct. 19, 2009
The purpose of the present study was to identify and explore critical incidents at school that require ethically sensitive teaching. This kind of knowledge is needed in teacher education to prepare future teachers for their profession. The data included narrative interviews with 12 teachers from four urban schools in Finland. Based on their study, the authors suggest recommendations for teacher educators on how education for ethically sensitive teaching can be promoted.
Updated: Jun. 01, 2009
The authors argue that effective inclusionary practices and therefore overall effective teaching, depend in part on the beliefs of teachers about the nature of disability and about their roles and responsibilities in working with students with special education needs. The authors provide evidence to suggest that teachers' beliefs about disability and about their responsibilities for their students with disabilities and special educational needs may be part of a broader set of epistemological beliefs
Updated: May. 27, 2009