Search results for: Teaching skills
Page 6/6 55 items
This article examines 21st century skills, nonlinear thinking skills, and the need for student reflection serve as an essential foundation for digital-age teaching of today’s hypertext learners. The authors discuss why preservice teachers need to use multimedia technologies within the context of students’ familiar, technology-rich living spaces to develop their own teaching skills and the technology skills of their students.
Updated: May. 04, 2009
One way to help preservice teachers to articulate and advocate their teaching stance is by developing their knowledge, skills, and confidence in their ability to carefully, didactically, and strategically plan for instruction. The Integrative Research Project (IRP) is a planning process that enables the preservice teacher to incorporate developmentally appropriate practices in an authentic inquiry-based planning process. It also enables the preservice teacher to incorporate goals, objectives, and standards for learning. The IRP provides the preservice teachers with the kind of long-term planning that is so necessary to become an effective teacher.
Updated: Apr. 06, 2009
Assessment for Learning to Teach: Appraisal of Practice Teaching Lessons by Mentors, Supervisors, and Student Teachers
Supporting student teachers in learning to teach is a collaborative effort by mentor teachers, teacher education supervisors, and student teachers. Each of the participants appraises effort and progress in learning to teach from different perspectives, however. This study explores how practice lessons are assessed by multiple raters. Triad members (51 participants in total) rated a particular teaching performance in a lesson given by the student teacher.
Updated: Mar. 26, 2009
The study described the different ways in which student teachers perceive the practice of their mentors as internal triggers for learning in their practicum experiences in the schools. Reported observations from pedagogical journals of 20 student teachers were described according to various kinds of teaching knowledge and skills. The data were further categorized as providing either support or challenge to student teachers' perceptions of learning to teach.
Updated: Mar. 02, 2009
The authors develop a model for thinking about the improvement of mathematics teachers’ education and professional development. They do so by developing a model used for K-12 mathematics instruction to consider interactions in a variety ofprofessional development contexts. They also address issues of language in conceptualizing teachers’ professional development,
Updated: Nov. 11, 2008