Search results for: Learning processes
Page 2/5 47 items
Preservice Teachers’ Learning to Generate Evidence-Based Hypotheses About the Impact of Mathematics Teaching on Learning
The present study examines the development of a specific sub-skill for studying and improving teaching—the generation of hypotheses about the effects of teaching on student learning. The authors compared between two groups of elementary preservice teachers (PSTs): one group that attended a typical mathematics-methods course and one that attended a course integrating analysis skills for learning from teaching. Findings reveal that PSTs at the beginning of the program struggled to generate hypotheses with relevant evidence, often equating teacher behavior or student correct answers as evidence of student understanding.
Updated: Dec. 28, 2015
Extended Business Work Placements for Teachers: Between Lived Experience and Barriers to Professionalisation
This paper focuses on professional work placements for teachers of business and management. Two perspectives are articulated. On the one hand, a didactic perspective will examine the reconstruction of ‘business’ as an object to be taught by the teachers. On the other hand, the professionalisation dynamics point of view will examine the shifts in teachers’ perceptions.
Updated: Sep. 02, 2015
The authors examine pre-service teachers’ theoretical learning during one five-week training module, and their educators’ learning about better lecture design to foster student learning. The findings indicated learning differences between groups; qualitative analysis identified three categories of student answers, i.e. emergent, premature and unaware, regarding their theoretical understanding.
Updated: Jun. 07, 2015
Teachers’ Reports of Learning and Application to Pedagogy Based on Engagement in Collaborative Peer Video Analysis
The authors explored teachers’ learning of new ideas about pedagogy and their self-reported application of this learning. The findings revealed that teachers reported applying 40% of their learning; particularly, what they learned about methods and materials for instruction, and that they learned from both video and discussion almost equally.
Updated: May. 12, 2015
This study explored the achievement of preservice teachers when advice in the form of text and resources was provided based on students’ identified learning styles. The authors developed an online module to link prepared advice for the completion of course tasks to particular learning style preferences. The results point to the value of a learning style preference advice module as a scaffolding tool. Students’ assessment results when advice was provided were higher than when advice was not provided. Additionally, students believed the online module provided valuable information in understanding and applying content to the completion of course assignments. The findings show that coupled with feedback provided to students in other ways throughout the course, the online learning style preference module adds additional support to preservice teachers that may lead to increasing their understanding of course content and learning styles.
Updated: Feb. 11, 2015
This article investigates teacher identities of first-year student teachers through their practical theories. The results revealed that when student teachers begin their teacher education, the majority of positions concern didactical issues, that is, how to promote pupils’ studying and learning processes. In addition, the participants’ teacher identities as teachers strongly emphasise the moral nature of teaching. Contextual issues about school and society and matters related to content, such as the curriculum, had little representation in first-year student teacher identities.
Updated: Jan. 20, 2015
The purpose of this article was to derive a set of descriptive themes that pertained to the development of preservice teachers' mental models of learning and instruction. The findings highlight the importance of exploring preservice teachers' cause-effect conceptualizations.The authors point to several areas of potential concern in their mental model development. The authors believe that preservice teachers' mental models can be represented by a two-level structure.
Updated: Dec. 25, 2014
Teacher Educators' Perceptions and Use of Differentiated Instruction Practices: An Exploratory Investigation
The purpose of this study was to explore how teacher educators perceive and use differentiated instruction. The results suggest teacher educators highly value and prioritize creating a positive learning environment. Furthermore, teacher educators reported using a variety of strategies that support differentiation of content, process, and product. Although they found some congruence between teacher educators' beliefs and practices and Tomlinson's model, the results suggest that a comprehensive framework for differentiation is not being modeled for candidates. The article concludes that this exploratory study provided timely and valuable information about teacher educators' beliefs and practices related to differentiation.
Updated: Sep. 02, 2014
In this article, the authors examine the impact Reading Rocks (RR) had on preservice teachers’ learning. The Reading Rocks (RR) is a yearlong, school-based tutoring program, intentionally designed to scaffold two different tutoring experiences—both encouraging learner-centered, responsive teaching. The preservice teachers reported the importance of collaboration with their tutoring buddies, peers, families, and classroom teachers, and that through the yearlong tutoring experience, the preservice teachers gained confidence as teachers and a sense of efficacy as caring educators.
Updated: Jun. 25, 2014
This paper describes a graduate literacy teacher education course that compelled students to think in terms of design and multimodality. The authors saw this qualitative case study as a way to understand the interrelationships of learning processes, principles of design and multimodal texts, and how these might inform pedagogy. Building on years of work in the areas of multimodality and multiliteracies, the authors observed how eight teachers with varying degrees of comfort with multimodality moved into a design-oriented approach to literacy education.
Updated: Dec. 16, 2013