Search results for: Learning processes
Page 4/5 47 items
Shifting Conceptualisations of Knowledge and Learning in Initial Teacher Education in Aotearoa/New Zealand
This article reports on the research project 'Shifting conceptualisations of knowledge and learning in the integration of the new New Zealand Curriculum (NZC) in initial and continuing teacher education'. The project maps the learning processes of practitioner-researchers in their initiatives in the integration of the new NZC in their teacher education practices. This research focuses on teacher educators' narratives and strategies used to negotiate their theories/practices and subjectivities within the complexities and constraints of their own narratives, institutions and communities.
Updated: May. 29, 2011
This article examines the process of learning to become a social justice teacher. The author draws on Bakhtin’s notions of dialogue in order to theorize pre-service teachers’ identity negotiations. Supported by theoretically-sensitive ways of conceptualizing identity and social justice, the author develops an understanding of the ways pre-service teachers shape their identities through participating in community events.
Updated: Apr. 10, 2011
The current study of 54 articles from the research literature examines how argument interventions promote scientific literacy. Articles were classified across three domains to determine structural patterns of the various argument interventions. The three orientations toward argument instruction are discussed in light of the epistemic nature of science and scientific literacy. The orientations can serve as an opportunity to refine understanding of argument interventions, particularly with regard to the pursuit of scientific literacy.
Updated: Feb. 21, 2011
In this article, the author returned to classroom teaching to better understand the challenges faced by student teachers in implementing Communicative Language Teaching for teaching English at secondary school level. Through self-study the author formed a more developed understanding of the learners' role in learning; their prior learning and past classroom experiences are brought heavily to bear on new learning experiences. Finally, implications for practice and policy are suggested .
Updated: Jan. 30, 2011
This paper examines the educational potential of an arts-informed performance ethnography which comprises a series of stories, songs and poems. As a classroom action research project - a 'teaching experiment' – the authors gave three performances to undergraduate and postgraduate sport and health science, physiotherapy, and occupational therapy students at two universities in the United Kingdom. By considering student responses in relation to narrative theory, the authors explore how performance ethnography can contribute to learning, critical reflection and transformation among students more familiar with scientific approaches to research and teaching.
Updated: Jan. 23, 2011
The purpose of this study was to explore an institution that has mandated mentoring as part of its mission and to examine students' perceptions of the mentoring received. The author selected Empire State College (ESC), a college that is part of the State of New York University system in the United States. Study results reported herein revealed significant differences in alumni's perceptions of and experiences with the mentoring they received at ESC across the spectrum of gender, race, field of study and age.
Updated: Oct. 17, 2010
This article addresses how mentoring can move the student teachers' process of learning towards constructive teaching forms. The article focuses on how Sara, a cooperating teacher in Norway, encourages student teachers to start their student teaching by developing a mindset where seeing the kids is in focus.
Updated: Aug. 15, 2010
Microteaching Lesson Study [MLS] combines elements of Japanese lesson study and microteaching. A case study of MLS was conducted with 18 prospective teachers in an initial course on learning to teach. Active learning involving meaningful discussion, planning, and practice, support from a knowledgeable advisor, collaborative deliberation-in-process, and opportunity to trial, analyse and revise were aspects of MLS revealed as centrally important for prospective teacher learning through MLS.
Updated: May. 25, 2010
Learning From Success as Leverage for a Professional Learning Community: Exploring an Alternative Perspective of School Improvement Process
This case study examined the evolving stages of a collective learning-from-success process at one comprehensive (middle and secondary) public school that participated in a national program aiming to foster ongoing collective professional learning. Data revealed that this collective process moved through three distinct stages: invitation and framework building; collective inquiry into colleagues’ professional successes; and experimentation and dissemination. This study reinterprets the professional learning community to include the collective learning-from-success process, thus providing a new outlook for linking concepts with practical capabilities in light of public school reality.
Updated: May. 25, 2010
The Change in Epistemological Beliefs and Beliefs about Teaching and Learning: A Study among Pre-service Teachers
This study explored the change in Singaporean pre-service teachers' epistemological beliefs and beliefs about learning and teaching over the course of a teacher preparation program. 413 Singaporean pre-service teachers participated in this study. Participants exhibited significant changes in epistemological beliefs and beliefs about learning and teaching. They indicated more relativistic epistemological outlooks and less constructivism in beliefs about teaching.
Updated: Jan. 31, 2010