Search results for: Secondary school teachers
Page 10/11 102 items
This article presents findings from an ethnographic study that explored how participation in an educator network contributed to the production of meaning, identity, and agency among the teachers and school district administrators involved. The author's research focused on the practitioner cohort, which included primary and secondary school teachers, as well as district-level administrators. Prominent in this process were the differences between practice in the network, consisting of dialogue informed by theory, inquiry, and reflection on professional experience, and the practice of participants' workplace communities.
Updated: Jan. 12, 2010
This study investigated preservice and inservice teachers' perceptions of appropriateness of teacher self-disclosure. A sample of 180 preservice teachers and 135 preK-12 teachers participated in the study. Results showed statistically significant differences between the groups of teachers in their perceptions of appropriateness of teacher self-disclosure in three dimensions. This study makes an excellent contribution to the theoretical framework of the study of teacher self-disclosure and also provides implications for teaching and teacher education.
Updated: Jan. 12, 2010
Alignment, Cohesion, and Change: Examining Mathematics Teachers’ Belief Structures and their Influence on Instructional Practices
This collective case study explored the relationship between mathematics teachers’ beliefs and their classroom practices, namely, how they organized their classroom activities, interacted with their students, and assessed their students’ learning. Five high school teachers of ninth-grade algebra at different stages in their teaching career participated in this study.
Updated: Dec. 24, 2009
Understanding the Influence of Two Mathematics Textbooks on Prospective Secondary Teachers’ Knowledge
This study examines the influence of reading and planning from two differently organized mathematics textbooks on prospective high school mathematics teachers. The study explores the influence of the textbook on the teachers’ pedagogical content knowledge and content knowledge of exponential functions. The teachers completed a pretest and two posttests. The teachers’ learning was influenced by their own personal characteristics as well as textbook qualities.
Updated: Dec. 24, 2009
The article presents practical perspectives on mathematics teacher change. It uses the results of collaborative research with two mathematics secondary school teachers in order to improve the teaching and learning of mathematics in Rwanda. Outputs of the study include teachers’ awareness of the need for change and their increased flexibility to accept learners’ autonomy in shifting from teacher-centred to learner-centred pedagogy.
Updated: Dec. 23, 2009
In this article, the author uses positioning theory to better understand the complexity of teacher learning about culture in the company of diverse colleagues. Analysis of a yearlong dialogic professional development experience among high school English teachers revealed that although an African American male's storyline informed the group of otherwise white teachers, his position as cultural “expert” limited his and his colleagues ability to reposition themselves.
Updated: Dec. 09, 2009
Engaging in Action Research: A Personal and Professional Journey towards an Inquiry into Teacher Morale in a Senior Secondary College
This article describes the author's journey as a practitioner researcher investigating the implementation of a study-group format in place of a formal meeting arrangement for the teaching team she leads. The inquiry has been initiated to explore the intervention as a way to promote teacher morale. The research site is a large senior secondary college in the state of Victoria, Australia. The preliminary results support influential joint action is taking place with a positive impact on teacher morale.
Updated: Nov. 24, 2009
The Views of Preservice Teachers About the Strengths and Limitations of the Use of Graphing Calculators in Mathematics Instruction
Handheld graphing technologies have fundamentally been utilized in the teaching and learning of many secondary school and college mathematics concepts. This study utilized two conceptual frameworks: the possible roles of advanced calculators in mathematics teaching and learning, as well as technological pedagogical content knowledge. It used the frameworks to examine the views of pre-service secondary mathematics teachers on the use of calculators in mathematics instruction. Results revealed pre-service teachers’ views on the use of handheld technology in mathematics instruction.
Updated: Nov. 11, 2009
The purpose of this paper is defining what 'transversal training' represents in secondary teachers' training in France. It attempts at the same time to assess critically the place it holds in the framework of the two years of training that university institutes for teacher training provide for young teachers.
Updated: Nov. 04, 2009
In this study, two data collection instruments were used to examine how Dutch secondary school teachers learn in the workplace. Firstly, they completed a questionnaire on their preferences for learning activities on two occasions. Secondly, during the intermediate period, they reported learning experiences in digital logs. Results of both instruments indicate that teachers often learn by critical individual reflection and by involving colleagues in particular challenging or problematic situations.
Updated: Oct. 01, 2009