International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Theories & Approaches
Page 39/52
512 items
381
In this study, the authors focus on the professional perspectives and actions of federal and state policy makers and school principals as they address the problem of science teacher quality. Findings suggest that both policy makers and principals prioritize increasing incentives for teachers entering the science teaching profession. The authors conclude that the work of the principal and the policy maker are both necessary to increase science teacher quality though neither is sufficient in and of itself.
Published: 2010
Updated: Sep. 19, 2010
382
This paper argues that the Socratic Dialogue in the Nelson and Heckmann tradition will prove a considerable contribution in training teachers. A review of the literature and empirical research supports the claim that the Socratic Dialogue promotes student teachers' interpersonal sensitivity while stimulating conceptual understanding. Finally, the authors suggest a manner of integrating Socratic Dialogue in teacher education and propose a line of further research.
Published: 2010
Updated: Sep. 05, 2010
383
The purpose of this study was two-fold: (1) to test the factor structure of a recently developed Norwegian scale for measuring teacher self-efficacy, and (2) to explore relations between teachers' perception of the school context, teacher self-efficacy, collective teacher efficacy, teacher burnout, teacher job satisfaction, and teachers' beliefs that factors external to teaching puts limitations to what they can accomplish. Norwegian teachers in elementary school and middle school participated in this study.
Published: 2010
Updated: Aug. 24, 2010
384
This case study mapped candidates' responses to a pre-service literacy course. The course was designed with the intent of promoting critical reflection and complex understandings of literacy, teaching, and learning. As part of a broader qualitative case study including 71 participants over 8 months, this paper focuses on data gathered from 7 candidates. The analysis confirmed the effectiveness of certain conditions created in the course while pointing to a need for further attention to issues of power and the unconscious in learning to teach literacy.
Published: 2010
Updated: Aug. 17, 2010
385
Current models of initial teacher training (ITT) in England include substantial elements of school-based experience developed in collaborative partnerships with local schools involving university tutors working with experienced classroom teachers. This article focuses on a small-scale research project in which mentor and trainee dialogue is examined. Activity theory analysis was chosen as the methodological framework to be used to identify actions and changes in the organisation of teacher-education partnerships which sought to increase focus on pedagogical content knowledge as part of day-to-day reflection on trainees’ development in the school.
Published: 2010
Updated: Jul. 25, 2010
386
In this article, the authors argue that culturally relevant instruction coupled with teaching for social justice can motivate marginalized students to learn mathematics. The goals of this conceptual article are threefold: (a) to explore the theoretical frameworks underlying culturally relevant pedagogy (CRP) and social justice pedagogy (SJP), (b) to present illustrative cases of mathematics teaching that reveal the possibilities and challenges associated with these pedagogical approaches, and (c) to offer to the field of teacher education recommendations related to the successful use of CRP and SJP within today’s classrooms.
Published: 2010
Updated: Jul. 20, 2010
387
In this article, the authors present a study that investigated intercultural teaching through teachers’ collaborative conversations about critical intercultural incidents in schools. The research was conducted in Canada. The data were generated through Web-CT and face-to-face dialogues between preservice, inservice, and university teachers. Findings focus on teachers’ intercultural decision making and were organized into two subgroups: (a) decisions that tend to involve reflecting (minding) and (b) decisions that involve responding processes.
Published: 2010
Updated: Jul. 20, 2010
388
The assumption of this study was that racism was deeply rooted in the structure of the schools and that underlying the racial achievement gap were unaddressed issues of hegemony. Therefore, the purpose of this study was to work with a group of administrators and teachers as co-researchers through collaborative inquiry to define, implement, and assess culturally relevant pedagogy. This study employed a qualitative approach that used the combined methods of action research and critical case study. The findings revealed deep structural complexities in resolving issues of cultural bias among educators, and the persistence and prevalence of racism in school settings.
Published: 2010
Updated: Jul. 18, 2010
389
This essay, drawn from theory, research, and the author’s practitioner research as a teacher educator, proposes a framework to inform teacher educators’ conceptualization and implementation of socially just teaching. The framework suggests that building on dispositions of fairness and the belief that all children can learn, a socially just teacher will engage in professional reflection and judgment using both an individual and a structural orientation to analyze the students’ academic difficulties. The author concludes with suggestions for how this framework can inform future research and dialogue in the teacher education community.
Published: 2010
Updated: Jul. 13, 2010
390
The goal of this article is to understand, by way of a life history, how globalization impacts the working class in a developing nation. The concept of globalization and the method of life history seem diametrically opposed. The author takes issue with the idea that the two concepts are incompatible and instead suggests that life history affords a way to come to terms with globalization that is often missing from large cross-national studies. The author has used life history as a way to understand how one Malaysian low-income working-class youth sees himself in a time fraught with change and ambiguity, and by doing so, hopefully have shed light on how we might employ life history to understand how education is being changed by globalization.
Published: 2010
Updated: Jul. 13, 2010