International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Instruction in Teacher Training
Page 2/93
925 items
11
This study investigates the insights and challenges that prospective teachers (PSTs) experience when exploring early algebraic reasoning. The findings indicate that when PSTs engage in early algebra experiences during their preparation for teaching, they may experience meaningful new insights but may also face conceptual challenges. The author also argues that the results suggest that PSTs may benefit from developing informal ways to represent algebraic expressions and equations.
Published: 2017
Updated: Jul. 15, 2018
12
This article describes a learning and teaching strategy based on complexity science and explores its impacts on a higher education game design course. The purpose of the strategy was to generate conditions fostering individual and collective learning in educational complex adaptive systems. The data demonstrate that collaboration was initially challenging for students, but collective learning emerged as the course developed, positively affecting individual and team performance. The participants felt highly motivated and enjoyed working on course activities. The students' perception of progress and expertise were always high, and the academic performance was on average very good.
Published: 2014
Updated: Jun. 28, 2018
13
This study aimed to determine the effects of microteaching on the sense of self-efficacy in teaching of a group of special education pre-service teachers’ in comparison with the effects of traditional teaching. The findings revealed that the sense of self-efficacy in teaching of the participants in both the control and experimental groups increased. An important result was that the sense of self-efficacy of the participants in the experimental group increased at a statistically significant level when compared with that of the participants in the control group.
Published: 2014
Updated: Jun. 12, 2018
14
The purpose of this study was to assess the emotional intelligence (EI) of the student in the process of training for teaching in secondary schools. The findings reveal that the participants show acceptable levels of EI and skills that are adequate to feel, express and understand their emotions according to the criteria that each of the instruments used present: MSCEIT and TMMS-24. Furthermore, the authors found differences among students enrolled in the various specialities of the Master’s degree in Teacher Training in some aspects of EI, namely in the strategic EI area and the branch of emotional management in the Physical Education and Educational Guidance specialities.
Published: 2016
Updated: Jun. 10, 2018
15
This article describes a case study about how teacher education might better prepare rural teacher candidates for rural schools. The author concludes that participants emphasized the importance of personal relationships, relationships both within the school and the relationship between the school and community. However, it was found that the participants in this study also perceived school and community as a site of ambiguity and ambivalence, a site of strategy, negotiation, and resistance. The authors suggests that teacher candidates should be prepared to learn about rural communities in ways that do not reinstate deficit perspectives and increase the likelihood that they will choose rural teaching appointments.
Published: 2015
Updated: Jun. 06, 2018
16
In this study, the authors aimed investigated to identify elements that constitute the practical rationality of mathematics teaching. Specifically, they focused on the assumptions that participants made regarding what should constitute the launch of a problem-based lesson. The authors hypothesized that different assumptions may lead to tensions and dilemmas when launching a problem. The authors conclude that the manner in which teachers set up a problem can reduce the opportunities for high-level mathematical reasoning. Hence, they argue that the launch is important for teachers to maximize student engagement and mathematical reasoning. They also note that teachers’ decisions about launching a problem can enable students to exercise conceptual agency.
Published: 2017
Updated: May. 24, 2018
17
This study aimed to investigate whether the levels of cognitive load and ambiguity are higher in the control group, who received an ad hoc feedback, than in the experimental group, who received a structured feedback. The findings suggest that the use of structured keywords for delivering immediate performance feedback is more beneficial than the ad hoc mode of delivering performance feedback on the three defined problems of pre-service teachers.
Published: 2013
Updated: May. 22, 2018
18
The purpose of this study is to determine how active learning in teacher education in Finnish and Turkish contexts affects student teachers’ professional competences. The findings revealed that active learning methods correlated strongly with professional competences in Turkish and Finnish teacher education. This study provides an evidence that active learning methods in pre-service teacher education positively contribute to professional competences, both to classroom-related competence and to a broader concept of teachers’ work.
Published: 2016
Updated: Apr. 22, 2018
19
This study investigates the development of prospective elementary teachers’ practical knowledge of the Next Generation Science Standards (NGSSs) in the context of a science methods course and innovative field experience. The authors present three issues related to how prospective teachers viewed and utilized the standards: (a) prospective teachers perceived the standards as providing guidance for planning; (b) the participants can build practical knowledge for using the NGSS as a tool to self-assess the effectiveness of their instruction in relation to their students’ progress toward meeting the standards; and (c) the participants developed the belief that the standards were achievable for both themselves and their students.
Published: 2016
Updated: Apr. 08, 2018
20
This study that explored student teachers’ learning experiences in initial teacher education (ITE) in relation to competence to work in schools. The findings demonstrate that the development of competence to work in schools was characterised by deep contextualised learning. The authors argue that student teachers’ development of competence to work in schools entails three facets. First, they need to learn about the organizational dimension of teachers’ work and develop understanding of the micro-political realities of schools.
Second, they should develop competence in social capital building which involves soliciting affective and cognitive support through establishing networks with multiple actors in schools. Third, the authors note that expanding one’s repertoire of social strategies helps foster a sense of agency in the face of institutional constraints.
Published: 2016
Updated: Mar. 07, 2018