International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Instruction in Teacher Training
Page 33/93
925 items
321
This article is aimed to examine the learning process and transformation of early childhood teacher education students in a course on family equity. The authors present the findings the discussion on how courses on family equity can and should be incorporated into teacher education programs.
Published: 2012
Updated: May. 28, 2013
322
This study describes a collaboration between three teacher educators and two adult education staff on a grant-supported project bridging high school dropouts from adult education to employment. The teacher educators’ task of facilitating grant participants’ engagement with action research became confusingly challenging. The consultants engaged in ‘second-order’ action research to frame their process of reflective practice, thus deepening their understanding of the project’s complexity, the marginalization of adult education, and their adult education colleagues’ and other grant participants’ reflective practice. This shift in understanding, powered by their continuing reflective practice, precipitated a transformation of their theoretical framework.
Published: 2012
Updated: May. 27, 2013
323
The authors explore the relationship between the use of interactive whiteboard (IWB) and the pre-existing and developing pedagogies of three teachers in a teacher–researcher collaborative group in UK. The authors focused on one teacher from this group and considered how the developing understandings of her became evident in her practice and influenced the group’s deliberations about uses of the IWB. This research indicates that teachers with approaches grounded in a good understanding of how to promote children’s learning will gradually and iteratively integrate the use of a new technology to serve their well-founded pedagogical intentions.
Published: 2011
Updated: May. 08, 2013
324
The authors explored pupils’ understanding of chemical change. This change was investigated in relation to two cognitive variables: logical thinking and field-dependence/field-independence. The participants were 99 sixth-grade elementary school pupils, which were involved in two different tasks related to combustion. The findings provide empirical evidence that the above individual differences have an effect on pupils’ understanding the phenomenon of chemical change at that critical age.
Published: 2012
Updated: Apr. 23, 2013
325
The authors explored practicing elementary school teacher’s conceptions of teaching in ways that foster inquiry-based learning in the science curriculum. The analysis revealed three conceptions of teaching for inquiry learning in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and answer their own questions.
Published: 2012
Updated: Apr. 22, 2013
326
In this study, the authors examined teachers’ instructional moves to elicit and develop students’ ideas and questions as they orchestrated discourse with their fifth grade students during a learner-centered environmental biology unit. The authors present three contrasting cases of teachers to highlight evidence that shows teachers’ differing strategies for eliciting students’ ideas and questions, and for developing their ideas, questions and questioning skills. The authors found that teachers could readily elicit ideas and questions but experienced challenges in helping students develop them.
Published: 2012
Updated: Mar. 24, 2013
327
This article outlines how lesson study can inform the use of teaching standards to shift the focus to centre on learning rather than teaching to richly inform national and international views on the use of teaching standards.
Published: 2012
Updated: Mar. 24, 2013
328
The authors describe the dynamic discourse interactions between a teacher and her students in a third-grade science classroom. The authors focused on how the teacher and students initiate, prompt, respond, and provide feedback; use questioning and power strategies; and how questions are associated with power dynamics. Results revealed that teacher talk was twice as frequent as students’ talk; questions were primarily closed-ended and task-oriented; and students asked few questions. The teacher exercised power by keeping activities organized and conventional, and utilizing subject matter.
Published: 2012
Updated: Mar. 21, 2013
329
The author describes a case study of an exemplary third grade teacher’s use of the outdoor classroom for meeting both state science and language arts standards. The data reveal that this teacher’s early life experiences supported her strong interest in science and nature in the outdoors and experiencing it with her children.
Published: 2012
Updated: Mar. 21, 2013
330
This article examines the intensification and complexity associated with modern accountability systems in education. The article then focuses on the politics of accountability embedded within efforts of Pennsylvania Department of Education to redesign the accreditation process for teacher education programs in Pennsylvania. The Pennsylvania case illustrates some of the ways in which proponents of accountability-based reform have framed the issues and used formal authority to move their agenda forward. However, these policy makers disregard a variety of well-known negative consequences faced by Pennsylvania's public schools, as well as the nature of the proposed solutions. This case study points toward the need for greater openness and cooperation in the policy process.
Published: 2011
Updated: Mar. 17, 2013