International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Instruction in Teacher Training
Page 48/93
925 items
471
This article describes a phenomenological study that aimed to explore the relationships between university supervisors, in-service and pre-service teachers (triads). Two triads participated in a joint pre-service and in-service professional development project. The key research findings indicate that : (1) when triads were engaged in projects that promoted participants' synthesis of products as they enlist what they are learning, collaborative positioning occurred; and (2) adequate time for interactions led to another influential social force: the establishment of trust and relationships.
Published: 2010
Updated: Jun. 13, 2011
472
This article examines how two pre-service teachers learn to take up definitions of local literacies in their work with students from racially, linguistically, and culturally diverse backgrounds in practicum settings. They use approximations in literacy teaching to design practices with students, demonstrating the process of becoming a teacher of literacy.
Published: 2010
Updated: Jun. 13, 2011
473
This study examined the relationship between preservice teachers' teaching knowledge and self-rating of competencies and their practicum experience. The participants of this study are fourth year students in the Department of English Language Education of the Faculty of Education, Mula University, Turkey. The results of the TKT and Teacher Competency Scale showed that student teachers acquired means above the average.
Published: 2010
Updated: Jun. 13, 2011
474
This article describes a 4-year study which identifies the differences between a coteaching and a non-coteaching model of student teaching. The study of academic impact took place in the St. Cloud Area School District over 4 years. The participants were teacher candidates placed with cooperating teachers in which both members had participated in the two coteaching workshops. This study clearly establishes the positive impact of the coteaching model of student teaching. Teacher candidates, when paired with cooperating teachers and trained in coteaching, increase the academic achievement of students in the classroom.
Published: 2010
Updated: Jun. 13, 2011
475
This article examines how linguistic differentiation is described, explained, and excluded within schools in terms of implicit or explicit deliberation about English language learners (ELLs) and English as a second language (ESL) programs. The author argues that the participants' experiences resulted in the marginalization of ELTs and their students. The author maintains though that this marginalized status can be improved through collaborative relationships between general education teachers and English language teachers.
Published: 2010
Updated: Jun. 13, 2011
476
The current study explored the perceptions of classroom response systems, or “clickers,” by teacher-candidates of diverse ages and both genders. 63 teacher education students participated in the study. The results suggested that teacher candidates of all ages and both genders responded overwhelmingly positive to clickers in the university classroom. For males and female teacher education students of all ages, clickers improve interaction with peers and the instructor.
Published: 2010
Updated: May. 30, 2011
477
This article describes a blended in-service arrangement which was designed to support Russian science teachers from rural schools in the integration of technology. The purpose of the study was to determine the impact of the blended approach on science teacher learning, classroom impact and student affective outcomes. The results indicate that the blended in-service arrangement as developed in this study was a promising approach in supporting Russian rural school teachers with the integration of technology.
Published: 2010
Updated: May. 30, 2011
478
This paper is a study of one teacher’s reflections on a sequence of algebra lessons at the secondary school level. Furthermore, the paper explores a range of theoretical issues about identity construction, about knowing, and about effective practice.
Published: 2010
Updated: May. 26, 2011
479
The current paper examines mathematics teacher collegiality. The article focuses on both the ways in which teachers interacted as critical colleagues in a long-term professional development project and the evolving role of the teacher–educator–researcher as the facilitator of this project. The authors examine how a study group of middle-grades mathematics teacher–researchers took a more critical stance toward their own teaching practice and that of their colleagues.
Published: 2010
Updated: May. 26, 2011
480
The purpose of this study was to examine teachers’ conceptions of representation as a process in doing mathematics. In addition, the study also explored teachers' perspectives on the role of representations in the teaching and learning of mathematics at the middle-school level. Interviews with middle school mathematics teachers suggest that teachers use representations in varied ways in their own mathematical work and have developed working definitions of the term primarily as a product in problem solving.
Published: 2010
Updated: May. 26, 2011