International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Instruction in Teacher Training
Page 58/93
925 items
571
In this paper, the author examines taken-for-granted teacher education practices. Furthermore, the author also challenges the deficit model of instruction, which views future teachers as nonparticipants in the creation of the language of their own education. In the examination of these ideas, the author suggests that critical self-narratives are an essential part of professional growth and humanistic pedagogy. At the end, the author describes six personal pedagogical principles that function as the fertile ground in which coconstructed education can flourish.
Published: 2009
Updated: Aug. 29, 2010
572
This research examines perceptions of special education teachers pertaining to mathematics instruction as learners and teachers throughout a semester-long mathematics methods course. The participants were eighteen alternate-entrant special education teachers who were enrolled in the required elementary school mathematics methods course for their program of study. Data were collected via mathematics autobiographical narratives, recollections of the participants’ experiences as K-12 learners of mathematics, and information pertaining to elements of their ideal mathematics classroom.
Published: 2009
Updated: Aug. 29, 2010
573
This paper describes a research into teacher networks that might be more successful vehicles for professional development of teachers. The results show that networks that focus on (self-) reflection, that stimulate enthusiasm and are instructive, that build a community of teachers and that make room for application of new materials/methods in the classroom, are the most promising ways for professional development and job motivation.
Published: 2010
Updated: Aug. 24, 2010
574
This article contributes to the ongoing process of defining and developing mathematics-for-teaching. The article investigates the case of understanding students’ perspectives on equations and equalities and on meanings of the equal sign. The theoretical claims are proved by a report on a teacher education course for pre-service middle-school mathematics teachers.
Published: 2010
Updated: Aug. 24, 2010
575
Cooperative learning (CL) is a documented pedagogical practice that promotes academic achievement and socialization. This study reports on the perceptions of 10, middle-year teachers who implemented cooperative learning in a unit of work across two school terms. The data indicated that while the teachers had positive experiences with CL, a number encountered difficulties with implementing it in their classrooms. Issues identified included students socializing during group activities and not working, managing time effectively, and the preparation required.
Published: 2010
Updated: Aug. 22, 2010
576
The article describes Kuhn’s (1970) claim that textbooks are good 'pedagogical vehicles' for the perpetuation of ‘normal science’. However, Collins (2000) has found out a fundamental contradiction with respect to what science could achieve (create new knowledge) and how we teach science (authoritarian). The author claims that despite the reform efforts, students still have naïve views about the nature of science. The author suggests that the teacher by 'unfolding' the different episodes can emphasize and illustrate how science actually works, and this will show to the students that they need to go beyond ‘normal science’ as presented in their textbooks.
Published: 2010
Updated: Aug. 22, 2010
577
The goals of this article are two-fold: (1) the authors will attempt to clarify the elusive concept of personality within the context of teaching and challenge commonly held assumptions of a “quiet” or introverted person; (2) the authors will explore ways for teacher educators to validate the abilities of student teachers who seem quiet. The authors will gain insights from those with “quiet voices”, that is, the student teachers, teachers, administrators, and teacher educators themselves who have addressed their own issues of quietness within the context of teaching.
Published: 2010
Updated: Aug. 22, 2010
578
The current research scrutinized the diffusion of a medical education pedagogy to the context of teacher education. Specifically, this research focused on the use of standardized parents as an emerging pedagogy in teacher education. Preservice teachers taking part in a six case, fifteen-week intervention showed advances in multicultural awareness and ethical sensitivity as they engaged in multiple simulated parent–teacher conferences.
Published: 2010
Updated: Aug. 17, 2010
579
The purpose of this study was to foster critical understanding of institutional oppression among pre-service teachers . Hence, this article describes the use of an institutional inquiry assignment for pre-service teachers at a large state university in the US. Data were collected from one hundred and six pre-service teacher candidates enrolled in a cultural diversity course. The analysis of the data examines the useful aspects as well as the limitations of this assignment for helping to engage in teaching for social justice.
Published: 2010
Updated: Aug. 17, 2010
580
This paper draws on the concept of experiencing to highlight a positive connection between resistance and agency. Furthermore, the article examines this connection’s potential for teachers' professional development and educational change. The paper examines teachers' discourse during a Change Laboratory intervention aimed at developing teaching practices. The article analyzes in particular the case of a teacher whose discourse shifted from critical and disruptive to constructive and agentive.
Published: 2010
Updated: Aug. 17, 2010