Section archive - Instruction in Teacher Training

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.

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.

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.

This study evaluated the impact of a specific program on the training of preservice teachers.The program consisted of alternating periods of “condensed” and autonomous classroom work and training sequences with university supervisors and cooperating teachers in order to prepare for these practical work periods. Based on theoretical conceptualization of teacher training, this study examined the circumstances in which preservice teachers are able to use experiences from training situations for professional growth in the training situations and/or in later classroom situations.