International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Instruction in Teacher Training
Page 60/93
925 items
591
This study looks within and across different collaborative activities that occurred among one teacher team. Observational data analyzed through a socio-cultural theoretical framework suggest how the structure and intended focus of collaborative activity can influence (1) how often and how concretely teachers discuss their teaching with colleagues; (2) which aspects of schooling collaboration will address; and (3) what opportunities for teacher learning are afforded and constrained.
Published: 2010
Updated: Aug. 01, 2010
592
Videotape and participant observation were used to document an American high school teacher workgroup's experience with collaborative teacher inquiry and to monitor changes in practice. Detectable changes in practice were observed, including a substantial improvement for two of the four teachers in fidelity of implementation of an instructional innovation.
Published: 2010
Updated: Aug. 01, 2010
593
This study investigates the attitudes of a sample of English, Maltese and German teachers toward the training they received to teach media education. The study also explores the teachers’ attitudes about whether and how media education should be taught in schools. The sample was consisted of 132 teachers from England, Malta and Germany. The results show that the participants felt least confident teaching television production, radio production, and website design.
Published: 2010
Updated: Jul. 27, 2010
594
This article describes three teacher educators’ treatment of antiracist pedagogy. The article combines self-study of teacher educators’ beliefs and practice and focus group research. The authors found that their beliefs and practices perpetuated and reinforced white racial knowledge. Finally, the authors propose three steps toward aggressively, yet tenderly, navigating and interrupting white racial knowledge.
Published: 2010
Updated: Jul. 18, 2010
595
A core question of teacher education—“What can I do?”—plagues courses on race in particular ways. Teachers routinely search for “concrete” applications of “theoretical” ideas about race, question the potential for “everyday” activity to dismantle inequality “structures,” and wrestle with the need for both professional and personal development on racial issues. In this article, the authors discuss how these three core tensions surfaced in one race-oriented teacher education course. The authors suggest that to create inquisitive and efficacious teachers, teacher educators can encourage teachers to keep all three tensions in play for the duration of their careers.
Published: 2010
Updated: Jul. 13, 2010
596
This case study takes a phenomenological approach using the voice centered analysis. This case study analyzes qualitative interview data so that the voice of this first-generation college student is brought forward. In combination with other research calling for an expansion of the dominant theory of persistence, this research raises the importance of elevating family relationships in the student persistence model.
Published: 2010
Updated: Jul. 13, 2010
597
In this paper, the author discusses the importance of defining generic competences in alignment with the European definitions. As a case study the generic competences defined by Laurea University of Applied Sciences are compared with European definitions of generic competences. The comparative matrix of generic competences enhances the comparison of learning outcomes in higher education institutions, facilitates credit transfer and the acknowledgement of prior learning.
Published: 2010
Updated: Jun. 29, 2010
598
The current study uses meta-analysis to examine the relationship between college diversity experiences and cognitive development systematically. The findings suggest that several types of diversity experiences are positively related to several cognitive outcomes. However, the magnitude of the effect varies substantially depending on the type of diversity experience, the type of cognitive outcome, and the study design. Implications for future research and practice are discussed.
Published: 2010
Updated: Jun. 29, 2010
599
This yearlong self-study investigated how five interns in a suburban school understood diversity, how their conceptions influenced their relationships with students and their curricular and instructional choices, as well as the strategies a field instructor used to support interns’ learning to respond to student diversity. Influences such as the field instructor’s supervisory practices, the school context, and collaborating teachers are discussed. Suggestions are offered for reframing how supervisory work is approached and areas for future research.
Published: 2010
Updated: Jun. 20, 2010
600
This self-study explores the author’s mediation as a literacy teacher educator in the context of a professional development undertaking that involved developing and leading an early school years literacy course. The author examines the tensions that arose in the light of her own professional history and explore ways that the tensions led her to reconcile conflicting messages through processes of reframing. This self-study advances knowledge about teacher education in terms of its role in mediating connections between research, policy and practice, identifying some of the tensions that occur in this mediation and illustrating how, as teacher educators, we can use these tensions to reframe our mediation.
Published: 2010
Updated: Jun. 20, 2010