International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Instruction in Teacher Training
Page 67/93
925 items
661
This collective case study explored the relationship between mathematics teachers’ beliefs and their classroom practices, namely, how they organized their classroom activities, interacted with their students, and assessed their students’ learning. Five high school teachers of ninth-grade algebra at different stages in their teaching career participated in this study.
Published: 2009
Updated: Dec. 24, 2009
662
This study examines the influence of reading and planning from two differently organized mathematics textbooks on prospective high school mathematics teachers. The study explores the influence of the textbook on the teachers’ pedagogical content knowledge and content knowledge of exponential functions. The teachers completed a pretest and two posttests. The teachers’ learning was influenced by their own personal characteristics as well as textbook qualities.
Published: 2009
Updated: Dec. 24, 2009
663
The present study focuses on student teachers as a prospective special resource in the prevention of school bullying in the course of their future professional careers. Special attention is paid to the influence the respondents' own childhood experiences of bullying may have in this regard.
Published: 2009
Updated: Dec. 21, 2009
664
This study examined the effects of students' characteristics (gender, age, and first-language spoken at home) on their perceptions about problem-based learning (PBL). The study revealed that students from the fifth, sixth and seventh grades perceived PBL in a positive way but there were significant differences between the grades.
Published: 2009
Updated: Dec. 21, 2009
665
This article seeks to identify the ways in which participation in school classrooms is similar to and different from those described by Lave and Wenger, which have claimed that legitimate peripheral participation is a universal feature of situated learning. As a means to investigate situated learning as participation, the author focuses on one particular form of learning in school, which can be referred to as usual school mathematics.
Published: 2010
Updated: Dec. 15, 2009
666
This mixed method study examined how elementary school teachers define and use rewards in their classrooms and how various motivational constructs such as goal orientation, self-efficacy, and autonomy relate to teachers' use of rewards. Results revealed that all teachers in the sample use some form of rewards in their classrooms and the majority use some form of tangible rewards.
Published: 2009
Updated: Dec. 09, 2009
667
Building on work in the area of third space theory, this study documents one teacher's efforts to create third spaces in an elementary mathematics classroom. In an attempt to link the worlds of theory and practice, the author examines how the work of other theorists and researchers can create new lenses for classroom practitioners.
Published: 2009
Updated: Dec. 08, 2009
668
This article explores the sacred space of teaching and learning by examining a five-year personal inquiry into the study and practice of teaching leadership. The article explains a parallel process which describes students' learning and the author's own learning and development as a teacher, scholar, and university leader as a result of working together in experiential undergraduate leadership classes.
Published: 2009
Updated: Dec. 08, 2009
669
This paper reports research concerning the effective use of video editing to help cultivate novice teachers' reflective practice. For this study, the authors used a qualitative research design to examine two guided reflection activities for two groups of novice teachers. Given that both groups used the same reflection guide, the authors found that students who developed video vignettes produced longer and more multifaceted reflections.
Published: 2009
Updated: Dec. 01, 2009
670
This article begins with an overview of elementary social studies, considering its purposes and goals. The article then considers different approaches and focusing on the approach recommended by the authors. This approach features units on cultural universals, organized around powerful ideas developed with emphasis on their connections and applications. Then, the article describes how an exemplary elementary teacher implements these units in her classroom. The authors conclude that it is important to include social studies as a basic curriculum strand right from the beginning of schooling.
Published: 2009
Updated: Dec. 01, 2009