International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Instruction in Teacher Training
Page 73/93
925 items
721
44 final-year teacher trainees participated in a study which compared the effectiveness of a two-hour workshop on cooperative learning with and without the two key elements: individual accountability and positive interdependence. Results indicate that academic learning was greater in the experimental group, in which individual accountability and positive interdependence were structured into the activity.
Published: 2009
Updated: Jun. 02, 2009
722
The authors argue that part of the difficulty in studying the teaching of reading in elementary classrooms is determining where 'the action' occurs in reading instruction. Based on their 5-year longitudinal study, they describe three challenges: (a) determining key factors in the complex instructional environment that should be the focus of study, (b) determining who teaches reading to specific students, and (c) determining the boundaries of reading instruction or when it occurs during the school day and year.
Published: 2009
Updated: Jun. 02, 2009
723
This paper describes some of the conceptual and methodological issues that arise when researchers use teacher logs to measure classroom instruction. Data and examples come from the Study of Instructional Improvement. This study used teacher logs to study patterns of literacy instruction in schools implementing three comprehensive school reforms.
Published: 2009
Updated: Jun. 02, 2009
724
The authors advance an argument that placing observation of actual teaching as a central feature of accountability frameworks, teacher preparation, and basic science could result in substantial improvements in instruction and related social processes and a science of the production of teaching and teachers.
Published: 2009
Updated: Jun. 02, 2009
725
The purpose of the present study was to identify and explore critical incidents at school that require ethically sensitive teaching. This kind of knowledge is needed in teacher education to prepare future teachers for their profession. The data included narrative interviews with 12 teachers from four urban schools in Finland. Based on their study, the authors suggest recommendations for teacher educators on how education for ethically sensitive teaching can be promoted.
Published: 2009
Updated: Jun. 01, 2009
726
This article describes a model developed after conducting an action research study requiring critical reflection on the practice of giving feedback to student teachers on professional teaching practice. The article sets in place a useful framework that simplifies the different stages of the feedback process.
Published: 2009
Updated: Jun. 01, 2009
727
The article explores one important dimension of inclusive education: the development of in-service teacher education courses. Using an example from Cyprus, it discusses the issue of contextualizing teacher training courses to suit teachers' prior knowledge, attitudes and beliefs about inclusion.
Published: 2009
Updated: May. 27, 2009
728
It is incumbent on universities to reflect current research on effective teacher preparation and respond to the changing needs of the 21st century. In the spring of 2006, University of Utah set out to restructure its teacher programs.
Published: 2009
Updated: May. 27, 2009
729
This study characterizes the teacher learning that stems from successive enactments of innovative curriculum materials. The study conceptualizes and documents the formation of curriculum-context knowledge (CCK) in three experienced users of a Standards-based mathematics curriculum. The results point to the larger need to account for the knowledge necessary to use Standards-based curricula and to relate the development and existence of well-elaborated knowledge components to evaluations of curricula.
Published: 2009
Updated: May. 25, 2009
730
In this paper, the author investigates how cultural perspectives from the past have influenced the secondary physical education curricular offerings of today. The author then examines how an approach to teaching concepts of team and individual game tactics and strategies, Teaching Games for Understanding (TGfU), that relies ontologically and epistemologically upon pedagogically developed constructivist notions of teaching and learning for its existence and its knowledge base may challenge the dominant discourse of technocratic-rationality.
Published: 2009
Updated: May. 25, 2009