International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Instruction in Teacher Training
Page 10/93
925 items
91
In this research, the authors narrate the results of a linguistically accommodated environmental education workshop in which monolingual and bilingual preservice teachers were exposed to instruction in English and Spanish. The authors contend that environmental initiatives, such as Project Wildlife in Learning Design, can promote an understanding of interdependence as a construct that is permeated by caring behaviors that are socially and linguistically situated.
Published: 2014
Updated: Dec. 05, 2016
92
This article presents an evaluation study of an innovative and theory-based initial teacher education course entitled Learning Study, the aim of which is to develop the instructional design and teaching competency of pre-service teachers in Hong Kong. The Learning Study course is offered to all second year students as part of the Bachelor of Education programme of the biggest teacher education institute in Hong Kong. The course comprises a series of theory-based tutorials, supportive consultation meetings, and a research lesson practicum. To assess the effectiveness of the course, a framework of representation, decomposition, and approximation of practices was adopted to describe and analyse the teaching of practice.
Published: 2014
Updated: Dec. 05, 2016
93
In this article, the authors investigate if preservice teachers that experienced the CFSEP model in their science methods course and teaching practicum demonstrate stronger beliefs and practices in culturally responsive science pedagogy than a comparison group of preservice teachers. The participants were teacher candidates in the intervention group, who received a science methods course and teaching practicum experience that provided guidance in teaching science in culturally and linguistically responsive ways. The authors compare changes between a control group of preservice teachers and those involved in the intervention. The findings reveal that the intervention group increased more than the control group in their beliefs about the efficacy of this practice, which includes teacher’s use of purposeful grouping and sharing authority with students during science investigations.
Published: 2014
Updated: Nov. 30, 2016
94
The purpose of this study was to investigate what kind of conceptions elementary school student teachers have regarding photosynthesis and whether or not a refutational text fosters an understanding of the phenomenon more effectively than a traditional, nonrefutational text. The authors were also interested in how the level of learners’ previous knowledge was connected to learning via different text types. The results indicate that pre-service elementary school teachers’ understanding of photosynthesis was relatively poor before they read the text. However, after reading the text, the participants achieved significantly better results, and thus the intervention was successful. The results also indicate that the refutational text supported students’ learning of photosynthesis more than the traditional, non-refutational text.
Published: 2014
Updated: Nov. 29, 2016
95
In this article, the author examines her practices as a teacher educator in one course before and after returning to the secondary classroom to teach language learners full-time for one academic year. Based on her experiences, the author decided to make some deliberate and thoughtful changes to how she approached her work as a teacher educator. She changed the course framework in three ways: organization, epistemology, and making the course more practice-centered. However, the author learned that engaging teachers in practice-based teaching requires teacher educators to be specific and deliberate in setting their own purposes for the centrality of practice in their courses and programs and to explain these clearly to students.
Published: 2014
Updated: Nov. 15, 2016
96
This article examines the implementation of a professional development course for prekindergarten and kindergarten teachers that asked them to reconceptualize their understandings of their role in the classroom. Examining how their practical conceptions were affected by their participation in this course revealed an eagerness to pursue lines of study with children that addressed issues central to children’s lives.
Published: 2015
Updated: Nov. 08, 2016
97
The article details an exploratory qualitative study that investigated 61 prospective teachers’ conceptual understanding of dissolving salt and sugar in water respectively. Analysis revealed that participants’ explanations of dissolving were predominantly descriptive explanations and interpretative explanations, with lower percentage occurrences of intentional and cause and effect level explanations. Most of these explanations were also constructed by a set of loosely connected and reinforcing everyday concepts abstracted from common everyday experiences making them misconceptions.
Published: 2013
Updated: Nov. 08, 2016
98
In this article, the authors focused on observed and perceived feedback on practice among teachers, who participated in a peer coaching program. The authors focused on two issues: the interplay of observed feedback dimensions and elements and perceptions of that feedback. The results showed that the elements of the peer coaching program were proven as an effective professional development activity: watching video excerpts, asking open-ended, solution-focused questions, acknowledging coached teachers, and helping them to tackle their goals were confirmed as parts of an effective feedback environment.
Published: 2012
Updated: Nov. 07, 2016
99
The purpose of this study was to explore the extent to which the constructivist pedagogies employed by teacher educators assisted preservice teachers (PSTs) in their understanding and construction of knowledge about instructional alignment. The findings revealed that PSTs varied in their articulation of the various elements of instructional alignment that were captured in the rich task. Furthermore, the results showed that through peer interaction in the form of discussion with critical friends, probing and challenging one another’s insights and interpretations, group problem solving and sharing of outcomes through various pedagogical strategies.
Published: 2013
Updated: Nov. 01, 2016
100
In this study, the authors explore whether learning to analyze teaching in the context of Learning to Learn from Teaching (LLfT) course influenced secondary preservice teachers’ classroom instruction. The findings show that preservice teachers who systematically analyze teaching can also begin to enact practices to enable them to focus more closely on student thinking during instruction. In particular, they created space during instruction for student thinking to become visible and available for the class to consider, they attended to and took up noteworthy student ideas, and they pursued student ideas.Comparing the two cohorts, the authors observed that the preservice teachers who enrolled to the course, engaged in more student-centered practices compared with a cohort of candidates who did not participate in the course - making space for student thinking and pursuing student thinking.
Published: 2015
Updated: Oct. 10, 2016