共查询到20条相似文献，搜索用时 15 毫秒
1.
Scott M. Waring 《学校用计算机》2013,30(2):76-98
As it has been shown that teachers of social studies content are less likely than teachers of other content areas to utilize technology in their classroom, this study focuses on one instructional technology coordinators’ beliefs towards technology, instruction, and students and how these beliefs impacted how technology was utilized during a technology-enriched community history project with a group of fourth-grade students. It was determined that the instructional technology coordinators’ beliefs included the following: (a) technology should serve as a tool and should be seamlessly integrated into the curriculum; (b) the teacher should construct meaningful experiences that allow students to become engaged in the learning process; however, before guiding student discovery, the teacher needs to explicitly teach basic technological skills; (c) and all students are able to learn and are capable of engaging in independent problem solving and critical thinking at some level. Her beliefs manifested themselves daily, particularly in the way that she approached instruction and integrated technology seamlessly into the curriculum. Through this study, it was found that the technology coordinator's beliefs toward technology, instruction, and her students directly impacted how technology was used in her classroom. 相似文献
2.
Nate McCaughtry 《Teachers and Teaching》2013,19(4):379-395
The purpose of this study was to examine how a teacher understood her students and then thought and made decisions about content, curriculum and pedagogy. Pedagogical content knowledge (PCK) and Deweyan philosophies of experience and education provided the theoretical frameworks. Data were collected through observations (N?=?38) and interviews (N?=?38) over four months and analysed using constant comparison. Findings indicated that this teacher possessed a broad repertoire of knowledge about students that she used to think and make decisions about content, curriculum and pedagogy. The connections between knowing students and thinking about teaching were more sophisticated and interconnected than is typically recognized or articulated in teacher knowledge literature. Three themes are used to explain how this teacher understood her students’ emotional and social lives in and out of her classroom, and ways it influenced her thinking and teaching. The discussion centers on the need for more comprehensive analyses of teachers’ pedagogical content knowledge. 相似文献
3.
Sarah Capitelli Paula Hooper Lynn Rankin Marilyn Austin Gennifer Caven 《Journal of Science Teacher Education》2016,27(3):283-302
This qualitative case study looks closely at an elementary teacher who participated in professional development experiences that helped her develop a hybrid practice of using inquiry-based science to teach both science content and English language development (ELD) to her students, many of whom are English language learners (ELLs). This case study examines the teacher’s reflections on her teaching and her students’ learning as she engaged her students in science learning and supported their developing language skills. It explicates the professional learning experiences that supported the development of this hybrid practice. Closely examining the pedagogical practice and reflections of a teacher who is developing an inquiry-based approach to both science learning and language development can provide insights into how teachers come to integrate their professional development experiences with their classroom expertise in order to create a hybrid inquiry-based science ELD practice. This qualitative case study contributes to the emerging scholarship on the development of teacher practice of inquiry-based science instruction as a vehicle for both science instruction and ELD for ELLs. This study demonstrates how an effective teaching practice that supports both the science and language learning of students can develop from ongoing professional learning experiences that are grounded in current perspectives about language development and that immerse teachers in an inquiry-based approach to learning and instruction. Additionally, this case study also underscores the important role that professional learning opportunities can play in supporting teachers in developing a deeper understanding of the affordances that inquiry-based science can provide for language development. 相似文献
4.
Rukiye Didem Taylan 《Journal of Mathematics Teacher Education》2017,20(3):259-280
This study investigated a highly accomplished third-grade teacher’s noticing of students’ mathematical thinking as she taught multiplication and division. Through an innovative method, which allowed for documenting in-the-moment teacher noticing, the author was able to explore teacher noticing and reflective practices in the context of classroom teaching as opposed to professional development environments. Noticing was conceptualized as both attending to different elements of classroom instruction and making sense of classroom events. The teacher paid most attention to student thinking and was able to offer a variety of rich interpretations of student thinking which were presented in an emergent framework. The results also indicated how the teacher’s noticing might influence her instructional decisions. Implications for both research methods in studying noticing and teacher learning and practices are discussed. 相似文献
5.
This study explores teachers’ first enactments of a set of theory-based curriculum materials designed to support academic language instruction. Specifically, this multiple case study looks at how six middle school English teachers in three US schools adapted the materials; each case includes a pair of teachers, one novice and one more experienced. All schools were located in the same district where a school performance measurement system was being used to publicly rank schools’ academic performance and growth. Multiple measures were used to look for evidence of adaptations and why teachers made adaptations. We found that all teachers adapted the curriculum, most often in response to either perceived student needs or district reform pressures. In two cases, patterns of adaptation differed by teacher experience; experienced teachers appeared better able to adapt curriculum materials to meet instructional goals. This pattern did not hold up at the third school, where teachers faced greater reform pressures. Taken together, these findings suggest that researchers should pay more attention to the role of school and district policy on teachers’ enactments of theory-based reforms. We conclude with guidance to researchers, instructional leaders and others interested in the potential of theory-based curricula as a lever for improving classroom instruction. 相似文献
6.
Science teachers and educators seek to promote equity and inclusion within their classrooms. Yet, many do not examine how their roles could reproduce oppression that continues to exclude certain groups of students. Centering on how oppression interacts with science teaching and learning, this naturalistic study observed Ms. William and her implementation of two STEM units that integrate science and engineering, to understand power, race, and privilege dynamics in her middle school STEM classrooms. Specifically, we focused on understanding oppression at the interpersonal and internalized level in Ms. William's class. We collected and analyzed video recorded lessons from two different classrooms, two STEM curricula Ms. William had co-developed, and conducted semi-structured interviews after she taught her two STEM units. We identified themes of oppression perpetuated in the classroom by employing thematic analysis, which when guided by our theoretical framework enabled us to illuminate the complex relationship between science teaching and maintaining whiteness as the dominant discourse in science learning. Our findings suggest that an active and critical role from science teachers and educators are required; we must reflect deeply on our science curriculum and teaching strategies and identify practices that remains to be oppressive if promoting equity and inclusion is at the forefront of our science teaching. 相似文献
7.
This article examines an ESL English language arts teacher’s conceptions of linguistic diversity, literacy learning and her role as teacher in a culturally and linguistically complex classroom. It further examines her processes of learning about, and developing curricular and pedagogical innovations to meet, her students’ learning needs. The successes and paradoxes of, as well as constraints to, those efforts are explored. The paper uses Ball’s theory of generativity and recent research on effective English language arts instruction in culturally and linguistically complex classrooms to facilitate analysis. It offers some implications for teachers’ development of generativity for teaching culturally and linguistically diverse students. 相似文献
8.
Razvan Sibii 《Teaching in Higher Education》2013,18(5):531-542
Situated within the critical pedagogic scholarship that deals with the issue of ‘teacher immediacy’, this study proposes an understanding of the practice of pedagogy through the metaphor of ‘companionship’. A friendly individual but not a friend, the instructor is seen here as someone who can connect to college-age students without any visible effort and someone who makes explicit use of the power dynamics in a classroom to foster academic excellence. The companion model is first compared to other pedagogical models that are conceptualized through metaphors (e.g. in loco parentis, ‘teacher-as-entertainer’) and is then evaluated in terms of its potential weaknesses. 相似文献
9.
A discipline apart: the challenges of ‘Fostering a Community of Learners’ in a mathematics classroom
This is the fifth in a series that examines the challenges that teachers in different domains face as they attempt to implement the pedagogical reform ‘Fostering a Community of Learners’ (FCL). Here we focus on the relationship between FCL and the teaching of mathematics. We argue that it is possible to teach mathematics through the FCL pedagogy, but that doing so requires some rethinking of both mathematics instruction and FCL. In particular, we describe three shifts that aided a teacher's implementation of FCL pedagogy with mathematics: the teacher developed a new perspective on mathematics that emphasized the importance of having students learn both mathematical concepts and processes; the teacher developed a new understanding of the role of the teacher in mathematics‐education reform; and the teacher modified his understanding of FCL, coming to believe that a discourse community could be the basis for FCL pedagogy in a mathematics classroom. 相似文献
10.
As teacher educators, preparing student–teachers who are able to address diverse student needs is our main concern. It has been suggested in the literature that teachers who are adaptive to students’ needs are those who possess adequate pedagogical content knowledge or pedagogical understanding. However, it is not uncommon for teacher educators to find student–teachers with diverse pedagogical understandings even at the point of graduation from the teacher education programme. This paper aims to explain and analyse the development of pedagogical understanding among student–teachers in an initial teacher education programme. The findings are drawn from a study conducted at the Hong Kong Institute of Education where in-depth interviews were carried out during the four-year programme. The findings from the three selected cases provide an explanation for why some individual student–teachers show continuous development, whereas others remain confused in their pedagogical understanding throughout the teacher education programme. While acknowledging individual differences in pedagogical understanding, we attempt to explain such differences by investigating the relationship between different dimensions of the student–teachers’ learning such as the integration of pedagogical understanding with the teaching contexts, integration of feedback from lecturers and supporting teachers, and their focus of concern. The findings reveal that the three cases demonstrate different levels of pedagogical understanding and possess varying ‘senses of agency’. Of the three cases, the first one, Peggy has the strongest sense of agency. Despite influences related to classroom management, diverse learning ability among pupils, and the teaching methods which pupils were accustomed to previously, she actively introduced rhythmic movements into her lessons, developed pupils’ ability to learn gradually and achieved an impact on pupils’ learning which was also recognized by her supporting teacher. The analysis suggests that the second case, Lilian has a weaker sense of agency as she was severely limited by influences in the teaching context in her first teaching practice and resorted to teacher-centered teaching strategies. She improved later on in the programme and started to plan her own learning, drawing on the feedback she received as well as learning from other taught modules, from feedback from various sources, and from her pupils’ responses to her teaching and her own evaluation of her teaching. The third case, Stephanie remained confused throughout the programme and struggled with the implementation of student-centered teaching strategies. The ability to practice one’s own convictions and demonstrate an active sense of agency distinguishes the student–teacher who achieves better pedagogical understanding. Drawing on the findings, the paper concludes that it is crucial for teacher educators to identify ways to nurture a sense of agency among student–teachers. Implications for teacher education programmes are discussed, including providing opportunities for student–teachers to be able to articulate and integrate their pedagogical understandings, as well as negotiate how to accomplish their learning and teaching targets despite complex classroom situations. 相似文献
11.
This case study examines how a teacher defined ‘my kind of teaching’. We focus on a dramatic production of Charlie and the Chocolate Factory and frame the teacher’s discussion with Dewey’s significant moments of experience. Findings indicate the teacher shifted her role to a facilitator position, learned alongside her students, and connected her past experiences with acting. Implications point to expressive teaching moments as experiences in which teachers might extend state‐mandated curricula, connect with their personal lives, and find delight in teaching. 相似文献
12.
Ali Azgor Talukder 《Cambridge Journal of Education》2018,48(2):213-226
Problematisation is the means by which critical pedagogy attempts to destabilise power relations related to gender, race, class, identity etc. Studies in critical pedagogy in language teaching explore different ways of problematisation treating problematisation as classroom practice. However, they do not specifically address the teacher’s struggle in employing problematisation and the learners’ experience with it in classroom settings. Hence the complexity of problematisation remains neglected in research in critical pedagogy in classroom contexts. This article explores the notion of problematisation through an analysis of a writing lesson involving undergraduate students in Bangladesh. It analyses both the teacher’s and a student’s encounters with and reflections on problematisation throughout the lesson, and reveals that problematisation embodies complexities, and is empowering when it is self-reflexive. 相似文献
13.
Shu-Wen Lan 《International Journal of Science Education》2019,41(9):1246-1270
Recent science-education reforms have targeted students’ ability to ‘talk science’, especially in science classrooms. Prior research has shown that participation in scientific discourse in class is one of the most challenging scientific-literacy tasks, and particularly complex for English language learners (ELLs) at the upper elementary level. The present study explores this issue in a fourth-grade science classroom in the United States in which students from various linguistic and cultural backgrounds were studying together. Specifically, it analyzes the case of a focal Asian-background ELL who encountered challenges in her attempts to respond to the teacher’s questions and participate in the classroom academic discourse on earth science. Our analysis indicated that this ELL was unaware of the teacher’s expectations regarding the intertextual connections and academic language required to successfully accomplish science tasks. The ELL’s unexpected responses exposed a complex set of academic and social issues – notably, gaps between the teacher’s, students’, and ELL’s own expectations about language participation – that could have contributed to her supposed behavioural problems. 相似文献
14.
Over the last two decades, science educators and science education researchers have grown increasingly interested in utilising insights from the sociology of scientific knowledge (SSK) to inform their work and research. To date, researchers in science education have focused on two applications: results of sociological studies of science have been used to define new areas of content, generally referred to as Nature of Science (NOS). This has included research into students’ understanding of the NOS, teachers’ understanding of the NOS, and inclusion (or exclusion) of NOS themes in curricula. A second vein of inquiry has been investigations that consider the classroom as a microcosm of scientific discourse and inquiry. Such research has included investigations of student‐to‐student and student‐to‐teacher interactions. In this paper, we present a third application for educational research – the investigation of teacher knowledge and practice as sociological phenomena. In addition to supporting scholarly research, we believe it can be a useful tool for illuminating the complexities of teaching that needs to be taken into account by policy makers and practitioners. In this paper, we provide a thematic review of concepts from the sociology of scientific knowledge, and their application to a case of teacher work. 相似文献
15.
Kathleen Gallagher Dominique Rivière 《International Journal of Research & Method in Education》2013,36(2):127-141
In this paper, the authors trace the policy documents and legislation in Canada that have set, over the last twenty years, the context for ‘inclusion’ in Ontario's public schools. The authors then enliven this historical account of multicultural policy innovation by turning to a particular critical episode in a secondary classroom wherein they consider the pedagogical strategies of a teacher in a drama classroom who deftly navigates the unsettled terrain of race and power. Using a provocative monologue set in South Africa's apartheid, the teacher opens up a space for dialogue and whole‐group interaction with her class of Grade 11 (16‐ 17‐year‐old) students. Serving as an illustrative episode from a larger ethnographic study of four school sites (2 Canadian, 2 American), the analysis here, of one teacher's interactions with her students, and the students’ engagement with one another, points to many of the features of drama pedagogy that elucidate the study's broader interests in understanding the problems of social cohesion in richly diverse urban schools. In this discussion, the aims of inclusion and the possibilities of interactive pedagogy are clear, as are their limits, in the charged public space of an urban classroom. 相似文献
16.
This paper explores the beliefs about self-as-teacher, learning and teaching of preservice elementary teachers during a three-year undergraduate programme. Using a qualitative grounded theory analysis, the study examined the initial beliefs or personal theories of 27 preservice teachers during their first Semester. Longitudinal data were gathered from 7 of these students over the three-year duration of their teacher education programme through iterative interviews and reflective journal analysis. The findings demonstrate expansion in preservice teachers’ understandings of the teacher’s role, the value of reflective practice, the differential needs of learners and approaches to pedagogy. Findings point to lacunae in preservice teachers’ capacity for critical reflective practice and demonstrate how classroom management concerns can cause preservice teachers to adopt more cautious and traditional pedagogical approaches, despite their espoused commitment to child-centred principles. 相似文献
17.
Melissa Bremmer Emiel Heijnen Sanne Kersten 《The International Journal of Art & Design Education》2021,40(1):82-98
Teachers in arts education frequently struggle with their professional identity. When asked, arts teachers often answer that they believe that their main responsibility is education at the expense of understanding themselves as artists. The Mexican‐American artist and teacher Jorge Lucero questions whether an occupation as teacher necessarily impedes a creative practice. The finding that both progressive pedagogy and conceptual art share certain characteristics forms the basis for his concept of ‘teacher as conceptual artist’. In short, Lucero proposes that a teacher’s practice, in and beyond the classroom, simultaneously can be his or her creative practice. This qualitative intervention study explored whether or not the concept of teacher as conceptual artist holds the possibility to narrow down the gap between teacher and artist identities. The intervention consisted of a three‐day project led by Lucero in which nine arts teacher students were familiarised with modes of operation as a conceptual artist. In the three following months, these students implemented lessons in primary and secondary education based on those modes. Prior to the project, ‘elicitation‐interviews’ were used to explore how students perceived their professional identity and at the end of project semi‐structured interviews were conducted. The findings suggest that through the modes of operation as a conceptual artist, students who mainly identified as an artist were able to integrate a teacher identity in their artist identity, but the modes of operation also gave students who withheld their artist identity from the classroom an opportunity to live their artist identity in the classroom. 相似文献
18.
This research examined the relationship between content instruction and the development of elementary teacher candidates' understanding of conceptual change pedagogy. Undergraduate students (n = 27) enrolled in two sections of a science methods course received content instruction through either traditional or conceptual change methods, followed by instruction about conceptual change pedagogy. Candidates were interviewed pre- and postinstruction about their content and pedagogical knowledge and also wrote conceptual change lessons. Twelve of the 27 subjects were videotaped teaching in the field. Results indicate that prior to instruction, most candidates had weak content knowledge and held traditional pedagogical conceptions. After instruction, students in the conceptual change group had significantly larger gains in their content knowledge than those in the traditional group, gave qualitatively stronger pedagogical responses, and used conceptual change strategies more consistently in practice. These results indicate that personal experience of learning science content through conceptual change methods facilitated the development of understanding and use of conceptual change pedagogy in teaching practice. Thus if conceptual change methods are to be incorporated into teacher candidates' repertoire, science content courses that students take prior to teacher education should be taught using conceptual change pedagogy. In addition, courses in science education should use pedagogy more in line with that taught in methods courses. 相似文献
19.
Marilee Coles-Ritchie Bayley Monson Catherine Moses 《Equity & Excellence in Education》2015,48(2):266-282
In this research, the authors explored how teachers using student-generated photography draw on local knowledge. The study draws on the framework of funds of knowledge to highlight the assets marginalized students bring to the classroom and the need for culturally relevant pedagogy to address the needs of a diverse public school population. The purpose of this study was to understand how teachers were using student generated photography to connect students’ dynamic local knowledge with curriculum and classroom practices. Through the methodology of critical qualitative teacher action research in two unique classroom sites, the authors’ findings include increased student responsibility and ownership; teachers as learners; and the richness and complexity of the students’ lived experiences. 相似文献
20.
Australian curricula name “sustainability” as a key priority area with implications for preparing pre-service teachers. In the research that generated this paper, we asked: How can framing teaching through space and place inform pre-service teachers’ pedagogical thinking and practice? In new third year Bachelor of Education (primary) subject Understanding Space and Place, Australian teacher education students shared online responses to focus questions and readings framing education through place, designed and taught a unit of study “beyond the classroom” to children in their professional placements and reflected on changes in their theoretical, philosophical, and curriculum goals. Data from these forum posts were analysed through Somerville’s three “enabling place pedagogy” categories of embodiment, storylines, and cultural contact zones. Many students came to re-imagine their teaching roles and understand how a place pedagogy framework can operate to expand the possibilities of teaching and learning sustainability through creative and embodied place-making experiences in local places. 相似文献