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1.
In Part 1 of this paper, I described the corporate and communal nature of research, teaching, and learning in urban science classrooms as both a theoretical approach to understanding, and way of viewing practices within these fields. By providing a new approach to theorizing the cultural misalignments that are prevalent in urban schools, I look to provide an informative tool for investigating under-discussed dynamics that impact science teaching and learning. In this body of work, I further expose the nature of the corporate|communal by describing practices that define communal practice. I do so conversant of the fact that synthesizing my previous work on corporate and communal practices necessarily pushes science education researchers and teachers to look for somewhat tactile explications of communal practices. That is to say, if communal practices do exist within the corporate structures of science classrooms, how do they present themselves and how can they be targeted? This paper begins a journey into such a study and focuses on student transactions, fundamental interactions and rituals as a key to redefining and attaining success in urban science classrooms.  相似文献   

2.
Studies of primary education within the UK have shown that small groups can feature within classrooms; however, equivalent research within secondary education remains scarce. Research has established effective group work approaches, yet secondary teachers may encounter difficulties employing approaches tied to parameters embedded within primary education. This problem is compounded as minor adjustments to the conditions surrounding group work are known to have consequences for its efficacy within classrooms. This paper reports naturalistic systematic observation of group work practice within 23 science and English secondary classrooms in Scotland. Pupils completed tasks according to whether they were situated within group work or conventional classes. Forms of dialogue known to be conducive to learning were prevalent whilst pupils worked in groups. The change in pupils’ behaviours does not appear to stem from the content of teachers’ talk. Teachers’ behaviour suggested they approach small groups as smaller structures equivalent to a whole-class set-up.  相似文献   

3.
The science education literature demonstrates that scientific literacy is generally valued and acknowledged among educators as a desirable student learning outcome. However, what scientific literacy really means in terms of classroom practice and student learning is debatable due to the inherent complexity of the term and varying expectations of what it means for learning outcomes. To date the teacher voice has been noticeably absent from this debate even though the very nature of teacher expertise lies at the heart of the processes which shape students' scientific literacy. The research reported in this paper taps into the expertise of (participating) primary teachers by analyzing the insights and thinking that emerged as they attempted to unravel some of the pedagogical complexities associated with constructing an understanding of scientific literacy in their own classrooms. The research examines the processes and structures within one primary school that were created to provide conditions to allow teachers to explore and build on the range of ideas that presently inform the scientific literacy debate. The research reports these teachers' views and practices that shaped their actions in teaching for scientific literacy.  相似文献   

4.
Flipped classrooms represent a new instructional paradigm for presenting K-12 instruction. Whereas in traditional classrooms new content is taught during the school day and application activities are assigned for homework, in flipped classrooms students are expected to acquire new content by working through assigned tasks at home prior to the next day’s class. Subsequently, class time is used for application activities. To date, limited, conflicting analyses of research about the efficacy of the flipped classroom paradigm have been reported. This lack of a clear consensus is of concern for students with serious learning and/or behavioural challenges who have not been the focus of these analyses and whose learning characteristics arguably run counter to what students must do to be successful in flipped classrooms. The investigation reported herein addresses one aspect of the aforementioned void in the literature. Data from an international survey of teacher educators from 33 countries that ascertained their thoughts about the appropriateness of the flipped classroom paradigm for students with serious learning and/or behavioural challenges are reported. Results indicate that teacher educators have reservations about the appropriateness of flipped classrooms, but that their opinions are not fully informed by knowledge about, and experience with, these classrooms.  相似文献   

5.
Past research has clearly indicated that teachers’ metaphors can serve as a framework that moves our understanding of teaching forward by making more explicit the intuitive knowledge teachers hold about themselves, their classrooms, and their practice. Making explicit how metaphors uncover the understandings that guide the practices of in-service teachers, individually and collectively, can provide insight into the assumptions they hold about teaching and teaching practice. The purpose of this study was to explore how in-service teachers’ self-constructed metaphors revealed their perceptions of their roles, obligations, and assumptions about teaching and learning, and consider the implications of such exploration for teacher education and development. The four experienced teachers who participated in this study constructed personal teaching metaphors for which they provided an explanation. Analysis of the metaphors using positioning theory provided evidence that teaching metaphors capture the individual identity and specify the plotlines of teaching and the obligations, duties, and responsibilities of the teacher as well as the role of the teacher and others in the teacher’s practice. We found that each metaphor brought elements of identity and teaching practice together in unique and divergent ways. A subsequent cross-case analysis revealed common discourses of teaching: responsibility, nurturing, and caring, and teacher and student learning. Both the individual and cross-case analysis suggest the potential value of metaphor work for informing teacher education and professional development to advise teachers, teacher educators, school leaders, and policy makers.  相似文献   

6.
In Scotland in recent years there has been growing interest in a more play‐based pedagogy commonly described as Active Learning. The research reported in this article is an exploration of moves towards creating an active play‐based learning environment in six Primary 1 classrooms in Scotland and is concerned with (i) the children’s experiences in such a play‐based active learning environment in school and (ii) their teachers’ perspectives on this pedagogical innovation and their roles in supporting the learners. This study examined experiences and perspectives within and across each of the six child‐centred and play‐focused classes. The main findings suggest that the role of the teacher varies between what could be considered as teacher‐intensive and teacher‐initiated activities. ‘Active’ or ‘play‐based’ learning was interpreted differently by teachers; play in some classrooms was peripheral rather than integral to the learning process and curriculum‐embedded.  相似文献   

7.
This paper reports the outcomes of a survey to investigate the level of cultural understanding and confidence for teachers working in culturally diverse classrooms. The survey was administered to teachers in primary and secondary schools in an Australian regional city. The aim of analysis was to determine the direction and strength of association of six demographic variables with measures of cultural awareness among teachers and confidence in supporting the learning of students. It found that teacher responses to working in culturally diverse classrooms varied according to levels of familiarity with the cultural groups concerned and with the level of schooling within which the teacher worked. The paper outlines the implications of these findings for the development of professional standards and for teacher education. It discusses how these findings contribute to further investigations into the extent to which teachers understand cultural diversity and their confidence as literacy instructors.  相似文献   

8.
This paper reports on the second phase of a joint teacher/researcher project that explored teachers’ understandings of the potential of the interactive whiteboard (IWB) as a tool for primary school children’s collaborative group work. By examining teachers’ written analyses and discussions of work carried out in their own classrooms, the paper seeks to contribute to the debate about the ways in which the use of IWBs can contribute to changes in pedagogy. It highlights the interrelationships between collaborative learning and factors identified as important in the research carried out by teachers, amongst them the children’s technical skills and confidence, the mediating role of the teacher, the IWB affordances for knowledge‐building and the teachers’ own knowledge, attitudes and professional development. The paper also provides an account of how participation by the teachers in a course with Faculty staff, focused on the collaborative co‐construction of knowledge related to learning and to classroom research grounded in the values and principles of socio‐cultural theory, supported changes in pedagogic practice.  相似文献   

9.
The aim of this study is to investigate the experiences of student teachers participating in an introductory course, designed to stimulate the development of a positive attitude towards research and to stimulate the development of research knowledge and skills by second-year student teachers of an institute of primary teacher education. A questionnaire (N = 81) was used to measure the students’ attitude and perceptions of the development of their attitude towards research, their perceived development of research knowledge and skills and what parts of the introductory course they perceived to be responsible for these developments. According to the students’ perceptions, the introductory course contributed to the development of both a positive attitude towards research and research knowledge and skills. The students indicated that examples from practice, authentic learning tasks and working in pairs or groups contributed most to the development of their attitude, knowledge and skills.  相似文献   

10.
An extensive body of research has indicated the benefits of collaborative, contextualised and enquiry-based learning for teachers’ professional development and school improvement. Yet professional learning is also known to be constrained by a number of factors, including the organisational limitations of schools, conflicting cultural practices and wider political demands. Schools–university partnerships have been developed to overcome some of these difficulties by transcending particular school contexts and offering alternative theoretical and practical perspectives. The complex combination of motivations, backgrounds and working contexts in such partnership work calls for attention to the individual and collective learning experiences of those involved, including the ways in which school and university contexts are, or could be, effectively bridged. This paper focuses on understanding the learning experienced by a cohort of teachers and school leaders involved in a two-year schools–university partnership Master of Education (M.Ed.) course in England. A mixed group of 15 experienced primary and secondary teachers and school leaders reflected on their learning at five points of time during and shortly after completing their M.Ed. course. Qualitative analysis of the group’s interview responses and reflective writing led to the identification of six related aspects of personal and professional learning experience: being a learner; learning as part of professional practice; widening repertoire; changing as a learner; personal growth; and critically adaptive practice. The identification and visual representation of these aspects of experience emerging within the group offers useful insight into teachers’ perspectives on learning in school and university contexts and their experiences of progression over time. We conclude that more explicit and central attention to the professional and personal learning elements of schools–university partnerships can help to resolve some of the binary ‘theory–practice’ tensions that have been extensively discussed in relation to partnership programmes and teacher professional development. There is a need to acknowledge variation in teachers’ learning experiences within schools–university partnerships, bearing in mind the ongoing nature of this reflective process with each new group of school and university colleagues. Analysis of participants’ learning experiences in school and university contexts also draws attention to the wider structures, values and cultures that influence, and are influenced by, schools–university partnership work.  相似文献   

11.
Integrating theoretical knowledge within teacher education has often been portrayed as difficult, with previous studies reporting student teachers’ ambivalence, or even scepticism, about the value of research findings and theory to classroom practice. Moreover, the nature of teachers’ professional knowledge is itself uncertain and highly complex. This paper reports on the developing conceptions held by a group of postgraduate student teachers about the relationship of theory to classroom practice in learning to teach. The data are drawn from a small-scale longitudinal case study. They capture participants’ preconceptions about theory before beginning training and subsequent developments through the course and into the first teaching post. The research finds these students to be far from naïve at the outset, entering training open to a range of forms of learning, with a positive view of the potential contribution of theory to practice. Alongside a growing appreciation of the complex, situated and contested nature of theory, the data suggest that theory comes to be increasingly valued over time. As newly qualified teachers, the participants not only see theory as integral to their practice, but recognise the important, largely unanticipated, role of the university in this process. As a result of these insights, potential considerations for course design are offered, at a time when teacher education in many countries is becoming more school-based and new forms of partnership are being developed.  相似文献   

12.
Curriculum aims often remain unrealised aspirations. This is because the values and principles implicit in them fail to get articulated in forms that can effectively inform and guide the practice of teaching. Ideas such as ‘learner-centred education’, ‘independent/autonomous learning’, ‘self-directed learning’, ‘enquiry/discovery learning’, ‘collaborative learning’, ‘active learning’ and ‘learning with understanding’ refer to critical aspects of the learning process rather than its outcomes. While often enthusiastically embraced by teachers, they rarely get realised in appropriate forms of virtuous action. Such is the power of an outcomes-based model of teaching and learning to shape the practice of teaching. This paper cites examples of curriculum design that specify the pedagogical values and principles implicit in various educational aims, and shows how they can provide a basis for practical experiments by teachers in their classrooms and schools, in a quest to transform their teaching into concrete forms of virtuous action. Indeed, the paper depicts a number of actual action research projects in which teachers generated some common insights into how to transform their teaching into the practice of virtue in education. It also explores the role of theory-informed action research in developing teaching as a virtuous form of action.  相似文献   

13.
The research examined the impact on teachers of the grammar element of a new statutory test in Spelling, Punctuation and Grammar (SPaG) in primary schools in England. The research aimed to evaluate the nature and the extent of changes to the teaching of grammar and to wider literacy teaching since the introduction of the test in 2013. The research explored teachers’ responses to teaching grammar to a statutory test format, and how teachers implemented rapid curriculum change in their classrooms. The research sought to learn the perspectives of teachers as they adjusted to new English assessments and new expectations for children’s language in the primary school. This paper draws on teacher interviews (n = 16) and an online survey of teaching staff (n = 170). Teachers discuss their knowledge, understanding and enjoyment of grammar at their own level, and their skills for teaching pupils; they also discuss their observations of how pupils have responded to explicit grammar teaching and the grammar test. The data give some insights into the processes for teachers of applying new requirements for teaching and testing grammar, and how teachers strive to make grammar accessible to children. The findings discussed in this paper are: (1) since the introduction of the statutory SPaG test in primary schools, time spent teaching decontextualised and contextualised grammar has increased significantly; (2) grammar is now taught explicitly and formally as a classroom literacy routine; (3) the test format influences grammar teaching content and approaches; (4) teachers observe that pupils enjoy learning grammar and taking the test; (5) teachers disagree about the extent to which explicit grammar teaching and testing have a positive impact on pupils’ language and literacy skills; (6) teachers feel more confident about teaching grammar.  相似文献   

14.
Personalized learning spaces are emerging in schools as a critical reaction to ‘industrial-era’ school models. As the form and function of schools and pedagogy change, this places pressure on teachers to adapt their conventional practice. This paper addresses the question of how teachers can adapt their classroom practice to create personalized learning spaces. Personalized learning spaces draw conceptually from several decades of attempts to personalize learning and open up classrooms, both physically and virtually. They are characterized by deliberate and active interactions between the context, teacher and students. Two case studies are presented of teachers in Australian regional schools reacting to new open plan school buildings by adapting their practice. Key findings discussed are the influence of context on teacher reasoning, and teacher agency when establishing alternative learning environments.  相似文献   

15.
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16.
This paper is based on a study of classroom practice of primary school teachers who were engaged in a programme of professional development to implement formative assessment in their classrooms. The programme sought to develop the skills and expertise of teachers to enable formative assessment to be used to support and improve the learning of students. This study examined changes in practice in these teachers’ classrooms, their students’ learning experiences, pedagogical decision‐making, and the challenges experienced by teachers and students in developing assessment for learning. Activity theory was used as an analytical tool and enabled the identification of important contradictions in the changing system that produced tensions and difficulties but also provided driving forces for change. The development of formative assessment practices was of necessity accompanied by a culture change in the complex classroom systems. For teachers change was characterised as a process of expansive learning that was motivated by a contradiction between the teachers’ beliefs about learning and the existing culture in the classroom. The change in classroom practice was enabled by the formative assessment philosophy and a range of mediating artefacts.  相似文献   

17.
Gendered stereotypes persist in American classrooms despite efforts to create equitable learning environments. Within this qualitative study, we examined both teachers’ and administrators’ perceptions of gender in the classroom and present the data of the continued gender bias among some educators in their own words. The data showed teachers and administrators attributed conflict styles based upon gender and consistently reference boys conflict resolution style as “over quickly” in contrast to girls conflict resolution style. Likewise, participants’ gendered perceptions extended to the kinds of feedback they expected girls and boys to prefer. Additionally, our findings show that participants misunderstood or lacked knowledge of scientifically sound research and participants described changing the curriculum in a single-sex class/school to use stereotypical topics and activities for student engagement. The authors suggest this data should open a discussion between education scholars and practitioners to help align current knowledge about gender and development and implications of stereotypes for classroom practice.  相似文献   

18.
Now, more than ever, American students at all grade levels face intense pressure to increase academic performance—including kindergarteners. Given that prior research has well established that mistakes and corrective feedback are key elements of the learning endeavor, it is critical to closely examine teachers’ mistake-related experiences within the current educational context. The author reports on an interview study of 25 public school kindergarten teachers, who articulate in their own words how they perceive and respond to student mistakes in practice. Five central themes drawn from thematic analysis reflect commonly reported ways that teachers strive to respond to mistakes in their real-world classrooms: differentiating responses to the learner, building a positive classroom culture, facilitating student self-correction, adjusting instruction, and considering outside factors. The author concludes with a discussion connecting these themes to existing research and considering implications for research, policy, and classroom teaching.  相似文献   

19.
This conceptual paper reviews the extant literature on action research/teacher led inquiry and answers the question: How and in what circumstances can action research improve teachers’ classroom practice and therefore what might be the implications for school improvement? A critical analysis of the nature and purpose of action research as a mechanism for school improvement is explored via close examination of definitions, the characteristics of action research and models of action research. From the literature reviewed, it is noted that action research, whether conducted individually or collaboratively, has been found to contribute to teachers’ ability to investigate their practice with a view to improving students’ outcomes and for school improvement. Nevertheless, the success of action research is predicated on a number of conditions such as motivation, trust, mutual respect, and resources, particularly time spent within the situational context. Additionally, in educational contexts, action research is generally externally mandated, and tends to take place as a fulfillment for programs of higher education which are targeted at improving practice in settings such as schools and classrooms. Under these circumstances action research does lead to school and classroom improvement. Still, these circumstances can be called ideal and as such the question of institutionalizing action research as part of the routine of schools globally remains a challenge. Still, however, action research has the potential for improvement at both the individual and institutional level once the conditions are right.  相似文献   

20.
Little research has investigated factors that facilitate beginning teachers’ participation in professional learning activities related to differentiated instruction (DI). This study examines environmental factors for DI learning activities in a sample of 272 beginning teachers from 72 primary schools. Multilevel analyses show that teacher education, reflective dialogue, deprivatized practice, educational type, and diversity in student population are related to beginning teachers’ use of DI learning activities (i.e., learning in interaction and changes in practice). As such, the findings revealed that beginning teachers’ participation in such activities may depend on a multitude of factors. Several suggestions regarding these factors are made. First, teacher education can provide foundational knowledge of DI applications. Second, schools can enable teachers to have in-depth conversations with colleagues and provide opportunities to observe good teaching practices. Lastly, alternative schools and schools with diverse student populations can inspire other schools to enhance participation in DI learning activities.  相似文献   

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