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1.
Differences in teachers’ comments on classroom events as indicators of their professional development 总被引：1，自引：0，他引：1
This study aims at identifying indicators of schoolteachers’ professional development by learning teachers’ perceptual and thinking capabilities of classroom events as reflected in their comments. The analysis of comments produced by novice and expert teachers on videotaped lesson activities, based mainly on the grounded theory strategy, revealed that expert teachers are more sensitive towards certain instructional events and to general teaching strategy used by the model teacher than novice teachers. The findings of this study might be useful for promoting student teachers’ professional sensitivity towards relevant features of classroom instruction and atmosphere in pre-service teacher education programs. 相似文献
2.
Sola Takahashi 《Teaching and Teacher Education》2011,27(4):732-741
Teachers’ efficacy beliefs are critical to improving student learning, but we have yet to fully understand how these beliefs develop. The prevailing model of teachers’ efficacy development emerges from cognitive theories, but sociocultural theories may add insights to modeling the impact of teachers’ school contexts. This case study takes a “communities of practice” approach to explore the connections between teachers’ evidence-based decision-making practices and their efficacy beliefs. Findings, based on interviews with four teachers, indicate that teachers co-construct their efficacy beliefs in shared practices, suggesting the usefulness of communities of practice theory to more fully understand teachers’ efficacy belief development. 相似文献
3.
This is a preliminary study that examines prospective teachers’ reflective thinking as it is exhibited in their action research during the teaching practice experience. Different systems of analyzing reflective thinking are reviewed and criticized for their suitability for analyzing written journals rather than other forms of expressing and developing reflection. An inventory for analyzing student teachers’ reflective thinking during action research is constructed and validated (IRTAR). It is then used for analyzing action research reports of hundred prospective teachers. The results of the analysis are discussed within the context of teacher education programs in Egypt. 相似文献
4.
Sandy M. Spitzer Christine M. Phelps James E. R. Beyers Delayne Y. Johnson Elizabeth M. Sieminski 《Journal of Mathematics Teacher Education》2011,14(1):67-87
This study investigated the effects of a classroom intervention on prospective elementary teachers’ ability to evaluate evidence
of student achievement of mathematical learning goals. The intervention was informed by a framework for teacher education
which aims to provide prospective teachers (PTs) with the skills needed to systematically learn from their own teaching practice.
Prospective teachers (N = 160) participated in an intervention aimed at addressing their misconceptions about evidence of student learning. Results
revealed that after the intervention, PTs were less likely to consider teacher behaviors to be evidence of student learning
and more likely to discount student responses that were irrelevant to a specified learning goal. However, PTs were still likely
to take procedural fluency as evidence of conceptual understanding and may have become overly skeptical of student understanding.
Implications of the study suggest new ways of developing prospective teachers’ ability to systematically study and improve
their teaching. 相似文献
5.
In order to stimulate student teachers to thoroughly comprehend the main variables influencing their work, teaching and assessment strategies in teacher education have changed significantly. One of the changes in the assessment of student teachers in teacher education programs is the use of case-based assessment instruments. Such instruments evaluate the extent to which student teachers are able to handle authentic problems. It is expected that implementing this mode of assessment will stimulate student teachers to adopt a deep approach to learning. In this study we examine student teachers’ learning approaches in the context of case-based assessment. Hereto, we investigated the direct effects of the student teachers’ general beliefs on the cognitive demands of assessment on their learning approaches. Also the student teachers’ perceptions of the cognitive demands of the case-based assessment instrument were considered as a mediating variable. The present study is conducted in the Netherlands, in the third year of a 4-year initial teacher training program for primary education. A case-based assessment instrument, called the OverAll Test, was implemented as the major determinate of the third-year final examination grade of the student teachers. 相似文献
6.
Jo Westbrook Nazneen Shah Naureen Durrani Clare Tikly Wazim Khan Máiréad Dunne 《International Journal of Educational Development》2009
This paper addresses issues related to the effectiveness of teacher education in Pakistan in the North West Frontier Province (NWFP), through a small scale collaborative research study in two state secondary schools, one girls’ and one boys’. The aim was to explore how newly qualified teachers manage their transition from student teachers to classroom teachers. In teasing out the relationship between teacher training experiences and classroom practice, we highlight the importance of greater consideration of the social and professional contexts of the school within training programmes as a means to make sustained improvements in the quality of classroom teaching and learning. 相似文献
7.
This study is grounded in the theoretical position that solving problems in different ways creates mathematical connections
when learning and teaching mathematics. It acknowledges the central role teachers play in providing students with learning
opportunities, and it is based on the empirical finding that mathematics teachers are reluctant to solve problems in different
ways in the classroom. In this paper we address the contradiction between theory-based recommendations and school mathematics
practice. Based on analysis of individual interviews and two group meetings with 12 Israeli secondary school mathematics teachers,
we demonstrate that in the context of multiple-solution connecting tasks this discrepancy is caused by the situated nature
of the teachers’ knowledge. We also reveal the complex relationship between different types of teacher knowledge and argue
the significance of developing a common language between members of the mathematics education community, including teacher
educators and researchers.
The names of the teachers have been changed to protect their privacy. 相似文献
8.
This study investigated student teachers’ efficacy beliefs, collective teacher efficacy beliefs, and perceived cooperating teachers’ efficacy beliefs. These student teacher beliefs were examined with the focus on context, primarily the school setting (i.e., rural, suburban, and urban), to determine whether setting played a role in the development of the student teachers’ efficacy beliefs. The research participants included 102 student teachers. All three setting groups exhibited significant increases in teachers’ sense of efficacy following student teaching. Urban student teachers exhibited significantly lower perceived collective efficacy. Perceived cooperating teachers’ efficacy was predictive of and positively related to the student teachers’ post-TSES scores. 相似文献
9.
Alandeom Wanderlei Oliveira 《Cultural Studies of Science Education》2009,4(4):803-846
This study explores elementary teachers’ social understandings and employment of directives and politeness while facilitating
inquiry science lessons prior and subsequent to their participation in a summer institute in which they were introduced to
the scholarly literature on regulative discourse (directives used by teachers to regulate student behavior). A grounded theory
analysis of the institute professional development activities revealed that teachers developed an increased awareness of the
authoritative functions served by impolite or direct directives (i.e., pragmatic awareness). Furthermore, a comparative microethnographic
analysis of participants’ inquiry-based classroom practices revealed that after the institute teachers demonstrated an increased
ability to share authority with students by strategically making directive choices that were more polite, indirect, inclusive,
involvement-focused and creative. Such ability led to a reduced emphasis on teacher regulation of student compliance with
classroom behavioral norms and an increased focus on the discursive organization of the inquiry-based science learning/teaching
process. Despite teachers’ increased pragmatic awareness, teacher–student linguistic relationships did not become entirely
symmetrical subsequent to their participation in the summer institute (i.e., teacher authority was not completely relinquished
or lost). Based on such findings, it is argued that teachers need to develop higher levels of pragmatic awareness to become
effectively prepared to engage in language-mediated teacher–student interaction in the context of inquiry-based science classroom
discourse. 相似文献
10.
Gary James Harfitt 《Teaching and Teacher Education》2012,28(1):132-140
Class size research suggests that teachers do not vary their teaching strategies when moving from large to smaller classes. This study draws on interviews and classroom observations of three experienced English language teachers working with large and reduced-size classes in Hong Kong secondary schools. Findings from the study point to subtle differences between teachers’ perceptions and their subsequent classroom practice. Implications for professional practice and development are presented. 相似文献
11.
This study concerns the relation between teachers’ beliefs towards teaching behaviour and their actual teaching behaviour in teacher portfolio assessment. We analysed the beliefs and behaviour of 18 teachers as described in their portfolios. In addition, each portfolio was independently assessed by two trained raters on eight content standards and the teachers’ classroom behaviour was assessed by their own students in a questionnaire (n=317). Linear multilevel analysis showed that part of the raters’ assessments of the teachers’ beliefs and their behaviour as described in their portfolios was significantly related to the students’ assessments of their teachers’ behaviour. Teachers with high raters’ assessments on the content standard about ‘choosing and arguing for teaching strategies that meet students’ knowledge, abilities and experience’ had significantly higher student assessments than teachers who were judged low on this standard. Implications of the results and suggestions for further research are discussed. 相似文献
12.
This study aims to unravel the relationships between student teachers’ learning patterns and how they actually learn in practice as measured during multiple concrete learning experiences. In previous research aptitude and event measures often pointed in different directions. 90 student teachers’ learning patterns were measured with an aptitude instrument, designed for the specific context of learning to teach. Multiple concrete learning activities were measured with a structured digital log. Results showed meaningful relations between students’ learning patterns and their learning activities, taking multiple learning experiences into account. Survival oriented student teachers show more inactiveness in their learning, reproduction oriented student teachers learn by doing to improve their teaching behavior, dependent meaning oriented student teachers are more influenced by previous negative experiences and independent meaning oriented student teachers show the most deep and most active way of learning. But interestingly, the results also show that some relations as described in literature did not show up. The choice for a particular processing strategy and also the intentionality of the learning experiences was not related to student teachers’ learning patterns. This study demonstrates the added value of combining both types of instruments in research and practice. 相似文献
13.
Ora W. Y. Kwo 《Teachers and Teaching》2013,19(2):273-298
Abstract This paper addresses the nature of reflective classroom practice in a setting where action research has been undertaken by both the student teachers and the teaching practice supervisor. It is based on a cross‐case study of the processes through which student teachers learn to teach. Specifically, the analysis focuses on how student teachers reflect on their experiences in learning to teach. The data are based on student teachers’ reported thoughts about their learning over a period of one year. The results contribute to the understanding of reflective classroom practice by highlighting first student teachers’ perceptions about learning to teach and second their reviews on classroom practice. The discussion also adds to the literature on teacher development taken from the novice‐expert research tradition. Accordingly, implications for curriculum development in teacher education are drawn. 相似文献
14.
This article reports on a study conducted in a graduate teacher research class with elementary and secondary classroom teachers. Wanting to create a collaborative environment in which their students could use language to support each other's learning, the instructors formed discourse groups. The article introduces a theoretical framework for discourse groups and using examples from the groups, presents a methodology for analyzing the social practices reflected in the teachers’ talk. It concludes with a discussion of the nature of the discourse that supported (and in some cases did not support) the re-storying of teachers’ knowledge. 相似文献
15.
Hyun-Woo Lim 《Teaching and Teacher Education》2011,27(6):969-981
This study utilizes a concept mapping method to explore the underlying structure and dimensionality of Korean student teachers’ autobiographical reflections on their professional identity formation. Participants consist of 90 students enrolled in bachelor’s and master’s degree programs in English teacher education. The study results imply core concepts (backgrounds for career pursuit, conceptualizations of a good English teacher/teaching, and confidence/aspirations) that constitute professional identity development of Korean EFL student teachers. Dimensionality analysis suggests that the impetus for guiding student teachers’ professional development is their knowledge and experiences related to teacher qualities and teaching practices. 相似文献
16.
Joke Voogt Frank Tilya Jan van den Akker 《Journal of Science Education and Technology》2009,18(5):429-438
Science teachers from secondary schools in Tanzania were offered an in-service arrangement to prepare them for the integration
of technology in a student-centered approach to science teaching. The in-service arrangement consisted of workshops in which
educative curriculum materials were used to prepare teachers for student-centered education and for the use and application
of Microcomputer Based Laboratories (MBL)—a specific technology application for facilitating experiments in science education.
Quantitative and qualitative data were collected to study whether the in-service arrangement impacted teacher learning. Teacher
learning was determined by three indicators: (1) the ability to conduct MBL-supported student centered science lessons, (2)
teachers’ reflection on those lessons and (3) students’ perceptions of the classroom environment. The results of the research
indicate that the teachers’ were able to integrate MBL in their science lessons at an acceptable level and that they were
able to create a classroom environment which was appreciated by their students as more investigative and open-ended. 相似文献
17.
18.
This article presents Malaysian student teachers’ reports of using an action, reflection and modelling (ARM) pedagogical approach during their placements in Malaysian primary schools. The ARM approach was designed to support the implementation of the Malaysian primary school mathematics curriculum, which involved changing classroom practice in learning and teaching. It was developed and used during a Malaysia–UK collaborative project to construct a Bachelor of Education (Honours) degree programme in Primary Mathematics for a cohort of 120 student teachers in Malaysia. The three principles integral to the ARM approach were repeatedly made explicit to the student practitioners who were engaged in learning and teaching on the new degree programme. Using findings from surveys carried out with the students at the end of their first and final placements, this article provides examples of the way some of them described ARM and recounted how they had used the approach in the classroom. Four of these narratives are used as ‘vignettes’ to illustrate the students’ perceptions of using new ways of learning and teaching in primary schools and to inform and enable a discussion of the relationship between theory and practice in teacher education. 相似文献
19.
《Teaching and Teacher Education》2004,20(5):405-422
A sociocultural perspective on teacher learning was used to investigate how three beginning teachers’ conceptions of classroom management affected their developing teaching practices. Students were followed from student teaching through their first 2 years of teaching. Data sources included interviews, classroom observations, and teacher education portfolios. Although all three teachers shared common conceptions of management as establishing positive learning environments, only two of the teachers were successful in doing so. Four key ideas shared by these two teachers served as pedagogical tools that framed their decision-making and scaffolded their early practice. These four conceptions are linked to a course on classroom management not taken by the third teacher. Implications of these findings for teacher education are discussed. 相似文献
20.
While the use of situated cognition theory in teacher education programmes has the potential to teach prospective teachers, research on teacher knowledge and learning from a situated perspective has been slow to emerge in reference to prospective teacher education. In this paper, we present a situated case-based knowledge framework to explain the development of prospective teachers’ knowledge and beliefs. The framework includes conceptual case knowledge, strategic case knowledge, and the shared identities and beliefs of practicing teachers. In addition, we summarize findings from a study wherein the situated case-based knowledge framework was applied to support prospective teachers’ learning, as well as discuss implications for research and practice. 相似文献