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SueAnn I. Bottoms Kathryn M. Ciechanowski Brian Hartman 《Journal of Science Teacher Education》2015,26(8):715-742
Iterative cycles of enactment embedded in culturally and linguistically diverse contexts provide rich opportunities for preservice teachers (PSTs) to enact core practices of science. This study is situated in the larger Families Involved in Sociocultural Teaching and Science, Technology, Engineering and Mathematics (FIESTAS) project, which weaves together cycles of enactment, core practices in science education and culturally relevant pedagogies. The theoretical foundation draws upon situated learning theory and communities of practice. Using video analysis by PSTs and course artifacts, the authors studied how the iterative process of these cycles guided PSTs development as teachers of elementary science. Findings demonstrate how PSTs were drawing on resources to inform practice, purposefully noticing their practice, renegotiating their roles in teaching, and reconsidering “professional blindness” through cultural practice. 相似文献
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This study explored whether pre-service teachers’ (PSTs’) lesson analysis skills during a teacher education course in the country of Turkey were related to their skills of lesson planning. PSTs’ lesson analysis skills during fieldwork were assessed by their attention to and interpretation of student thinking and learning, and how it is influenced by the teachers’ instructional decisions. The PSTs’ lesson analysis scores were significantly and positively correlated with scores in lesson planning task focusing on student thinking. The findings contribute to the literature on whether PSTs’ lesson analysis skills may be transferred to one of the core activities of teaching. 相似文献
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Anna H. Hall 《Journal of Early Childhood Teacher Education》2013,34(2):142-156
ABSTRACTThe purpose of this study was to examine the effectiveness of integrating self-reflection, focused instruction, and field practice in a semester-long language arts course in order to shift early childhood preservice teachers’ (PSTs) beliefs and attitudes about writing instruction, as well as their development and planned use of tools for instruction. The findings revealed that a course focused primarily on preparing PSTs to teach writing can influence PSTs’ definitions of writing, the importance they place on writing instruction, their self-efficacy related to teaching writing, and their tools for instruction. 相似文献
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Coach learning to help teachers learn to enact conceptually rich,student-focused mathematics lessons
Stein Mary Kay Russell Jennifer Lin Bill Victoria Correnti Richard Speranzo Laurie 《Journal of Mathematics Teacher Education》2022,25(3):321-346
The past decade has witnessed a strong, standards-based call for improving what mathematics is taught and how it is taught. In the USA, districts have hired instructional coaches to help teachers shift their teaching from algorithm-based instruction to instruction that is more student-centered and conceptually focused. The purpose of this study was to contribute to the field’s understanding of (a) the specific coaching practices that help teachers enact more conceptual-based forms of instruction; and (b) how coaches learn to enact those practices. Using a design-based implementation research approach, we trained coaches using a particular model for one-on-one coaching (Content-Focused Coaching); the coaches then worked with teachers to plan lessons aligned with the coaching model. Data consisted of videotapes of pre-lesson conferences that were transcribed and coded according to the model. Analyses of 32 coaches’ practice over a 2-year period suggest that each of the three components of our coaching model (attention to student thinking, pedagogy, and mathematics) demonstrated statistically significant improvement over time. An illustrative analysis of five coaching sessions of one coach revealed a progression over five sessions from planning discussions that stayed at the level of general strategies to more specific conversations about teaching a particular task and then to deeper discussions that integrate attention to mathematical concepts, student thinking, and pedagogical moves. We view this delineation of coach learning as an important first step in laying the groundwork for the design of future coach training.
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This study investigated how 46 pre-service teachers (PSTs) planned for differentiation of instruction in mathematics. Content analysis was utilized to explore the differentiation strategies included and student characteristics considered in PST plans and how PSTs used differentiation strategies and student characteristics to differentiate lesson content, process, product, and environment. In addition, a rubric was designed and utilized to analyze the level of detail PSTs provided in their plans. Results indicated that overall, PSTs were developing in their planning for differentiation of instruction, using general terms to describe the modifications they would make to meet student needs. Moreover, results revealed that PSTs included strategies to differentiate lesson content and environment most often in their plans and frequently considered student readiness levels when planning for differentiation. Findings also revealed that PSTs need support in learning how to plan for differentiation based on student cultural backgrounds. Implications for mathematics teacher preparation are discussed.
相似文献6.
Examining how teacher education influences preservice teachers' (PSTs) application of content knowledge, decision making when planning for teaching, creation of innovative teaching practices and design of aligned instruction, has significant implications for understanding learning to teach. The purpose of this study was to explore the extent to which the constructivist pedagogies (e.g., interactive community discussions, problem solving, group challenges) employed by teacher educators through the implementation of a rich task (Macdonald, Hunter, & Tinning, 2007) assisted PSTs in their understanding and construction of knowledge about instructional alignment. Data collection employed rich tasks and focus-group interviews with a sample of 31 physical education teacher education (PETE) PSTs enrolled on a one-year Graduate Diploma Physical Education program. Data were analysed inductively (Patton, 1990) using the constant comparative method (Rubin & Rubin, 1995). Results revealed that PSTs varied in their articulation of the various elements of instructional alignment that were captured in the rich task. Through the use of such constructivist strategies as problem solving, group discussions, and critical friends, PSTs understood and valued the process of instructional alignment as they moved from feelings of fear and apprehension to being confident in their own development. Areas of strength and deficiency that were noted in the PSTs' attempts to design instructionally aligned lessons will guide the teacher educators in revising program components and their own practice. 相似文献
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William E. Miller 《Religious education (Chicago, Ill.)》2013,108(4):435-437
The purpose of this study is to demonstrate the role of leaders in building nonviolent organizations and the role of organizations in cultivating habits of peace, thereby preparing people as peacemakers in a violent world. Leadership literature asks how to build healthy organizations; conflict literature asks how to make global peace. Both ask how people are shaped by their leaders and communities, but conversations between organizational and peace theories are minimal, as are conversations about peacemaking in local and global contexts. This study identifies practices for building nonviolent organizations, recognizing the significance of educating leaders and organizations as just peace-builders. 相似文献
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Inclusive education requires restructuring educational provision so that mainstream schools are able to provide for the needs of all students in their communities. To help realise this goal, initial teacher education programmes need to better prepare new graduates for teaching students with complex special education needs, including students with intellectual disability. Concerns about the capacity of current school-based placements to prepare new teachers for inclusive classrooms have led some teacher education institutions to develop supplementary fieldwork experiences. The current study involved an investigation into such an experience and looked at the benefits to pre-service teachers (PSTs) of tutoring a young adult with intellectual disability. The findings indicate that PSTs learned effective strategies for differentiating a programme of work and, in their first year of study, were developing a teacher identity. The importance of aligning experiences with coursework units is highlighted and the need for valid assessments of how well initial teacher education programmes are preparing beginning teachers for inclusion, and what these assessments may look like, is discussed. 相似文献
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The need to prepare students with twenty-first-century skills through STEM-related teaching is strong, especially at the elementary level. However, most teacher education preparation programs do not focus on STEM education. In an attempt to provide an exemplary model of a STEM unit, we used a rapid prototyping approach to transform an inquiry-based unit on moon phases into one that integrated technology in a meaningful manner to develop technological literacy and scientific concepts for pre-service teachers (PSTs). Using qualitative case study methodology, we describe lessons learned related to the development and implementation of a STEM unit in an undergraduate elementary methods course, focusing on the impact the inquiry model had on PSTs’ perceptions of inquiry-based science instruction and how the integration of technology impacted their learning experience. Using field notes and survey data, we uncovered three overarching themes. First, we found that PSTs held absolutist beliefs and had a need for instruction on inquiry-based learning and teaching. Second, we determined that explicit examples of effective and ineffective technology use are needed to help PSTs develop an understanding of meaningful technology integration. Finally, the rapid prototyping approach resulted in a successful modification of the unit, but caused the usability of our digital instructional materials to suffer. Our findings suggest that while inquiry-based STEM units can be implemented in existing programs, creating and testing these prototypes requires significant effort to meet PSTs’ learning needs, and that iterating designs is essential to successful implementation. 相似文献
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《Pedagogies: An International Journal》2013,8(2):123-133
Coteaching involves 2 or more teachers teaching together. This article describes how to set up coteaching and the advantages for teachers and students associated with it. Cogenerative dialogues are conversations among participants about shared experiences—often in a classroom. The participants include teachers; 2 to 3 students; and, when possible, representatives from other groups such as school administrators and teacher educators. Participants identify contradictions and negotiate agreements on how to resolve them, leading to changes to enact in future lessons and shared responsibility for improving the quality of teaching and learning. 相似文献
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This study comprises the second stage of a research program in which sense of efficacy for teaching (SET) was investigated in Chinese mainland preservice and inservice teachers (PSTs and ISTs, respectively). Scores on SET were calculated and described, and SET comparisons were made between and within PSTs and ISTs. Relative to PSTs, ISTs had higher SET; within both the PSTs and IST samples there were no gender differences; but among ISTs there were some associations of SET with years of teaching, teacher roles, and whether the schools were categorized as advanced or standard. Tentative comparisons are drawn concerning SET in Chinese and Western contexts, and recommendations are made concerning effective measurement of teacher sense of efficacy in China and elsewhere. 相似文献
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Zeynep Ünsal Britt Jakobson Bengt-Olov Molander Per-Olof Wickman 《Research in Science Education》2018,48(5):1027-1048
In this study, we examine how bilingual students in elementary school use their languages and what this means for their meaning-making in science. The class was multilingual with students bilingual in different minority languages and the teacher monolingual in Swedish. The analysis is based on a pragmatic approach and the theory of translanguaging. The science content was electricity, and the teaching involved class instruction and hands-on activities in small groups. The findings of the study are divided into two categories, students’ conversations with the teacher and student’s conversations with each other. Since the class was multilingual, the class instruction was carried out in Swedish. Generally, when the conversations were characterised by an initiation, response and evaluation pattern, the students made meaning of the activities without any language limitations. However, when the students, during whole class instruction, were engaged in conversations where they had to argue, discuss and explain their ideas, their language repertoire in Swedish limited their possibilities to express themselves. During hands-on activities, students with the same minority language worked together and used both of their languages as resources. In some situations, the activities proceeded without any visible language limitations. In other situations, students’ language repertoire limited their possibilities to make meaning of the activities despite being able to use both their languages. What the results mean for designing and conducting science lessons in a multilingual class is discussed. 相似文献
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Virtual reality (VR) platforms act as a potentially transformative tool in learning and teaching. The aim of this study was to examine pre-service teachers’ (PST) perceptions about VR, inclusive of their beliefs about its capacity to be used as a teaching and learning tool. A case-study, conducted at an urban university in Australia involved a sample of n = 41. Participants’ positive perceptions of VR in their teaching relate to its potential to engage learners, the immersive potential of the platform and the scope of VR to offer students experiences they might otherwise not have with other learning tools. Concerns expressed by PSTs include their relatively low self-efficacy to use VR in their teaching, monitoring-related matters, financial cost and implementing the technology in a safe and supportive way. There was a significant difference in PSTs’ amount of self-efficacy to teach using VR when compared to their overall confidence to use digital technologies. PSTs typically had greater awareness of the immersive and engagement potential of VR and less awareness about its potential to foster and promote collaborative learning. This paper contributes to an emerging discourse regarding the possible applications of VR in educational environments and particularly in relation teacher-educator contexts. 相似文献
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Learning to Teach Mathematics Differently: The Interaction between Coursework and Fieldwork for Preservice Teachers 总被引：1，自引：0，他引：1
Caroline Brayer Ebby 《Journal of Mathematics Teacher Education》2000,3(1):69-97
Understanding how preservice teachers integratecoursework and fieldwork as they learn to teach iscritical to understanding how to prepare teachers toimplement the kind of instruction envisioned bycurrent reforms in mathematics education. This articleexplores the connections that 3 preservice elementaryteachers made between their experiences as learners ofmathematics in a masters-level university methodscourse and their experiences as teachers ofmathematics in the fieldwork classroom. Three casestudies are presented in order to illustrate differentways that the experience of engaging in mathematicalinquiry influences the way in which elementarypreservice teachers construct their understanding ofthemselves as mathematics teachers. Taken together,the case studies suggest that we need to expand ourperspective as teacher educators to encompass learningfrom the fieldwork experience as well as preserviceteacher learning beyond the conclusion of thesemester. In particular, I conclude that the goals ofa methods course should include developing andnurturing particular habits of mind that helppreservice teachers learn from their own teaching. 相似文献
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Digital technologies have fast become integral within literacy learning and teaching across contexts as students engage with a variety of digital and multimodal texts. While teachers in New Zealand schools have a high degree of autonomy in the design and planning of literacy programs, little is currently known about how they understand and enact multiliteracies pedagogy (MLP). Using data gathered via interviews and classroom observations in an intermediate school in New Zealand, this article adopts a narrative inquiry approach to explore one teacher's approaches to using digital technologies and texts within literacy instruction. We explore in particular the ways in which MLP may be enacted implicitly rather than explicitly, within the complex matrix of teachers' personal beliefs and learning experiences, the perceived learning needs of students, and the school curriculum. We conclude with a call for the conscious and purposeful teaching of MLP, focusing on synaesthesia and the semiotic functions of texts. 相似文献
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The notion of pedagogical content knowledge (PCK) was posited in the context of school teaching and the knowledge used by teachers teaching school students. It has been examined for a number of discipline areas, notably mathematics. There are, however, other teaching contexts, including those of teacher educators, whose students are pre-service teachers (PSTs). The content these teacher educators teach is not subject discipline knowledge (or not solely), but the PCK for teaching a subject discipline. What knowledge do teacher educators use as they teach PCK? This paper presents a framework for the PCK required of mathematics teacher educators as they work to develop PSTs’ PCK for teaching mathematics. The framework builds on existing research into PCK and categorises aspects of the work of teacher education. The framework’s usefulness is examined by studying the PCK used by the first author in building PSTs’ understanding of mathematics teacher PCK. 相似文献