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1.
Many innovative teaching approaches lack classroom impact because teachers consider the proposals impractical. Making a teaching approach practical requires instrumentality (procedures), congruence (local fit), and affordable cost (limited time and resources).This paper concerns a study on the development and effects of a participatory design based teacher training trajectory aimed at making guided discovery learning (GDL) practical for student biology teachers. First, we identified practical heuristics for designing GDL lessons by analyzing design protocols made by biology teachers who are experts in GDL. Next we inventoried student responses to their regular lessons and to GDL based lessons. Based on this we prepared a teacher training program for eleven student biology teachers in which they applied the heuristics and stepwise extended their teaching repertoire in the direction of GDL. The participants’ design processes and resulting lesson plans were scored on both use of design heuristics and GDL characteristics. The participants were interviewed about their motivational beliefs before and after the program. Results showed that student teachers are able to design GDL lessons and used the heuristics to design GDL lessons. Their motivation for implementing GDL in their classroom had increased substantially. The paper concludes with a critical reflection on our method of participatory design and its applicability. 相似文献
2.
This article documents the process of collaboratively developing lesson hook e-resources for science teachers to establish a community of inquiry and to strengthen the pedagogy of science teaching. The authors aim to illustrate how the development and application of strategic hooks can bridge situational interest and personal interest so that lessons may become more meaningful and enduring. Qualitative data from both teacher educators and pre-service teachers involved in the design process, participant research journals, and data from six focus group sessions, illustrate the systematic reflection involved in producing effective and transformative hooks to support teachers and promote deeper student engagement and learning. Key findings reveal a pedagogical model of hook design, the complex elemental make-up of a science hook, the value that this teaching tool adds to the science classroom, and finally, the beneficial outcomes of collaborative resource design between student and staff in pre-service teacher education programmes. These hook resources aim to move beyond simply capturing student attention towards voluntary self-engagement, and have significant potential to serve as a pedagogical tool for teacher educators, as well as pre-service, newly qualified, in service, out-of-field, and experienced science teachers, to increase student academic performance, third-level science enrolments, and science careers. 相似文献
3.
Teachers’ personal self-efficacy about their ability to motivate students and encourage learning has been shown to affect
the classroom they create and student achievement. Therefore, research has been conducted on ways to increase teacher efficacy
for in-service and pre-service teachers. One area of research that has been explored is the impact of field experiences on
pre-service teachers. This review explores the research on field experiences and tutoring as well as the role these different
experiences may play in pre-service teacher efficacy and knowledge of teaching reading. Overall, researchers have found that
field experiences have varying effects on efficacy; however, researchers have found that tutoring field experiences in particular
have been found to have a positive impact on pre-service teachers’ abilities to teach a particular content (e.g., reading)
to the individual student and to put theory into practice. On the whole, this literature review suggests that we currently
lack research exploring the possible benefits of simultaneously impacting efficacy and reading knowledge in pre-service teachers
through tutoring. 相似文献
4.
This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2‐year Master of Teaching program. A specific program goal was to prepare teachers to use technology to support reform‐based science instruction. To this end, the program integrated technology instruction across five courses and situated this instruction within the context of learning and teaching science. A variety of data sources were used to characterize the participants' intentions and instructional practices, including classroom observations, lesson plans, interviews, and written reflections. Data analysis followed a constant comparative process with the goal of describing if, how, and why the participants integrated technology into their instruction and the extent to which they applied, adapted, and innovated upon what they learned in the science teacher preparation program. Results indicate that all participants used technology throughout their student teaching for reform‐based science instruction. Additionally, they used digital images, videos, animations, and simulations to teach process skills, support inquiry instruction, and to enhance student engagement in ways that represented application, adaptation, and innovation upon what they learned in the science teaching methods program. Participants cited several features of the science teacher preparation program that helped them to effectively integrate technology into their instruction. These included participating in science lessons in which technology was modeled in the context of specific instructional approaches, collaborating with peers, and opportunities for feedback and reflection after teaching lessons. The findings of this study suggest that situated learning theory may provide an effective structure for preparing preservice teachers to integrate technology in ways that support reform‐based instruction. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:348–379, 2013 相似文献
5.
Lars-Erik Malmberg Hazel Hagger Sophie Webster 《European Journal of Psychology of Education - EJPE》2014,29(3):429-451
Following a model on the cyclical nature of teacher (“trait”) self-efficacy and context-, task- and situation-specific (“state”) mastery experiences (TSSME), we investigated the variability and effects of lesson characteristics (e.g. lesson sequence), student group characteristics (e.g. proportion of students receiving free school meals) and teacher characteristics (e.g. teacher experience) on teachers' situation-specific mastery experience. Forty-three teachers reported on 1,055 lessons in 385 student groups using electronic questionnaires in Personal Digital Assistants during a period of 2 weeks. Two domains of TSSME (support of learning and organisation of classrooms) and perception of students (engagement and behaviour) were found. Multilevel models found roughly a quarter of the variance in TSSME between teachers, a quarter between student groups and half between lessons. Student group characteristics differentially predicted TSSME. Perceived student engagement was more predictive of TSSME than perceived student behaviour. More experienced and high-efficacy teachers had higher TSSME. The findings have implications for our understanding of teachers' everyday practice with different student groups. 相似文献
6.
In many teacher training courses, reflection upon practice plays a very important role in learning to teach. A number of strategies have been developed to help student teachers learn to reflect. Current reflection strategies often focus on problematic instead of on positive experiences. Ideas from positive psychology and solution‐based therapy have inspired us to question whether problematic experiences should always be taken as starting point for reflection. Instead, teachers might learn even more from reflecting on positive experiences. Thus, the aim of the current study is to compare the outcomes of reflecting on difficult, problematic experiences with those of reflecting on positive experiences. We focused on three outcome areas: (1) the content of teachers’ resolutions after reflecting because decisions need to be productive, (2) their motivation to act on their decision because teachers need to implement their resolutions, and (3) the emotions they have during the process of reflection because emotions are very influential to thinking and learning. In an exploratory study, 16 student biology teachers were asked to reflect on two problematic and two positive teaching experiences and to take notes during the reflection process. Subsequently, these student teachers indicated their motivation for implementing their resolutions and they reported their emotions evoked by the reflection processes. In order to gain insight into results with respect to the three outcome areas, the content of the teachers’ resolutions was categorized, motivation scores were averaged, and emotions were scored and calculated. Our investigation showed that student teachers who reflected on positive experiences made more innovative resolutions, were more highly motivated to implement these resolutions and had more positive feelings compared to when reflecting on problematic experiences. Implications of the findings include the use of reflection methods based on positive experiences for experience‐based learning and for developing adaptive expertise in teacher education. We also present some avenues for further research. 相似文献
7.
《Teaching and Teacher Education》2006,22(7):922-934
This article describes the experiences of two US teacher groups and their lesson study work. Their stories illustrate some of the dynamics and promise of teacher change spurred by lesson study. The first case is primarily about teacher efficacy, as a group of teachers discover through lesson study that their planning and work can have an impact on student engagement in the classroom in a way that they had not realized. The second case is about one teacher's struggle with the move from isolation to collaboration, illustrating the tension between autonomy and collaboration that often occurs during such a transition. 相似文献
8.
Troy D. Sadler 《Journal of Science Teacher Education》2006,17(3):217-241
In many teacher preparation programs, student teaching serves as a culminating event that bridges academic coursework and
the realities of classroom teaching. Therefore, it represents a significant aspect of preservice teacher education. This study
explored student teaching as it was experienced by 13 middle and secondary science preservice teachers. Qualitative techniques
were used to analyze individual interviews, group seminar sessions, and written reflections to construct a phenomenological
account of student teaching as experienced by the preservice teachers. The aim was to construct a picture of the shared experiences
of these student teachers to help understand how they struggled, succeeded, and learned as a part of their classroom practica.
These findings are then used to draw implications for science teacher education. 相似文献
9.
Laura Felleman Fattal 《The New Educator》2017,13(4):350-368
The goal of the action research project on visual culture is to contribute to the dialogue on the exploratory ecology vs commodity culture of the elementary school classroom. Exploratory culture, unlike commodity culture, applauds open-ended thinking, inchoate imaginings, and critical thinking with its attachment to divergent paths to resolving problems. This educational action research project moves to effect change, so as to a) understand visual culture as an educational component of teaching and learning, and b) awaken the need for the inclusion of research on visual culture in student teacher preparation. Visual culture can best be understood when preservice teachers are immersed in the classroom. The visual landscape of the walls, light, air, hallways, seating arrangements, posters, rugs, room dividers, windows, entrances and exits of the classroom and school building can all be seen as a third teacher. The action research focuses on core classroom experiences revealed through six student teachers weekly reflections, post observation discussions, and interdisciplinary arts-infused lesson planning and facilitation. Engaging in lesson planning and implementation has shown to broaden student teachers’ understanding of meaning-making through the visual, the essence of visual culture. The student teachers described the dynamic synergy between language and visual arts teaching and learning, personalization of technology that can extend learning, and the role of imagination in the movable landscape of the classroom. 相似文献
10.
Heather F. Clark William A. Sandoval Jarod N. Kawasaki 《Environmental Education Research》2020,26(8):1177-1192
AbstractThis case study presents the efforts of three high school teachers to design and implement climate change lessons in alignment with the Next Generation Science Standards (NGSS). Using three conceptual frameworks that organize the assumptions of the environment in the NGSS we examine how those assumptions influence teacher practice when teachers strive to align with the standards. Video recorded instruction of eight climate change-anchored lessons spanning three consecutive years were thematically coded. Results indicate that the problematic aspects of the NGSS’s characterization of climate change can help explain the framing of environmental issues and the compartmentalization of humans relative to the climate science in teachers’ lesson plans and instruction. The NGSS promulgate disconnected agency which appears in teacher and student talk in classrooms. Our analysis reveals opportunities to use standards to design interventions for classroom practice to support diverse students in countering the assumptions about the human-environment relationship embodied in the NGSS. 相似文献
11.
In this study, 12 pre-service mathematics teachers worked in teams to develop their knowledge and skills in using teacher-led spreadsheet demonstrations to help students explore mathematics concepts, stimulate discussions and perform authentic tasks through activity-based lessons. Pre-service teachers’ lesson plans, their instruction of the lessons designed, experiences and lesson enactment outcomes were examined. The pre-service teachers in the study were able to develop and demonstrate their knowledge and skill adequately in designing and enacting activity-based mathematical lessons supported with spreadsheets. The results also showed that the pre-service teachers’ use of the spreadsheet as an instructional tool promoted student in-depth mathematical concept formation and an activity-based learning approach to make lessons less teacher centred and more interactive. 相似文献
12.
Hilary Thornton 《Compare》2006,36(2):181-196
Teacher collaboration and support given from one teacher to another, focused on improving teaching and learning in the classroom, are notable by their absence in secondary schools in Bangladesh. This article identifies a number of constraints to developing a collaborative culture including the difficulty of the curriculum, the perceived low ability of many students, the teachers' own educational background and contextual factors which influence teachers' motivation. It suggests that informal collaboration for mutual support has the potential to increase teacher motivation but that this will only be achieved through building more collaborative ways of working through formal programmes grounded in classroom observation. It questions the validity for Bangladesh teachers of the model of teacher development programmes focused on teacher collaboration which emphasise teaching the ‘perfect’ lesson and suggests that without attention to student learning such programmes are unlikely to lead to increased collaboration or improved teacher practice in schools. 相似文献
13.
This study examined the classroom discipline orientations of pre‐service elementary teachers both before and after the student teaching experience. Prior to beginning and immediately after completing their full‐time student teaching experience, pre‐service teachers (N = 220) from three southeastern universities in the USA completed a discipline belief instrument which identified their preferred model of classroom discipline. The results showed that the student teaching experience significantly increased beginning teachers’ preferences toward a more assertive discipline model (Rules and Consequences) and decreased their preferences toward the humanistic discipline model (Relationship–Listening). These results demonstrate that the student teaching experience may be creating a dissonance in prior knowledge and beliefs, and experiences of pre‐service teachers in classrooms. The results of the study suggest that teacher education programs can help pre‐service teachers transition more smoothly into classroom teaching by providing a school–university partnership as well as more lessons and advice on handling specific classroom management situations. 相似文献
14.
The number of induction programs available to teachers is increasing rapidly, and by necessity these programs are designed to meet the needs of all teachers regardless of their preparation and academic background. This study examines the impact of a science‐focused induction program on secondary science teachers from different preparation programs. The 16 teachers were first‐year secondary science teachers who graduated the previous year from one of four different teacher‐preparation programs. All teachers were monitored during their first year of teaching, as they participated in the induction program, to understand their teaching beliefs, instructional practices, and experiences in the classroom. The analysis of data revealed that the preservice training of a science teacher influenced the type of support the teacher derived from the science‐focused induction program. Teachers from a preservice program with an extended student‐teaching experience and two science methods courses held beliefs aligned with student‐centered practices and implemented more reform‐based lessons than did other teachers during the year. This study reinforces the importance of induction programs for teachers and suggests that there is a need for specialized support programs for beginning science teachers. The study also provides specific suggestions for improving the preparation of secondary science teachers. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 963–985, 2006 相似文献
15.
Knut A. Christophersen Eyvind Elstad Are Turmo 《Scandinavian Journal of Educational Research》2016,60(2):240-254
This study focuses on how different educational programmes contribute to student teachers efficacy for classroom management and their abilities to provide learning opportunities and good classroom outcomes. Data were gathered from 491 student teachers attending different teacher education programmes in Norway and analysed via structural equation modelling. The results revealed the following: (1) problem behaviour in the classroom has a negative effect on student teacher efficacy, (2) students' perceptions of the integration of pedagogic knowledge and practice supports students' efficacy beliefs, (3) support from supervisors contributes positively to student teachers' efficacy beliefs, and (4) student teachers in university college programmes for primary school teaching report higher teacher efficacy than students in university programmes for secondary school teaching. 相似文献
16.
Julie N. Causton‐Theoharis George T. Theoharis Beverly J. Trezek 《International Journal of Inclusive Education》2013,17(4):381-382
When designing lessons to meet the needs of our increasingly diverse population of students, educators need to rethink planning and structuring lessons so that all students achieve better results. Therefore, teacher preparation programmes need to prepare pre‐service teachers accordingly. Within this paper, a new lesson planning template is unveiled that builds on many of the foundational concepts of inclusive education. This template is meant for teacher educators to use with pre‐service teachers across the curriculum to guide the design of inclusive lessons. This paper discusses the foundations, unique features, and applications of this student‐centred lesson design template to create creative and active learning for students in inclusive classrooms. 相似文献
17.
Nicole Tuttle Joan N. Kaderavek Scott Molitor Charlene M. Czerniak Eugenia Johnson-Whitt Debra Bloomquist Winnifred Namatovu Grant Wilson 《Journal of Science Teacher Education》2016,27(7):717-745
This pilot study investigates the impact of a 2-week professional development Summer Institute on PK-3 teachers’ knowledge and practices. This Summer Institute is a component of [program], a large-scale early-childhood science project that aims to transform PK-3 science teaching. The mixed-methods study examined concept maps, lesson plans, and classroom observations to measure possible changes in PK-3 teachers’ science content knowledge and classroom practice from 11 teachers who attended the 2014 Summer Institute. Analysis of the concept maps demonstrated statistically significant growth in teachers’ science content knowledge. Analysis of teachers’ lesson plans demonstrated that the teachers could design high quality science inquiry lessons aligned to the Next Generation Science Standards following the professional development. Finally, examination of teachers’ pre- and post-Summer Institute videotaped inquiry lessons showed evidence that teachers were incorporating new inquiry practices into their teaching, especially regarding classroom discourse. Our results suggest that an immersive inquiry experience is effective at beginning a shift towards reform-aligned science and engineering instruction but that early elementary educators require additional support for full mastery. 相似文献
18.
This study investigated 198 pre‐service teachers’ intrinsic and extrinsic motivation for becoming teachers and focused on the distinction between adaptive motives, which promote lasting and effective engagement, and maladaptive motives, which promote superficial engagement. We examined the relationships with teacher self‐efficacy, the quality of the teacher training programme, classroom teaching experiences and the time pre‐service teachers expect to spend in the profession. The analyses indicated that female pre‐service teachers and pre‐service teachers with higher prior ability showed more intrinsic adaptive motives. Intrinsic adaptive motives were positively related to the quality of the teacher training programme and the classroom teaching experiences. Pre‐service teachers with positive teaching experiences indicated greater teacher self‐efficacy. Pre‐service teachers with extrinsic maladaptive motives indicated having had negative teaching experiences and they intended to remain in the profession for shorter periods. Teacher self‐efficacy was positively related to the amount of time pre‐service teachers intended to remain in the profession. 相似文献
19.
20.
Teaching is undoubtedly complex and the complexity of classroom practice implies that the structure of lessons making up teaching may differ and subject to change over time. The aims of this study were to investigate changes in observed lesson structure, and explore the effects of several teacher and contextual characteristics on differences in lesson structure during the first year of secondary education in Indonesia. Fifteen mathematics and English as Foreign Language teachers teaching 32 classes were videotaped four times (32 × 4) across the entire school year. A coding protocol to assess lesson structure focusing on the pedagogical functions of lessons was used. Six lesson components characterizing the general structure of the lessons were observed: introduction, review, introducing new content, student work time, closing and other. Multilevel growth curve modelling was used. Results revealed the six elements of lesson structure to be present, with student work time as the most frequent element. Relatively large class differences in lesson structure were visible. Evidence for changes over time in the components of lesson structure was evident as well. Teaching subject, class type and teaching experience explained differences in lesson structure. This study provides a global discussion about what matters in teaching from the perspective of lesson structure. 相似文献