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1.
Paul Ernest 《Assessment & Evaluation in Higher Education》1991,16(1):56-65
‘Quality’ in mathematics teaching does not relate solely to pupil achievement, to teaching approaches or to deeply held beliefs about the nature of mathematics and its teaching and learning, but to all of these. A model of a teacher's mathematics‐related belief‐system is presented, and the issue of the contrast between espoused and enacted beliefs is discussed. ‘Quality’ in mathematics teacher education raises all of these issues, as well as the aims, goals and means of the teacher preparation process itself. The paper concludes by arguing against the ‘apprenticeship’ model of mathematics teacher education, for depriving student teachers of theory and of practical research experience. A well known dictum paraphrased states that theory without practice is empty, but that practice without theory is blind. ‘Quality’ in mathematics teaching and teacher education depends on both theory and practice in systematic cooperation. 相似文献
2.
Research on implementing reading strategy instruction has primarily focused on teachers' verbal communication with limited attention to other semiotic resources such as gesture and artefacts. In this paper, we construct a ‘telling case’ on the basis of how one primary teacher from the United States used speech, gesture and artefacts as a means of communication while instructing her students in reasons to predict when reading. Data sources for this case study consisted of field notes, artefacts and digital video. We analysed the teacher's use of gesture, speech and artefacts from a social semiotic multimodal perspective. Findings indicate that the teacher created meaning by interweaving multiple modes in the communicative contexts of strategy instruction using speech, deictic gestures, metaphoric gestures and artefacts. These findings are important to reading strategy instruction because much of the research and discussion of practice to date has centred on the instruction of reading strategies using teacher and student speech and not attending to the use of semiotic resources beyond speech. 相似文献
3.
《Ethnography and Education》2013,8(2):140-152
To identify the possibilities for collaborative professional development; a research-driven model was adopted to assist an English First Additional Language teacher to appreciate how he could teach effectively by using an approach that takes into account the students' culture. Using critical observation and stimulated recall discussion, this study examined how his teaching addressed the requirements of the curriculum policy. Evidence points to a reluctance to consider this policy. The teacher's disposition posed challenges to the research process. We suggest that such research could be used effectively if policy were to clarify how a ‘new field’ could contribute to the public good and teachers' development of a ‘new habitus’. In conclusion, we explain how the envisaged outcomes of policy are underpinned by a notion of cultural harmony that has to inform teaching. 相似文献
4.
This account of a programme for PGCE Art/Design students at University College Bretton Hall, Wakefield (UK) describes an attempt in initial teacher training to develop a course of study which links art, design, environment and education. It seeks to develop a range of perceptions of the built environment, including those of the artist, the critic and the designer. The ideas and methods of working developed on this programme support students’ work in schools. The paper explains the rationale and describes the intensive workshop programme, which includes streetwork, studio sessions and critique. It reports on students’ research and their work in schools. Issues include the place of built environment studies in the Art/Design curriculum, the use of the environment as an educational resource and learning methods and teaching strategies. It comments on the satisfactions and frustrations of developing such a programme in initial teacher education. It presents the work at Bretton Hall as a case study in a wider range of work currently being developed by students, tutors and teachers involved in other courses. They have come together through the ‘Site Specific Project’ to create a research network to support curriculum innovation and teachers’ professional development. 相似文献
5.
Alicia A. Broderick Greta Hawkins Stefanie Henze Corinthia Mirasol-Spath Rachel Pollack-Berkovits Holly Prozzo Clune 《International Journal of Inclusive Education》2013,17(8):825-842
This inquiry aims to explore the disconnect between the disability studies in education (DSE) perspectives on inclusive schooling held by a group of dually certified inclusive educators and the everyday, lived experiences of these same teachers who find themselves teaching students with labelled disabilities within the confines of the special education bureaucracy. Through a collaborative inquiry circle (with a teacher educator who is a faculty member in a dual-certification programme informed by a DSE perspective and seven teachers who are graduates of this teacher education programme), this study aims to: (1) articulate the dominant narratives or storylines about disability in education that may ‘discipline’ teachers' practice within the special education bureaucracy; (2) illustrate some of the ways in which teachers do resist and transgress the discursive structures of schooling in ways that enable them to ‘restory’ disability in education; and (3) explore the implications of this work for preparing teachers to be dually certified, inclusive educators of all children in public schools. 相似文献
6.
Donna Tangen 《International Journal of Inclusive Education》2017,21(1):63-72
Teacher education institutions play a key role in preparing pre-service teachers to graduate as competent and confident inclusive educators. Seeking to understand pre-service teachers’ current perceptions of diversity and inclusion, and how they perceived themselves as future inclusive educators, this qualitative study employed inductive analysis to explore pre-service teachers’ self-perceptions as inclusive teachers, utilising the theory of possible selves. Forty-six (n?=?46) of 292 pre-service teachers enrolled in an inclusive education subject in a graduate entry teacher education programme in eastern Australia participated in this study. Findings revealed that pre-service teachers had developed good theoretical understanding of inclusive education through their coursework. However, their development of possible selves as inclusive educators was less well-defined in that they had difficulty extending their understandings of who they might be as inclusive teachers beyond their coursework samples. This difficulty in identifying their cultural selves beyond a stereotypical norm of who a ‘classroom teacher’ is indicates a need for more and extensive time for pre-service teachers to develop their professional identities as inclusive educators. 相似文献
7.
The deep economic, social, technological and cultural changes in Europe represent a real challenge for teacher education. The teacher's role is becoming more complex and demanding, while the expectations of society are rising. Teachers are expected not only to enable optimal development of increasingly heterogeneous groups of pupils, but also to mitigate the effects of social inequality. All this requires qualitative changes in pre-service and in-service teacher education. In this regard, the transition from school/university to professional life — the induction period and early career years — requires special attention. In this phase, a fruitful synthesis of theory and practice can occur if novices are systematically introduced and supported by good mentoring in the transition from study to school life and culture, but a ‘practice shock’ is also possible during which many positive effects of pre-service education are lost. Our aim is to identify some principles and optimal solutions that would foster teacher's professional development in this important phase of their career. 相似文献
8.
Leda Kamenopoulou Jorun Buli-Holmberg Jan Siska 《International Journal of Inclusive Education》2016,20(7):743-755
In this article we explore the perspectives of a group of teaching professionals starting a post-graduate master's programme on inclusive and special education. Set in the current context of growing interest over the preparation of teachers for inclusive education worldwide, this exploration is part of research that looks more broadly at the impact of the programme on students. In this paper we set the context of the study and present results focusing on students’ pre-understanding of the concepts ‘inclusive’ and ‘special education’, as well as their reasons for choosing the programme and expected learning outcomes. Quantitative and qualitative data were collected with a questionnaire administered to students at the beginning of the programme. Findings reveal that students saw the programme as a factor contributing to their ability to implement inclusive education in practice. However, it emerged that they had somewhat different understandings of what ‘inclusive education’ actually means. Implications for providers of inclusive education programmes for teachers are discussed. 相似文献
9.
What makes a good educator? The relevance of meta programmes 总被引：1，自引：0，他引：1
Nigel Brown 《Assessment & Evaluation in Higher Education》2004,29(5):515-533
This paper reports the results of a qualitative study which explores the relevance of meta programmes to students' perceptions of teaching quality. Meta programmes are a model of personality preferences from the discipline of Neuro Linguistic Programming (NLP). Research into teaching effectiveness indicates that students rate as important ‘hygiene factors’ such as the teacher's ‘knowledge of the subject’ as well as less tangible qualities including ‘ability to communicate’ and ‘student–teacher rapport’. This study reveals the need for similar qualities but, in some cases, presence of these ‘hygiene factors’ was insufficient; students cited other factors related to personality. Some students were found to like the approach of certain teachers whilst other students rated the same teachers less favourably. When questioned as to why, factors emerged that relate to the distinct teaching style adopted by these teachers that appeared to suit particular students and not others. This study suggests that a teacher's meta programmes influence the approaches adopted in their teaching and these styles suit students with matching meta programme preferences. Where students have different meta programme preferences from the teacher, then, even where the ‘hygiene factors’ are met, this leaves the student dissatisfied. There is potential for teachers to adopt teaching approaches more appropriate for the meta programme profiles of their students. Also, on the part of the students, an increased awareness of their meta programme preferences offers the potential to improve their learning experience. 相似文献
10.
Torill Moen 《Scandinavian Journal of Educational Research》2013,57(1):59-75
This article presents a Norwegian primary school teacher facing the challenge of realising the curriculum's vision of inclusive education. Ann teaches a third‐grade class with 22 pupils among which are pupils with special needs. Two of them are John and Paul. The article focuses on how the teacher deals with these two boys as she, at the same time, approaches the class as a whole. The analysis shows that the teacher's practice can be clustered into four themes. The themes are analysed in light of relevant theoretical concepts situated within the framework of socio‐cultural theory. It appears that the themes have some common characteristic traits and dilemmas that Ann encounters in her daunting work of realising inclusive education. 相似文献
11.
Molly E. Romano 《Teachers and Teaching》2013,19(6):663-681
This study recounts a practicing teacher's attempt to describe reflections during the course of teaching at the primary level. A self‐study was conducted to address teacher thinking during ‘bumpy moments’ in teaching, offering an insight into how we might capture the details of teachers' unseen reflections. Through an analysis of the many ‘bumpy moments’ in teaching, several important findings emerged about the nature of reflection and how reflection actually occurs in the classroom context. Results of this study have implications for future research, teacher education and improvement of the teaching practice. 相似文献
12.
《师资教育杂志》2012,38(1):21-36
This paper examines the context of teacher education in which certain students work as teachers whilst at the same time they study in a teacher education programme. The two phenomena that are discussed are the integration of theory and practice, and learning while working. These are located in the wider framework of teachers' pedagogical thinking, and research‐based teacher education. The paper reports on students' experiences of the success of integrating theoretical studies in their work as teachers and the related issue of how a student's everyday grasp of classroom practice has been taken into account in their studies. The paper also raises the issue of the university–school relationship through students' estimations of the impact that their participation in teacher education has brought to the school in which they work and other key aspects of the university–school relationship. 相似文献
13.
Jacqueline Cossentino 《Teachers and Teaching》2013,19(5):463-487
This article examines one US high school teacher's attempt to become a coach by enacting what I call ‘a pedagogy of negation’. For this teacher, the challenge of becoming a coach is nested within a wider agenda of social and personal transformation. That agenda is symbolized first in words as she constructs ‘a language of coaching’ to inform her interactions with students and content as well her conception of herself as a teacher. Second, talk is transformed into pedagogical action through, as described by Driver, the ‘playful work’ of ritualized negation. I argue that the phenomenon of negation is a logical sense-making strategy for teachers attempting to realise transformed pedagogical identities. Negation also reveals a range of uncertainties involved in enacting the practice of coaching. As this case reveals, the pedagogy of negation is constructed as a corrective to restrictive and oppressive forms of schooling. It serves as a mechanism for ‘becoming’ a different, presumably better, kind of teacher. And though the results are mixed, this portrait of practice in the midst of change illuminates the complex and reciprocal links between identity and practice entailed in becoming a coach. 相似文献
14.
Productive pedagogies and the challenge of inclusion 总被引：1，自引：0，他引：1
Julie Allan 《British Journal of Special Education》2003,30(4):175-179
Julie Allan is Professor of Education at the Institute of Education, University of Stirling, where she also directs the Participation, Inclusion and Equity Research Network. In this article, she explores the challenges involved in achieving an inclusive education system. Her argument draws on recommendations from two separate studies, undertaken in Queensland, Australia and Scotland, which are attempting to shape inclusion policy and practice. The Queensland School Reform Longitudinal Study identified a set of productive pedagogies in which issues of social justice, equity and inclusion are foregrounded. The Scottish Parliamentary Inquiry into special needs, to which Professor Allan was adviser, recommended a number of changes aimed at establishing an inclusive education system for all pupils. Comparisons of the two sets of recommendations, which formed the basis of a series of workshops with teachers, school leaders and administrators within Education Queensland, have prompted two major questions which are addressed in this paper: what gets in the way of inclusive practice and what will it take to be inclusive? Julie Allan's responses to these questions take account of the ways in which we think about ‘special education’ teacher training and professional development; and educational policies and practices. She represents a fascinating set of ‘double‐edged responsibilities’ that will challenge practitioners, policy makers and teacher educators to refocus and reframe their thinking about special educational needs and inclusion. 相似文献
15.
This article considers the positive aspects of inclusion in Australian primary schools through a historical account of the nation's journey to adopting current policies and practices. The authors suggest that across the different states the picture is positive as there are clear attempts to make Australian schools as inclusive as possible. The importance of adequately resourcing schools to support teachers in the implementation of an inclusive environment is discussed as being second in importance to teacher attitudes to inclusion. The combination of these two factors has a direct influence on a school's ability to be effectively inclusive as it is the teacher at the ground level who must ensure inclusion is effective. As a result of improvements in teacher education programmes at universities, where inclusive education subjects are now compulsory, teaching in an inclusive environment is the ‘professional positive’ of teacher practice, which may potentially improve educational outcomes for all involved. 相似文献
16.
《Teaching and Teacher Education》2006,22(1):120-134
This article is based on a collaborative action research study between one teacher and a teacher educator and provides an account of the emotional labour in enacting caring teaching in an inclusive classroom. The emotional labour demanded in caring relationships is an area of research that has not received much attention. Results from this case study show that this teacher's performance of emotional labour is related to her professional and philosophical stance about the role of caring in teaching and learning. The study also demonstrates that the performance of emotional labour is an important aspect of the reality of teaching and has an impact on teacher's commitment, satisfaction, and self-esteem. The implications of this research are discussed in terms of the consequences of emotional labour in teaching. 相似文献
17.
This paper presents a view of action research (AR) as a valuable way in which teachers can pose fertile questions and engage in inquiry with transformative possibilities. This counters claims of its being at best a sterile method of teacher research and at worst a perilous trap for teachers.Chris Higgins has argued that AR has lost its original intention of empowering teachers and sealing the theory practice divide. He claims that it has degenerated into a method devoid of thought. In its social science versions, it is harmful to the teacher–student relationship and teachers have been mislead into an impoverished idea of professional development. The impossible challenge for action research is to recover its original intention; impossible because the landscape of educational policy militates against it. The authors challenge Higgin's deep pessimism, his versions of AR and his negative account of the intellectual capacity of teachers. We argue that AR does empower teachers, integrates theory and practice and is alive and well, even though conditions in schools are not optimum. This argument is exemplified with numerous illustrations of actual AR projects, which evidence teachers’ participatory and collaborative work, in which they engage in positive change. There is scope for teachers wishing to develop ‘customised’ AR projects of their own in current conditions which have transformative potential in changing the practice of the individual teacher. This in turn supports building and participating in a ‘community of practice’, which strengthens the communal endeavour to contribute to good teaching and good education. 相似文献
18.
Thomasenia Lott Adams 《Community College Journal of Research & Practice》2013,37(5):481-484
This study examines the influence of graphing calculators on a teacher's assessment practices in a college algebra course. The researcher focused on three techniques of alternative assessment: oral discourse, teacher observations, and problem‐solving investigations. The teacher's assessment practices were revealed during 6 weeks of classroom observations. The researcher examined the teacher's assessment practices before and after the teacher used graphing calculators as tools for teaching and learning mathematics. The use of the graphing calculators enhanced the teacher's assessment practices as related to oral discourse, classroom observations, and problem‐solving investigations. The results of the study indicate the potential for technological tools to influence teachers’ practices of alternative assessment in the mathematics classroom. 相似文献
19.
Miguel Gómez 《学校用计算机》2015,32(3-4):278-299
The technological pedagogical content knowledge (TPACK) conceptual framework, since its introduction in 2006, has provided researchers and teacher educators a theoretical means by which to understand the knowledge required to teach effectively with technology. However, a clear picture of what TPACK looks like in practice is still in its infancy. Using a case-study approach, this research examines the teaching practices of an eighth-grade social studies teacher, specifically how the teacher operationalizes TPACK within his classroom. Four examples of TPACK practices are given along with the teacher's rationale for his technology use. Two themes emerged: the transformation of technology into something that just happens in the classroom and the teacher's use of technology to shape instruction. Implications from this case study are then discussed, including the process and timing of combining the different knowledge components of TPACK and the need to better capture the role of students in the TPACK model. 相似文献
20.
Larry Ludlow Joseph Pedulla Sarah Enterline Marilyn Cochran‐Smith Fran Loftus Yves Salomon‐Fernandez 《欧洲师范教育杂志》2008,31(4):319-337
In an effort to make decisions about teacher education policy and practice that were informed by research and evidence, participants in Boston College's ‘Teachers for a New Era’ Evidence Team (http://www.teachersforanewera.org) designed a portfolio of assessments and studies. This article describes one project in the portfolio – a series of surveys that trace teacher candidates' experiences over time and track shifts in these experiences as respondents progress from students during the pre‐service period to teachers in the first few years of work in the profession. The article illustrates how various constituencies in the teacher education programme and the larger university used survey data to guide practice, shape policies, and raise new questions about the curriculum, relationships with schools, and the performance of teachers and their pupils. The article argues that these surveys helped to create a new ‘culture of evidence and inquiry’ within which decisions about local policy and practice were made in the teacher preparation programme and the larger university. 相似文献