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1.
A common aim of teacher education is to encourage prospective teachers to analyze carefully their instructional performance. Yet, research on teacher cognition heretofore has concentrated primarily on experienced teachers’ planning and instructional thinking. We need more information on how student teachers think about and engage in the evaluation of their teaching performance. This study used data from initial structured interviews to elicit student teachers’ self‐evaluation concerns and examined the student teachers’ journals, a final written self‐evalution, and tapes from post‐teaching interviews to create a profile of each student teacher's responses about self‐evaluation. In this paper I analyze the student teachers’ pre‐conceptions about success, examine their processes of self‐evaluation, and explore a conception of “interactive self‐evaluation.” I offer suggestions about the conditions that may enable student teachers to enhance their analytical processes. 相似文献
2.
Jeffrey Choppin 《Journal of Mathematics Teacher Education》2011,14(5):331-353
This study focused on the use of curriculum materials for three teachers who had enacted instructional sequences from the
materials on multiple occasions. The study investigated how the teachers drew on the materials, what they understood about
the curriculum resources, and how they connected their use of the materials to their observations of student thinking. There
were similarities across the teachers, particularly with respect to their goals and how they read and followed recommendations
in the teacher resource materials. There were differences in how their task revisions were in response to what they observed
about student thinking. The teacher who most intensively observed student thinking made connections between her interpretations
of students’ strategies and her use of the curriculum resources, allowing her to design learned adaptations. Learned adaptations
required both an understanding of the design rationale and empirically developed knowledge of how that rationale played out
in practice. The empirically developed knowledge could not be totally anticipated by the designers, in part because it developed
within a particular context by a teacher with particular characteristics. The case of the teacher who developed learned adaptations
showed how these complementary forms of knowledge helped her to use the curriculum resources in ways that enhanced students’
opportunities for sense making. Furthermore, her adaptations were intended to facilitate success not only at the task level,
but also across instructional sequences as well. This study also shows how professional vision is not limited to informing
only in-the-moment instructional decisions, but also to the use of curriculum materials. 相似文献
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This teacher development study closely examined a teacher's practice for the purpose of understanding how she selected and implemented instructional materials, and correspondingly how these processes changed as she developed her problem‐based practice throughout a school year. Data sources included over 20 hours of planning and analysis meetings with the teacher and 27 video‐taped lessons with discussions before and after each lesson. Through qualitative analysis we examined the data for: students' cognitive demand for curricular materials the teacher selected and implemented; teacher's beliefs and practices for students' engagement in mathematical thinking; and teacher's and students' communication about mathematics during instruction. We found that the teacher shifted her views and use of instructional materials as she changed her practice towards more problem‐based approaches. The teacher moved from closely following her traditional, district‐adopted textbook to selecting problem‐based tasks from outside resources to build a curriculum. Simultaneously, she changed her practice to focus more on students' engagement in mathematical thinking and their communication about mathematics as part of learning. During this shift in practice, the teacher began to reify instructional materials, viewing them as instruments of her practice to meet students' needs. The process of shifting her views was gradual over the school year and involved substantial analysis and reflection on practice from the teacher. Implications include that teachers and teacher educators may need to devote more attention and support for teachers to use instructional materials to support instruction, rather than materials to prescribe instruction. This use of instructional materials may be an important part of transforming practice overall. 相似文献
5.
A problem identified in the literature around task design is the persistence of a gap between teacher intention and student activity. We show how principles designed around the making of distinctions and having an explicit language of mathematical thinking can eliminate the “gap” by guiding teacher planning, teacher actions in the classroom and student activity in the classroom. We show how our task design principles have developed during the time of our collaboration, over a period of 20 years, across several research projects. We argue for the importance, in task design, of an explicit theory of change and an explicit image of mathematical thinking, where the theory of change is applicable to researchers, teachers and students. 相似文献
6.
Michelle E. Jordan 《理论付诸实践》2016,55(3):197-206
This conceptual article explores teaching as design work, arguing that a critical thing teachers do is design systems that enable their students to learn. Designing occurs when teachers generate new learning activities or modify curricular programs to create coherence for themselves and their students. Nonetheless, few teacher education programs include instruction in learning how to engage in design thinking. Here, designing is explored as a means to help pre-service teachers develop their facility for adaptive teaching practice by incorporating design thinking at an early stage in their teacher education programs. Literature is drawn from traditional design fields to articulate design capacities and to describe design studio pedagogy practices often used in the education of designers. As an illustrative example is presented of such practices were incorporated throughout one 15-week educational psychology course embedded in an undergraduate elementary-education program to support pre-service teachers development of design thinking. The goal was not to prepare students to use particular instructional innovations, but to collaboratively design such innovations themselves. 相似文献
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Richard Greenwood 《Educational studies》2019,45(4):497-519
Pupil involvement in planning is one way in which teachers listen to the “pupil voice”. This paper focuses on pupil involvement in planning class topics using KWL grids. The opinions of teachers, teacher education students and primary school pupils in Northern Ireland were sought on this using questionnaires and interviews. The vast majority of teachers and student teachers responded positively, many commenting that the pupils had reacted favourably, enthusiastically or with enjoyment, and that they seemed to be more motivated, responsive and interested in topics in which they had some “ownership”. Negative opinions expressed by teachers included arguments about difficulties in incorporating pupil ideas into their planning as well as practical concerns about using a KWL grid with younger or less able pupils. More fundamental were fears about loss of teacher control, teacher authority being undermined, and “interference” in teacher planning. One of the outcomes of the study is a list of recommendations for good practice when using KWL grids. 相似文献
9.
While schools and systems across the globe promote data-driven decision making, teachers often struggle to use data, especially from external assessments, to inform daily instruction. In this paper, we examine teacher capacity building for a less typical form of data use - evidence on student thinking. We draw on data from a longitudinal, in-depth qualitative study involving middle school math teachers who were engaged in an instructional improvement project. Findings show that data use occurred when evidence from student thinking was introduced as part of the instructional planning process. This shift was facilitated by an instructional coach whose capacity building efforts with teachers focused on coherence, specifically planning high quality instruction and using data effectively, while also meeting district pacing and unit planning goals. When teachers put new strategies into practice, feedback from formative assessment data allowed teachers to identify and address misconceptions in student thinking. Learning how to use data as part of instruction helped teachers build capacity to reflect on their own practice. Implications for theory, practice, and research are discussed. 相似文献
10.
Kenneth Tobin George Dawson 《Educational technology research and development : ETR & D》1992,40(1):81-92
Curriculum reform efforts usually have ignored the culture in which curriculum is embedded. Principal components of the culture are the knowledge of teachers and the myths of this culture. Images, metaphors, and metonymies are forms of teacher knowledge that influence the manner in which teachers define their roles and implement the curriculum. Unless endeavors are made to facilitate teacher learning through the construction of new images, metaphors, and metonymies, it is unlikely that curricular reform will proceed in the intended manner. Similarly, the myths that define the customs and taboos of a culture need to be considered by instructional designers if their curricular resources are to be used as intended. The myths ofteacher as controller of students andobjectivism together might persuade teachers to adhere to the more traditional approach whereby knowledge is transferred to students in teacher-controlled activities.This article describes theScience Vision series, a hypermedia system developed in response to a clear need for additional resources to educate teachers concerning alternative myths and their use in relation to utilizing resources. 相似文献
11.
Durdane Bayram-Jacobs Ineke Henze Maria Evagorou Yael Shwartz Elin Leirvoll Aschim Silvia Alcaraz-Dominguez Mario Barajas Etty Dagan 《科学教学研究杂志》2019,56(9):1207-1233
The purpose of this study is to provide insight into short-term professionalization of teachers regarding teaching socioscientific issues (SSI). The study aimed to capture the development of science teachers' pedagogical content knowledge (PCK) for SSI teaching by enacting specially designed SSI curriculum materials. The study also explores indicators of stronger and weaker development of PCK for SSI teaching. Thirty teachers from four countries (Cyprus, Israel, Norway, and Spain) used one module (30–60 min lesson) of SSI materials. The data were collected through: (a) lesson preparation form (PCK-before), (b) lesson reflection form (PCK-after), (c) lesson observation table (PCK-in-action). The data analysis was based on the PCK model of Magnusson, Krajcik, and Borko (1999). Strong development of PCK for SSI teaching includes “Strong interconnections between the PCK components,” “Understanding of students' difficulties in SSI learning,” “Suggesting appropriate instructional strategies,” and “Focusing equally on science content and SSI skills.” Our findings point to the importance of these aspects of PCK development for SSI teaching. We argue that when professional development programs and curriculum materials focus on developing these aspects, they will contribute to strong PCK development for SSI teaching. The findings regarding the development in the components of PCK for SSI provide compelling evidence that science teachers can develop aspects of their PCK for SSI with the use of a single module. Most of the teachers developed their knowledge about students' understanding of science and instructional strategies. The recognition of student difficulties made the teacher consider specific teaching strategies which are in line with the learning objectives. There is an evident link between the development of PCK in instructional strategies and students' understanding of science for SSI teaching. 相似文献
12.
This study was aimed at investigating differences between novice and experienced teachers’ perceptions of planning activities for developing teacher education students’ professional skills by focusing on promoting of identified ill-developed skills. The teachers’ thinking about instructional planning was conceived as teachers’ decision-making for implementing primary teaching tasks in the planning, delivery, and reflective phases of instruction. This model served as a basis (or framework) for the identification of potential variables of planning skills and developing of items for a teachers’ questionnaire. Fifty-eight experienced and 55 novice teachers from Estonian schools of general education were surveyed. It was revealed that novice teachers did not apprehend events that may undermine reaching long-term instructional objectives and they focused more on the achievement of immediate objectives and the teaching of obligatory content in comparison with experienced teachers. 相似文献
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A widespread instructional practice in the teaching of argumentative writing is the use of writing samples or models during instructional conversations about what counts as “good argumentative writing.” In this article, we focus on a set of lessons in a high school English language arts classroom in order to gain insight into how a teacher’s use of writing samples contributed not only to what counts as “good argumentative writing” in that classroom, but how her instructional conversations with a group of 11th grade students revealed a shift in her “argumentative epistemologies” for teaching literature-related argumentative writing. We examine simultaneously the impact of instructional conversations on the evolution of the socially constructed definitions of good argumentative writing and the teacher’s shifting argumentative epistemologies by tracing the teacher’s socially constructed definitions of good argumentative writing in the instructional conversations around argumentative writing samples as they evolve and change over time. The findings suggest that the interactional construction of “good argumentative writing” in instructional conversations was influenced by the broader instructional context (e.g., a testing regimen), by the teacher’s argumentative epistemologies for what counts as good writing, and by the conversational interaction of teachers and students in classroom lessons.
相似文献14.
乡村教师培训已经成为我国中小学教师培训的重点。从宏观和微观层面对我国乡村教师十年培训存在的问题进行重新审视。宏观层面主要对乡村教师培训项目四类参与主体进行问题检视;微观层面的问题主要是不少乡村教师培训"精准"不足,没有确实做到"按需施训"。针对存在的问题,提出以下的破解路径:培训规划单位要科学合理创新设置乡村教师培训项目,相关部门要严把"入口关"精准遴选参训乡村教师,培训承办单位要加强乡村教师培训质量的监控、反馈和整改,培训项目团队要依据培训课程指导标准落实"按需施训"。 相似文献
15.
Paul Kirschner Chad Carr Jeroen van Merriënboer Peter Sloep 《Performance Improvement Quarterly》2002,15(4):86-104
Two studies were carried out with expert educational designers at Arthur Andersen and the Open University of the Netherlands to determine the priorities they employed when designing competence‐based learning environments. Designers in a university context and in a business context agree almost completely on what principles are important, the most important being that one should start a design enterprise from the needs of the learners, instead of the content structure of the learning do main. The main difference between the two groups is that university designers find it extremely important to consider alternative solutions during the whole design process; something that is considerably less important by business designers. University designers also tend to focus on the project plan and the desired characteristics of the instructional blueprint whereas business designers were much more client‐oriented and stressed the importance of “buying in” the client early in the process. 相似文献
16.
Expanding preservice teachers' metacognitive awareness of instructional planning through pedagogical agents 总被引：2，自引：0，他引：2
In this experimental study, 135 preservice teachers developed an instructional plan for a case study within the Multiple Intelligent
Mentors Instructing Collaboratively (MIMIC) computer-based environment. Three-dimensional, animated pedagogical agents, representing
constructivist and instructivist approaches to instructional planning, served as instructional mentors within the environment
and were available to provide advisements. The research design consisted of two factors, (a) instructivist agent (present,
absent) and (b) constructivist agent (present, absent), with two primary groups of dependent measures, (a) metacognitive awareness,
and (b) attitude. Regarding metacognitive awareness, when the constructivist agent was present, participants tended to report
a change in their perspective of instructional planning, reflected less on their thinking, and developed instructional plans
rated as more constructivist in underlying pedagogy. Regarding attitude, when the instructivist agent was present, participants
reported a more negative disposition regarding instructional planning. Results are discussed in terms of the impact on teaching
instructional planning to preservice teachers. 相似文献
17.
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
18.
George S Ibe-Bassey 《British journal of educational technology : journal of the Council for Educational Technology》1988,19(1):17-27
Instructional systems designers and developers have assumed idealized models and theories about the selection and use of materials for instruction. Such models and theories are based on what teachers should do instead of recognizing what teachers are doing when they select materials for instructions. This study examined how teachers select instructional materials for instruction. When making decisions for selecting and using materials teachers were influenced by the content of lessons taught, and by their professional training, rather than by the stating of behavioural objectives. An integrated instructional design should include a consideration of the mental and intuitive efforts of teachers, and of the qualities of materials during not after the need assessment. 相似文献
19.
Ian Putt Lyn Henderson William Patching 《Educational technology research and development : ETR & D》1996,44(4):7-22
This paper reports data obtained on practicing teachers' thinking as they interacted with a professional development interactive
multimedia (IMM) courseware package. The data were obtained from 11 participating teachers via stimulated-recall interviews.
Two types of thinking are detailed and discussed. The first type is those mediating processes engaged in by teachers during
study sessions that related to the academic and professional content of the IMM package. The second type is those evaluative
thoughts reported by teachers that related to instructional design aspects of the IMM courseware. The latter data were used
to develop a classification system that provides a conceptualization of the major components, as perceived by the participating
teachers, that relate to instructional design.
He has been involved in teaching mathematics education courses at a distance via printed text to inservice teachers and through
interactive multimedia (IMM) courseware to Aboriginal and Torres Strait Islander teacher education students in their home
communities. His current research interests focus on tertiary students' thinking while studying from IMM materials and their
usage patterns of IMM courseware. He also supervises post graduate students in the area of teaching problem solving in upper
primary and lower secondary school.
Her fields of teaching and research interests concern the cultural contextualization of instructional design of interactive
multimedia (IMM) and the World Wide Web (WWW). Other research interests focus on the mental models, thinking processes, and
teaching-learning strategies used by teachers and learners when interacting with electronic databases, IMM, and the WWW.
His areas of expertise are special education and distance education. His current research interests with respect to interactive
multimedia (IMM) focus on tertiary students' thinking while studying with IMM materials and their usage patterns of IMM courseware.
He is also involved in a number of school curriculum and systemic evaluations. 相似文献