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1.
Sandra Crespo 《Educational Studies in Mathematics》2006,63(1):29-56
In this article, the author examines the character of the conversations generated in an elementary teacher group as they worked on mathematical problems together and analyzed their students' work. Two distinct forms of talk — exploratory and expository — were found. The first type of talk occurred most prominently when discussions centered on the teachers' own mathematical work and the second type when conversations centered on that of their students. By examining closely the few occasions when the groups' expository talk turned exploratory, the author explores how both the nature of the tasks and the range and type of facilitator conversational strategies can play significant roles in promoting and interrupting these conversational patterns to educational ends. 相似文献
2.
Shulman (1986, 1987) coined the term pedagogical content knowledge (PCK) to address what at that time had become increasingly evident—that content knowledge itself was not sufficient for teachers
to be successful. Throughout the past two decades, researchers within the field of mathematics teacher education have been
expanding the notion of PCK and developing more fine-grained conceptualizations of this knowledge for teaching mathematics.
One such conceptualization that shows promise is mathematical knowledge for teaching—mathematical knowledge that is specifically useful in teaching mathematics. While mathematical knowledge for teaching has
started to gain attention as an important concept in the mathematics teacher education research community, there is limited
understanding of what it is, how one might recognize it, and how it might develop in the minds of teachers. In this article,
we propose a framework for studying the development of mathematical knowledge for teaching that is grounded in research in
both mathematics education and the learning sciences.
相似文献
| Jason SilvermanEmail: |
3.
Stephen Rushton Anne Juola-Rushton Elizabeth Larkin 《Early Childhood Education Journal》2010,37(5):351-361
Paralleling the works of Cambourne’s Conditions of Literacy Learning (The Reading Teacher, 54(4), 414–429, 2001), Copple and Bredekamp’s (Developmentally appropriate practice in early childhood programs serving children from birth though
age. National Association for the Education of Young Children, Washington, 2009) Developmentally Appropriate Practices and the findings from the field of Neuroscience this article explores the important
components of creating an active, stimulating learning environment; one purposely designed to actively engage the minds of
young children in order to help strengthen their neurological networks. The article concludes its exploration with the role
of “mirror neurons” in the learning environment and how they affect the young child's mood, emotions, and empathy. 相似文献
4.
Jamy Stillman Kathryn Struthers Ahmed Erika Castañeda-Flores 《The Educational forum》2013,77(4):432-452
In this article, we share findings from a 3-year project in which novice teacher educators participated in Freirean culture circles and Boalian Theatre of the Oppressed (teatro) in order to critically explore the work of justice-oriented teacher education. Anchored in one of the project’s most resonant scenarios, the article illustrates how teatro cultivated among participants courage to confront injustice, while also shedding light on the complexities teacher educators may face when attempting to facilitate teacher learning, particularly when such learning is centered on equity and justice. 相似文献
5.
Marianne Turner 《Teachers and Teaching》2013,19(1):78-92
This article explores how reflective practice may be facilitated among pre-service teachers preparing to teach in culturally diverse classrooms. The significance of the mentor teacher’s ability to reveal her/himself as a reflective practitioner in order to promote student reflection is well documented. The article specifically addresses one teacher educator’s approach to offering mentor support with a focus on reflective practices related to cultural diversity. She explores how her ethnographic doctoral study on the classroom participation of adult South Sudanese students in different Australian learning environments has informed her own practice as a teacher, and ways in which her teaching philosophy and values were influenced by the sustained reflection needed to complete the study. By making explicit an aspect of her reflective practice, she aims to add to the growing body of literature on how to engage pre-service teachers meaningfully in reflection on their own classroom practice, especially in relation to teaching to diversity. 相似文献
6.
Judith Mulholland 《Studies in Science Education》2013,49(1):41-62
In this article we review the notion of teacher knowledge from four metaphorical standpoints – teacher knowledge as computer, as craft, as complexity and as change. We employ each of these metaphors to examine and analyse the work of one teacher of science. We draw implications from our analysis for teacher education, teacher development and the study of teaching. 相似文献
7.
Pei Wen Tzuo 《Early Childhood Education Journal》2007,35(1):33-39
This article explores the meaning of child-centeredness in Early Childhood Education (ECE), by shedding light on the nuanced
tensions between teacher control and children’s freedom. While ECE professionals advocate the importance of children’s individual
interests and needs in education, they diverge somewhat in their perspectives about the teacher’s role in education. This
article manifests and tries to resolve this teaching dilemma through incorporating the related theories (Piaget, Vygotsky,
Dewey, and Montessori) upholding and encompassing child-centeredness. The author contends that high teacher control and high
children’s freedom are not exclusive of one another: children’s freedom is defined in an active way, as freedom to participate,
rather than in a passive way, as freedom from any constrains. The paper concludes with a metaphor of “impressionist painting”,
which may offer some insights helpful to those who have struggled with the tension between teacher control and children’s
freedom in the context of progressive and critical pedagogy. 相似文献
8.
Corrie Giles 《Journal of Educational Change》2006,7(3):179-208
This article focuses upon the sustainability of secondary school visions during a period of increasingly complex economic, social, demographic, and accountability driven change (1970–1990). Much of the classic change literature of this period highlights the failure of teachers to implement reform, and implicitly leans towards overcoming their resistance with short-term solutions so that external mandates can be institutionalized more effectively. Longitudinal studies are rarely attempted that consider the cumulative impact of both internal and external “change forces” upon teachers, or that identify the conditions necessary to ensure the sustainability of a schools vision “over time”. Viewed through the lens of resiliency, this article explores data from two high schools that participated in the Change Over Time Study (Spencer Foundation Grant number 199800214). Data suggest that not only can teacher resistance to innovation make good sense, but also, under certain conditions rarely supported by standardized reform, it can evoke a resilient, even activist, self-renewing response to change otherwise perceived to be disruptive or harmful to their school’s founding vision. 相似文献
9.
Leanne Dalley-Trim Nola Alloway Karen Walker 《The Australian Educational Researcher》2008,35(2):55-69
This paper addresses the issue of Vocational Education and Training in Schools — an issue that has recently attracted significant
political attention particularly in light of current national skills shortage in Australia. Specifically, it investigates
secondary school students’ perceptions of VET in Schools [VETiS]. It also explores the factors influencing their decision-making
in relation to VETiS — that is, why one might choose, or choose not, to enrol in a VETiS course of study. In view of the findings
presented, the paper argues that VET, and more particularly VETiS, is experiencing an “image problem” — one underscored by
the need for curriculum design and delivery reform — and suggests that there is much work still to be done on the VET agenda. 相似文献
10.
Thomas E. Ricks 《Journal of Mathematics Teacher Education》2011,14(4):251-267
Although potentially powerful for educators, the construct of teacher reflection has become diluted, rendering teacher engagement
with meaningful reflection problematic. This article presents a theoretical framework that divides teacher reflection into
two broad categories. The first and most common incident reflection occurs as specific incidents or episodes unconnected to future activity. The second process reflection—based on the work of John Dewey and Donald Sch?n—connects reflective incidents into a cyclic progression that refines ideas
through experimental action. I examined the reflective activity of a group of prospective secondary mathematics teachers as
they jointly planned a public school lesson to illustrate how incidents of reflection can be refined and linked into more
powerful and purposeful progressions of ideas. I conclude with implications for mathematics teacher development. 相似文献
11.
教师实践性知识获取路径的思考与探究 总被引：15，自引：3，他引：12
教师实践性知识在教育教学和教师专业发展中的重要性日益凸显。本文分析思考了教师实践性知识的获取意义及机制,并着重探究了通过个体教育实践、实践性知识共享、现代信息网络等路径获取教师实践性知识的相关问题和方法。 相似文献
12.
Beth A. Herbel-Eisenmann Sarah Theule Lubienski Lateefah Id-Deen 《Journal of Mathematics Teacher Education》2006,9(4):313-345
This paper discusses the case of one teacher, Jackie, whose instructional practices illuminate the importance of textbooks and student/parent expectations in shaping pedagogy. Jackie teaches in the Plainview district, which offers parents and students a choice between a reform-oriented, integrated curriculum (Core Plus) and a more conventional algebra sequence (the University of Chicago series). Each day, Jackie teaches two very different sections of accelerated eighth-grade mathematics using each of these curricular materials. Drawing from students’ survey responses, classroom observations, and teacher interview data, we show ways in which Jackie’s pedagogy differs considerably between the two courses and we shed light on reasons underlying this variation.By examining one teacher who enacts different practices in each of the two curricular contexts, this paper highlights factors that contribute to teachers’ enacted curricula – factors that have been understated in previous mathematics education research on teacher development. The study establishes the importance of distinguishing between global and local teacher change, and suggests implications for future studies of teaching and reform. 相似文献
13.
哈佛大学HGSE的教师教育项目、课程、理念及启示 总被引：4，自引：0，他引：4
本文重点介绍了哈佛教育研究生院(HGSE)的教师教育项目及教师教育课程，在此基础上，对HGSE实施教师教育的深层次理念与特色进行探析，并得出一些有益的启示，从而为实现我国教师教育大学化和综合大学参与教师教育提供参考和借鉴。 相似文献
14.
Current reform-driven mathematics documents stress the need for teachers to provide learning environments in which students
will be challenged to engage with mathematics concepts and extend their understandings in meaningful ways (e.g., National
Council of Teachers of Mathematics, 2000, Curriculum and evaluation standards for school mathematics. Reston, VA: The Council). The type of rich learning contexts that are envisaged by such reforms are predicated on a number
of factors, not the least of which is the quality of teachers’ experience and knowledge in the domain of mathematics. Although
the study of teacher knowledge has received considerable attention, there is less information about the teachers’ content
knowledge that impacts on classroom practice. Ball (2000, Journal of Teacher Education, 51(3), 241–247) suggested that teachers’ need to ‘deconstruct’ their content knowledge into more visible forms that would
help children make connections with their previous understandings and experiences. The documenting of teachers’ content knowledge
for teaching has received little attention in debates about teacher knowledge. In particular, there is limited information
about how we might go about systematically characterising the key dimensions of quality of teachers’ mathematics knowledge
for teaching and connections among these dimensions. In this paper we describe a framework for describing and analysing the
quality of teachers’ content knowledge for teaching in one area within the domain of geometry. An example of use of this framework
is then developed for the case of two teachers’ knowledge of the concept ‘square’. 相似文献
15.
16.
Conclusion Identify standards, align curricula, support technology—these are the three strategies that bring clarity to the process.
As technology changes, the standards, curricula and support must change. ACTIVStudio, interactive whiteboards and cyber diaries
are not just buzzwords — they are the new language of technology. The Citadel School of Education is paying attention — making
sense of the challenge of keeping current technology in educational leadership programs.
She is a former teacher and school administrator and currently teaches graduate courses, including microcomputers and school
management, to aspiring administrators.
Ms. Alice B. Hambright, a former public school teacher. 相似文献
17.
Rebecca Woodland Minji Kang Lee Jennifer Randall 《Educational Research and Evaluation》2013,19(5):442-460
Although teacher collaboration is a school improvement imperative, it persists as an under-empiricized construct that has proven difficult to establish and assess with certainty. In this article, the authors present a validation study of the Teacher Collaboration Assessment Survey (TCAS). The TCAS operationalizes and measures 4 key domains of teacher collaboration: dialogue, decision making, action, and evaluation, and has been used to examine the quality of teacher teaming in district-wide comprehensive school reform efforts in the Northeastern and Mid-Atlantic regions of the United States. Five sources of validity evidence recommended by Standards for Educational and Psychological Testing (AERA, APA, & NCME, 1999) are explicated, which establish a strong argument in support of the instruments' validity. The authors discuss how educational leaders and researchers can use the TCAS for leveraging teacher collaboration for instructional innovation and student achievement, and to systematically examine teacher teaming and its relationship to other educational outcomes. 相似文献
18.
Felicia M. Moore 《Research in Science Education》2008,38(5):589-610
Using multiple theoretical frameworks, reflective writings and interviews, this study explores preservice elementary teachers’
emerging identities as science teachers and how this identity is connected to notions of critical agency and a stance toward
social justice. The study addresses two central questions pertaining to preservice teachers’ conceptions as “agents of change”
and how their perceptions as change agents frame their science teacher identities and understanding of teaching science in
urban elementary classrooms. Their identity in the moment as elementary preservice teachers—not yet teachers—influences how
they view themselves as teachers and how much agency or power they feel they have as agents of change in science classrooms.
Findings suggest that science teacher education must play a more immediate, fundamental and emancipatory role in preparing
preservice teachers in developing science teacher identities and a stance toward social justice. 相似文献
19.
罗燕玲 《暨南大学华文学院学报》2014,(1):68-73
文章对华文模拟教学中指导教师、主讲学员以及听课学员的角色定位进行了探讨。文章指出,指导教师的角色在模拟教学中应在总设计师、典型化学生、主持型导师之间转换;主讲学员的角色在模拟教学中应在参赛选手、特型教师、受评学员之间转换;听课学员的角色应在特型学生、观摩者、点评者之间转换。 相似文献
20.
刘良华 《Frontiers of Education in China》2009,4(1):123-132
A good teacher has various characteristics. We can observe directly teachers’ behaviors or read their professional papers.
However, the effective way is to have teachers tell their personal life history or educational autobiography. The personal
knowledge of a good teacher will be revealed through the personal life history. According to numerous educational autobiographies,
a good teacher has two characteristics: being kind to students and having passion.
__________
Translated from Beijing Daxue Jiaoyu Pinglun 北京大学教育评论 (Peking University Education Review), 2008, 6(1): 125–131 相似文献