共查询到20条相似文献，搜索用时 31 毫秒
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Nesrin Ozturk 《Educational studies》2017,43(3):247-264
For successful reading experiences in native and/or foreign/second language, individuals need to benefit from not only cognitive strategies but also metacognitive strategies. Although research found reading comprehension and performance increase following metacognitive trainings, such findings may not transfer into mainstream classrooms as easily for several reasons. This study, therefore, aimed to disseminate the phenomenon of teaching metacognition with an emphasis on teacher’s instrumental role during classroom learning. More specifically, it investigated language instructors’ metacognition and their self-reported competencies for teaching metacognition. It also examined whether and how self-reported competencies changed following a professional development (PD) module of teaching for metacognition. Utilising Metacognitive Awareness Inventory (MAI) and think aloud protocols for instructional planning, this study found most participants were either highly metacognitive or metacognitive individuals. It was also found that most participants were initially not knowledgeable about and/or competent in teaching metacognition. Following PD, highly metacognitive teachers developed authentic lesson plans manifesting metacognition instruction while metacognitive teachers adopted similar instructional designs presented during the PD. Besides, half of the participants appreciated teaching metacognitively following the PD. Finally, under the light of these findings, future research and policy adjustments were proposed. 相似文献
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Jeremy D. Stoddard 《Learning, Media and Technology》2012,37(3):271-288
This collective case study of teachers and students in two ninth-grade US history classes examines the role that films can play as a ‘thoughtful’ medium for teaching history. Specifically, the study focuses on the nature and range of authentic intellectual work that students are engaged in with film in the classroom (Newmann, F., B. King, and D. Carmichael. 2007. Authentic instruction and assessment: Common standards for rigor and relevance in teaching academic subjects. Des Moines, IA: Iowa Department of Education. http://centerforaiw.com/resources/center-aiw-materials). The findings contribute to the literature by challenging and extending current notions of pedagogy with a film, in particular, Hobbs' (2006. Non-optimal uses of video in the classroom. Learning, Media and Technology 31: 35–50) findings of ‘non-optimal’ use of video. In addition to using a film as simply a historical ‘text’ or visual textbook, students in these classes are engaged with the medium of film in developing conceptual knowledge and historical empathy and in the deliberation of controversial issues or historical events. The study also reveals a continued lack of critical analysis of films as a source and reveals the tension between ideology of ‘educational’ media and teacher practice with media. 相似文献
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Christopher Deacon Allyson Hajek Henry Schulz 《International Journal of Science Education》2013,35(16):2189-2208
ABSTRACTMany post-secondary institutions provide training and resources to help GTAs fulfil their teaching roles. However, few programmes focus specifically on the teaching competencies required by GTAs who work with undergraduate students in laboratory settings where learning tends to be more active and inquiry based than in classroom settings. From a review of 8 GTA manuals, we identified 20 competencies and then surveyed faculty and lab coordinators (FIS) and GTAs from a Faculty of Science at a comprehensive Canadian university to identify which of those competencies are required of GTAs who work in undergraduate science labs. GTAs and FIS did not significantly differ in the competencies they view as required for GTAs to work effectively in undergraduate labs. But, when comparing the responses of GTAs and FIS to TA manuals, ‘Clearly and effectively communicates ideas and information with students’ was the only competency for which there was agreement on the level of requirement. We also examined GTAs’ self-efficacy for each of the identified competencies and found no overall relationship between self-efficacy and demographic characteristics, including experience and training. Our results can be used to inform the design of training programmes specifically for GTAs who work in undergraduate science labs, for example, programmes should provide strategies for GTAs to obtain feedback which they can use to enhance their teaching skills. The goal of this study is to improve undergraduate lab instruction in faculties of science and to enhance the teaching experience of GTAs by better preparing them for their role. 相似文献
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Anne Burke 《Teacher Development》2017,21(2):269-287
This article shares teachers’ conversations within teacher inquiry groups and considers how this reflective approach has potential for transforming teachers’ practices. Conversations took place at the early stages of a longer teacher inquiry project and centred on the critical interrogation of social justice-oriented children’s literature. These conversations served as a forum to help teacher professional learning communities and to reconcile understandings about social justice, action and agency within larger political and cultural forums of teaching. The teacher inquiry sessions shared in this paper explore teachers’ beginning struggles with conceptualizations of social justice, and the teacher’s role in imparting values to students. Teacher participants imparted their experience and practice as they negotiated their own understanding and implementation of social justice education in their schools. The teacher inquiry groups provided a needed supportive space where classroom teachers’ struggles were shared alongside their beliefs and pedagogical approaches so that a social justice agenda could be achieved. 相似文献
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Peter W. Hewson Mariana G. A'B. Hewson 《International Journal of Science Education》2013,35(4):425-440
An analysis of recent science education research on student conceptions of natural phenomena, on science teaching and on science teacher planning carries implications for science teacher education. This suggests that the development of appropriate conceptions of teaching should be an important goal of science teacher education. Drawing the analogy between conceptions of natural phenomena and conceptions of teaching suggests guidelines for designing instruction in science teacher education courses. The importance of these guidelines is enhanced because teachers are likely to hold conceptions of teaching which are in conflict with those considered appropriate. Activities in science teacher education which have attempted to identify and influence conceptions of science teaching are described and analysed. While these activities must be regarded as preliminary, they point to a powerful approach to thinking about the education of science teachers. 相似文献
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Judith Hollenweger 《Prospects》2011,41(3):445-457
Over the last decade, the pressure has increased for teachers to facilitate the best possible learning for all children. States
collect much information to ensure that schools are accountable to all students. But is this information helping to improve
provision for a diverse student population in inclusive settings? It is well established that teachers’ attitudes and beliefs
influence students’ learning. Research evidence also shows that teachers seem to face particular difficulties in trying to
understand students who have a disability or are performing poorly. Teacher education could contribute more substantially
towards helping teachers to adequately understand those student characteristics most relevant to learning. This article presents
a model to help understand the complex competency required to assess students adequately. It is suggested that introducing
teachers to a functional language for describing disability could help teachers to focus on enabling learning and development
rather than labelling. 相似文献
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This study investigated the effects of Chinese tertiary teachers’ goal orientations for teaching on their approaches to teaching mediated by teacher engagement. In a survey of 597 Chinese tertiary teachers, the respondents placed particular emphasis on relational and mastery goals and expressed a preference for student-focused approaches to teaching. An emphasis on mastery goals was found to predict a preference for student-focused teaching, whereas ability-approach and work-avoidance goal orientations predicted a preference for teacher-focused teaching. Ability-avoidance and relational goals were found to be positively related not only to teacher-focused approaches but to student-focused approaches to teaching as well. In addition, teacher engagement was found to significantly mediate the effects of ability-approach, mastery and work-avoidance goals on teacher-focused intention, student-focused intention and student-focused strategy. These results have significant implications for Chinese higher-education institutions in light of their transition from teacher-focused to student-focused approaches to teaching. 相似文献
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Robyn Gibson 《Teaching in Higher Education》2013,18(5):607-613
Richard Florida's The rise of the creative class (2002) delivered a strong wake-up call to higher education institutions worldwide. By linking creativity to technological innovation and economic prosperity, Florida argued that universities and colleges should nurture creativity in their students. But for many years, the higher education enterprise has been criticised for dampening creativity rather than fostering it. This paper explores the subversive nature of creativity, the value of creative teaching and proposes a number of strategies higher education should consider if they hope to graduate the future leaders of twenty-first century society. 相似文献
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The data for this paper are drawn from a qualitative research project involving a number of alternative education sites in Australia and the United Kingdom. In this paper, we focus only on the motives and teaching philosophies of a sample of teachers who have chosen to work in alternative education sites despite, for some, the prospect of uncertain employment conditions and lower salaries. A thematic approach is used with the data so as to structure participant perspectives on a range of teaching-related issues. We argue that the experiences and perceptions of these teachers provide a starting point for reflection about the impact of many current educational policies that have been shaped or influenced by market-driven neo-liberal paradigms emphasising disciplinary accountabilities for teachers. 相似文献
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Colin O’Byrne Gwynaeth McIntyre Celia Lie Sheena Townsend Benjamin Schonthal 《Tertiary Education and Management》2013,19(4):351-361
Abstract There is increasing interest in how academic development of various kinds influences university teaching and student learning. To date the focus has been on formal, expert-led opportunities to learn how to teach. Our institution has developed a less formal, participant-led forum for teaching staff that was initially established to share ideas on teaching techniques and skills. We report here on participant-led research that explores if and how this model of group learning works, and how it might relate to other models that have been applied to tertiary teaching development. Authors adopted a self-study research framework incorporating a collaborative autoethnography. The data emphasises how participants use this forum as a community of practice, as a means for deep engagement with learning about teaching, and as a means to rationally manage their learning against a backdrop of challenges associated with learning to teach in research-led higher education. 相似文献
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This study focuses on the relationship between teacher education and graduates’ intended and actual entrance into teaching. Moreover, it explores how this relationship differs for two types of initial teacher training for secondary education. A hypothetical model of graduates’ entrance into the teaching profession comprising empirically grounded variables was developed. Besides teacher education related variables, other factors (e.g., motivation and labour market) were included. Data for this study were based on a sample of 370 graduates qualified for teaching in secondary education. Logistic regression analysis indicates that intention to enter teaching, preparedness for teaching, employment opportunities and type of teacher training explain 43% of the variance in actual entrance into teaching. Furthermore, path analysis was applied to test the hypothetical pattern of (inter)relationships between the variables. Results are largely consistent across the two types of teacher training showing a small, although statistically significant, contribution of teacher education above other antecedents of graduates’ intention to enter teaching. 相似文献
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Sascha Grusche 《International Journal of Science Education》2013,35(8):981-1007
ABSTRACTPrismatic refraction is a classic topic in science education. To investigate how undergraduate students think about prismatic dispersion, and to see how they change their thinking when observing dispersed images, five teaching experiments were done and analysed according to the Model of Educational Reconstruction. For projection through a prism, the students used a ‘split image projection’ conceptualisation. For the view through a prism, this conceptualisation was not fruitful. Based on the observed images, six of seven students changed to a ‘diverted image projection’ conceptualisation. From a comparison between students’ and scientists’ ideas, teaching implications are derived for an image-based approach. 相似文献
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O’Byrne Colin McIntyre Gwynaeth Lie Celia Townsend Sheena Schonthal Benjamin Shephard Kerry 《Tertiary Education and Management》2018,24(4):351-361
Tertiary Education and Management - There is increasing interest in how academic development of various kinds influences university teaching and student learning. To date the focus has been on... 相似文献
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Greefrath Gilbert Siller Hans-Stefan Klock Heiner Wess Raphael 《Educational Studies in Mathematics》2022,109(2):383-407
Educational Studies in Mathematics - The article deals with the pedagogical content knowledge of mathematical modelling as part of the professional competence of pre-service teachers. With the help... 相似文献
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The paper introduces a framework concerning conceptions of teaching and learning of advanced graduate students and the trajectory
of change in their conceptions following a formal course on course design and teaching. Students were enrolled in six sections
of this graduate course, two offered in a 6-week format and 4 in a 13-week format. The courses were taught by three different
instructors. Data were obtained from 88 doctoral students before and after the course using four questions pertaining to the
meaning of effective teaching, effective learning, role of the teacher, and role of the learner. Using an open coding procedure,
four conceptions were identified. These were transmitting knowledge, preparing context/managing instruction, promoting course
learning, and promoting life-long learning. The generalized linear model procedure was used to conduct within and between
group pre and post course comparisons. Overall, there was a significant change in response frequency ratios in all four categories
across all courses, indicating a decrease in the responses in the first two categories and an increase in the frequency of
responses in the last two categories. No significant differences were attributed to course type or instructor. 相似文献
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Chris Hurst 《Educational research; a review for teachers and all concerned with progress in education》2017,59(1):107-123
Background: Teacher knowledge continues to be a topic of debate in Australasia and in other parts of the world. There have been many attempts by mathematics educators and researchers to define the knowledge needed by teachers to teach mathematics effectively. A plethora of terms, such as mathematical content knowledge, pedagogical content knowledge, horizon content knowledge and specialised content knowledge, have been used to describe aspects of such knowledge.Purpose: This paper proposes a model for teacher knowledge in mathematics that embraces and develops aspects of earlier models. It focuses on the notions of contingent knowledge and the connectedness of ‘big ideas’ of mathematics to enact what is described as ‘powerful teaching’. It involves the teacher’s ability to set up and provoke contingent moments to extend children’s mathematical horizons. The model proposed here considers the various cognitive and affective components and domains that teachers may require to enact ‘powerful teaching’. The intention is to validate the proposed model empirically during a future stage of research.Sources of evidence: Contingency is described in Rowland’s Knowledge Quartet as the ability to respond to children’s questions, misconceptions and actions and to be able to deviate from a teaching plan as needed. The notion of ‘horizon content knowledge’ (Ball et al.) is a key aspect of the proposed model and has provoked a discussion in this article about students’ mathematical horizons and what these might comprise. Together with a deep mathematical content knowledge and a sensibility for students and their mathematical horizons, these ideas form the foundations of the proposed model.Main argument: It follows that a deeper level of knowledge might enable a teacher to respond better and to plan and anticipate contingent moments. By taking this further and considering teacher knowledge as ‘dynamic’, this paper suggests that instead of responding to contingent events, ‘powerful teaching’ is about provoking contingent events. This necessarily requires a broad, connected content knowledge based on ‘big mathematical ideas’, a sound knowledge of pedagogies and an understanding of common misconceptions in order to be able to engineer contingent moments.Conclusions: In order to place genuine problem-solving at the heart of learning, this paper argues for the idea of planning for contingent events, provoking them and ‘setting them up’. The proposed model attempts to represent that process. It is anticipated that the new model will become the framework for an empirical research project, as it undergoes a validation process involving a sample of primary teachers. 相似文献
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Karina J. Wilkie 《Journal of Mathematics Teacher Education》2014,17(5):397-428
This article is based on a project that investigated teachers’ knowledge in teaching an important aspect of algebra in the middle years of schooling—functions, relations and joint variation. As part of the project, 105 upper primary teachers were surveyed during their participation in Contemporary Teaching and Learning of Mathematics, a research project funded by the Catholic Education Office, Melbourne (2008–2012). Analysis of the survey responses revealed that two-thirds of teachers demonstrated content knowledge on a pattern generalisation task appropriate for upper primary levels of schooling (8- to 12-year-old students), but less than half demonstrated reasonable pedagogical content knowledge (PCK). On a paired variable (function machine) task, only one quarter of teachers demonstrated appropriate PCK. Although two-thirds of the teachers indicated that they currently taught content from the “Patterns and Algebra” strand of the new Australian Curriculum, less than half were able to provide examples of appropriate learning experiences for students. More than two-thirds of teachers expressed concern about their ability to teach this area of mathematics. Implications for the professional learning of teachers to improve their mathematics knowledge for developing students’ functional thinking are presented. 相似文献