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1.
Examining how teacher education influences preservice teachers' (PSTs) application of content knowledge, decision making when planning for teaching, creation of innovative teaching practices and design of aligned instruction, has significant implications for understanding learning to teach. The purpose of this study was to explore the extent to which the constructivist pedagogies (e.g., interactive community discussions, problem solving, group challenges) employed by teacher educators through the implementation of a rich task (Macdonald, Hunter, & Tinning, 2007) assisted PSTs in their understanding and construction of knowledge about instructional alignment. Data collection employed rich tasks and focus-group interviews with a sample of 31 physical education teacher education (PETE) PSTs enrolled on a one-year Graduate Diploma Physical Education program. Data were analysed inductively (Patton, 1990) using the constant comparative method (Rubin & Rubin, 1995). Results revealed that PSTs varied in their articulation of the various elements of instructional alignment that were captured in the rich task. Through the use of such constructivist strategies as problem solving, group discussions, and critical friends, PSTs understood and valued the process of instructional alignment as they moved from feelings of fear and apprehension to being confident in their own development. Areas of strength and deficiency that were noted in the PSTs' attempts to design instructionally aligned lessons will guide the teacher educators in revising program components and their own practice. 相似文献
2.
Drawing on the concept of transformative expectations—that is, the instructional practices that demonstrate teachers’ belief systems for the educational justice and empowerment of Chicanx/Latinx youth—this qualitative study explored the expectancy effects of nine classroom teachers with social justice commitments in a school district in California. Through semi-structured interviews, teacher journaling, and artifacts of classroom practices, this study points to the importance of teacher disposition and socialization in developing classroom expectations, as well as helps to conceptualize the expectancies of academic rigor, social capital, empowering curriculum, and teacher caring from perspectives of justice and their importance in supporting students to meet or exceed instructional goals. Applying figured worlds and transformative expectations as the study’s analytic frameworks, teachers reported these four expectancies as important strategies for bringing social justice into the classroom, thereby prompting discussions of the future directions of teaching for social justice. 相似文献
3.
Instructional practices in secondary science: How teachers achieve local and standards-based success
Beth A. Covitt Elizabeth Xeng de los Santos Qinyun Lin Christie Morrison Thomas Charles W. Anderson 《科学教学研究杂志》2024,61(1):170-202
This article reports on analyses of the instructional practices of six middle- and high-school science teachers in the United States who participated in a research-practice partnership that aims to support reform science education goals at scale. All six teachers were well qualified, experienced, and locally successful—respected by students, parents, colleagues, and administrators—but they differed in their success in supporting students' three-dimensional learning. Our goal is to understand how the teachers' instructional practices contributed to their similarities in achieving local success and to differences in enabling students' learning, and to consider the implications of these findings for research-practice partnerships. Data sources included classroom videos supplemented by interviews with teachers and focus students and examples of student work. We also compared students' learning gains by teacher using pre–post assessments that elicited three-dimensional performances. Analyses of classroom videos showed how all six teachers achieved local success—they led effectively managed classrooms, covered the curriculum by teaching almost all unit activities, and assessed students' work in fair and efficient ways. There were important differences, however, in how teachers engaged students in science practices. Teachers in classrooms where students achieved lower learning gains followed a pattern of practice we describe as activity-based teaching, in which students completed investigations and hands-on activities with few opportunities for sensemaking discussions or three-dimensional science performances. Teachers whose students achieved higher learning gains combined the social stability characteristic of local classroom success with more demanding instructional practices associated with scientific sensemaking and cognitive apprenticeship. We conclude with a discussion of implications for research-practice partnerships, highlighting how partnerships need to support all teachers in achieving both local and standards-based success. 相似文献
4.
This paper explores the nature of prospective teachers’ noticing of students’ understanding as they analyze and discuss middle school students’ understandings of trapezoids in micro-case videos in the context of geometry. In this exploratory study, the data were obtained from eight prospective middle school mathematics teachers through individual video analysis, reflection papers, and group discussions. The results indicated that the use of purposeful micro-case video designs based on prospective teachers’ background knowledge of quadrilaterals allowed them to be productive in video analyses and discussions. In individual video analyses, prospective teachers attended to various mathematical elements to identify students’ responses but did not always use them to make interpretations of each student’s understanding of trapezoid. In the group discussions of the micro-case videos, in contrast, prospective teachers could provide alternative interpretations of students’ understanding by identifying links between the mathematical elements in students’ responses and the characteristics of students’ understandings. In the group discussions, they provided more detailed and specific instructional actions to support each student’s understanding of trapezoid than their individual video analyses. This study suggests practical implications for teacher education programs on how to use video cases (e.g., firstly, working individually and then having group discussions about the videos) to explore prospective teachers’ professional noticing skills. Considering prospective teachers’ background knowledge of related mathematical contents, this study can also inspire future studies on how to design effective videos about students’ mathematical understanding.
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6.
《Teaching and Teacher Education》2001,17(3):273-289
Leading productive classroom discussions is difficult, as any one knows who has tried. Teaching future teachers to lead them is doubly difficult — a case of teaching beyond one's own understanding. Here we report our reflection on our efforts to teach beginning teachers to lead discussions. Our method was reflective inquiry, for the central problem we addressed arose from within our teaching, and this is where its solution would have to be worked out. Lisa, one of our student teachers, expressed the problem well: After participating capably in and reflecting upon model discussions that we had led, she said that she had “really no idea how to lead a discussion” herself. Our efforts to teach with discussion were surprisingly inconsequential when it came to teaching for discussion, where the subject matter is discussion itself — its worth, purposes, types, and procedures — and in which case discussion is not a teaching method but a curriculum objective. Against this problem, we critique methods we have used to teach both with and for discussion and present a typology that we developed in order to do both better. 相似文献
7.
严晓月 《安徽广播电视大学学报》2009,(3):53-56
运用Horwitz等设计的外语课堂焦虑量表对某省级示范高中不同年级、不同性别学生在四个维度（听说、负评价、考试、课堂环境）英语学习焦虑状况进行了问卷调查。研究结果显示高中生总体焦虑状况是令人欣慰的;高中生的焦虑程度随年级的升高而下降;男女生的焦虑在不同年级各有不同,总体上女生焦虑程度重;在四个维度中听说焦虑程度最深。并就如何调控高中生的焦虑水平、降低听说焦虑、减轻负评价焦虑、克服考试焦虑、减少课堂环境焦虑等提出了相应的教学策略。 相似文献
8.
Roger H. Garvelink 《Clearing house (Menasha, Wis.)》2013,86(4):185-186
School administrators and teachers need to recognize that most persons—including would-be censors of school-related media communications—simply do not understand the complexities germane to measuring the impact of the mass media and the specific messages transmitted to broader audiences via a variety of media channels. In particular, what most laypersons fear are the perceived negative short-term effects while they ignore the critically important question of long-term influence. The author argues that administrators and teachers have a responsibility to better inform themselves vis-à-vis media influence so that they are able to effectively respond to concerns of potential censors of school related materials. They need, in point of fact, to become educators in the broadest meaning of that word. 相似文献
9.
Admiraal Wilfried F. Lockhorst Ditte Wubbels Theo Korthagen Fred A.J. Veen Wim 《Learning Environments Research》1998,1(1):59-74
The use of computer conferencing environments with student teachers and their supervisors was implemented during teaching practice and evaluated for four teacher education programs. Computer conferencing can be contrasted with the more common supervision methods, such as face-to-face conferences between the student teacher and the cooperating teacher, or between a group of student teachers and their supervisor at the teacher education institute. In our evaluation, we focused on participants' opinions of computer conferencing and their participation, activities and educational outcomes. During their field experiences, student teachers used computer conferencing primarily to exchange emotional support when they recognised similar experiences among their peers. It was less used for reflecting on their teaching and exchanging pedagogical content knowledge, including instructional methods and designs, classroom management strategies, general and instructional theories, and aspects of the teaching profession. This finding led to the conclusion that more attention should be paid to the structure of student teachers' learning environment, because more coaching and instruction of student teachers in their systematic and reflective use of computer conferencing leads to more varied and extensive communication 相似文献
10.
Muhammad M. Abdel Latif 《Journal of Research in Reading》2015,38(2):194-212
High levels of apprehension cause students to have writing difficulties. This study attempted to identify the sources of Egyptian university students’ English writing apprehension. The study made use of both quantitative and qualitative data. The scores of 57 students on a writing apprehension scale were compared to their scores on another scale assessing writing self‐efficacy and three linguistic tests measuring English grammar and vocabulary. Additionally, 15 apprehensive students and 16 nonapprehensive students were interviewed about their writing experiences and beliefs. Analysis of the quantitative and qualitative data showed that there are six sources of the students’ English writing apprehension: linguistic knowledge level, perceived language competence, writing performance level, perceived writing competence, instructional practices and fear of criticism. These results indicate the integrative nature of L2 writing ability and emphasise the need for dealing with these sources of apprehension. The study recommends that reducing L2 students’ writing apprehension should start by improving their linguistic knowledge and writing ability; this will result in bringing about a positive change in their language and writing competence self‐perceived beliefs. In addition, the study presents some other recommendations for improving instructional practices of English writing in the Egyptian context. 相似文献
11.
This article reports the findings from a study that examined how high school biology teachers describe their instructional use of reading and textbooks. In the study, both quantitative and qualitative data were collected—by self-report mail questionnaire and personal interview, respectively. Eighty percent of 184 sampled teachers responded to the questionnaire, and, of these, a subsample of 16 teachers—selected to be broadly representative of the questionnaire sample—were interviewed subsequently with their instructional materials present to increase recall. We found that biology teachers modified their use of textbooks according to the academic level of the biology class that they taught. In lower academic level classes, teachers provided students with many reading activities but expected them to learn biology content in class. In higher academic level classes, teachers expected students to learn from both independent reading and classroom instruction. Biology teachers viewed both reading and inquiry activities as important to learning biology, but they appeared unsure of how to incorporate reading comprehension strategies into their science instruction. 相似文献
12.
Annika Goeze Jan M. Zottmann Freydis Vogel Frank Fischer Josef Schrader 《Instructional Science》2014,42(1):91-114
The ability to analyze and understand classroom situations through the eyes of not only teachers but also students can be seen as a crucial aspect of teachers’ professional competence. Even though video case-based learning is considered to have great potential for the promotion of analytical competence of teachers (i.e., becoming immersed in student and teacher perspectives as well as applying conceptual knowledge to better understand classroom situations), only a few studies have investigated the effects of corresponding instructional support. This empirical field study examines the effects on analytical competence of two types of instructional support—hyperlinks to multiple perspectives and hyperlinks to conceptual knowledge—by using a 2 × 2 factorial design in a computer-supported video case-based learning environment inspired by cognitive flexibility theory and participatory design. The study examines collaborative learning processes to discover what specific kind of instruction may help to counteract some of the known deficits of case-based learning and teacher thinking, such as limited perspective-taking. From a participatory design point of view, training novices to become immersed in teacher and student perspectives can be considered as an alternative for direct involvement of teachers and students in the design process. The study was realized as a four-day university course for pre-service teachers (N = 100). ANCOVAs of learning processes (small-group discussions) and outcomes (written case analyses) provide evidence that both types of instructional support (i.e., hyperlinks to multiple perspectives and conceptual knowledge) are beneficial. In particular, hyperlinks to multiple perspectives affected small-group case discussions and written post-tests as they led to increased immersion (i.e., perspective-taking). Hyperlinks to conceptual knowledge furthered the application of this knowledge, especially in the written post-tests. Implications for teacher education, participatory design, and further research are discussed. 相似文献
13.
Hyung Nam Kim 《Interactive Learning Environments》2013,21(6):533-546
It is often observed that most international students are less likely to express their opinions in class. The lack of communicative engagement has negative impacts on students' academic performance. The objective of this article was to explore a range of possible explanations for international students' lack of engagement in class discussions and to seek a way to model how an e-tool could be applied to make international students more comfortable communicating. The present study viewed that those students' communication problems are induced by the following multiple factors: a sense of belonging to a minority, cultural difference, and communication apprehension. Blogs were thus suggested to enhance those students' communication contexts. An ideal model of blogging interactions between students and teachers was theoretically proposed. 相似文献
14.
Miri Barak 《Journal of Science Education and Technology》2017,26(5):459-469
The new guidelines for science education emphasize the need to introduce computers and digital technologies as a means of enabling visualization and data collection and analysis. This requires science teachers to bring advanced technologies into the classroom and use them wisely. Hence, the goal of this study was twofold: to examine the application of web-based technologies in science teacher preparation courses and to examine pre-service teachers’ perceptions of “cloud pedagogy”—an instructional framework that applies technologies for the promotion of social constructivist learning. The study included university teachers (N = 48) and pre-service science teachers (N = 73). Data were collected from an online survey, written reflections, and interviews. The findings indicated that university teachers use technologies mainly for information management and the distribution of learning materials and less for applying social constructivist pedagogy. University teachers expect their students (i.e., pre-service science teachers) to use digital tools in their future classroom to a greater extent than they themselves do. The findings also indicated that the “cloud pedagogy” was perceived as an appropriate instructional framework for contemporary science education. The application of the cloud pedagogy fosters four attributes: the ability to adapt to frequent changes and uncertain situations, the ability to collaborate and communicate in decentralized environments, the ability to generate data and manage it, and the ability to explore new venous. 相似文献
15.
Comparison of communication apprehension levels of Puerto Rican college students with U.S. mainland students indicate the Puerto Ricans are much less apprehensive about communication in their native language than are the U.S. students but are much more apprehensive about communication in English. Additional findings indicate that apprehension in a first language is a much better predictor of apprehension in a second language than is self‐perceived competence in that second language. It is suggested that the problem of communication apprehension must be addressed by second language teachers if students are to be taught to be truly bilingual. 相似文献
16.
《欧洲教育》2013,45(2-3):200-208
No West European country has undertaken more comprehensive and thoroughly planned school reforms than Sweden during the past two decades. While the adaptation of the basic teacher training to these changes was—by Swedish accounts—limping behind the revision in the school system, two services to teachers were developed in quite effective ways: one involves itinerant consultants who, upon request, will come to assist teachers with problems or experiments in their own school setting; the other entails arrangements for obligatory in-service training which is given on several days freed from instructional duties. 相似文献
17.
This study examined the relationships that exist between high school science teachers' understanding of the Piagetian developmental model of intelligence, its inherent teaching procedure—the learning cycle—and classroom teaching practices. The teachers observed in this study had expressed dissatisfaction with the teaching methods they used, and, subsequently, attended a National Science Foundation sponsored in-service program designed to examine laboratory-centered science curricula and the educational and scientific theories upon which the curricula were based. The teachers who exhibited a sound understanding of the Piagetian model of intelligence and the learning cycle were more likely to effectively implement learning cycle curricula. They were able to successfully integrate their students' laboratory experiences with class discussions to construct science concepts. The teachers who exhibited misunderstandings of the Piagetian developmental model of intelligence and the learning cycle also engaged their students in laboratory activities, but these activities were weakly related to learning cycles. For example, the data gathered by their students were typically not used in class discussions to construct science concepts. Therefore, these teachers apparently did not discern the necessity of using the data and experiences from laboratory activities as the impetus for science concept attainment. Additional results comparing degrees of understanding, teaching behaviors and questioning strategies are discussed. 相似文献
18.
Ville Nivalainen Mervi A. Asikainen Kari Sormunen Pekka E. Hirvonen 《Journal of Science Teacher Education》2010,21(4):393-409
Practical work in school science plays many essential roles that have been discussed in the literature. However, less attention
has been paid to how teachers learn the different roles of practical work and to the kind of challenges they face in their
learning during laboratory courses designed for teachers. In the present study we applied the principles of grounded theory
to frame a set of factors that seem to set major challenges concerning both successful work in the school physics laboratory
and also in the preparation of lessons that exploit practical work. The subject groups of the study were preservice and inservice
physics teachers who participated in a school laboratory course. Our results derived from a detailed analysis of tutoring
discussions between the instructor and the participants in the course, which revealed that the challenges in practical or
laboratory work consisted of the limitations of the laboratory facilities, an insufficient knowledge of physics, problems
in understanding instructional approaches, and the general organization of practical work. Based on these findings, we present
our recommendations on the preparation of preservice and inservice teachers for the more effective use of practical work in
school science and in school physics. 相似文献
19.
Ander Erickson Patricio Herbst 《International Journal of Science and Mathematics Education》2018,16(1):167-181
This study presents an analysis of whether geometry teachers create opportunities for student discussion when engaging students in proving as revealed through the use of a multimedia survey instrument. We presented 42 secondary mathematics teachers with 8 multimedia narratives set in the situation of doing proofs in high school geometry and asked them to choose what they would do next, presenting options that included a normative instructional action which closed off discussion and less typical actions that encouraged student discussion. Our analysis provides insight into the professional obligations that teachers use to justify their departure from the norm in order to encourage student talk as well as the background variables that are associated with such decisions. We found that while secondary mathematics teachers frequently chose to promote discussion in their classrooms, the rationale that they chose for this decision and the reasons they might choose not to immediately encourage discussion differed according to the amount of experience they had teaching geometry. We use these differences to illustrate how the professional obligations can be used to better understand how teacher decisions are rationalized at the level of the instructional situation. 相似文献
20.
We have designed a model for transformational science teaching focused on linking theory and practice through curriculum decision making that has been the framework for professional development sessions for middle-grade science teachers during the past 5 years. Interviews with teachers revealed that their experiences with curriculum development were of significant value in making decisions concerning the design of classroom environments. As teachers reflected on current research about teaching and learning, in collaboration with university scientists and science educators, they were informed by theoretical perspectives which held implications for their practice. Curriculum development became a vehicle for professional development and school reform; however, it was vital that the teachers were in clear communication with their administrators and communities concerning reform issues. Students and teachers from schools implementing the model and from control sites were interviewed to determine the model's influence on instructional practices and student attitude and achievement in science. The five-phase model for transformational science teaching is discussed here, accompanied by teacher comments about tensions experienced at each phase. This discussion is followed by an analysis of teacher and student interview data that reveals teachers' use of instructional strategies and students' attitudes toward science. Results and analysis of student performance on a mandated end-of-grade science test are also included. From this evidence, we recommend a new design for professional development opportunities for teachers that engages them in decision making as they reflect about the connections between theory and practice and the value of continually testing, revising, and reevaluating curriculum and instructional issues. J Res Sci Teach 34: 773–789, 1997. 相似文献