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1.
《师资教育杂志》2012,38(3):359-377
Northern Ireland has invested heavily in the use of technology enhanced learning at all levels of education. Alongside this, radical changes to the school curriculum and the planned move away from academic selection towards a more inclusive system are challenging those involved in Initial Teacher Education to find ways to improve teaching and learning for more inclusive classrooms. This study reviews a pilot programme that integrated problem‐based and blended e‐learning pedagogy to support student teachers learning in the area of special needs and inclusion education. Findings indicate that using a carefully constructed blended programme can effectively support key teaching and learning aspects of pre‐service training and help develop skills in critical reflection. It also offers initial teacher educators in Northern Ireland insight into some of the most pressing problems experienced by student teachers during training, and provides a rationale for continued programme development. 相似文献
2.
ABSTRACTWhile higher education teachers are able to use information in sophisticated ways to learn and communicate within their disciplines, they may not be accustomed to teaching their students to use information creatively and reflectively to support their work in a course. This article introduces informed learning design, a curriculum design model by which teachers specifically enable students to learn course content through intentional engagement with information. Drawing from informed learning pedagogy and the variation theory of learning, the design model outlines an instructional pattern for enabling student awareness of critical aspects and features of the object being studied related to both information use and course content. 相似文献
3.
This study arose in response to a perceived need for additional teacher support for assessment in physical education and the limited focus in physical education pedagogy literature on the impact of Assessment for Learning (AfL), in particular the impact of formative assessment on student learning. The study involved the refinement and evaluation of a post‐primary physical education planning framework with assessment instruments for use by teachers. A number of teachers were engaged in the development of assessment and planning materials, the trialling of these in school settings and their subsequent refinement based on the feedback received from the teaching and learning setting. The study was contingent on teachers cultivating a learning culture within their class. Students’ and teachers’ experiences of AfL are reported before highlighting some of the challenges that remain in investigating formative assessment. 相似文献
4.
This paper reports on a study that was conducted to examine formative assessment as a form of assessment that promotes critical pedagogy in teaching and learning. Using Freire’s notion of critical pedagogy as an analytic framework, the argument is that formative assessment should transcend grading, selection and accountability for learning and elevate each student’s learning threshold. Critical pedagogy is concerned with reconstructing the traditional student/teacher relationship and developing spaces and practices that nurture dialogue and possibilities. The study adopted a case-study research design. Discussions with educators and an examination of students’ workbooks provided insights about how the educators understood formative assessment and how it can be used to promote socially just education. The findings indicate that even though the teachers viewed themselves as competent in using this assessment, this was not evident in their practices as well as the views they expressed about it. They appreciated the importance of the assessment for promoting socially just education but still had some misconceptions regarding its implementation, for example, the teaching of Business Studies. The teachers’ professional understanding of formative assessment as a concept and a practice highlighted the need for teacher development. If teachers are encouraged to examine their practices, this will permit them to embrace formative assessment, and to stimulate students’ interest, and performance in Business Studies. 相似文献
5.
This study investigated the opportunities for learning afforded by access to mobile phones, and the associated challenges created by their use in a peri-urban private secondary school in Uganda. The study was motivated by availability of phones with facilities to connect to the Internet and to access free open education resources (OERs), which if used appropriately, could support changes in pedagogy required to promote learning in rural schools in Uganda. Information was collected using interviews, observations and focus group discussions with parents, students and their teachers between June 2014 and July 2015. Results show a slow positive change in attitude amongst teachers and parents that phones are useful in learning; an increased enthusiasm and eagerness among students, and more engaging and interactive lessons. Some teachers found challenges in accessing education resources due to poor Internet connectivity, while others required skills and knowledge about appropriate OERs that promote interactive learning. The study recommends re-skilling of teachers to use mobile phones to access the Internet, use of OERs and ICT interactive pedagogies especially in schools with limited access to computers and Internet connectivity. 相似文献
6.
Lasisi Ajayi 《Educational Research for Policy and Practice》2014,13(3):251-268
In this article, I argue for the need to improve teacher preparation (TP) courses for elementary education student teachers to teach English-language arts (ELA). In particular, these TP programs need to support student teachers in delivering culturally responsive pedagogy within rural classrooms. Twenty-three student teachers participated in this research, which was aimed at investigating effective teaching pedagogy both within a place-based TP course and within teaching experiences within a rural border county. The student teachers took a course in literacy methods for 16 weeks, taught ELA in elementary schools using specific methods, and participated in videotaped collaborative reflections. Data collection for the study involved the student teachers’ responses to reflective questions, field notes, and evaluative essays. The findings suggested that providing student teachers with project-based, cooperative, inquiry-based activities, as well as opportunities for collaborative reflection during their university classes provided a learning context for the student teachers that connected ELA instruction to the economic situations of the rural communities. In addition, the findings indicated that the activities prepared the student teachers to develop the skills to relate instruction to people, culture, and social practices of rural the communities, value pupils’ local knowledge and community resources, and learn from diverse perspectives and experiences of their peers. 相似文献
7.
Student evaluation of teaching (SET) only becomes an effective tool for improving teaching and learning when the relevant stakeholders seriously consider and plan appropriate actions according to student feedback. It is common practice in medical education to provide clinical teachers with student feedback. However, there is limited evidence about how teachers in higher education, and medical education in particular, systematically apply student feedback to improve the quality of their teaching practice. The focus of this case study was to examine clinical teachers’ perceptions of and responses to SET with respect to its purposes and uses for enhancing their teaching. An explanatory sequential mixed methods approach was employed to collect both quantitative and qualitative data from the clinical coaches. These clinical coaches perceived the main purpose of student evaluation as quality assurance, and were moderately receptive to student feedback. Four key factors enabling or inhibiting their responses were revealed: institutional requirements, operational practices, personal biases and provision of support. Future research should further explore the interrelationships among the above factors as the core mechanism in influencing clinical teachers’ perceptions of and responses to student evaluation. 相似文献
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Pete Sorensen John Twidle Ann Childs Janet Godwin 《International Journal of Science Education》2013,35(13):1605-1627
This paper reports on a longitudinal study of developments in use of the Internet by science student‐teachers on Post Graduate Certificate of Education (PGCE) courses in five higher education institution–school partnerships in England. These are 1‐year, full‐time, teacher training courses for graduate scientists. The aim of the research was to examine changes in attitudes to, and use of, the Internet to support science teaching and the perceived challenges and barriers to practice in schools, against a background of high national expectations reflected in the qualification standards of the teacher education courses. The research has involved nearly 600 student‐teachers, representing between 7% and 8% of those training on PGCE science courses in England, and has employed mixed methods, with questionnaires serving as the main basis for analysing trends, and focus groups and case studies used to gain deeper insight to the particular issues identified. The process has been an iterative one, with the outcomes of each year’s research being used to inform further research and course developments in the institutions involved. The findings indicate that attitudes and confidence in use of the Internet have improved over the period, with evidence of increased application directly in the classroom. However, in addition to some of the generic technological issues that may hinder developments in the use of Information and Communication Technology in schools, there are continuing concerns relating to limited pedagogical guidance and availability of good role models. The implications of this for developments in science teacher education programmes are discussed. 相似文献
10.
The overall appeal of ICT in education in China is promoting deep integration of ICT technology with teaching. From a regional point of view, intelligent terminals, such as laptop and tablet, were integrated into classroom, in Beijing, Shanghai and other developed cities. Interactive media equipment (whiteboards, interactive TVs and iPad etc.) have been applied in classroom teaching with deeper and broader ways. However, regarding the pedagogy, it is still a challenge to apply ICT technology for the revolution and further development of classroom instruction properly. In order to evaluate the quality of classroom teaching in an ICT environment and support teachers teaching with ICT technology in daily life practices, this study explored, measured and analyzed the features of classroom instruction in ICT environment, according to the sample lessons from a district in Beijing. Based on our prior research findings on Pad-enhanced teaching pedagogy, the “TPOCME Deep Classroom model” was proposed. 66 sample lessons that applying the TPOCME model was analyzed. The study found that student’s Higher-order Thinking, Classroom Participation and Meaningful learning all have qualitative improvement compared with the traditional classes. The progress concerning the integration of ICT in education and teaching changes the relations between teaching and learning in traditional classes. This study also proved the effectiveness of the proposed model and provided a basis for further development. It was an exploration of promoting ICT-enabled classroom teaching pedagogy in China. 相似文献
11.
The Central Arizona–Phoenix Long‐Term Ecological Research (CAP LTER) project includes training elementary and secondary teachers. This training component, Ecology Explorers (EE), prepares teachers in grades 4 through 12 to teach about ecological principles and processes. The EE pedagogy employs scientific inquiry and data collection protocols. This study attempted to capture the impact of the EE training on how teachers were integrating their training knowledge and what support systems influenced the pedagogy. The research‐evaluation design used cohort panels to address questions regarding immediate and long‐term impacts. Inquiry methods were based on survey questionnaires with ordinal and reflective questions. Some of the key findings were: (1) it takes less than a year to integrate the use of scientific protocols into teaching practices, (2) current scientific methodologies appear to support student use of the Internet for research purposes, and (3) both internal and external school support are necessary to ensure protocol integration and Internet use. 相似文献
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Jeffery H. Marshall M. Alejandra Sorto 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,58(2):173-197
Why are some teachers more effective than others? The importance of understanding the interplay between teacher preparation, pedagogy and student achievement has motivated a new line of research focusing on teacher knowledge. This study analyses the effects of teacher mathematics knowledge on student achievement using longitudinal data from rural Guatemalan primary schools. After presenting a conceptual framework for linking the work of the teacher with student learning in mathematics together with an overview of the different forms of teacher knowledge, the paper introduces the Guatemalan context and the analytical framework including the sample, data and methods. Overall, the results provide some empirical support for a widely held, if infrequently tested, belief in mathematics education: effective teachers have different kinds of mathematical knowledge. The results also suggest specific mechanisms by which effective teachers can make substantial impacts on student learning, even in extremely poor contexts. 相似文献
14.
Despite its inherent nature of artificiality, microteaching has been widely used as a routine procedure in pre-service teacher education courses to apply theoretical knowledge and develop practical teaching competence. Its importance in the practice element of teacher education programmes has given rise to a considerable amount of attention to its potential in research. However, there has been little or no research on pair microteaching, which is exploited as a circumstantial compromise and innovation. This article reports on a small-scale study of the effect of pair microteaching on EFL (English as a foreign language) student teachers’ professional learning. Triangulated sources of data were collected qualitatively to investigate a group of 30 student teachers’ perspectives about their eight-week-long microteaching experience on an English language teaching methodology course. The results show a high level of endorsement of the experience despite the drawbacks of limited practice opportunity and artificiality of the experience. The article concludes that pair microteaching can be a feasible pedagogy in methodology courses that can be supplemented by other forms of direct and indirect school experiences. 相似文献
15.
Eman M. Almarghani 《Teaching in Higher Education》2017,22(8):940-956
The passive role of students in their learning and education and the absence of student engagement in higher education institutions (HEIs) are quite common in many higher education institutions in developing countries. The main objective of the research presented in this paper is to explore the influential factors on student engagement in HEIs in the situational frame where student engagement and active learning and teaching do not have a long tradition. To answer our research questions, we conducted a survey with 279 undergraduate students from four universities in Libya. Our findings show that the availability and active usage of the university’s ICTs resources, the university’s reputation and teachers’ activating influence on students most efficiently predict student engagement in HEIs. The role of teachers and their competencies to use active learning techniques are perceived to be very influential in promoting student engagement. 相似文献
16.
Cheung-On Tam Claire Ka-Yan Hui 《The International Journal of Art & Design Education》2023,42(3):469-485
Although visual arts teachers have free access to high quality online artwork images offering them immense teaching resources, making meaningful use of them remains a pedagogical challenge. During the COVID-19 pandemic, the transition from face-to-face to online teaching caused an immediate need for teachers to enhance their digital competencies and technological capability for planning and delivering a blended art curriculum. Herein, I propose a ‘teacher-curator pedagogy’ via a study in six primary and secondary schools in Hong Kong to assess its effectiveness. The study took place in the academic year of 2021-22 with 331 student participants. The proposed pedagogy puts visual arts teachers in the role of ‘digital curators’ who create virtual exhibitions for teaching art appreciation and artmaking. This paper addresses the theoretical framework, implementation strategies, and the results of the study highlighting its effectiveness, impact and limitations on teaching when using teacher-curated virtual exhibitions in both physical and virtual learning contexts. It was found that the technological capacity and confidence of the teacher participants was enhanced through the use of online resources and virtual exhibition tools. Making use of the 3D presentation of exhibits in themes and context through digital content curation, the teachers engaged students with deep interaction through the blending of online and face-to-face teaching. However, the proposed pedagogy was limited by the high demand of training and preparation work, hardware and software support, and difficulties in assessing and monitoring learning beyond class. 相似文献
17.
Inquiry-based education receives much attention in educational practice and theory, since it provides pupils and teachers with opportunities to actively engage in collaboratively answering questions. However, not only do many teachers find this approach demanding, it also remains unclear what they should do to foster this type of education in their classrooms. Our research question was: Which teaching strategies are used by K-12 teachers when promoting inquiry-based education in their classrooms and what are the reported outcomes?After searching for empirical studies on this topic, we examined 186 studies investigating different ways in which teachers can promote inquiry-based education. Analyses revealed varying teaching strategies, differing with regard to direction (teacher directed, student directed and mixed) and different perspectives of regulation (meta-cognitive, conceptual, and social regulation). Results show that important teacher strategies in metacognitive regulation are: focussing on thinking skills, developing a culture of inquiry, supporting inquiry discourse, and promoting nature of science; in conceptual regulation: providing information on the research topic and focussing on conceptual understanding; and in social regulation: bridging the gap between high and low achievers, organizing student learning in groups and focussing on collaboration processes. 相似文献
18.
《师资教育杂志》2012,38(1):68-76
The paper discusses the dominant place of expository verbal teaching in most teaching institutions, and argues that it is deleterious to pupil learning. It goes on to propose that greater attention to pedagogy is essential to break out of current transmission modes of teaching. In particular, it is crucial to develop teaching for conceptual learning and for problem solving, and it is suggested that there is information from learning psychology that can be fruitfully related to practical teaching to achieve these developments. However, it is not suggested that teachers merely applylearning theory, but that they explore its relevance and mode of application to real teaching situations. In teacher education there is a serious problem of lack of pedagogical understanding in supervisory staff of student teachers. This is a vital deficiency that will need to be repaired before advances in teacher preparation can be realistically expected. 相似文献
19.
During their years of schooling, students develop perceptions about learning and teaching, including the ways in which teachers
impact on their learning experiences. This paper presents student perceptions of teacher pedagogy as interpreted from a study
focusing on students' experience of Year 7 science. A single science class of 11 to 12 year old students and their teacher
were monitored for the whole school year, employing participant observation, and interviews with focus groups of students,
their teacher and other key members of the school. Analysis focused on how students perceived the role of the teacher's pedagogy
in constructing a learning environment that they considered conducive to engagement with science learning. Two areas of the
teacher's pedagogy are explored from the student perspective of how these affect their learning: instructional pedagogy and
relational pedagogy. Instructional pedagogy captures the way the instructional dialogue developed by the teacher drew the students into the learning process and enabled
them to “understand” science. How the teacher developed a relationship with the students is captured as relational pedagogy, where students said that they learned better when teachers were passionate in their approach to teaching, provided a supportive
learning environment and made them feel comfortable. The ways in which the findings support the direction for the middle years
and science education are considered. 相似文献
20.
David Stevens Gabrielle Cliff Hodges Simon Gibbons Philippa Hunt Anne Turvey 《Literacy》2006,40(2):97-105
In England, little research has been carried out into how pre‐service secondary English teachers transform what they know as they learn to teach. They are seldom asked to reflect explicitly on the connections between the pedagogy of their undergraduate studies and their pedagogical experiences as student teachers. The initial teacher education committee of the National Association for the Teaching of English decided to explore these connections by asking student teachers on English Postgraduate Certificate in Education (PGCE) courses in five different university departments of education to respond to a series of questions at the start and end of the academic year 2004–2005. The questions fall into four broad areas: student teachers' experiences as learners at undergraduate level and developing ideas about teaching; the nature of the subject English; tensions encountered during the PGCE course; new learning about teaching. The purpose of this article is to discuss some patterns emerging from the research. The most prominent of these is student teachers' realisation that good teaching comes from teachers seeing themselves as learners. We argue that ‘reflexivity’ ( Moore, 2004 ) is a valuable way to help student teachers begin to understand this transformation from learner into learning teacher. 相似文献