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1.
Environmental and sustainability issues pose challenges for society. Although education is seen as being a contributor to addressing sustainability, teacher education has been slow to act in preparing future teachers to teach sustainability. Recent Australian curriculum documents nominate sustainability as one of three cross-curriculum priorities. In one Australian university course, an Ecological Footprint Calculator tool has been employed to challenge preservice early childhood teachers to consider the sustainability of their lifestyles as a means for engaging them in learning and teaching for sustainability. Students enrolled in an integrated arts and humanities subject voluntarily engaged with the online calculator and shared their findings on an electronic discussion forum. These postings then became the basis of qualitative analysis and discussion. Data categories included reactions and reflections on reasons for the ‘heaviness’ of their footprints, student reactions leading to actions to reduce their footprints, reflections on the implications of the footprint results for future teaching, reactions that considered the need for societal change, and reflections on the integration of sustainability with the visual arts. The power of the tool’s application to stimulate interest in sustainability and education for sustainability more broadly in teacher education is explored.  相似文献   

2.
In this article, Phyllis Jones of the Department of Special Education at the University of South Florida and Elizabeth West from the University of Washington explore key issues in respect to teacher education for teachers who teach pupils with severe and profound learning difficulties in the USA. Issues relating to quantity and quality of teachers are discussed in the context of policy and practice in the USA. Reflections related to teacher education delivery in the USA, in terms of case-based learning and distance education, for example, and the content of teacher education courses, for example, in terms of helping teachers to understand the needs of pupils with learning difficulties and the promotion of evidence-based practices, are discussed. Phyllis Jones and Elizabeth West suggest that their reflections can contribute to continuing discussions about teacher education in the UK for teachers who work with pupils with severe and profound learning difficulties.  相似文献   

3.
This article analyses the learning opportunities afforded pre-service teachers when participating in a primary school placement in London, England as part of their university teacher education course. Cultural historical activity theory is used as a theoretical framework to address how pre-service teacher learning opportunities are constructed. Building on a previous year-long ethnographic study which explored how and why pre-service teacher learning opportunities differed in school settings, this paper introduces a small scale pilot study. The study integrates developmental work research into an initial teacher education school/university partnership, and considers the role of the school leader in this. Possibilities for pre-service teachers, teachers and teacher educators to work together in a research process that is integral to an initial teacher education partnership are forwarded, with the aim of ensuring that critical enquiry and learning are kept at the forefront of the activity.  相似文献   

4.
This study examines collaboration between English for Speakers of Other Languages (ESOL) teachers and content-area elementary school teachers, and makes the case for conceptualising teacher collaboration as an opportunity for shared teacher learning. Using a sociocultural theoretical lens, this study examines how three pairs of elementary teachers and ESOL specialists used and constructed tools for collaboration, which mediated and made visible teachers’ learning processes. Employing interpretive enquiry and cross-case analysis, we examined data from classroom observations, teacher co-planning sessions and interviews with teachers. Findings demonstrated that collaborating teachers used tools to articulate and reconceptualise teaching goals, co-construct knowledge and ultimately transform teaching practices to meet the needs of culturally and linguistically diverse students. This study has implications for teacher education and ongoing professional development, by shedding light on the potential affordances of collaborative tools for teacher learning. Findings suggest that teacher education could harness these opportunities for learning by incorporating collaboration between ESOL specialists and content-area teachers as an integral part of preparing more qualified teachers to work with culturally and linguistically diverse students.  相似文献   

5.
A coherent view of student‐teachers’ preparation and the learning experiences to which they are exposed are key to sustaining the relevance of university‐based teacher‐education programmes. Arguably, such coherence is lacking and the research base to an understanding of the student‐teacher experience is still a relatively limited one. This paper takes the view that student‐teachers’ epistemological growth is a key component of their professional development, their sense of identity as intending teachers, and their successful entry into a teaching career. In adopting a phenomenographic approach it explores a chain of evidence which demonstrates that immersion in the processes of learning and knowing, within a specific disciplinary context, had a significant impact on students’ emerging professional identities and on their values as teachers which extends beyond the subject matter itself. Arguably, the findings of this case‐study hold important implications for a teacher‐education programme and for effective pedagogic practice.  相似文献   

6.
Little change has been noted over 10 years of research into teacher knowledge and confidence to teach science in the early and primary years of schooling. There is a significant body of research demonstrating that early childhood and primary teachers lack confidence and competence in teaching science. However, much of this research blames the victim, and offers little analysis for the systemic reasons for teachers’ confidence and competence in science education other than a lack of science knowledge. This paper reports on a study that examined teacher philosophy and pedagogical practices within the context of an analysis of children’s concept formation within playful early childhood settings. Through teacher interviews, video recordings of science play, and photographic documentation of children’s science activities in one rural preschool, it was noted that teacher philosophy about how young children learn is a significant contributing factor to learning in science. It is argued that teacher philosophy makes more of a difference to children’s scientific learning than does teacher confidence to teach science or knowledge of science. The study also shows that without a mediational scientific framework for using materials in play‐based contexts, children will generate their own imaginary, often non‐scientific, narratives for making sense of the materials provided.  相似文献   

7.
Practicum experiences in preservice teacher education are often characterised by disconnection. Preservice teachers are typically disconnected from university faculty and from their peers. Traditionally, university-based supervisors work to bridge the school and university contexts of preservice teacher education and facilitate learning to teach by visiting preservice teachers in their schools. This situation places high importance on the value of face-to-face interaction. The research reported in this paper explores the possibilities of utilising information and communication technologies (ICT) in the practicum component of preservice teacher education. It investigated the use of electronic discussion groups by preservice teachers and university lecturers while the preservice teachers were completing an internship towards the end of their teacher preparation programme. The paper discusses the benefits and challenges as reported by the participants in interviews, draws on the actual text of the electronic communication, analyses the findings, and draws implications for all participants in the preservice teacher education practicum. The study highlights the potential of ICT in providing new learning spaces that enable personal and professional networking and support, and points to reconceptualised notions of university supervision focussing on facilitating learning to teach and promoting reflective practice within the context of a professional learning community rather than as 'check-up' trips to schools.  相似文献   

8.
One of the key courses in the mathematics teacher education program in Israel is arithmetic, which engages in contents which these pre-service mathematics teachers (PMTs) will later teach at school. Teaching arithmetic involves knowledge about the essence of the concept of “number” and the development thereof, calculation methods and strategies. properties of operations on different sets of numbers, as well as the properties of the numbers themselves. Hence, the question arises: how to educate PMTs in order to supplement their mathematical knowledge with the required components? The present study explored the development of arithmetic thinking among pre-service teachers intending to teach mathematics at elementary school. This was done by matching the van Hiele theory of the development of geometric thinking to arithmetic. Analysis of findings obtained both in the present study and in many studies of geometry teaching indicates that this approach to considering the learners’ level of thinking development might lead to meaningful learning in arithmetic course for PMTs.  相似文献   

9.
Despite a growing body of knowledge about what content, processes and arrangements for learning may result in more effective initial teacher education, there remains a problem with the variability of outcomes from teacher education programmes. This paper reports on a multi-perspective exploration of what influences learning to teach in valued ways during initial teacher education. Framed by complexity theory, which emphasises the non-linear nature of social phenomena, the paper presents an analysis of 76 maps of influences on learning to teach (made by teacher candidates, teacher educators, mentor teachers and policy makers), looking for differences and patterns that might point the way to explanations about teacher candidates’ varying ability to enact practice that improves outcomes for all learners.  相似文献   

10.
The education for sustainability (EfS) literature espouses participatory, praxis-orientated, place-based and holistic approaches to teaching and learning. The introduction of a first-year EfS unit for pre-service teachers at James Cook University provided an opportunity to explore their attitudes toward EfS and their perceptions of the relevant aspects of the unit to their learning. In this mixed-methods study, pre-service teachers (N = 100) completed a Likert-style survey at the beginning and end of the unit that examined their attitudes toward EfS. Three pre-service teachers were also interviewed to explore further their perceptions and experiences, one semester after completing the unit. Significant improvements were found in pre-service teachers’ EfS self-efficacy, and familiarity with and interest in sustainability issues. Participants also perceived EfS to be relevant to their learning, particularly the praxis-orientated pedagogies in which they engaged, as they believed it developed their knowledge, skills and confidence to teach sustainability in schools. For one pre-service teacher, her experiences of EfS during her practicum enhanced its relevance, as she was able to link theory and practice. The implications of these findings for both teacher education and pedagogical practice for EfS in higher education are also discussed.  相似文献   

11.
《Africa Education Review》2013,10(3):478-492
ABSTRACT

The expectation in education today is that pre-service teachers should graduate from teacher education adequately prepared to teach with Information Communication Technologies (ICTs) that have potential to enhance curriculum delivery, hence improving quality of education. However, research shows that pre-service teachers are graduating from teacher education underequipped to teach with ICTs. The aim of this study is to understand why, given the deployment of ICTs for teaching and learning in teacher education, the new teachers remain underprepared to teach with ICTs. Qualitative research approach was employed in this study, whereby randomly selected pre-service teachers were interview respondents. Written reflections on their preparation to teach with ICTs also formed part of the data collected. Technological Pedagogical and Content Knowledge (TPACK) theory was embraced to guide the study. Analysis of the data shows that the main contributing factor of the new teachers’ under-preparedness to teach using ICTs is the quality of instruction they receive during their training.  相似文献   

12.
This interpretive study of the preparation of science teachers for urban high schools explored the extent to which learning to teach was facilitated by the methods courses, cooperating teachers and university supervisors. Because the methods course was minimally effective in addressing the needs of teaching low track students from conditions of poverty the methods instructor, Tobin, decided to be a teacher-researcher with such students. He joined Smith, a student teacher and Seiler, a doctoral student, in an investigation that examined learning to teach in a graduate teacher preparation program. In an endeavour to gain a first hand grasp on the challenges of teaching African American students placed in a low track program of study the three authors of this paper co-taught science in an urban high school. The paper incorporates rich perspectives gained from the teacher-researchers and theoretical frameworks associated with resistance, habitus and learning to teach by co-teaching. The paper advocates co-teaching as an essential component of teacher education programs.  相似文献   

13.
This article reports the influence of school-integrated teacher education (SITE) courses on student teachers' initial experiences of learning how to teach. We analyse data from five student teachers who reflect back on their experiences of learning to teach through the integrated teaching and learning experiences of SITE courses. The article presents their collective voices in poetic form to capture how they articulated their growth as teachers and their subsequent confidence in the role of teacher. We report insights into how the poem influenced 28 beginning student teachers upon entering SITE courses in their teacher education program. We analyze how this poetic representation of research findings enabled a self-study process to develop for the participants and how the poem passed on a theory of teacher development that reassures and prepares the student teachers who follow.  相似文献   

14.
《师资教育杂志》2012,38(4):425-440
This paper investigates how teacher education programmes provide adequate preparation for its prospective teachers. It uses adult numeracy teacher education in the post‐compulsory education sector in England as exemplar. Using findings from two research projects on adult numeracy teacher education courses, the article investigates the applications of Bernstein's theories to teacher education, the approaches in which the diversity of prospective teachers is catered for on the course, the ways in which the recontextualization process may be incorporated into the course, the strategies to enable prospective teachers to learn to be teachers and the perception of prospective teachers regarding the weaknesses of their courses. Finally, this article mentions additional areas for research in order to gain further insight into the complex process of learning to be a teacher.  相似文献   

15.
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16.
The pace of change in today's society means that there is an ongoing need for teachers to learn, have new knowledge and use new pedagogical approaches to meet the needs of their pupils. For many teachers, this requires redefining their identity as teachers and what ‘teaching’ means in 21st century learning environments. These changes also require teachers to be supported in learning to ‘teach’ in different ways that are relevant to their own individual needs and to the contexts in which they work throughout their career. In this article, it is argued that a more integrated and collaborative approach to teacher education is needed with better understanding of those who take up the roles of teacher educator across a teacher's career. With a particular emphasis on ‘teacher educators’ working in school to support teachers' career-long professional learning it is argued that currently many do not recognise themselves as teacher educators nor are they recognised by those they work with as teacher educators. Drawing on an empirical study carried out with mentors in schools in Scotland, it is suggested that these teacher educators may be ‘unrecognised’ and remain ‘hidden professionals’ because of the identities they construct for themselves, the values and priorities that they or others attach to their roles or because of the institutional structures and cultures in which they work. It is concluded that it will be difficult to recognise and value these ‘hidden teacher educators’ and the distinctive contribution they can make to teachers' career-long professional learning without further clarification by them and others of the roles and responsibilities they hold.  相似文献   

17.
Abstract

This paper addresses the nature of reflective classroom practice in a setting where action research has been undertaken by both the student teachers and the teaching practice supervisor. It is based on a cross‐case study of the processes through which student teachers learn to teach. Specifically, the analysis focuses on how student teachers reflect on their experiences in learning to teach. The data are based on student teachers’ reported thoughts about their learning over a period of one year. The results contribute to the understanding of reflective classroom practice by highlighting first student teachers’ perceptions about learning to teach and second their reviews on classroom practice. The discussion also adds to the literature on teacher development taken from the novice‐expert research tradition. Accordingly, implications for curriculum development in teacher education are drawn.  相似文献   

18.
In a period of radical educational reform, improving understanding of teachers’ professional learning is important for those who seek to make changes in classroom practice. Research-based enquiry is seen as the foundation of reflective practice, enabling teachers to generate pedagogical knowledge. However, teachers’ professional learning is inadequately theorized, and there is a lack of clarity about the type of theoretical framework to guide their development. This article gives insights into how teachers change their theories and practice. The data are drawn from a research study carried out in England which examined nine early childhood teachers’ theories of play and their relationship to practice. As an unintended outcome of their close involvement in the data collection and analysis, all of the teachers changed their theories, or practice, or both. The contexts which stimulated these changes and the learning processes which the teachers experienced are described and analyzed. On the basis of these data, a three-stage model of change is proposed and explicated, based on Fenstermacher's theory of professional learning. The conclusions indicate a need for a theoretical underpinning for teachers’ professional development which might also inform the design of teacher education courses.  相似文献   

19.
This paper outlines some of the reasons for the use of computer networking for teacher education and professional development, and discusses why networking can be used to support teacher education and development. A review of the literature suggests that among other reasons, networking is particularly conducive to teacher development because: (a) it helps break down teacher isolation and build a supportive learning community, (b) it serves as an agent of change, and (c) it helps disseminate educational materials and resources. The computer network recently developed specifically for secondary English teachers in Hong Kong, the TeleNex, is reported in this paper to highlight some of the factors that should be considered in the design and implementation of networks for teacher development. Preliminary observations suggest that these teachers are on their way to using this new technology to build and own their own electronic learning community.  相似文献   

20.
Background: Future teachers need to observe, interpret and analyse teaching during the initial teacher education period. The use of videoed teaching and learning in teacher education promotes reflection, and analysing videos of teaching is helpful in learning effective classroom practices that prospective teachers mostly do not have the chance to observe during fieldwork experiences. The analysis of videos of teaching can be seen as a way to enhance the development of prospective teachers’ professional vision, which, in turn, improves instruction. Purpose: The purpose of this study was to examine prospective teachers’ reflections on video examples depicting their own teaching experiences. It aimed to create a professional development environment to facilitate the prospective teachers’ reflection on their own videos and those of their peers to improve their professional vision. Sample: This study was conducted with over 200 (in 31 groups) third-year prospective mathematics teachers in a university in Western Turkey. The student teachers, receiving training to teach first- to fourth-grade elementary school pupils, were taking a teaching methods course. Design and methods: In the first week of the semester, the student teachers, working in groups, were assigned mathematics topics to teach the elementary school pupils. During the semester, each group prepared by trying out their activities in front of other student teachers in other groups. At the end of the semester, one student teacher from each group presented a short lesson related to their mathematical topic to the elementary school pupils. This lesson was videotaped, then later it was watched and discussed by the student teachers. Of the student teachers who undertook the teaching in the videos, 22 volunteers agreed to be interviewed. All groups of student teachers provided written reflections on their experience. Selected videos of the class discussions about the videos of teaching were also used for triangulation. The data were analysed to identify the issues the prospective teachers reflected upon. A content analysis technique was employed. Results: The data indicated that the prospective teachers were able to reflect on several issues related to effective teaching, connect their theoretical knowledge to their practice and consider issues related to pupil learning and difficulties. Conclusion: The findings suggested that the use of video, together with discussions between the student teachers, had the potential to create promising learning opportunities for prospective teachers.  相似文献   

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