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Successful use of ICT in the classroom requires thoughtful integration of technology and pedagogical processes during lesson preparation. This study investigated whether the information format of technological and pedagogical support affects pre-service teachers’ technology integration in lesson plans. One group of pre-service teachers (n = 37) received support materials that presented technological, pedagogical and content information separately; another group (n = 36) received a version of these materials in which the technological and pedagogical information was integrated. Pre-service teachers used these support materials to create a technology-infused lesson plan. As expected, the pre-service teachers who received integrated support had relatively more design justifications in which technology and pedagogy were combined than their peers from the separate support group. However, this more advanced reasoning did not materialise in higher-quality lesson plans. Future research should investigate whether pre-training in the use of ICT could improve the effects of integrated support. 相似文献
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《Exceptionality》2013,21(3):171-187
This study reports the results of a survey of special education teachers regarding: (a) how special education teachers organize and develop their lesson plans, (b) which lesson plan components special education teachers include in their lesson planning activities and how each component is planned, and (c) what lesson plan components special education teachers recommend that beginning teachers include in written lesson plans. As indicated by the results, the majority of the special education teachers who participated in this study did not write out lesson plans for each lesson they taught. They indicated that, even though most of the planning prior to instruction was unwritten, it was often "consciously" planned, or planning was unnecessary because the component was performed by habit or instinct. A substan- tial majority indicated that they did not use any expert's lesson planning format, such as Hunter's (1984) or a format suggested in preservice teacher training. None of the 14 components regularly included in preservice lesson plans and instructional design models were written out by a majority of the teachers; only 3 of the 14components were written out by over one third of the respondents. Conversely, this study demonstrated that, although these teachers did not write out detailed lesson plans, they strongly recommended that beginning teachers do so. All 14 components were recommended by at least one third of the respondents, with 8 recommended by a majority. Limitations, questions for future investigation, and implications for teacher preparation are discussed. 相似文献
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Rebecca Stortz Miriam Martinez Raquel Cataldo Lucinda Marie Juarez 《Journal of Early Childhood Teacher Education》2013,34(3):238-255
ABSTRACTA common instructional practice in early childhood classrooms is the picturebook read aloud. The purpose of this investigation was to help preservice teachers learn to plan picturebook read alouds with the goal of helping children interpret the visual affordances of picturebooks, including visual elements (e.g., cclor, line) and peritextual components (e.g., title page, endpapers) as they engage in collaborative meaning making. In this qualitative study, the participants were 12 preservice teachers enrolled in an undergraduate children’s literature course. The findings presented here are focused on three participants that represented a range of growth and understandings about the picturebook format as well as growth and understandings about designing read aloud lessons. Findings indicate that while participants grew in their understandings of picturebook formats and in their ability to develop read aloud lesson plans with a visual focus, the rates and ways in which this occurred varied. Furthermore, the findings also suggest that crafting read alouds with a focus on visual affordances is a complex process and deserves careful attention in teacher preparation programs. 相似文献
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Yael Wyner 《Journal of Science Teacher Education》2013,24(5):833-857
This study examines how the implementation of a novel curriculum, that emphasizes the use of published scientific data and media to learn about human impact and ecological function, influenced ninth-grade biology teacher (N-36) dispositions toward using data and media in their ecology and human impact lesson plans. It explores how integration of these elements shaped their lesson plans. Research questions addressed are 1. How do teachers' use of data and media change as a result of implementing this novel curriculum? 2. How do the integration of data and media influence teachers' lesson plans? Findings show that implementation positively affected teachers’ dispositions toward using authentic data and real-world media about scientific research to explain how people impact ecological function. Teachers also demonstrated increased appreciation and capacity for using data and media for learning how humans disrupt ecological function. Importantly, prior to implementation, 42 % of teachers specifically reported not using data when teaching human impact. Additionally, content analysis of teachers' lesson plan reports shows that focusing lesson plans around data and media can support teachers in making human impact lessons more specific and that a data- and media-centered curriculum can assist teachers in moving away from discussions of the generalized effect of people on the environment to specific real-world examples of how humans impact ecological function. 相似文献
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课件／教案的生成和制作是多媒体教学中最核心、最关键的环节，其质量直接影响着多媒体教学的效果。本详细介绍了基于Windows开发的FIN课件／教案自动生成系统。该系统充分体现了第三代辅助教学系统的优势，能够根据教学要求和教师的教学个性自动生成课件／教案，支持现有的多媒体素材格式，具备任意添加外来素材资源的开放性特点，操作简洁，适应目前教师的计算机水平，易于普及推广。我们将该系统应用于对外汉语化课教学，取得了很好的效果。 相似文献
7.
Theresa Gurl 《Educational studies》2011,37(5):523-528
This article describes a model for incorporating lesson study into the student teaching placement and reports on the success of the implementation of such a model with student teachers and their cooperating teachers (CTs). Student teachers had the opportunity to discuss many important ideas with each other and their CTs, including “big ideas” of mathematics, and the anticipation of student questions and possible responses. Student teachers also had a built‐in opportunity for peer observation on a regular basis and the opportunity to collaborate with their peers. Certain important aspects of lesson study were not present in this implementation: the teachers involved did not discuss the gaps in their own knowledge with the goal of improving their own mathematical understanding, they did not refer outside sources for ideas for the lessons, and they did not have an overarching affective goal for students. Suggestions are made for teacher preparation in light of these findings. 相似文献
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课堂教学的成功与否很大程度上取决于备课过程的有效性。教学方案作为备课的产物成为教学研究的焦点。一方面,教学方案的制定依赖于整个英语课程目标的发展以及教师个人教学理念和认知能力的提高;另一方面,教学方案应该是教师对课程的适应性的记录以及课堂应变决策的“兴奋剂”,而不是妨碍创造性教学活动的障碍物。 相似文献
9.
论高职院校计算机教师的说课 总被引：1，自引：0，他引：1
魏三强 《淮北职业技术学院学报》2010,9(4):115-117
高职院校在迎评估促建设工作中,说课作为其中的重要内容之一,必须高度重视。高职计算机教师只有掌握说课的技巧,才能说好专业课。首先介绍说课的意义、概念和内容,并结合《计算机组装与维修》课程说课稿实例,最后总结出高职计算机教师说课的一些技巧。 相似文献
10.
基于不同的理论取向会产生不同的教学设计观,而不同的教学设计观会倡导不同的教案样式,以此为标准,可以将美国当代中小学的教案样式划分为四类:聚焦"教学行为"的教案、依据"教学方法"的教案、围绕"教学事件"的教案、基于"教学情境"的教案。它们分别适用于不同的教学情境。这四类教案都必须对教学目标、教学内容、教学方法、教学评价四个要素加以系统化的设计,而最重要的原则,是根据教学内容选择不同的教案样式。 相似文献
11.
In this study, 12 pre-service mathematics teachers worked in teams to develop their knowledge and skills in using teacher-led spreadsheet demonstrations to help students explore mathematics concepts, stimulate discussions and perform authentic tasks through activity-based lessons. Pre-service teachers’ lesson plans, their instruction of the lessons designed, experiences and lesson enactment outcomes were examined. The pre-service teachers in the study were able to develop and demonstrate their knowledge and skill adequately in designing and enacting activity-based mathematical lessons supported with spreadsheets. The results also showed that the pre-service teachers’ use of the spreadsheet as an instructional tool promoted student in-depth mathematical concept formation and an activity-based learning approach to make lessons less teacher centred and more interactive. 相似文献
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Ahmad Qablan 《Teacher Development》2016,20(1):76-91
The purpose of this study was to determine if science teachers showed a change in their ability to design and implement science lessons that integrate twenty-first century science practices as a result of their participation in a subject-specific professional development program. A qualitative design utilizing inductive analysis was used to investigate teachers’ ability to design inquiry-oriented lessons and implement them in the classroom. Eight science teachers participated in the study. Findings showed that teachers have benefited from their participation in the program and were able to plan and implement their inquiry-oriented lesson plans and implement them in the classroom. The analysis also showed that teachers were not able to demonstrate their ability in two dimensions of inquiry (asking scientifically oriented questions and designing and carrying out investigations). Finally, several suggestions were presented to modify the program’s training materials to focus more on these two dimensions of inquiry. 相似文献
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Teaching is undoubtedly complex and the complexity of classroom practice implies that the structure of lessons making up teaching may differ and subject to change over time. The aims of this study were to investigate changes in observed lesson structure, and explore the effects of several teacher and contextual characteristics on differences in lesson structure during the first year of secondary education in Indonesia. Fifteen mathematics and English as Foreign Language teachers teaching 32 classes were videotaped four times (32 × 4) across the entire school year. A coding protocol to assess lesson structure focusing on the pedagogical functions of lessons was used. Six lesson components characterizing the general structure of the lessons were observed: introduction, review, introducing new content, student work time, closing and other. Multilevel growth curve modelling was used. Results revealed the six elements of lesson structure to be present, with student work time as the most frequent element. Relatively large class differences in lesson structure were visible. Evidence for changes over time in the components of lesson structure was evident as well. Teaching subject, class type and teaching experience explained differences in lesson structure. This study provides a global discussion about what matters in teaching from the perspective of lesson structure. 相似文献
15.
Nienke Wieringa Fred J. J. M. Janssen Jan H. Van Driel 《International Journal of Science Education》2013,35(17):2437-2462
In science education in the Netherlands new, context‐based, curricula are being developed. As in any innovation, the outcome will largely depend on the teachers who design and implement lessons. Central to the study presented here is the idea that teachers, when designing lessons, use rules‐of‐thumb: notions of what a lesson should look like if certain classroom outcomes are to be reached. Our study aimed at (1) identifying the rules‐of‐thumb biology teachers use when designing context‐based lessons for their own classroom practice, and (2) assessing how these personal rules‐of‐thumb relate to formal innovative goals and lesson characteristics. Six biology teachers with varying backgrounds designed and implemented a lesson or series of lessons for their own practice, while thinking aloud. We interviewed the teachers and observed their lessons. Our results suggest that rules‐of‐thumb, which differed substantially among the teachers, indeed to a great extent guide the decisions teachers make when designing (innovative) lessons. These rules‐of‐thumb were often strongly associated with intended lesson outcomes. Also, teachers’ personal rules‐of‐thumb were more powerful in determining the lesson design than formal innovative goals and lesson characteristics. The results of this study encourage more research into how rules‐of‐thumb reflect teachers’ practical knowledge, for which suggestions are made. 相似文献
16.
说课与教师知识建构 总被引：1，自引：0，他引：1
宋萑 《课程.教材.教法》2012,(4):120-124
目前说课研究面临理论瓶颈,理论分析也往往陷于概念游戏,而教师知识理论则可为说课研究提供新的理论分析视角。一是说课可作为教师实践知识建构的工具;二是教师能在说课中实现知识管理;三是说课应关注学科教学知识(PCK)的建构。 相似文献
17.
Valarie L. Akerson Khemmawadee Pongsanon Meredith A. Park Rogers Ingrid Carter Enrique Galindo 《International Journal of Science and Mathematics Education》2017,15(2):293-312
This study explored a modified version of Japanese Lesson Study to determine whether and how it influenced preservice elementary teachers in their abilities to deliver science lessons that included nature of science (NOS) to their own students. We used a case study approach that focused on one subset of a cohort of preservice elementary teachers within their field placement settings. Data sources included lesson plans, lesson feedback forms, videotapes of delivered lessons, and videotapes of lesson study feedback sessions. Early in the semester peers provided feedback on content, and later in the semester peers provided feedback on classroom management as well as content during the lesson study feedback sessions. We found that preservice elementary teachers were able to provide feedback to their peers regarding how to include NOS in their science lessons, yet did not naturally included NOS connections within their own lessons. 相似文献
18.
Rossella Santagata Claudia Zannoni James W. Stigler 《Journal of Mathematics Teacher Education》2007,10(2):123-140
A video-based program on lesson analysis for pre-service mathematics teachers was implemented for two consecutive years as part of a teacher education program at the University of Lazio, Italy. Two questions were addressed: What can preservice teachers learn from the analysis of videotaped lessons? How can preservice teachers’ analysis ability, and its improvement, be measured? Two groups of preservice teachers (approximately 140 in total) participated in the program. A three-step lesson analysis framework was applied to three lesson videos: (1) goal(s) and parts of the lesson; (2) student learning; and, (3) teaching alternatives. Preservice teachers’ ability to analyze lessons was measured through an open-ended pre- and post-assessment. In the assessment, preservice teachers were asked to mark and comment on events (in a lesson not included in the program) that they found interesting for: teachers’ actions/decisions; students’ behavior/learning; and, mathematical content. A coding system was developed based on five criteria: elaboration, mathematics content, student learning, critical approach, and alternative strategies. In both studies, the ability to analyze instruction improved significantly on all five criteria. These data suggest promising directions for the development of both an instrument to measure lesson analysis abilities and a model for teacher learning. 相似文献
19.
Fred J. J. M. Janssen Dineke E. H. Tigelaar Nico Verloop 《Journal of Science Teacher Education》2009,20(1):1-20
Teaching for understanding requires teachers to organize thought-demanding activities which continually challenge students
to apply and extend their prior knowledge. Research shows that student teachers often are unable to develop lessons in teaching
for understanding. We explored how a domain-specific heuristic can assist student biology teachers in developing problem-posing
lessons according to teaching for understanding. Worksheets of lesson plans were analyzed according to criteria for problem-posing
lessons. Furthermore, student teachers’ perceptions of the design heuristic’s usefulness were categorized in a cyclical process.
In general, the heuristic appeared helpful to most student teachers for designing problem-posing lessons satisfactory according
to the criteria. Furthermore, teachers indicated that using the heuristic deepened their subject matter knowledge and their
awareness of pupils’ prior knowledge. 相似文献