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1.
René Galindo 《The Urban Review》2007,39(3):251-280
The research area of teacher narrative inquiry has identified links between the personal and professional identities of teachers.
Although teacher narrative inquiry takes narrative texts as its data, insufficient attention has been given to the functions
of narratives as forms of discourse that are utilized in the construction of identity. In the present study, the concept of
narrative identity guided the analysis of a Chicana teacher’s personal experience narratives. The analysis of six narratives
told during interviews conducted across a year’s time examined how the voices in the narratives, communicated through reported
speech, represented the relational, discursive, and ideological social worlds within which the Chicana teacher’s occupational
identity was shaped. The reported speech in the Chicana teacher’s narratives quoted the voices of significant Others, such
as her family members and the parents of her students. The Chicana teacher’s narratives crafted her response to the tensions
and challenges that these voices represented to her emerging occupational identity as a bilingual education teacher. In her
narratives, the Chicana teacher also constructed continuity across the distinct phases of her occupational identity as a bilingual
teacher that included transitions from college student, to novice bilingual teacher, to experienced bilingual teacher.
René Galindo is an Associate Professor in the School of Education and Human Development at the University of Colorado at Denver
and has a Ph.D. from The Ohio State University. His recent publications on language policy, bilingual education, and immigration
politics have appeared in the Harvard Latino Law Review, The Journal of Latinos and Education, and Latino Studies. 相似文献
2.
Kristin L. Gunckel 《Journal of Science Teacher Education》2011,22(1):79-100
This paper reports on one preservice teacher’s use of the Inquiry-Application Instructional Model (I-AIM) to plan and teach
an instructional sequence on photosynthesis to 5th-grade students. Analysis of the preservice teacher’s planned and enacted
instructional sequences and interviews shows that the preservice teacher was successful in leveraging the conceptual change
but not the inquiry aspects of the I-AIM. The mediators of this preservice teacher’s use of the I-AIM included her approach
to teaching science, the curriculum materials she had available, and the meanings she made of the underlying frameworks. Understanding
the mediators of preservice teachers’ uses of instructional models can inform teacher educators’ approaches to supporting
preservice teachers in using instructional models for organizing science instructional sequences. 相似文献
3.
This article focuses on an experienced high school mathematics teacher who changed her practice without participating in planned
interventions aimed at producing this change. It reports on the nature of the teacher’s change from her perspective and an
interpretation and understanding of the change from the researcher’s perspective. It illustrates how meaningful change can
occur when the process is initiated and rooted in the teacher’s experience based on a tension in self and/or practice that
is personal and real to him or her. It discusses three types of change that are possible depending on the level of engagement
of the teacher in professional development opportunities: instrumental change, conceptual change, and foundational change. 相似文献
4.
Lorraine M. Males Samuel Otten Beth A. Herbel-Eisenmann 《Journal of Mathematics Teacher Education》2010,13(6):459-471
This article examines mathematics teacher collegiality by focusing on both the ways in which teachers interacted as critical
colleagues in a long-term professional development project and the evolving role of the teacher–educator–researcher as the
facilitator of this project. The professional development collaboration comprised two phases: one focused on reading classroom
discourse literature and one focused on supporting each other through cycles of action research related to mathematics classroom
discourse. Lord’s (1994) critical colleagueship framework is used to examine how a study group of middle-grades (ages 11–16) mathematics teacher–researchers
took (or did not take) a more critical stance toward their own teaching practice and that of their colleagues. We found that
challenging interactions were related to instances in which the teachers interacted as critical colleagues and were marked
by particular features including the use of particular words and the use of personal experience as a form of evidence. We
present the ways in which we came to understand what it might look like to scrutinize one’s practice and findings related
to the development of this type of collegiality across the two different phases of this project. We end with a section in
which the teacher–educator–researcher who facilitated the professional development project reflects on the ways in which the
analysis caused her to reconsider both the nature of argumentation in mathematics study group settings and what implications
this has with respect to her own practice as a facilitator. 相似文献
5.
Building on Christina Siry and Johaira Lara’s account of one teacher’s (Johaira’s) identity formation, we describe how our
own experiences with elementary teacher candidates inform, and are informed by, this account. Chris and Johaira provide a
lens that helps us consider how experiences in elementary science teacher preparation courses and in elementary classrooms
impact the development of a teacher candidate’s identity as a teacher. The course taught by Chris was one in which teacher
candidates encountered uncertainty and ambiguity in the teaching process. While uncertainty and ambiguity can be uncomfortable,
we suggest that uncertainty and ambiguity can help teacher candidates view science teaching as a process of continuous inquiry.
Concomitantly, working within a context marked by ambiguity and uncertainty can prompt teacher candidates to confront—and
possibly transform—their own assumptions about students and science. We suggest that the account by Chris and Johaira illustrates
the importance of providing teacher candidates with a set of experiences and theoretical tools to assist them in conceptualizing
the possibilities of practice as they construct their identities as teachers. 相似文献
6.
Worldwide proliferation of pedagogical innovations creates expanding potential in the field of science education. While some
teachers effectively improve students’ scientific learning, others struggle to achieve desirable student outcomes. This study
explores a Taiwanese science teacher’s ability to effectively enhance her students’ science learning. The authors visited
a Taipei city primary school class taught by an experienced science teacher during a 4-week unit on astronomy, with a total
of eight, 90-minute periods. Research methods employed in this study included video capture of each class as well as reflective
interviews with the instructor, eliciting the teacher’s reflection upon both her pedagogical choices and the perceived results
of these choices. We report that the teacher successfully teaches science by creatively diverging from culturally generated
educational expectations. Although the pedagogical techniques and ideas enumerated in the study are relevant specifically
to Taiwan, creative cultural divergence might be replicated to improve science teaching worldwide. 相似文献
7.
The Israeli high school biology curriculum comprises the Biomind program, in which students are engaged in an open inquiry
learning process. The dynamic features of open inquiry often pose challenges to teachers in implementing the Biomind program.
The current qualitative research shows that facilitating students in a dynamic open inquiry process is multidimensional. Teaching
practices cover a wide range of methods, from structured inquiry through guided inquiry to open inquiry. An individual teacher’s
profile can be elucidated on the basis of this spectrum. In addition, we realised that teachers often encounter several difficulties
in implementing open dynamic inquiry: A dearth of teachers’ scientific knowledge, students’ lack of scientific knowledge and
skills, and a restrictive time-frame. This study suggests several areas which should be considered while implementing an on
going professional development support for teachers who are engaged in open inquiry teaching. 相似文献
8.
The purpose of this study was to explore the nature of requisite teacher knowledge for teaching lower-track science students.
Using video accounts, student focus groups, and teacher reflections researchers documented missteps, dead-ends, and unfruitful
trajectories informed by the teacher’s incoming knowledge and compared these instances to necessary modifications informed
by students’ voices and cultural artifacts. Our study revealed the shifting nature of sociocultural and pedagogical content
knowledge of the teacher immersed in a context unlike that he experienced as a student. Results showed that teachers of majority
backgrounds could learn to teach diverse students with at least moderate success from the perspective of their students. Implications
for research and teacher education in diverse settings are discussed. 相似文献
9.
Current research indicates that students with enhanced knowledge networks are more effective in learning science content and
applying higher order thinking skills in open-ended inquiry learning. This research examined teacher implementation of a novel
teaching strategy called “web diagramming,” a form of network mapping, in a secondary school earth science class. We report
evidence for student improvement in knowledge networking, questionnaire-based reports by the students on the merits of web
diagramming in terms of interest and usefulness, and information on the collaborating teacher’s perceptions of the process
of implementation, including implications for teacher education. This is among the first reports that teachers can be provided
with strategies to enhance student knowledge networking capacity, especially for those students whose initial networking scores
are among the lowest. 相似文献
10.
Despina Potari Barbara Georgiadou–Kabouridis 《Journal of Mathematics Teacher Education》2009,12(1):7-25
This article refers to a longitudinal case study of a primary school teacher over a period of 4 years. The focus is on the
development of the teacher’s beliefs regarding mathematics teaching and learning from the last year of her university studies
up to the third year of teaching mathematics in school. This development has been investigated within three different contexts,
which have been distinguished in terms of the kind of support provided to this teacher. Two dominant beliefs emerged which
have been traced through the period of the study from both the teacher’s reflections and actions. The first belief drew on
the idea that what was considered an easy mathematical task by an adult could also be easily understood by children, while
the second was that children learn mathematics through their actual involvement in a variety of teaching activities. The results
indicate the way that teacher’s experiences from her university studies, actual classroom practice and inservice education
interact and influence her beliefs and professional development. 相似文献
11.
In this article, we present a case study of a beginning science teacher’s year-long action research project, during which
she developed a meaningful grasp of learning from practice. Wendy was a participant in the middle grade science program designed
for career changers from science professions who had moved to teaching middle grade science. An extended action research experience
in the second year of induction proved valuable to her in learning how to modify her teaching to reach her goal, using evidence
of student learning as her guide. This article closes with reflections on the value of extended action research within science
teacher preparation, particularly early in one’s career, and explores the promise for ongoing practice-based professional
development throughout a teacher’s career. 相似文献
12.
Maria S. Rivera Maulucci 《Cultural Studies of Science Education》2010,5(3):625-647
Examining role forces and resources available to new teachers is crucial to understanding how teachers use and expand cultural,
social, and symbolic resources and how they engage teaching for social justice and caring in urban science education. This
critical narrative inquiry explores three levels of story. First, the narratives explore my role as a district science staff
developer and my efforts to leverage district resources to improve students’ opportunities to learn science. Second, the narratives
explore the ways in which a novice science teacher, Tina, navigated role forces and the aesthetic|authentic caring dialectic
in a high poverty, urban school. A third level of narrative draws on sociological theories of human interaction to explore
role forces and how they shaped Tina’s developmental trajectory. I describe how Tina expanded cultural, social, and symbolic
resources to enact her teaching role. 相似文献
13.
Isabel Escudero Victoria Sánchez 《International Journal of Science and Mathematics Education》2008,6(1):87-106
In this paper we try to characterize the pedagogical approaches that mathematics teachers are developing to meet the challenges
posed by education reforms. A key aspect is the identification of the perspectives that underlie those pedagogical approaches,
using the term perspective to include a broad pedagogical structure composed of multiple conceptions that are related to some
aspects of a teacher’s practice. Through the study of the practice of a secondary mathematics teacher, we try to explore how
his/her pedagogical approaches on mathematics, mathematics learning, and mathematics teaching are related to the relational
architecture that is established in the classroom during the development of an instructional unit of similarity at a secondary
school level, and we examine if that relationship can be explained in terms of the underlying perspective. The results of
the study have shown the characteristics of that relationship, and the important role that the teacher’s knowledge of the
students’ difficulties plays both in making decisions and in developing the teachers’ actions. 相似文献
14.
Shu-Huei Yen 《Asia Pacific Education Review》2009,10(4):455-463
Research shows that minority students continue to fail in the Taiwan public school system. That failure has sharply focused
on the urgent need for teachers with the skills to work effectively with minority students. The purpose of this study is to
investigate the experiences of an exemplary Taiwanese teacher who teach Indigenous students and to obtain insights about teaching
Indigenous students. Four themes can be drawn from the teacher’s beliefs and knowledge about educating Indigenous students
and her efforts on behalf of that cause. The themes are to adapt teaching to students’ learning needs, to believe in their
learning ability, to provide curriculum in context, and establish caring relationships with students. The implications for
teaching practices and teacher education are provided. 相似文献
15.
In this case study, we examine a teacher’s journey, including reflections on teaching science, everyday classroom interaction,
and their intertwined relationship. The teacher’s reflections include an awareness of being “a White middle-class born and
raised teacher teaching other peoples’ children.” This awareness was enacted in the science classroom and emerges through
approaches to inquiry. Our interest in Ms. Cook’s journey grew out of discussions, including both informal and semi-structured interviews, in two
research projects over a three-year period. Our interest was further piqued as we analyzed videotaped classroom interaction
during science lessons and discovered connections between Ms. Cook’s reflections and classroom interaction. In this article,
we illustrate ways that her journey emerges as a conscientization. This, at least in part, shapes classroom interaction, which
then again shapes her conscientization in a recursive, dynamic relationship. We examine her reflections on her “hegemonic
(cultural and socio–economic) practices” and consider how these reflections help her reconsider such practices through analysis
of classroom interaction. Analyses lead us to considering the importance of inquiry within this classroom community.
Jennifer Goldberg is an assistant professor in the Graduate School of Education and Allied Professions at Fairfield University. She received her PhD in educational research methodology from the University of California, Los Angeles. Her teaching and research focuses on the importance of teaching for social justice and the relationship between identity, talk, and interaction on student opportunities for learning. Kate Muir Welsh is an associate professor in the University of Wyoming’s College of Education. She received her PhD in education from the University of California, Los Angeles. Kate teaches math and science methods courses to pre-service and in-service elementary teachers and graduate courses on Action Research. Her research focuses on social justice teaching. She is also Chair of the University of Wyoming’s Shepard Symposium on Social Justice. 相似文献
| Jennifer GoldbergEmail: |
Jennifer Goldberg is an assistant professor in the Graduate School of Education and Allied Professions at Fairfield University. She received her PhD in educational research methodology from the University of California, Los Angeles. Her teaching and research focuses on the importance of teaching for social justice and the relationship between identity, talk, and interaction on student opportunities for learning. Kate Muir Welsh is an associate professor in the University of Wyoming’s College of Education. She received her PhD in education from the University of California, Los Angeles. Kate teaches math and science methods courses to pre-service and in-service elementary teachers and graduate courses on Action Research. Her research focuses on social justice teaching. She is also Chair of the University of Wyoming’s Shepard Symposium on Social Justice. 相似文献
16.
Several mathematics educators have expressed their concern about conflicting visions of educational reform among parents and
teachers, which could result in the emergence of multiple voices in discussions of achievement and instruction. The aim of
this article is to examine the multiple voices of educational reform in the discourse of a third grade classroom community.
In order to achieve our aim, we integrated the social and the individual as well as the past, present, and future in our analysis
of the discourse in this classroom community using theoretical frameworks and methods from cultural psychology. Although our
analyses focused on the classroom teacher, we employed units of analysis capable of bridging the individual and her social
context. We began our analysis by focusing on a sample of whole-class discussions of students’ strategies for solving multi-digit
word problems. This analysis isolated two distinct voices: one that occurred during discussions of students’ invented strategies
and the other that emerged during talk about standard algorithms. We extended our analysis to include information about the
historical, social, and institutional context of the classroom community in order to understand the origins and functions
of these two voices. This additional information helped us appreciate the interconnections between the teacher’s personal
feelings, beliefs, recollections, and expectations; and her interpersonal transactions with her students, their parents, and
other educators. We concluded with a discussion of the implications of the study for understanding one of the dilemmas of
educational reform and for advancing research in classroom discourse.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
17.
Maria Mellone 《Journal of Mathematics Teacher Education》2011,14(4):269-284
Assumptions about the construction and the transmission of knowledge and about the nature of mathematics always underlie any
teaching practice, even if often unconsciously. I examine the conjecture that theoretical tools suitably chosen can help the
teacher to make such assumptions explicit and to support the teacher’s reflection on his/her previous as well as future educational
practice. In particular, I show how an epistemological vision of mathematics in resonance with a model of cognitive dynamics
can work as a powerful tool to support a teacher’s stable and autonomous attitude of noticing. To support this argumentation, I present some experimental data concerning a case study of one teacher. Through a methodological
frame suitably arranged I try to describe how the teacher’s ability to rely on this particular theoretical frame affects:
the choice of the global goals in mathematics education; the design of educational interventions; the interpretation of learners’
cognitive behaviours; and the assessment. 相似文献
18.
This case study of a preservice secondary mathematics teacher focuses on the teacher’s beliefs about his role as mathematics
teacher. Data were collected over the final 5 months of the teacher’s university teacher education program through interviews,
written course assignments, and observations of student-teaching. Findings indicate that the preservice teacher valued classroom
roles in which students, rather than the teacher, explained traditional mathematics content. As his student-teaching internship
progressed, the teacher began to develop new roles and engaged students in additional mathematical processes. These results
emphasize the need for preservice teachers to recognize how teacher and student roles impact interrelationships between understanding
and mathematical activity, and illustrate the nature of teacher learning that can occur during an internship. 相似文献
19.
Claire Margolinas Lalina Coulange Annie Bessot 《Educational Studies in Mathematics》2005,59(1-3):205-234
Our research is concerned with teacher’s knowledge, and especially with teacher’s processes of learning, in the classroom,
from observing and interacting with students’ work. In the first part of the paper, we outline the theoretical framework of
our study and distinguish it from some other perspectives. We argue for the importance of distinguishing a kind of teacher’s
knowledge, which we call didactic knowledge. In this paper, we concentrate on a subcategory of this knowledge, namely observational didactic knowledge, which grows from teacher’s observation and reflection upon students’ mathematical activity in the classroom. In modeling
the processes of evolution of this particular knowledge in teachers, we are inspired, among others, by some general aspects
of the theory of didactic situations. In the second part of the paper, the model is applied in two case studies of teachers
conducting ordinary lessons. In conclusion, we will discuss what seems to be taken into account by teachers as they observe
students’ activity, and how in-service teacher training can play a role in modifying their knowledge about students’ ways
of dealing with mathematical problems. 相似文献
20.
Evangelia P. Galanaki Helen D. Vassilopoulou 《European Journal of Psychology of Education - EJPE》2007,22(4):455-475
The present study is a critical review of the research literature concerning the links between the teacher and children’s
loneliness. More specifically, the issue of children’s loneliness in the school is summarized. Research data documenting that
loneliness is a risk factor in children’s development are briefly reviewed. Next, hypotheses and research data are reviewed
on the following aspects: (I) the association between children’s loneliness and the quality of the teacher-child relationship
from the viewpoint of attachment theory; (II) the teacher’s attitude toward children’s loneliness and his or her perceptions
of his or her effectiveness in dealing with it; (III) the teacher’s ability to identify lonely children; and (IV) the children’s
perceptions of the role of the teacher in the emergence and alleviation of their loneliness. Finally, on the basis of the
existing data, critical questions are formulated, suggestions for future research are made, and educational implications for
teacher training and school-based interventions are discussed. 相似文献