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1.
Teachers participating in curricular reforms, especially reforms based on constructivism, are expected to bring about change in their teaching approach. This is often a difficult, complex and intensive process, and demands a radical reculturing of the classroom. This is also the case for social constructivist reforms in chemistry education, which are based on a context-based approach. Educational change is a social and interactional process, and during this change teachers will engage in negotiations with their students about the reform. These teacher–student negotiations have a profound impact on the succeeding of the reform. This study explores the teacher–student interactions during the reform that shape and alter the context-based chemistry approach. We focused on two teachers, of whom it was found in an earlier study that one of them succeeded in implementing the reform, while the other one struggled. By following them for one school year, in which in-depth qualitative data was collected through various instruments, we developed insights about the teacher–student negotiations that influenced the educational reform. Three themes emerged from the data: “agency of learning,” “vulnerability,” and “care.” The differences that were found between the teachers regarding these themes help explain why and how the reform can become a success and why the reform often fails to change classroom practice. 相似文献
2.
Ofra Backenroth Shira D. Epstein Helena Miller 《Religious education (Chicago, Ill.)》2013,108(4):467-480
This article explores how arts-based learning can facilitate understandings of Jewish religious texts. Through practical examples drawn from our own research, from the worlds of dance, drama, and the visual arts in education, we demonstrate the ways in which arts can allow for the transmission of information and knowledge, as well as offer a “transformative” learning experience; a student can bring the text to life while bringing the text into his or her life. We stress the primary importance and centrality of sacred text within Jewish tradition and assert that the written text should serve in Jewish education as the starting point. The ultimate goal, however, is to enable learners' personal connection with texts. We argue that learning through the arts opens up opportunities for multiple shared interpretations of text, as well as accentuation of the “affective” dimensions of Jewish textual learning. By becoming more aware of the varied possible paths for generating learning activities, educators might choose learning strategies that enable an integration of both the cognitive and affective domains. The examples of Arts Reflective learning demonstrate possibilities for the structuring of “teaching towards transformation.” 相似文献
3.
David Resnick 《Journal of Jewish Education》2014,80(4):434-445
Rosenak’s Teaching Jewish Values (1986) is perhaps his most accessible book about Jewish education. After diagnosing the “diseases” of Jewish education, he endorses “teaching Jewish values” as the curricular strategy most likely to succeed given the chasm which divides traditional Jewish subject matter and the milieu in which Jewish education takes place—e.g., the values of home and peer group. A close analysis of the book reveals cracks in his commitment to Jewish values, and I explore alternatives to values education he himself presents, such as acquisition of norms or learning the “language of being Jewish.” 相似文献
4.
Barry Chazan 《Journal of Jewish Education》2013,79(1):95-105
This article proposes a reconfiguration of the academic study of Jewish education that would (1) emphasize the “critical” analysis of an expanded range of issues (2) draw upon a broad range of disciplines and fields of study; and (3) formulate a new research agenda. The article argues that the focus on a “critical” approach to Jewish education studies is not a retreat from practice, but an important step in the enrichment of the academic study of Jewish education, as well as in the enhancement of the practical training of teachers, leaders, and communal professionals. 相似文献
5.
Christine Maynard Karen M. La Paro Amy V. Johnson 《Journal of Early Childhood Teacher Education》2013,34(3):244-261
Classroom-based experiences, alternatively known as practica, are an integral component of undergraduate teacher preparation programs, which provide students essential opportunities to apply knowledge in practice. Though much is known about student teaching, much less is known about students’ earlier classroom-based experiences. This qualitative study explores how early childhood care and education students describe their early classroom-based experience. Thirty-four students enrolled in a teacher preparation program participated in interviews, submitted journals, and responded to survey questions about their early classroom-based experience. Results are presented in terms of how students talk about their experiences—belonging or not belonging in the classroom—and what students talk about when discussing their experiences, including communication, support, freedom, new learning, and “the children.” These themes are discussed in terms of students’ experiences in the classroom and implications for undergraduate teacher preparation in early childhood education. 相似文献
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Abstract The United States and its public schools are becoming increasingly diverse, yet teachers, prospective teachers, and teacher educators remain predominantly European American. This situation raises a number of questions for teacher educators and teacher education students committed to multicultural education. One challenge to avoid when discussing issues of diversity within largely monocultural learning environments is the unintentional construction of the “Other.” This article describes the painful experiences and interactive reflections of a student of color and a White teacher educator when the student became the “Other” in a preservice teacher education course. The student, her peers, and the instructor describe how the unfortunate incident was turned into a teachable moment and a transformative learning experience that gave deeper, personal meaning to the theories they discussed in the course. 相似文献
8.
Zehavit Gross Suzanne D. Rutland 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(1):29-49
In our post-modern, globalised world, there is a risk of unique cultural heritages being lost. This loss contributes to the detriment of civilization, because individuals need to be rooted in their own specific identity in order to actively participate in community life. This article discusses a longitudinal case study of the efforts being made by Australian Jewish schools to maintain Jewish heritage through annual experiential religious education camps, coordinated in a programme called Counterpoint. The researchers’ aim was to analyse how a school youth camp can serve as a site for socialisation and education into a cultural and religious heritage through experiential learning and informal education. During research trips which took place over several years, interviews enabling insights into the process of experiential education were conducted with a total of three different Directors of Informal Jewish Education, two Jewish Studies heads, five participating teachers, seven youth leaders, as well as seven student focus groups. In their analysis of the semi-structured interviews, the authors of this article employed a grounded theory approach using a constant comparative method, which enabled a more nuanced understanding of the main phenomenon investigated. Over the years, they were able to observe two philosophical approaches, one of which focused more on socialisation, with immersion into experience, while the other focused on education, with immersion into Jewish knowledge. Their findings reveal that some educators aim to “transmit” knowledge through “evocation”, with the students involved in active learning; while others focus more on students’ “acquisition” of knowledge through transmission. Experiential learning activities were found to be more meaningful and powerful if they combined both approaches, leading to growth. 相似文献
9.
Rui Yuan 《Asia-Pacific Journal of Teacher Education》2016,44(4):379-400
While teacher educator identities have received increasing attention over the past decade, there is a lack of research on teacher educators’ professional identities in the complex and shifting higher education contexts. Informed by the sociocultural linguistic perspective, this study investigates two language teacher educators’ professional identities in Hong Kong universities. The findings show that the participants discursively constructed their identities, such as “accidental teacher educator,” “teacher educator-researcher,” “struggling researcher,” “teacher of teachers,” and “inactive researcher” in their professional work. By drawing on the three interrelated processes of identity formation (i.e. adequation/distinction, authentication/denaturalisation, and authorisation/illegitimation), the study adds to our knowledge of the complex and contested nature of teacher educator identity in relation to the ongoing restructuring and reform in higher education. The study concludes with some implications for teacher education and higher education. 相似文献
10.
Patricia Espiritu Halagao 《Asia Pacific Journal of Education》2006,26(1):37-50
Hawaii is often perceived as the “Land of Aloha”, a racial paradise where everyone gets along. But do we? The author explores Hawaii's distinct cultural dynamics with pre-service teachers in a multicultural education course that problematised race and ethnicity. Using an inquiry approach and culturally relevant activities, the class examined the social inequity that exists between privileged “non-minorities” like Japanese, Chinese and Whites, and “disadvantaged minorities” like Filipinos, Native Hawaiians and Samoans. This study found that living among diversity in Hawaii made recognising racism and social inequity difficult. Patterns of student engagement reflected one's positioning in Hawaii's racial and socioeconomic hierarchy. Students from privileged groups minimised and deflected their role in contributing to racism, while students from disadvantaged groups assumed a more critical stance towards society. This study reframes the dialogue on race in education and provides implications for multicultural teacher education. 相似文献
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Lisa A. Borgerding 《Cultural Studies of Science Education》2017,12(1):53-79
Although the concept of “rural” is difficult to define, rural science education provides the possibility for learning centered upon a strong connection to the local community. Rural American adolescents tend to be more religious than their urban counterparts and less accepting of evolution than their non-rural peers. Because the status and perception of evolutionary theory may be very different within the students’ lifeworlds and the subcultures of the science classroom and science itself, a cultural border crossing metaphor can be applied to evolution teaching and learning. This study examines how a teacher may serve as a cultural border crossing tour guide for students at a rural high school as they explore the concept of biological evolution in their high school biology class. Data collection entailed two formal teacher interviews, field note observations of two biology class periods each day for 16 days during the Evolution unit, individual interviews with 14 students, student evolution acceptance surveys, student evolution content tests, and classroom artifacts. The major findings center upon three themes regarding how this teacher and these students had largely positive evolution learning experiences even as some students continued to reject evolution. First, the teacher strategically positioned himself in two ways: using his unique “local” trusted position in the community and school and taking a position in which he did not personally represent science by instead consistently teaching evolution “according to scientists.” Second, his instruction honored local “rural” funds of knowledge with respect to local knowledge of nature and by treating students’ religious knowledge as a form of local expertise about one set of answers to questions also addressed by evolution. Third, the teacher served as a border crossing “tour guide” by helping students identify how the culture of science and the culture of their lifeworlds may differ with respect to evolutionary theory. Students negotiated the cultural borders for learning evolution in several ways, and different types of border crossings are described. The students respected the teacher’s apparent neutrality, sensitivity toward multiple positions, explicit attention to religion/evolution, and transparency of purposes for teaching evolution. These findings add to the current literature on rural science education by highlighting local funds of knowledge for evolution learning and how rural teachers may help students navigate seemingly hazardous scientific topics. The study’s findings also add to the current evolution education literature by examining how students’ religious perspectives may be respected as a form of expertise about questions of origins by allowing students to examine similarities and differences between scientific and religious approaches to questions of biological origins and change. 相似文献
13.
Richard Greenwood 《Educational studies》2019,45(4):497-519
Pupil involvement in planning is one way in which teachers listen to the “pupil voice”. This paper focuses on pupil involvement in planning class topics using KWL grids. The opinions of teachers, teacher education students and primary school pupils in Northern Ireland were sought on this using questionnaires and interviews. The vast majority of teachers and student teachers responded positively, many commenting that the pupils had reacted favourably, enthusiastically or with enjoyment, and that they seemed to be more motivated, responsive and interested in topics in which they had some “ownership”. Negative opinions expressed by teachers included arguments about difficulties in incorporating pupil ideas into their planning as well as practical concerns about using a KWL grid with younger or less able pupils. More fundamental were fears about loss of teacher control, teacher authority being undermined, and “interference” in teacher planning. One of the outcomes of the study is a list of recommendations for good practice when using KWL grids. 相似文献
14.
Mercedes García Victoria Sánchez Isabel Escudero Salvador Llinares 《Journal of Mathematics Teacher Education》2006,9(2):109-128
This paper addresses issues linking research in student teacher learning with reflection on practice in mathematics teacher education. From a situated perspective on learning and practice, we explore our own practice as teacher educators while researching student teacher learning in our classrooms. We describe a study on student teacher learning, considering student teacher learning as a “process of becoming”, and how the results of this research have affected our development as mathematics teacher educators and members of a community of inquiry. Our work shows how in the mathematics teacher education context the relationship between theory and practice becomes an element of both teacher educator and researcher development. 相似文献
15.
Miriam Heller Stern 《Journal of Jewish Education》2019,85(4):429-446
ABSTRACTProponents of building a “creative society” through educational innovation are calling for engaging learners in new modes of collaboration, problem solving, and original thinking. How might the enterprise of Jewish education contribute to this evolution in creative thinking and action? This article explores how “the Jewish sensibilities” can be adapted into a framework infusing Jewish “ways of seeing and being” into a vision of “Jewish education for a creative society.” The proposed conceptual framework aims to spark conversation, experimentation, research, and inquiry within the broader discourse of rethinking the aims of Jewish education for the future. 相似文献
16.
《Teaching and Teacher Education》2000,16(3):315-333
This case study offers teachers and teacher educators a sociocultural view of inclusion, showing how it was accomplished for a student who had long been segregated in special education classrooms. Judy, a student classified as learning disabled, participated and learned in collaboration with her peers in a diverse classroom environment. Through close analysis of segments of instructional discourse, the study illustrates how her general education teacher enacted “interactional inclusion”. By making particular discourse moves, he supported the building of an inclusional culture that repositioned Judy and her classmates. She achieved social affiliation and academic success, without limiting other students’ learning opportunities. The study provides guidelines for the implementation of classroom inclusive practices suggested by this profile; offers evidence of the benefits of this kind of research; and, argues for why we need more if it. 相似文献
17.
Eli Grad 《Journal of Jewish Education》2013,79(1):14-17
My vision of Jewish education assumes the critical importance of finding not only better methodologies and curricula but also more highly motivated and better-trained staff. Yet, even with such an assumption, the ultimate need is for religious schools to “connect” in the deepest sense: to connect with the family as much as with the student; to connect with the students' perceptions of the world they know, so that Jewish learning does not seem to be totally alien to their lives; and to connect with a sense of the overall vibrancy of the synagogue as the center of Jewish life. 相似文献
18.
This study, by Dr Dafna Regev of the University of Haifa and Professor Tamie Ronen of Tel Aviv University, examines the perceived image of the special education teacher as portrayed in the drawings of Jewish and Arab student teachers in Israel. Of the 187 female participants in this study, 82 were from the Jewish sector and 105 from the Arab sector; they were all at varying stages in their training. The drawings were analysed by three art therapists, and differences found between Jewish and Arab perspectives and between perspectives across the training programme are discussed. This article raises questions about the relationship between attitudes and behaviours and the perspectives of future special education teachers. 相似文献
19.
Rebecca Rogers Melissa Mosley Wetzel Katherine O’Daniels 《Pedagogies: An International Journal》2016,11(4):292-310
Critical literacy requires an exploration of privilege and social justice. This includes an exploration of power and action in one’s “inner” and “outer” lives. This qualitative case study illustrates the ways in which Jonah, a preservice teacher, navigates social practices and actions in his roles as a student, activist, and literacy teacher. Through critical discourse analysis, we conceptualize social action in relation to critical literacy teaching, using a framework of discourses of, discourses as, and discourses in action to construct a nuanced understanding of social action in relation to critical literacy. Given the demands of a standardized curriculum on teachers’ autonomy, this is an important illustration of how social action can be enacted and embodied through the act of teaching. 相似文献
20.
A common aim of teacher education is to encourage prospective teachers to analyze carefully their instructional performance. Yet, research on teacher cognition heretofore has concentrated primarily on experienced teachers’ planning and instructional thinking. We need more information on how student teachers think about and engage in the evaluation of their teaching performance. This study used data from initial structured interviews to elicit student teachers’ self‐evaluation concerns and examined the student teachers’ journals, a final written self‐evalution, and tapes from post‐teaching interviews to create a profile of each student teacher's responses about self‐evaluation. In this paper I analyze the student teachers’ pre‐conceptions about success, examine their processes of self‐evaluation, and explore a conception of “interactive self‐evaluation.” I offer suggestions about the conditions that may enable student teachers to enhance their analytical processes. 相似文献