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1.
As teacher educators, preparing student–teachers who are able to address diverse student needs is our main concern. It has been suggested in the literature that teachers who are adaptive to students’ needs are those who possess adequate pedagogical content knowledge or pedagogical understanding. However, it is not uncommon for teacher educators to find student–teachers with diverse pedagogical understandings even at the point of graduation from the teacher education programme. This paper aims to explain and analyse the development of pedagogical understanding among student–teachers in an initial teacher education programme. The findings are drawn from a study conducted at the Hong Kong Institute of Education where in-depth interviews were carried out during the four-year programme. The findings from the three selected cases provide an explanation for why some individual student–teachers show continuous development, whereas others remain confused in their pedagogical understanding throughout the teacher education programme. While acknowledging individual differences in pedagogical understanding, we attempt to explain such differences by investigating the relationship between different dimensions of the student–teachers’ learning such as the integration of pedagogical understanding with the teaching contexts, integration of feedback from lecturers and supporting teachers, and their focus of concern. The findings reveal that the three cases demonstrate different levels of pedagogical understanding and possess varying ‘senses of agency’. Of the three cases, the first one, Peggy has the strongest sense of agency. Despite influences related to classroom management, diverse learning ability among pupils, and the teaching methods which pupils were accustomed to previously, she actively introduced rhythmic movements into her lessons, developed pupils’ ability to learn gradually and achieved an impact on pupils’ learning which was also recognized by her supporting teacher. The analysis suggests that the second case, Lilian has a weaker sense of agency as she was severely limited by influences in the teaching context in her first teaching practice and resorted to teacher-centered teaching strategies. She improved later on in the programme and started to plan her own learning, drawing on the feedback she received as well as learning from other taught modules, from feedback from various sources, and from her pupils’ responses to her teaching and her own evaluation of her teaching. The third case, Stephanie remained confused throughout the programme and struggled with the implementation of student-centered teaching strategies. The ability to practice one’s own convictions and demonstrate an active sense of agency distinguishes the student–teacher who achieves better pedagogical understanding. Drawing on the findings, the paper concludes that it is crucial for teacher educators to identify ways to nurture a sense of agency among student–teachers. Implications for teacher education programmes are discussed, including providing opportunities for student–teachers to be able to articulate and integrate their pedagogical understandings, as well as negotiate how to accomplish their learning and teaching targets despite complex classroom situations. 相似文献
2.
Terence A Beck 《Teaching and Teacher Education》1998,14(8):871-886
While many teachers agree that the questions students ask are valuable, researchers have found that student questions are notably absent from most classrooms. We know almost nothing about the exceptions to this—classrooms where teachers manage to elicit and use student questions effectively in instruction. One fourth grade teacher, known for her use of student questions, was selected for this study. Classroom observations and interviews were used to gather data; qualitative methods were utilized to analyze the teacher interviews and the interactions surrounding 260 questions students asked during observations. This paper highlights the teacher’s stance toward her students and their questions. 1) The teacher viewed her students as learners who asked questions to increase their understanding. 2) The teacher viewed the assumptions revealed by student questions, as ‘steps’ to the curriculum. 3) The teacher viewed her students’ questions through the lens of potential; that is, she responded to questions based on how they might promote the understanding of her students. 相似文献
3.
马秀丽 《暨南大学华文学院学报》2014,(2):23-27
本文认为,刘颂浩(2014)提出的"对外汉语教学和本专业硕士培养和实习工作有机地融合"的思路若能落实,将是研究生培养方式的重大改变,可以全面提高研究生的培养质量。由于研究生实践经验有限,参与教学工作时宜采取"逐渐进入"的方式。本文进一步指出,研究生在参与学院教学进行教学实习的过程中,应得到一定的专业指导,这一指导过程无论对指导教师还是对研究生都有好处。本文最后依据较新的实证研究成果指出,研究生培养不能简单采取"教学主管+无经验的学生教师"的二元体系,而应设计为"主管教师+有经验的学生教师+无经验的学生教师"的层级模式。 相似文献
4.
Laboratory work is considered essential in promoting students’ learning of science and of scientific inquiry. What the students perceive as important to learn from a regular laboratory exercise is probably affected by the teacher’s objectives. We study the extent to which one teacher’s objectives are fulfilled during lab work, and how teacher–student and student–student interactions contribute to developing learning experiences from the laboratory exercise. Do students encounter opportunities to learn in agreement with the teacher’s objectives? This explanatory single case study includes use of a palette of methods, such as pre- and post-interviews, observations and video documentation from an experienced secondary school teacher and her 8th grade (aged 13–14) students’ laboratory work. Our results point to the importance of teacher involvement to help students understand what to look for, how to do it and why. Especially teacher–student interactions during lab work seemed to influence what students perceived as important to learn. In the laboratory exercise in this case, the teacher helped the students to observe and to use their observations in their explanations. The lab work included learning experiences other than those addressed by the teacher, and the teacher’s intentions were partially fulfilled. Not only what the teacher says, but also how the teacher acts is important to help students understand what to learn from a laboratory exercise. 相似文献
5.
Rukiye Didem Taylan 《Journal of Mathematics Teacher Education》2017,20(3):259-280
This study investigated a highly accomplished third-grade teacher’s noticing of students’ mathematical thinking as she taught multiplication and division. Through an innovative method, which allowed for documenting in-the-moment teacher noticing, the author was able to explore teacher noticing and reflective practices in the context of classroom teaching as opposed to professional development environments. Noticing was conceptualized as both attending to different elements of classroom instruction and making sense of classroom events. The teacher paid most attention to student thinking and was able to offer a variety of rich interpretations of student thinking which were presented in an emergent framework. The results also indicated how the teacher’s noticing might influence her instructional decisions. Implications for both research methods in studying noticing and teacher learning and practices are discussed. 相似文献
6.
After going through Assertive Discipline training, a student teacher entered her new first-grade class. The mentor classroom teacher did not use Assertive Discipline, but gave permission for the student teacher to use this management system. After teaching students her rules, rewards, and negative consequences—and appropriately implementing Assertive Discipline—it was found that students responded to both the student teacher and the regular classroom teacher in the appropriate ways each expected. 相似文献
7.
The purpose of this case study was to explore the issues involved in implementing a technology-enhanced student-centered unit
in order to provide recommendations to improve and enhance these types of learning activities. Specifically, the study examined
problems students encountered in completing the unit activities, problems the teacher encountered in facilitating the delivery
of the unit to her students, and strategies to improve and enhance these types of learning activities. One teacher and the
21 students in her intact United States history class participated in the study. The central unit problem required students
to determine the strategies that should be pursued in 1968 to continue the struggle for a more just, equal United States society.
Students worked in teams to gather data from an electronic database of primary- and secondary-source materials, and use the
data to develop solutions to the unit problem. Results of this study suggest that a variety of factors impact the success
or failure of student-centered activities, including student orientation to the unit problem, student collaboration, teacher
management strategies, and student accountability mechanisms. These results also provide insight into how the design of these
types of activities can be improved. Perhaps the most important considerations that need additional attention are the additional
aids required by teachers as they struggle to implement these types of activities in their classrooms. 相似文献
8.
Tracy C. Missett Amy Price Azano Carolyn M. Callahan Kimberly Landrum 《Exceptionality》2016,24(1):18-31
Twice-exceptional students show evidence of high academic performance or potential and also have a disability that impedes their ability to learn. Twice-exceptional students remain under-represented in gifted programs, and some researchers attribute such under-representation to the negative beliefs and low expectations about twice-exceptional students held by teachers. While researchers have begun to investigate the curricular models and instructional strategies that are effective for twice-exceptional students, little research addresses how teacher beliefs and expectations about student ability are reflected in the ways teachers implement such models and strategies for twice-exceptional students in gifted classrooms. Even less research addresses gifted students with emotional and behavioral disabilities. We used a case study of a third-grade teacher using a structured, model-based language arts curriculum to better understand how her expectations about a gifted student with an emotional disability influenced her instructional choices. Using observational and interview data, the case study approach allowed the researchers to personalize the experiences of this teacher and provided a context in which to examine the subtleties of teacher expectations when teaching a gifted student with an emotional disability. Implications for educational practice, particularly the need for comprehensive school-based support systems for students with emotional disabilities, are discussed. 相似文献
9.
Milena Valenčič Zuljan 《Educational studies》2007,33(1):29-40
In the first part of this paper, conceptions of trainee teachers are defined, together with their importance for the process of teacher education. Many studies concerning teacher conceptions and models of teacher development show that the conceptions of instruction, knowledge, and teacher and learner roles are a key part of the teacher’s professional equipment. They affect his/her thinking, experiences and actions, and thus directly determine the quality of instruction and the teacher’s professional growth. The Slovene school system has been undergoing many changes in the past decade. The success of the reforms largely depends on the way teachers perceive knowledge and other basic educational categories. The purpose of the present study was to identify the conceptions of knowledge, teacher and learner roles held by the student teachers in primary education at the beginning of their professional training. Numerous categorizations of these conceptions were reviewed to form a four‐tiered hierarchic taxonomy of conception categories, ranging from teacher and content centred to learner and learning centred. The study shows that trainee teachers largely hold conceptions typical of the transmission model of education. The key question arising from this is how to shift the students’ conceptions towards a modern, cognitive‐constructivist model of education, which is an important basis for the didactic reform of the Slovene school system. 相似文献
10.
Positive student–teacher relationships are related to students’ academic achievement and behavioural and emotional adjustment. How a student’s behavioural and emotional strengths are associated with these relationships and how the relationships influence students’ academic performance remains unknown. We examined this framework using a cross-lagged panel model with a group of Finnish students and their parents from Grade 5 to Grade 7. The results revealed that the parents rated behavioural and emotional strengths are stable over a 1-year (r = .78) and 2-year (r = .71) period and that students’ perceptions of student–teacher relationships demonstrated greater change over time (r’s = .54, .35). Behavioural and emotional strengths demonstrated a positive relationship with student–teacher relationships as well as academic achievement (β = .39, p < .01). Strengths were also indirectly associated with academic achievement via student–teacher relationships. Study limitations, implications and future research are discussed. 相似文献
11.
Erin E. Peters 《Journal of Science Teacher Education》2010,21(3):329-349
In this case study, an exemplary seventh grade science teacher’s beliefs, planning decisions, implementation, and student
reactions to her student-centered methods were examined over a 4-week unit on genetics. This situation was unique because
the teacher was new to the profession and her students had no prior experience with student-centered methods. The teacher
designed a learning environment where students were expected to take responsibility for research, but initially students felt
unsure about the tasks they were assigned and sought out more structure. As the teacher began to scaffold the material, a
balance was achieved that resulted in student engagement during the unit. Findings from the case study can provide teacher
educators with factors promoting skillful implementation of student-centered classrooms. 相似文献
12.
Helen M. Doerr 《Educational Studies in Mathematics》2006,62(1):3-24
Recent research suggests that the examination of students' work may lead to changes in teaching practice that are more effective in terms of students' mathematical learning. However, the link between the examination of students' work and the teachers' actions in the classroom is largely unexamined, particularly at the secondary level. In this paper, I present the results of a study in which teachers had extensive opportunities to examine the development of students' conceptual models of exponential growth in the context of their own classrooms. I describe two related aspects of the practice of one teacher: (a) how she listened to students' alternative solution strategies and (b) how she responded to these strategies in her practice. The results of the analysis suggest that as the teacher listened to her students, she developed a sophisticated schema for understanding the diversity of student thinking. The actions of the teacher supported extensive student engagement with the task and led the students to revise and refine their own mathematical thinking. This latter action reflects a significant shift in classroom practice from the role of the teacher as evaluator of student ideas to the role of students as self-evaluators of their emerging ideas. 相似文献
13.
Teachers are expected today to assess student understanding as an integral part of instruction, using a combination of various
assessment methods and tools, among which are observing students solve problems in class and listening to their mathematical
discussions. The aim of our study is to explore what it might mean for a teacher to hear students and to interpret their talk
and actions. Analysis of an interview with Ruth – an experienced elementary school teacher – after she observed two of her
students solve a mathematics problem, suggests four types of her interpretation: describing, explaining, assessing and justifying.
This analysis illustrates the complexity of the way Ruth hears her students, as is indicated even in the relatively simple
case of describing. Using various sources of data we also analyze different characteristics of Ruth’s hearing for the describing
and explaining types of interpretation and examine possible resources for her over-hearing, compatible-hearing, under-hearing,
non-hearing and biased-hearing. 相似文献
14.
Torey Hayden’s portrayal of classroom behavior management in her teacher lore, autobiographical writings about teaching children with emotional and behavioral disorders, is examined. Five of her books were sampled: One child, Somebody else’s kids, Just another kid, Ghost girl and Beautiful child. Each of these books unfolds within the space of an elementary age, self‐contained classroom for children with emotional and behavioral disorders. Each technique Hayden used to respond to her students’ problem behaviors in the five books was categorized according to Fritz Redl’s theory on managing behavior problems. Redl identified five strategies educators can use to handle their students’ behavior problems: changing, managing, tolerating, preventing and accommodating. The methodology used to categorize Hayden’s techniques was analogous to constant comparative analysis of documents. Hayden is portrayed through Redl’s strategies as a teacher who relies on managing without consequences and changing techniques. Narrative passages illustrating these techniques are presented. The roles of altruism and student empowerment in Hayden’s storied model of classroom management are presented. Implications for Hayden as a role model for teachers of children with emotional and behavioral disorders are discussed. 相似文献
15.
Jennifer L. Martin 《The Urban Review》2014,46(2):244-267
This study explores the impact of reading Huckleberry Finn through the lens of critical race theory for both teacher and students in a racially diverse urban high school environment. The teacher/researcher used narrative inquiry and creative non-fiction to examine student language usage, white privilege (including her own), and student reaction to the novel in a collaborative qualitative study. Major findings include distinct differences between students of color and white students in their level of teacher trust and their views on reclamation. 相似文献
16.
Even though several studies have reported positive attitudinal outcomes from context-based chemistry programs, methodological obstacles have prevented researchers from comparing satisfactorily the chemistry-learning outcomes between students who experience a context-based program with those who experience a content-driven program. In this narrative inquiry we are able to address the question: how do the recalled experiences of a student and her teacher in context-based and concept-based chemistry programs compare? From the student’s unique perspective of experiencing both programs with the same teacher, we have constructed our collective account around four themes; namely, the extent to which the student makes connections between chemistry concepts and real-world contexts, developing research independence through engaging in extended experimental investigations related to contexts, learning chemistry concepts through contexts, and conceptual sequencing in a context-based program. The student reported real-world connections between chemistry concepts and contexts, found her engagement in the context-driven tasks interesting and productive, and identified connected sequences of concepts across the contexts studied. Despite difficulties for teachers who are required to shift pedagogies, the student’s lived experiences and outcomes from a context-based program provide some encouragement in working through these issues. 相似文献
17.
Sarah Capitelli Paula Hooper Lynn Rankin Marilyn Austin Gennifer Caven 《Journal of Science Teacher Education》2016,27(3):283-302
This qualitative case study looks closely at an elementary teacher who participated in professional development experiences that helped her develop a hybrid practice of using inquiry-based science to teach both science content and English language development (ELD) to her students, many of whom are English language learners (ELLs). This case study examines the teacher’s reflections on her teaching and her students’ learning as she engaged her students in science learning and supported their developing language skills. It explicates the professional learning experiences that supported the development of this hybrid practice. Closely examining the pedagogical practice and reflections of a teacher who is developing an inquiry-based approach to both science learning and language development can provide insights into how teachers come to integrate their professional development experiences with their classroom expertise in order to create a hybrid inquiry-based science ELD practice. This qualitative case study contributes to the emerging scholarship on the development of teacher practice of inquiry-based science instruction as a vehicle for both science instruction and ELD for ELLs. This study demonstrates how an effective teaching practice that supports both the science and language learning of students can develop from ongoing professional learning experiences that are grounded in current perspectives about language development and that immerse teachers in an inquiry-based approach to learning and instruction. Additionally, this case study also underscores the important role that professional learning opportunities can play in supporting teachers in developing a deeper understanding of the affordances that inquiry-based science can provide for language development. 相似文献
18.
A recent evaluation of the new North Carolina Virtual Public School (NCVPS) in the USA revealed numerous expectations for virtual school teachers from secondary students. Specifically, students expected their teachers to actually teach rather than moderate a course shell, supplement course shells with content and projects that illustrate relevance, provide for both content and peer interaction, and respond to questions and provide feedback quickly. The data suggest a possible content‐related interaction where a limited course shell can be bolstered by a proactive teacher, but potentially flounder among teachers who do not expect or know how to supplement an online course. Data further suggest a potential communication‐related interaction where increased opportunities for student–student and student–teacher interaction could potentially decrease the actual or perceived need for individualized attention that is particularly challenging for virtual teachers to provide. These results can be used to establish teacher expectations and design professional development experiences that prepare teachers to undertake divergent roles unique to online instruction. 相似文献
19.
Jean-Luc Koning 《开放教育研究》2006,12(1):59-62
Students may enter our 5-year engineering school in France at two levels ： first and third year. However, due to their quite different backgrounds （ this is especially true for third year students ）, we need to provide newcomers with a 6-week training period during which they follow classes in the fields where they particularly feel weak. Unfortunately, depending on the student＇s background, this is not always possible to bring him/her to the expected level. Another aspect one needs to mention is that these students may not have the same weaknesses in a given field. However, for economical reasons, those classes follow a uniform program as it is not feasible to provide a customized progression.
In this paper we discuss how to redesign a mathematics course so as to offer tailored exercise sequencing. Groups of 20 students could then draw their exercises from an intranet database according to their previously completed work, try to solve it by themselves, request additional hints and even ask for some direct help from the teacher. Such a database is currently under development. If it turns out several students stumble against the same difficulty the teacher could show the whole class room how to solve it using the digital projector. This project goes one step further than our initial mobile education project （ 2003 - 2004 ）. Until recently, we had used the equipment in a unique direction, from the instructor toward the students. Here, in this new project we are focusing on the whole loop in order to offer a more adequate （personalized） pedagogical progression ： from the student to the teacher （when the tablet PCs are monitored by the teacher）, and back toward the students （when a direct help is provided by the teacher）. 相似文献
20.
Carolyn M. Tucker Rose A. Zayco Keith C. Herman Wendy M. Reinke Mark Trujillo Kirsten Carraway Cory Wallack Phyllis D. Ivery 《Psychology in the schools》2002,39(4):477-488
A causal model for understanding the complex interplay between student‐reported teacher behaviors, student self‐systems, and student engagement was tested. One hundred seventeen African American students in grades 1 through 12 completed a comprehensive questionnaire regarding teacher context, self, and engagement variables. A series of hierarchical regression analyses were conducted to test the hypothesized mediation models and to construct a path model. Most hypotheses were supported. Student self‐system variables (perceived competency and autonomy) mediated relations between teacher context (structure and autonomy support), and engagement. Contrary to predictions, however, teacher involvement exerted a strong and direct effect on student engagement even when controlling for grade level and self‐system variables. Given existing research showing that African American students are at risk for low teacher involvement and that engagement is critical for academic success, research and intervention strategies are urgently needed to promote teacher involvement with these students. © 2002 Wiley Periodicals, Inc. 相似文献