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1.
Abstract

This paper describes how the use of video helped us create dialogic intersub‐jective educational spaces in which transformative learning can take place. Focusing simultaneously on two learning contexts: action research and teacher‐student conferencing, it shows how the development of a dialogical space between researchers and teachers in action research enhances the development of such a space between teachers and students in classrooms. In addition, it describes how the participatory research relationship helped illuminate both for teachers and for students what they implicitly know is important to change, as they become aware of new possibilities for pedagogical improvement. Most of all, dialogic video viewing helped them step outside of themselves in order to see each other and return to look at themselves as others’.

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2.
abstract

In the context of our work as literacy specialists, we taught teachers to use sentence frames to support ELL students’ writing. We then studied the impact of their instruction on students. Our analysis of student writing samples revealed no groupwide developmental trends so we posed deeper questions about their work using the data analysis methods learned through the action research process. We report our findings about the relationship between student writing development and language instruction. We discuss our learning as well as implications for our work supporting teacher instruction.  相似文献   

3.
Lac  Van T. 《The Urban Review》2019,51(5):845-867

This research study explores a teacher pipeline program intent on developing critical educators among minoritized high school students aspiring to become teachers. Critical educators typically employ critical perspectives, foreground the notion of cariño, and possess agentive qualities to create transformative learning experiences for students of color, especially in under-resourced communities. This teacher pipeline program leverages youth participatory action research (YPAR) as a pedagogy for minoritized high school students to engage in original research studying critical educators in their schools. Findings illustrate that through YPAR, young people surface key perspectives aligned with those of critical educators: the role of institutionalized racism in exacerbating the opportunity gap and the centrality of building relationships in classrooms. In the discussion, the author elaborates on how YPAR advances the pedagogy in teacher pipeline programs, promotes critical perspectives amongst secondary students, and positions these emergent teachers to envision critical educators as making a substantive difference in the lives of marginalized students. The author concludes with implications for educational leaders in P-20 settings to consider in the promotion of a critical educators of color pipeline.

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4.
Abstract

The story we are about to tell occurred when Gayle was a middle school science teacher and graduate student in Joanne's seminar on the study of teaching. Gayle was trying to make sense of her science students' indifference toward the environment, an attitude that concerned her as an environmentalist. She turned her inquiry into an action research project that sought to answer the question, ‘What are the assumptions that my middle school students have about their relationship with the environment?’ Joanne was mentoring Gayle in her action research study, and at the same time exploring Gayle's perspective as an action researcher. Now, several years later, we are both action researchers and teacher educators and understand that we have been looking through the eyes of our students in order to become scholars of our own teaching.  相似文献   

5.
ABSTRACT

This study chronicles a semester long inquiry focused on the impacts of pedagogical strategies informed by the tenets of third space theory on my own practices and understanding of students’ learning outcomes in an action research course. As I applied new instructional strategies to promote discourse and critical inquiry, I reflexively explored how these approaches enhanced my impacts on students’ learning and praxis of action research. This paper first provides a brief introduction to third space theory and then describes how I infused this framework into my course approach, the different types of data collected and analyzed to gauge the impacts of new pedagogies, and findings that emerged. These are summarized in relation to the conditions that both undergirded and elevated students’ engagement, and directions for further research to advance the praxis of action research across teacher education contexts.  相似文献   

6.
Abstract

This article reports on research analysing how primary initial teacher educators define and participate in research activities. A representative sample of teacher educators in one institution in the UK were interviewed in depth to identify individuals' perceptions of the place of research in their work. All the interviewees saw their most important role as teaching and supporting students. In all cases, research was seen as a low priority. Engagement in research was seen as moving away from the practical, school and student centred world of primary initial teacher education towards a more conventionally ‘academic’ world. The established researchers within the teacher education community were seen as a privileged elite.

Two clusters of factors which influence these perceptions are defined as: firstly, the effects of the changing nature of the institution and internal structures it has generated in response to national changes; and secondly, the ways in which the interviewees define their work its conditions and its underlying values. These factors and the tensions they cause are explored in relation to the pressures placed on the teacher education communities by the 1996 Research Assessment Exercise and the development of increased partnerships with schools.  相似文献   

7.
Abstract

The purpose of this transcendental phenomenological study was to describe teacher experiences of teacher-to-student technology-mediated communication (TMC) in secondary virtual school (VS) environments in Alabama. The central research question for this study was: How do virtual school teachers in Alabama describe their experiences of teacher-to-student technology-mediated communication in secondary virtual school environments? Students educated in virtual environments use TMC, so teachers must know what kinds of TMC work best. The problem is that the teacher voice has been ignored in identifying teacher-to-student TMC that is effective in secondary VS environments. Using purposeful sampling of 12 VS teachers in Alabama, this research utilized semi-structured interviews, artifacts, and an asynchronous online focus group to uncover teacher experiences of teacher-to-student interactions in VS environments. In seeking meaning from their experiences, the predominant theme of whatever is best for the students became evident. Four themes developed pertaining to the participants’ experiences: Teacher mindset, teacher presence, integration of technology into instruction, and technology issues.  相似文献   

8.
One of the issues identified in a recent study of science teaching and learning in Fiji's primary and secondary schools was the problems faced by students in coping with scientific terminology, and in expressing ideas in their own words (Muralidhar, 1989). In this paper, some examples from the study are used to illustrate the extent of the problem and to discuss the implications for teaching and learning science. It is argued that the quality of communication is an important factor in promoting the understanding of science, especially when the main sources of information for the majority of students are the textbook and the teacher. Specializations: Science teacher education, curriculum in action, problem solving, curriculum evaluation, naturalistic research.  相似文献   

9.
Background:?The predominant dissertation model used in teacher education courses in Flanders is the ‘literature study with practical processing’. Despite the practical supplement, this traditional model does not fit sufficiently well with autonomous learning as the objective of modern teacher education dissertations.

This study reports on the development of a portfolio model to serve as an alternative to the current model and afford greater opportunities for autonomous learning.

Purpose:?This quasi-experimental study aimed to examine the usefulness of portfolio as a means of promoting autonomous learning.

Sample:?Two teacher education courses collaborated, involving 174 teacher education students and 44 supervisors in this study.

Design and methods:?Using a pre- and post-test quasi-experimental design, we examined whether the use of portfolio as a dissertation model has a greater effect on the students' capacity for autonomous learning than the literature study with practical processing, using three existing questionnaires. Differences between the experimental group and the control group were revealed by means of covariance analysis.

Results:?Our research shows that the portfolio model results in students acquiring greater metacognitive knowledge. It also appears that students only get the chance to use their metacognitive skills when supervisors give them sufficient autonomy. However, supervisors experience loss of control and therefore tend to restrict students' autonomy.

Conclusions:?This leads us to the paradox of autonomous learning: students will only learn autonomously when they are given the freedom to learn autonomously. Supervisors need to transfer learner control.  相似文献   

10.
ABSTRACT

Background: Teachers have the potential to make an enormous positive impact on the lives of their students, and may enter the classroom with a deep-set belief that education is, fundamentally, benevolent and good. However, such an uncritical stance may fail to account for the negative experiences of Indigenous students in Australia, where teachers are often cited as the primary reason Indigenous students leave school or refuse to go to school. Despite this, Aboriginal communities remain strong advocates of education and continue to lobby for a genuine and meaningful role in decision making.

Purpose: Given teachers’ critical influence, a collaboration was formed between the two authors: a Gamilaroi (Aboriginal) woman and a non-Indigenous Canadian woman, to conduct a review of the research. We asked: ‘What are the personal (non-academic) attributes a teacher needs to engage Indigenous students effectively in the learning process?’

Method: The literature review focused primarily on the Australian context and used a framework-based synthesis approach, whereby a decolonising ‘Relationally Responsive Standpoint’ framework was identified a priori. This provided the structure for extracting and synthesising the literature.

Findings and Discussion: The themes arising from the literature review were organised and considered through the framework, which foregrounds awareness through Respecting (self/motivations), Connecting (interpersonal) and Reflecting (knowledge) before concluding by Directing (future role). In Directing, the implications of the findings are discussed through yarning, a dialogical and dynamic approach with a strong future focus regarding the next steps of research and action.

Conclusions: Reviewing the literature in this way offers teachers, researchers, teacher educators and, arguably, policy-makers an opportunity to consider the personal attributes necessary to engage Indigenous students. It highlights the importance of critical self-reflection to being a relationally responsive teacher. We believe that the findings span international and professional boundaries and could impact on Indigenous Peoples globally, if all professions engage with an understanding of their own axiology and ontology.  相似文献   

11.
ABSTRACT

This paper is unique in that it demonstrates how a national education department used action research to stimulate the use of the case method of teaching in business schools and other departments in universities in China. It illustrates how four different players; a teacher, her students, a government department in charge of setting education policy and selected faculty in Chinese universities were involved in the research. The research suggests that, contrary to widely held beliefs, given a well-trained and motivated Chinese instructor and careful course design Chinese students will readily accept the case method of teaching. Methods used in influencing potential adopters of the case method are discussed. Current faculty and institutional related barriers to the introduction of the case method are noted along with a proposal to institute the Scholarship of Teaching and Learning as a potential solution. The paper also illustrates how videotapes of classroom processes can be used in multiple ways within an action research project.  相似文献   

12.
Past research has considered the reflective practices of the teacher as an important activity in the learning cycle. Some of it has introduced the term ‘reflective teacher’, showing that such practice has become increasingly important.

This paper discusses literature related to various means of collecting feedback from students, the socio-technical approach to management information systems (MISs) and reflective models. It documents the reflective practices that the author followed while teaching an MIS distance education course.

The findings of this research show that actively reflecting on feedback collected from students could improve teaching quality and lead to better understanding for students in future cohorts.  相似文献   

13.
Background:?Cloud computing has recently received interest in information systems research and practice as a new way to organise information with the help of an increasingly ubiquitous computer infrastructure. However, the use of cloud computing in higher education institutions and business schools, as well as its potential to create novel learning environments remains an underresearched topic.

Purpose:?To address the research gap, this paper investigates how the capabilities of cloud computing have fostered collaborative learning processes of students in the design of management classrooms. The research project has taken place in a three-year period and has covered five post-graduate knowledge management classes, which have been situated in the context of business education.

Research design and sources of evidence:?I have used an illustrative case study of five knowledge management classes as research design to explore and describe interconnections between methods of social constructionism and cloud computing properties which enhance collaborative learning experiences of students in the classroom. To develop a theoretical background for the case study, I first review literature on constructivist and experiential learning, new management profiles, and information systems. In the empirical part of the case study, I have observed the experimental blending of constructivist learning methods and the cloud computing platform Google Apps for Education in three post-graduate classes and two Executive Master of Business Administration classes on the topic of knowledge management. For the data collection, I have focused on collaboration processes to understand how students have used various cloud computing tools to work together, and how their usage has affected interaction and reflection in the observed courses.

Results:?Findings show that collaborative properties of cloud computing, when they are undergirded by methods of social constructionism, influence learning factors on cognitive, emotional, spatial and group levels and lead to substantial changes in teacher/student roles and behaviours. The ease-of-use, playfulness and immediacy of cloud platforms creates collaborative learning spaces and has the potential to foster lateral thinking and problem solving of students in the classroom.

Conclusions and contribution:?By illuminating mutual interrelations between learning factors, constructivist principles and cloud computing properties, the paper enriches the literature on the innovative use of information system technologies in universities and business schools. The paper provides, in addition, practice-oriented insights for pedagogical and methodological choices that undergird the capabilities of cloud platforms to foster collaborative learning processes of students in higher education institutions.  相似文献   

14.
Abstract

In three narrative vignettes, this paper challenges scholars and practitioners of teacher education to consider ways that our courses do and do not engage white teacher candidates to take on racially conscious orientations. The work addressed in this paper has implications for our understandings of how preservice teachers can learn about racial identity in ways that benefit individual teachers and support their work in schools and communities. These findings buttress previous work in ‘second wave’ white teacher identity research and can translate directly into teacher education course and program design. Simultaneously, this research speaks to the broader literature in teacher education, offering evidence to support the value of extended periods of time for new teachers to build authentic relationships and conduct critical study of self and society in a climate where teacher preparation programs face pressure to reduce credits to degree and intensify their focus on preparing students for externally mandated assessments.  相似文献   

15.

The aim of this qualitative study was to identify central attributes of positive relationships with teachers from the adolescent students’ perspectives that could help delineate the meaning of student–teacher connectedness while exploring to what extent its main attributes were similar or different in England and Spain. As part of the EU-funded project “Well-being among European youth: The contribution of student-teacher relationships in the secondary-school population”, we conducted focus groups in England and Spain with 42 students aged 11 to 18 years. Using a bottom-up approach for thematic analysis, we identified two main attributes that were linked to positive relationships with teachers as seen by our participating students from England and Spain: humanizing relationships, in which the students are acknowledged and respected as individuals and feel understood and supported by their teachers; and relationships conducive to learning, encompassing aspects such as a perception of a genuine commitment with their learning on the part of the teachers, a positive classroom management, and teachers motivating students. This study contributes to the conceptualization of student–teacher connectedness and provides useful insights for teachers and educational professionals. In addition, the study findings pointed to the importance of power and authority dynamics in student–teacher relationships that foster or undermine connectedness, and they revealed some cross-cultural differences in the role of emotions in the class, two important aspects which deserve further attention in future research.

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16.
Research into the effects of large classes demonstrates that students are disadvantaged in terms of higher order learning because interactions between teachers and students occur at lower cognitive levels. This has significance for social work education, with its emphasis on the development of critical thinking and problem solving, both higher order cognitive skills. This paper reports on quantitative and qualitative research that explored social work students’ perceptions of different teaching and learning strategies in a large mental health course designed with reference to principles of student‐centred learning and constructive alignment. Findings revealed that well‐integrated design, relevance to the real world and teacher enthusiasm were seen as most useful by students, rather than particular learning strategies per se. Higher satisfaction ratings and grades were also associated with this student‐centred course compared with an earlier traditional lecture‐style course. The paper concludes that design based on the interplay between diverse learning activities, including lecture input, strengthened the student‐centred orientation of learning and recommends further research that compares learning outcomes associated with these contrasting approaches to professional education.  相似文献   

17.
Background: Efficient classroom management and adequate discipline are major issues for teachers in schools worldwide, with the guiding of students’ behaviour as one of the primary challenges. Teachers’ knowledge, skills, attitudes and behaviour play central roles in the appropriate handling of classroom disturbances.

Purpose: The purpose of this study is to explore how practising teachers perceive classroom disturbances and to compare their views to those presented in the literature. By clarifying typical perceptions, this research is intended to give individual teachers tools to develop their insights by comparing their perceptions with those of other teachers.

Sample: The empirical material was collected by interviewing 14 home economics teachers in Finland. Home economics is a school subject that involves individual and group work as well as theoretical and practical work. In Finland, home economics is a compulsory subject for students aged 13–15 years, which are challenging ages in regard to classroom management.

Design and methods: The empirical research was completed via deep, qualitative theme interviews for data gathering and phenomenography for analysis.

Results: The analysis identified five dimensions in which interviewees expressed varying views of classroom disturbances: who or what disturbs, whose work is disturbed, why students disturb, who is responsible and how to prevent classroom disturbances. Based on the various perceptions within each dimension, the main perceptions for understanding classroom disturbances can be condensed into four categories: unavoidable nuisance, deficient resources, the matter of atmosphere and educational task.

Conclusions: Teachers who wish to develop their classroom management skills may use these findings as tools to compare their perceptions with those of other teachers. This knowledge may also be useful for developing teacher education.  相似文献   

18.
Abstract

This paper discusses students' perspectives of their experience of a competence based teacher training programme in Further Education. The students were Further Education lecturers who had to undergo a mandatory one year day release teacher training course if they did not satisfy certain criteria according to rules governing the Further Education sector in Northern Ireland. For the academic year beginning 1989, the University of Ulster introduced a competence based programme, bearing in mind the transformation taking place in Further Education as a result of the proposals of the National Council for Vocational Qualifications. This paper examines the experiences of the first cohort of student to undertake the competence based programme.

Qualitative methodology was used to collect the ‘data’ for this research. The research was carried out over one academic year. Analysis revealed four themes which became significant in developing an understanding of the students' experiences of the programme. The themes are discussed under the headings: i)'This was not what we expected'; ii) Experiencing a new role withing a new course, iii) Time management; and iv) Group relations. Examination of the themes highlights how the students' experiences on the programme changed as the year progressed. The findings of this research may provide some useful insights to those people who wish to develop other competence based programmes, as well as educators in general.  相似文献   

19.
Abstract

This paper is an analysis of the potential that action research theory and practice hold for educating preservice teachers to become more critically reflective. First, action research theory, especially as it informs current notions of educational research and practice, is reviewed. Then critically reflective teaching is described by grounding the term in critical social science views supportive of the social reconstructionist reform tradition in teacher education. Special attention is given in this review to the claims made by action research advocates regarding the power of action research to promote critically reflective teaching. Finally, to examine the empirical basis for these claims, a brief survey is made of several reports of the use of action research by teacher educators. The analysis reveals cautious optimism for the promise action research holds for critically reflective teacher education.  相似文献   

20.
A pre-service teacher clashes with his mentor and the practicum ends badly. There is distress and a sense of failure all round. Questions get asked. Was the pre-service teacher simply unsuited to this demanding profession? Was the teacher education inadequate? Was the mentor a good fit? Were there the right kinds of support in place? Was the school culture intolerant of new ideas, new energies?

Given concerns about an ageing workforce, beginning teacher attrition rates and healthy work environments, questions such as these require thoughtful investigation. But the issues are complex. Complexity is not an easy thing to research.

The past hundred years has seen a number of significant attempts to understand personal and social complexity, from the grand structural narratives of the psychoanalytic movement through to post-structural accounts that pay increasing attention to the apparently chaotic interplay of intersecting life trajectories, shifting identities, and ordinary affects.

What methodologies nudge us deeper into perceived and experienced complexities? What ways of communicating the insights afforded by such methodologies are likely to have impact, to create affects?

In this paper, I suggest that a mythopoetic methodology (the writing of a story) plays a part in the scholarly attempt to see complexity more fully. I suggest, too, that a mythopoetic form (the telling of a story) has the potential to create useful affects.

The paper is performative rather than exclusively analytical.  相似文献   

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