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1.
Donald Freeman 《Teaching and Teacher Education》1991,7(5-6)
The influence of teacher education on teaching is a problematic area, both in practice and in research. Often, because much research adopts a “first-order” perspective which focuses on teachers' behaviors, influences of teacher education are seen as temporary, negligible, or difficult to determine. The study reported here grew out of a general concern to document, via a “second-order” perspective which examines their thinking and perceptions, how teachers modify or improve what they do through formal teacher education. It addresses three important areas which have received little attention in recent research: foreign language teaching, in-service graduate education, and the role of a shared, professional discourse in developing teachers' conceptions of teaching. The paper presents a summary of the findings of an 18-month longitudinal study which examined how foreign language teachers' conceptions of their classroom practice developed as they took part in an in-service teacher education program. The paper discusses how the program's shared professional discourse contributes to increasing the complexity of the teachers' thinking about their teaching and suggests that as they learn to articulate their de facto ways of thinking in the shared discourse, the teachers gain greater control over their classroom practice and are thus more able to shape it to their own ends. 相似文献
2.
Keith D. Ciani Jessica J. Summers Matthew A. Easter 《Contemporary educational psychology》2008,33(4):533-560
Classroom instruction may be affected by school contexts that are increasingly performance-driven because of legislative demands. Interpreting this as a need to investigate the relationships between school context and classroom practice, this study took a “top-down” approach by examining contextual elements of school goal structure and teacher community on teachers’ sense of self- and collective efficacy, and classroom goal structures. After collecting data from teachers in four Midwestern high schools, results indicated that teachers in highly performance-oriented schools reported significantly less adaptive motivational beliefs, lower community, and more performance-oriented instruction than teachers in a low performance-oriented school. Furthermore, a path analysis revealed that classroom goal structures were significantly and indirectly related to teacher community. We discuss how academic context may affect teachers’ motivational beliefs as well as classroom practices, and make recommendations for future research and practice. 相似文献
3.
Molly E. Romano 《Teachers and Teaching》2013,19(6):663-681
This study recounts a practicing teacher's attempt to describe reflections during the course of teaching at the primary level. A self‐study was conducted to address teacher thinking during ‘bumpy moments’ in teaching, offering an insight into how we might capture the details of teachers' unseen reflections. Through an analysis of the many ‘bumpy moments’ in teaching, several important findings emerged about the nature of reflection and how reflection actually occurs in the classroom context. Results of this study have implications for future research, teacher education and improvement of the teaching practice. 相似文献
4.
Allan Mackinnon 《Teaching and Teacher Education》1996,12(6):653-664
The metaphor learning to teach at the elbows is put forward in this article to highlight claims about learning to teach that focus on the development of “teaching manner.” My particular interest is in characterizing and understanding aspects of teaching that seem to be acquired, shared, mediated, and changed through teachers' work together—a shaping which I believe occurs initially through mimicry in the practice setting, and which in many cases appears to take place independent of rational deliberation. I ask “How do I understand this kind of learning?” and “How, then, do I then represent my work as a teacher educator?” These questions are explored in light of contemporary Western ideas about situated cognition, activity, and identity—ideas which are extended further in this paper by pointing out similar problems related to integrating knowing and action that are found in early Chinese philosophy. In particular, the dialogical relationship between Confucianism and Taoism provides a useful framework for understanding the studio interplay between learning as socio-culturally mediated activity and critical reflection in the initial preparation of teachers. 相似文献
5.
The paper describes and analyzes the interactions between university tutors, cooperating teachers, and the student teachers in guided practice situations. The main aim of the study was to gain insights into the mode of interaction and the nature of massages transmitted in a variety of settings of practice teaching. The study reveals the dominance of evaluative comments made by cooperating teachers and their focus on issues of content. Alternative approaches and teaching modes were mentioned only rarely, cooperating teachers seem to rely mostly on their own wisdom of practice and tend to transmit traditions of “succesful” teaching modes. Student teachers were mostly passive and the mode of interaction authoritative. The paper suggests a distinction between an “incremental” versus a “comprehensive” practicum. It is suggested to focus on issue-specific post-lesson conferences which are planned jointly by student teachers, cooperating teachers, and university tutors. 相似文献
6.
Currently, it is strongly suggested that our thought processes are largely metaphorical in nature. Indeed, the metaphors we use not only represent the way we perceive the world and reality but also shape our professional ideas, attitudes, and practices. This study employs metaphor as a means of research to provide insights into the images prospective classroom teachers have of themselves as future teachers (i.e., professional self-images), their elementary teachers (i.e., former classroom teachers), and their cooperating teachers (i.e., supervisors of student teaching practices). Data for this study were gathered through the administration of a Likert-style questionnaire consisting of 20 metaphorical images of “classroom teacher” to 363 exit level elementary teacher education students enrolled in the Faculty of Education of Selcuk University in Turkey during the 2002–2003 academic year. Results indicate that the teacher candidates in this study appear to be less teacher-centered and more student-centered than their both elementary and cooperating teachers. Also, female teacher candidates appear to be less teacher-centered and more student-centered than their male peers. Implications for preservice teacher education and further research are discussed. 相似文献
7.
This paper presents a conceptual framework that relates empirical aspects of student teaching (facts about the experience) to considerations of value (what student teachers ought to learn). First, the authors explain what they mean by calling student teaching an “occasion for teacher learning.” Next based on their observational and interview data, the authors present two cases of student teaching to illustrate how the relative influence of program, setting, and participants interact to shape opportunities for teacher learning. One teaching episode that elicited considerable pride in each student teacher is presented to highlight how and what the students teachers learned. The conclusion appraises the lessons learned in student teaching in terms of the framework and suggests how teacher educators can increase the educative power of the student teaching experience. 相似文献
8.
Teacher knowledge: The relationship between caring and knowing 总被引：1，自引：0，他引：1
While everyone acknowledges the importance of the “caring teacher,” little acknowledgment of caring as an issue exists at the level of educational policymaking. This paper presents teacher and researcher stories which describe a teacher's knowledge in practice and argues for recognition of an epistemological role for caring in teaching. The teacher's narratives describe what she knows from caring and being in relationship with her students - her relational knowing (Hollingsworth et al., 1993, 1994)- and how this knowledge alters her pedagogy and the curriculum that is constructed with each student. Caring for the person (Noddings, 1984, 1992) is revealed as central to what the teacher knows. The findings of this research suggest that for the teacher, the relationship between caring and knowing is complex and involves a constant reflective process. In attempting to situate caring within existing theories for teacher knowledge, Elbaz' (1983) structures are found to be too neat and the boundaries too well defined. A construct of teacher knowledge as relational and dynamic is described. This builds upon Lyons' provisional characterization of the epistemological relationship between students and teachers as nested knowing: “that is, students and teachers are considered to have nested, interacting epistemological perspectives” (1990a, p. 162). In this view, knowledge is not limited to what one person knows, but the intersection where the knowing of two persons in-relation overlap and the consequences for student learning (and teacher development) when one of those persons is a teacher. 相似文献
9.
Greer Johnson 《Teaching and Teacher Education》1997,13(8):815-829
The literature on research into teaching provides different accounts of what is involved in becoming a teacher. Questions about “good practice” are generated for teachers in teacher education. This paper examines three paradigms of teacher education and teaching which are described as developmental, reflective and de/reconstructive to show that there are viable alternatives in deciding how to view the world of teaching. I argue that the three paradigms constitute two frames through which teaching can be practised and critiqued: personalism and post-personalism. The paper explicates the personalist and post-personalist constitution of the two frames. The first (personal) frame of teaching is discussed as being generated from developmental and reflective paradigms. The familiar journey from novice to expert is shown to work within developmental and reflective paradigms. A second (post-personal) frame is explained in terms of its deconstructive and reconstructive possibilities. The second frame is the lesser known alternative for teacher educators and teachers insofar as it questions and reframes the personal nature of much of the teacher development and reflection research. I offer a post-personal frame to the field as a viable means of teaching and research. Post-personalism builds on personalism by taking into account post-structural approaches to teacher education and post-structural literary theory. Parallels between the two frames of understanding teacher education and English teaching, based on literary theory, are drawn where appropriate throughout the paper. 相似文献
10.
Teaching portfolios: A strategy for developing learning and teaching in preservice education 总被引：1，自引：0，他引：1
Teaching portfolios have been used in the preservice teacher education program at Monash University to help student teachers to reflect on their learning about learning and teaching and to help them to convey this to others. The portfolio is an open-ended and un-graded task designed to explore teaching from many different vantage points. It is organised as a dynamic assessment task, not simply a static end product. This is done by considering teaching portfolios as comprising two important aspects, one is the process the other is the product. The process involves learning from the variety of experiences offered in the preservice education program and encouraging student teachers to reflect on these. The product is the development of the individual portfolio items that are used to demonstrate this learning to others. The portfolio comprises a number of individual items which act as a prompt to “tap” the creator's understanding of what it means to be a (science) teacher. This paper reports on the effectiveness and value of portfolios from the student-teachers' perspective by exploring how their understanding of the task evolved as they completed their preservice teacher education program. 相似文献
11.
During the last decades, digital technologies have become more common in providing opportunities for reflection and in-depth analysis of classroom practices and have afforded new ways of organising teacher education. In particular, videotaped lessons have proven to be a valuable tool for capturing teaching episodes, subsequent reflection and development of student teachers’ professional knowledge, here referred to as ‘pedagogical content knowledge’ (PCK). The aim of this project was to investigate how the use of the reflective tool, content representations (CoRes) in combination with video and associated digital tools might be used as a means for capturing student teachers’ professional knowledge of practice. In the study we explore how a group of 24 secondary science student teachers were provided with Content Representations (CoRe) and video annotations to support their reflection-on-action during their practicum. Video annotations, alongside a written reflection of critical incidents in the student teachers’ teaching constituted data for analysis. Our findings suggest that the different tools enabled the student teachers to connect captured examples of teaching instances with theoretical issues, and in this way offered the ability to see as well as to analyse their teaching practice. As such, the CoRe, together with the video annotation tool, proved to be successful in scaffolding and structuring student teachers’ reflection-on-action, allowing them to connect their reflections to components of PCK and further to articulate connections between these components. 相似文献
12.
Parents’ and teachers’ beliefs about children’s school readiness in a high-need community 总被引：1，自引：0，他引：1
Chaya S. Piotrkowski Michael Botsko Eunice Matthews 《Early childhood research quarterly》2000,15(4):537
This study compared the beliefs of preschool teachers, kindergarten teachers, and parents in one mostly Hispanic and Black high-need urban school district to learn their views of what children should know and be able to do at kindergarten entry. Beliefs regarding the importance of 12 school readiness “resources” were assessed with the CARES survey designed for this study. Parents held remarkably similar beliefs, regardless of ethnicity or education. Parents and teachers also agreed that children must be healthy and socially competent, and be able to comply with teacher authority, although parents rated this latter resource higher. However, parents rated all classroom-related readiness resources as more important than teachers did. They believed it was necessary for a child to be able to communicate in English and to have basic knowledge and skills, which was more important than a child’s approach to learning. Preschool teachers also believed that knowledge was more important than kindergarten teachers did. Directions for further research and implications for policy and practice are discussed. 相似文献
13.
Alternative and parallel schooling contexts such as the Children's Defense Fund Freedom Schools® provide educational experiences for U.S. K–12 students grounded in notions of social justice and culturally responsive teaching. College-aged young adults known as “servant-leader interns” are the teachers in this context. In this article, the author examines the nature of the various ways in which servant-leader interns were supported in their development as teachers both at the national training institute and at their local site. This discussion gives explicit attention to the kinds of deliberate support intended by the Freedom Schools program and the kinds of support that the servant-leader interns created or initiated on their own. Implications for teacher support that occur in alternative and parallel schooling contexts are discussed. 相似文献
14.
This paper reports on a study of teachers' and pupils' perceptions of effective teaching and learning. A total of 13 teachers and 325 pupils (aged between 11 and 12) were observed and interviewed. The central focus of the paper is the interaction that was detected between teachers' and pupils' ways of thinking. A grounded analysis of the interactional data yields support for a transactional theory of learning (the works of Bruner and Haste and Vygotsky are cited in particular). The paper also introduces the idea of a continuum of teaching strategies, and shows how percieved teacher effectiveness can be associated with the teacher's ability and willingness to move freely between different points of the continuum, thereby implicitly rejecting crude dichotomies between teacher-centred and pupil-centred learning. It is shown that pupils claim to benefit from both teacher-centred and pupil-centred strategies when the strategies are selected in order to cater for pupils' specific learning requirements. The greatest coherence in teacher pupil accounts of effective teaching and learning, however, seems to focus on the mid-point of the continuum, described here in terms of “interactive” and “reactive” strategies. 相似文献
15.
Teacher education: Partnerships in pedagogy? 总被引：1，自引：0，他引：1
Anne Edwards 《Teaching and Teacher Education》1995,11(6)
Initial training partnerships between schools and universities can appear to be driven by the demands of external accountability. Resultant managerial models of partnership support simplistic interpretations of application of subject knowledge: competence-based assessments and reflective practice in initial teacher training. A consequent focus on “performativity” (Ball, 1994) seems to militate against an emphasis on how student teachers best learn. A Neo-Vygotskian model which incorporates understandings of teaching and learning is offered as a possible framework for initial training partnership. Data collected from an early years teaching school-university partnership programme illustrate discussion of the framework. The complexity of roles and responsibilities in training partnerships is emphasized. 相似文献
16.
17.
This study focused on the nature of interpersonal understanding in 4- and 5-year-olds. Early childhood constitutes a critical transition period during which children become able to understand their own and others’ “inner world” as it relates to actions. A neo-Piagetian theoretical and analytic framework was used to study children’s understandings of interpersonal dynamics in the classroom context and their conceptions of roles and intentions of peers and teachers. Forty-two children responded to eight tasks that were designed to elicit their conceptions of peer and teacher intentions. These tasks were in the form of picture stories focused on nurturance, care, protection, and teaching events, followed by a semi-structured interview. Children also engaged in the “classroom model activity”; this activity focused on children’s understandings of their own and others’ social relationships and activities in the classroom. Hierarchical regression analyses showed level of understanding of others’ intentions to be a significant predictor of ability to analyze classroom experiences, and increased prediction with the addition of an interaction term for intentional understanding and use of verbs of intention. 相似文献
18.
Rosario Diaz-Greenberg Jacqueline Thousand Maria Cardelle-Elawar Ann Nevin 《Teaching and Teacher Education》2000,16(8):663
The purpose of this paper is to help teachers better understand the struggles that people with disabilities experience in attaining their educational goals and to encourage the development of teaching and learning strategies that help to respect and facilitate the struggle itself. The authors share the generative themes that emerged using a critical pedagogy approach (dialogic interviews) to elicit the voices of adults with disabilities speaking about their public school experiences. In discussing the implications for teachers, the authors show the intersections of educational psychology's concept self-regulation and critical pedagogy's concept conscientization and special education’ s concept self-determination. Why the ‘struggle’ itself is important (from the perspectives provided by conscientization, self-regulation, and self determination) is discussed.The major question is whether or not teachers can structure the awareness process that results in learners becoming aware enough to verbalize, “I have difficulties”. What do teachers do to stimulate the metacognitive thinking processes that makes it possible for students with disabilities to think, “I can monitor myself!”? How can teachers capture the power of the conscientization experience that leads students with disabilities to experience the generative will power “to use the powers that I have to make a difference in my life's situation?” How do adults with disabilities come to these kinds of awareness and how can teachers help facilitate the awareness? 相似文献
19.
《Teaching and Teacher Education》2006,22(7):874-897
Recently, many insights have been gained into the design of powerful learning environments. Teacher training must take account of this knowledge when educating the teachers of the future. This study investigates possible approaches within teacher training which could encourage student teachers towards learning-focused teaching activities. The main question is whether students from institutions where these activities were taught in a more inductive way pay more attention to these aspects during teaching practice than those from other institutions. This inductive approach is concretized by the following: (a) modelling of these teaching activities by the teacher trainers; (b) coaching the teaching practice experiences and giving hints; (c) taking the students’ learning experiences as starting points for reflection. Three existing teacher-training institutions were chosen to provide different and ecologically valid settings in a feasible way. Comparisons of the institutional approaches with the approaches during teaching practice confirm the importance of an inductive approach in which different practice experiences, systematically aimed at making the students restructure their conceptual frameworks of learning and instruction, are used for reflection. 相似文献