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1.
Amy Roth-McDuffie J. Randy McGinnis Anna O. Graeber 《Journal of Mathematics Teacher Education》2000,3(3):225-250
This study investigated, from the students',professor's, and researchers' perspectives, the effects of a reform-based introductory undergraduate mathematics course, and the efforts of a mathematics professor to teach such a course. The class had been designed for teacher candidates of middle school mathematics and science (Grades 4 to 8) but was open to all qualified students. We addressed the following research question: What perceptions about learning and teaching mathematics emerged through the participants' experiences in a reform-based mathematics course? Results of the analysis of the data suggested that the teacher candidates and the professor took an important first step toward enculturation into a reform-based vision of mathematics learning and teaching. Implications for mathematics faculty and teacher education faculty interested in promoting reform-based mathematics are presented. 相似文献
2.
DREW W. CHAMBERS 《Journal of Philosophy of Education》2019,53(1):21-47
While some of Paulo Freire's readers understand his pedagogy as a rejection of any and all directive teaching methods, there are many scholars who do recognise Freire's emphasis on teacher directiveness in its appropriate form. In light of this tension between directiveness and dialogue, it seems that students of Freire must inevitably come to a crossroads: is Freire's pedagogy directive or is it not? However, even this question does not get at the more critical dilemma: if Freire's pedagogy is directive, is such directiveness incompatible with Freire's overwhelming emphasis on egalitarian dialogue? This paper establishes three readings of the issue of directiveness in Freire and ultimately provides an exegetical defence of what is termed the compatibilist reading—that directive teaching, properly construed, is compatible with dialogic teaching in Freirean pedagogy. The question this paper seeks to answer is how Freire can have it both ways. In sum, Freire undeniably supports teacher directiveness and philosophically justifies directiveness as compatible with problem‐posing education through his concepts of virtue education, utopia and criticality. 相似文献
3.
Jordan J. Titus 《Gender and education》2000,12(1):21-37
This article examines the written language of student resistance to feminism in teacher education. Inductive textual analysis of data in the form of standardized student narrative evaluations of teaching and course content uncovers students' situated conceptions of women's subordination, ranging from complete denial of its existence to confused despair over an absence of definitive solutions. Implications for pedagogy of these student postures are discussed, and strategies are offered for engaging students in assessing the coherence of their own positions. 相似文献
4.
Teacher education in Ethiopia has undergone multiple reforms, yet primary students still struggle to learn to read. The USAID-funded Reading for Ethiopia's Achievement Developed - Technical Assistance project aimed to reform the primary school curriculum and teacher education to improve instructional approaches to teaching reading and writing. We examine the process and effectiveness of the project's pre-service teacher education component. Impacts on teacher educator pedagogywere observed at Colleges of Teacher Education, including less lecturing and greater use of student-centered teaching and learning approaches. Sustainability depends on the government's efforts to invest in long-term solutions and promote student-centered pedagogy. 相似文献
5.
This research examined the relationship between content instruction and the development of elementary teacher candidates' understanding of conceptual change pedagogy. Undergraduate students (n = 27) enrolled in two sections of a science methods course received content instruction through either traditional or conceptual change methods, followed by instruction about conceptual change pedagogy. Candidates were interviewed pre- and postinstruction about their content and pedagogical knowledge and also wrote conceptual change lessons. Twelve of the 27 subjects were videotaped teaching in the field. Results indicate that prior to instruction, most candidates had weak content knowledge and held traditional pedagogical conceptions. After instruction, students in the conceptual change group had significantly larger gains in their content knowledge than those in the traditional group, gave qualitatively stronger pedagogical responses, and used conceptual change strategies more consistently in practice. These results indicate that personal experience of learning science content through conceptual change methods facilitated the development of understanding and use of conceptual change pedagogy in teaching practice. Thus if conceptual change methods are to be incorporated into teacher candidates' repertoire, science content courses that students take prior to teacher education should be taught using conceptual change pedagogy. In addition, courses in science education should use pedagogy more in line with that taught in methods courses. 相似文献
6.
Irida Tsevreni 《Environmental Education Research》2018,24(1):67-79
This paper presents an attempt to apply Jacques Rancière’s emancipatory pedagogy of ‘the ignorant schoolmaster’ to environmental education, which emphasises environmental ethics. The paper tells the story of a philosophy of nature project in the framework of an environmental adult education course at a Second Chance School in Greece, where adult students researched ancient Greek philosophy of nature, discovered and adopted environmental values and taught their schoolmates. The paper presents the findings of this pedagogical experiment and evaluates the benefits and the skills that students can acquire through emancipatory pedagogy and through peer teaching and learning. Α cross-disciplinary combination of emancipatory pedagogy, environmental education, philosophy of nature and environmental ethics that can empower students and strengthen their environmental conscience with emphasis in ecocentric and ecojustice values is proposed. Τhe role of the teacher as a student, who continues to investigate and learn, trusting the intelligence and the abilities of his/her students is also examined. Furthermore, it is argued that there is a need to focus on the role of philosophy of nature and environmental ethics in environmental education and, because of its wealth and subtlety, ancient Greek philosophy can contribute to this emancipatory, environmental education paradigm. 相似文献
7.
Eric D. Reynolds 《课程研究杂志》2013,45(1):123-142
Despite the dominance of instrumental, psychological approaches to educational theory and practice in North America, a different understanding of the value and dynamics of education is often articulated informally in cultural representations (e.g. fiction and feature films) and in personal recollections. This alternative understanding is one in which the personal characteristics of a teacher or professor, and the relation between student and teacher are often paramount. Through reference to existing research and to examples drawn from real‐life practice, this paper presents a broadly existential and explicitly relational way of understanding education, or, rather, pedagogy. It gives special emphasis to the way that such an understanding has been articulated in the text Vergessene Zusammenhänge: über Kultur und Erziehung [Forgotten Connections: On Culture and Education] by Klaus Mollenhauer. The paper describes how the insights of Mollenhauer and other writers regarding an existential and relational pedagogy were translated and adapted for a North American course in teacher education, and how such a course can serve as an important ingredient in nurturing undergraduate students who are becoming teachers. 相似文献
8.
Theodore Hsi-En Chen 《The Educational forum》2013,77(3):293-300
This article relates the experiences of a seasoned teacher education professor who returned to the elementary classroom, where the students and his colleagues illustrated the complexities of teaching and learning. The year in second grade is analyzed using Moir's phases of first-year teaching. The analysis uncovers important ideas relevant for clinically based teacher education programs, including how relationships must be negotiated to successfully build learning communities. 相似文献
9.
《Studying Teacher Education》2013,9(2):135-154
This paper reports a self-study of developing an integrated play-based pedagogy in a preservice early childhood teacher education subject about play. It is framed by understandings of play in children's lives and adult learning. The self-study was initially driven by a contradiction between teaching preservice teachers about play through didactic means and learning about play through play. Other tensions subsequently arose in this self-study and required me to reframe my thoughts and actions so I could move forward. This paper documents the tensions and reframings as the self-study proceeded over the course of a semester. It reveals that developing an integrated play-based pedagogy not only involves play-based activities per se but also the atmosphere in which experiences and interactions unfold and the play qualities they embody. Ideally, students become major players in the process of the development of pedagogy. 相似文献
10.
11.
Jack Shu 《Asia Pacific Journal of Education》2010,30(1):105-120
This paper is a situated biographical reflection on the author's Hong Kong teaching experience written using a narrative inquiry approach, describing attempts to generate innovative pedagogical practices. The journey explores how autocratic, traditional Chinese cultural expectations in Hong Kong education have nurtured a commonsense belief in “discipline first and then teach”. This teacher/researcher adopted alternative approaches to authority through the use of developmental drama which made teacher image and teacher–student power relationships an object of talk and study. The aim of this paper is to bring together theories and pedagogical models based on the sociology of education, social psychology and drama pedagogy in an effort to change how we teach marginalized students in one distinctive Chinese cultural context. 相似文献
12.
You Mei-Hui 《Chinese Education & Society》2014,47(4):85-91
Being a feminist teacher, working on gender equity education, including teaching, reading, writing, and doing research on this topic, has become a commitment for me. I have frequently reflected my teaching practices and occasionally found new teaching strategies in the classroom. I always try to bring new topics or issues into the classroom in order to raise students' gender consciousness. I also try hard to figure out what can be done to empower students. Teaching about love is one way I use to empower college students in the gender course. This article is about my teaching experiences. I intend to discuss the teaching strategies, particularly focusing on the topic of love, to explore the possible ways of practicing feminist pedagogy. 相似文献
13.
The practice of inclusion as a response to the Individuals with Disabilities Education Act means that English teachers teach students who demonstrate a wide range of abilities in the same classroom. This qualitative study explored the developing attitudes toward differentiation of English education teacher candidates participating in a methods course cotaught by an English education professor and a special education professor. Findings revealed that their pedagogical beliefs were influenced by having knowledge of individual students, proactively engaging with professional concepts, and attending to students' affective needs in academic contexts. The teacher candidates in this study were able to discuss differentiation, but they struggled to implement it in practice; therefore, we argue that instruction on differentiation must be explicitly integrated into English methods courses. Using cognitive flexibility theory, we suggest ways teacher educators can help future teachers develop advanced knowledge of differentiation to meet the needs of their future students. 相似文献
14.
In this article I discuss ways of increasing teacher efficacy identified as a key belief system in the enhancement of teacher
effectiveness. Teacher efficacy is defined and its impact on teacher effectiveness explored. The need to increase teacher
efficacy to enhance the design, implementation and outcomes of instruction is discussed with special focus on caring and its
potential as a catalyst for expanding teachers’ perception of their power to make a difference in the lives and performance
of their students.
Dr. Marta D. Collier is a tenured associate professor in the Department of Curriculum and Instruction in the College of Education
and Health Professions at the University of Arkansas, Fayetteville. Dr. Collier earned her undergraduate degree in elementary
education from Earlham College, Richmond, Indiana and her masters and Ph.D. degrees in elementary education from the University
of Iowa, Iowa City, Iowa. Her research interests include the impact of caring on teaching and learning, the incorporation
of culturally relevant children and youth literature into literacy instruction, and the design of preschool, primary and elementary
classrooms that promote active teaching and learning. Dr. Collier’s teaching interests include early childhood pedagogy and
program development, classroom learning theory and children’s literature. 相似文献
15.
沈晨虹 《湖北广播电视大学学报》2011,31(11):123-124
现在高校普遍使用的教学模式主要强调的是知识的掌握,难以达到培养学生学习能力的目的。支架式教学法与以往的教学法不同之处在于强调学生自主学习的能力以及主动学习的兴趣,但在实施过程的初期仍需依靠教师的帮助和辅导。为了能够在课堂教学中充分发挥支架式教学法的优势和特点,教师的课前准备和备课工作十分关键。本文旨在探讨支架式教学法对于启发学生,以及帮助教师进行课堂教学准备等方面的作用。 相似文献
16.
Elizabeth Quintero 《Journal of Early Childhood Teacher Education》2013,34(3):199-211
Abstract Problem‐posing teaching using multicultural children's literature nourishes an integrated literacy curriculum that supports young children's meaningful learning. This method encourages integrated learning that is both developmentally and culturally meaningful through interacting with story, reading literature, and participating in related learning activities. The problem‐posing method was developed by Paulo Freire [Education for Critical Consciousness, Seabury, New York] and critical pedagogists. The method leads students of any age, experience or ability level to base new learning on personal experience in a way that encourages critical reflection. This method has not been widely used with younger learners, but lends itself well to integrated early childhood literacy development. This article shows selected qualitative data samples from case studies of early childhood teacher education students as they experience the method in a literacy course and as they use the method with young children. A critical analysis of the students’ work draws out key points regarding literacy development in a rapidly changing world. The teacher education students’ work provides an arena for developing the theory further as they implement theoretically‐based pedagogy with young learners. Data reveal issues regarding critical literacies and postmodern approaches to early childhood education. 相似文献
17.
本文从分析我国高师教育学课程教学令人忧思的现状入手,明晰了课程目标在课程建设过程中的重要地位和积极作用,按照教师专业化发展的需求,本着教师教育为基础教育服务的原则,提出了教育学课程“三位一体”的课程目标,在此基础上对全面进行高师教育学课程改革,提升教学的有效性提出了几点建议。 相似文献
18.
This paper reviews pre-service elementary teachers' beliefs about mathematics and mathematics teaching and, learning from an earlier study of the mathematics methods course of a teacher education program, then overviews the data triangulation, and discusses the inconsistencies and contradictions in the data. Thus, the study offers further insight into the complexities of pre-service teachers' unwavering conceptions and their acquisition of innovative pedagogy. Questions emerged about the inconsistencies between what was said and what was done. For example, why were the pre-service teachers' responses in surveys and interviews inconsistent with their instructional behavior? Explanations to this and other questions are offered to shed some light on two of the most unsettling features of teacher education: changing pre-service teachers' beliefs and their learning of mathematics pedagogy. 相似文献
19.
In this paper we describe the creation of an eclectic case pedagogy based on case‐based methods, sociocultural learning theory and visual studies successfully used in a university teacher education course designed to help students acquire sociocultural knowledge about schooling and teaching. Using qualitative data collected across three semesters and four offerings of the course, we outline the types of cases that made up the eclectic case pedagogy, as well as how students recognized the efficacy and significance of this pedagogic method for their learning. Students highlight three specific kinds of learning opportunities afforded to them when engaging with the eclectic case pedagogy including: guided participation, dismantling and building connections and close in(tro)spection of schooling and society. The benefits students attribute to this approach suggest the eclectic case pedagogy may especially befit courses that aim to expand preservice teachers’ knowledge base around issues of historical inequalities in schools, institutional barriers to equity, and teaching within and about difference. 相似文献
20.
Melanie M. Acosta Charisse Hudson-Vassel Bridgette Johnson Gernissia Cherfrere Michelle G. Harris Jana Wallace 《Equity & Excellence in Education》2017,50(2):241-253
Critical Studyin' is a Black Studies-inspired, morally engaged pedagogy. With roots in anti-racist teaching, it is focused on race, ideology, and education. This study explores the learning experiences and outcomes of seven, preservice educators after taking a course that was based on Critical Studyin' and offered in a College of Education at one university in the Southeastern region of the United States. Researchers employed constructivist grounded theory techniques to the analysis of semi-structured interviews and course documents. Findings highlight the development of students' critical consciousness and agency as they engaged in critical interrogation of the complex relationships among race, culture, and classroom teaching. This study highlights the potential of Black Studies as a pedagogy teacher educators can enact to orchestrate disruptive learning experiences and environments necessary for anti-racist teaching. It adds further support for culture-centered approaches in educator preparation that scaffolds preservice educators in their development of justice-oriented perspectives and practices in education. 相似文献