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In Iraqi Kurdistan, the educational system is going through significant changes. The educational system influences the students’ attitudes, and one wants the educational system to support the young democracy. In this study, student-centred learning (SCL) is seen as a first step to learning, but also to participation and engagement as a citizen. Three secondary school teachers worked with researchers from Norway and Kurdistan to implement SCL strategies in their daily teaching. Teachers experienced changes in their roles when emphasizing the importance of students’ participation in the learning processes. They could not lecture most of the time; they needed to make more space for the students’ activities and allow them to become more active. They acted more as mentors for their students. The content of the teaching also changed. When the teachers lectured it was about their subject. When the students were expected to be more active, the teachers also had to teach the students how to be more active. The traditional way of furnishing the classrooms in Kurdistan has been rows of benches and desks for the children and a desk by the board for the teacher. This way of furnishing was described as a hindrance when organising for students’ participation. The teachers’ experiences were of main interest in this action research project. Their responses to interview questions were validated by classroom observations. Also, a group of researchers with very different cultural and scientific background collaborated. This was in itself an interesting side effect in this action research study. 相似文献
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Michael Carey Peter Grainger Michael Christie 《Asia-Pacific Journal of Teacher Education》2018,46(3):267-278
Data driven pedagogy has been introduced into Australian schools over the last decade to improve student learning outcomes, but are teacher educators preparing preservice teachers to be data literate? We used a survey to investigate ready-to-graduate preservice teachers’ beliefs regarding their knowledge and skills in data literacy. Before entering a course on data literacy their belief responses indicated that they had basic data interpretation knowledge, but they were unsure of how to translate that knowledge into the classroom to improve student outcomes. The survey was administered again after a data literacy course, which included a five-week supervised professional experience task of observing data being used in schools to drive pedagogy. The post-course survey responses showed students increased confidence in their ability to interpret and use data, suggesting that a data literacy course linked to the professional experience task improves teachers’ sense of preparedness to use data in the classroom. Keywords: Data literacy; professional learning. 相似文献
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Lori Kirkpatrick Michelle Searle Rachael E. Smyth Jacqueline Specht 《British Journal of Special Education》2020,47(1):24-47
The purpose of this study was to determine how resource teachers (n = 13) and classroom teachers (n = 12) experience a coaching partnership, in which both teachers work in the regular classroom to support students with special educational needs. The focus of the partnerships was to build classroom teacher capacity around inclusionary practices. Classroom teachers and resource teachers completed questionnaires about the partnerships and their impact. Results indicated that both groups of teachers found the partnerships to be valuable. The partnerships were supported by coaching principles, as well as relationship, attitudes, understanding of students, and time spent together. Benefits of the model included increased support for students; increased learning for students; learning of different approaches, for classroom teachers and resource teachers; shared responsibility for students, between classroom and resource teachers; feeling more valued, for resource teachers; and seeing a model of collaboration, for students, teachers and the community. 相似文献
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This article examines teacher professional learning about pedagogy for teachers of students with severe intellectual disabilities within broader teacher education and pedagogical frameworks for this group of learners. The article presents and discusses findings from a USA–England research project, involving classroom observations and interviews with nine teachers of students with severe intellectual disabilities from four specialist public school settings, intended to explore teachers’ pedagogical decision-making and learning. The theoretical lens of situated learning and the conceptual lens of evidence-based practice are used to contextualise and examine the teachers’ views about the what, how and when they learn about pedagogical approaches and strategies. Teachers emphasised the situated and interactional nature of their learning, particularly highlighting the personal responses of students and their relationship with these students. They use this knowledge and understanding to adapt evidence-based strategies and programmes and inform their pedagogical decisions. This affords the concepts of ‘situated generalization’ and ‘practice based evidence’ an influential role in how teachers engage in the process of pedagogical decision-making. An implication for teacher educators is the need to support teachers in making connections of new pedagogical understandings and skills with the individual learning profiles and responses of their students with severe intellectual disabilities. 相似文献
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Ora W. Y. Kwo 《Teachers and Teaching》2013,19(2):273-298
Abstract This paper addresses the nature of reflective classroom practice in a setting where action research has been undertaken by both the student teachers and the teaching practice supervisor. It is based on a cross‐case study of the processes through which student teachers learn to teach. Specifically, the analysis focuses on how student teachers reflect on their experiences in learning to teach. The data are based on student teachers’ reported thoughts about their learning over a period of one year. The results contribute to the understanding of reflective classroom practice by highlighting first student teachers’ perceptions about learning to teach and second their reviews on classroom practice. The discussion also adds to the literature on teacher development taken from the novice‐expert research tradition. Accordingly, implications for curriculum development in teacher education are drawn. 相似文献
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Joanne Orlando 《Teachers and Teaching》2013,19(4):427-439
In recent years, a significant problem that has manifested in the quest to capitalise on the pedagogical potential of technology in schools is that veteran teachers are unwilling to integrate these resources into their practices. Given that veteran teachers comprise up to 40% of teachers, their lack of use is important. This paper aims to shed light on the issue of detachment by presenting empirically based findings of a five-year, grounded theory examination of the technology practices of a small group of veteran teachers. Data included classroom observations, teacher interviews and document analysis of teacher and school planning documentation, student focus groups, interviews with teaching colleagues and key school technology personnel observation. Analysis included the application of the teachers’ data to a framework of dilemmas teachers encounter when expected to change their practice. In using this process, change fatigue and knowledge insecurity (brought about by cultural and political changes to their contexts) were prominent factors which contributed to the teachers’ lack of technology use. Identifying their challenges opened scrutiny to the myriad of factors they drew on when making decisions about how and whether to use technology in their practice. The longitudinal analysis of the data showed that as these dilemmas alleviated, the teachers became more committed to educational technology. The findings inform how we can move forward from the issue of veteran teachers’ lack of use of technology to how to support this group in the development of their practices. In particular, the need for a re-imagining of professional learning to one which focuses on reshaping cultural and political aspects of technology practices. This includes changes to the management of technology-related policy changes as well as facilitating learning communities that promote a valuing and sharing of relevant knowledge amongst teachers and students. 相似文献
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ICT is meant to be integrated in all subjects in Norwegian schools; nevertheless many teachers are reluctant to use ICT in their own teaching. This paper explores to what extent teachers use ICT in their classroom teaching and what teacher‐level factors influence the use of ICT. It draws on an analysis of 10 focus‐group interviews with 10 teachers and a quantitative study of 59 teachers in three lower secondary schools in Hamar, Norway. The teachers showed commitment to ICT; however, may did not see the educational value, except for increased access to learning material and to stimulate learner motivation. Teachers also expressed lack of ICT confidence even though they have been taking part in ICT courses. A main finding is that to integrate ICT in one’s own teaching is a difficult and gradual process and teachers must be given time to find their own way to merge ICT with their own teaching style. 相似文献
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Ahmed Abdelhafez 《Teacher Development》2014,18(2):229-245
This study aimed to investigate the areas that constituted the professional practical knowledge of experienced English as a Foreign Language teachers in Egypt and how their knowledge informed their classroom practice. Quantitative and qualitative data were collected from 236 preparatory and secondary school teachers in 38 schools through questionnaires, semi-structured interviews and stimulated recall following classroom observation. Six areas of knowledge were revealed and rationalized from the participants’ responses. In addition, the teachers made decisions while teaching informed by what they knew and viewed. The findings of the study call for a knowledge-based practical approach to teacher learning and professional development. 相似文献
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Kenneth Silseth 《Instructional Science》2018,46(2):291-313
In this article, I analyze teachers’ use of students’ everyday knowledge and experiences as resources for learning in educational dialogues. By analyzing video data of teachers’ attempts to contextualize instruction in naturalistic settings in a lower secondary school, I examine how teachers use such resources to support and guide student learning. By employing a situated approach to learning, I provide a turn-by-turn analysis of how teachers use students’ everyday knowledge as resources to socially construct knowledge when working with academic subject matter. The concepts of intercontextuality and positioning function as analytical tools that enable an analysis of the relationships between the use of everyday experiences and the social organization of participation during teachers’ instructional work. The findings show that attempts at contextualizing instruction were identified in many of the lessons. The findings also document that teachers face both challenges and opportunities when contextualizing instruction. A turn-by-turn analysis shows that the function of everyday experiences in educational dialogues depends on how such resources are mobilized, how they are brought into the conversations, as well as the roles assigned to students in the dialogues. In the article, issues contributing to the productive use of everyday resources in educational dialogues are displayed and discussed. 相似文献
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Maria Rontou 《Journal of Research in Special Educational Needs》2013,13(1):92-103
This paper investigates the collaboration of Greek secondary school teachers of English as a Foreign Language (EFL) with psychologists and advisers for dyslexia issues. Data were collected through audio recorded observations and interviews with head teachers and teachers. Taking a Vygotskian approach to learning, activity theory is applied to analyse the contradictions that emerge around the collaboration of teachers and head teachers with specialist provision for dyslexia issues from data in interviews and field notes across two schools. The analysis shows that contradictions are created when the participants try to achieve their goals for dyslexia support by the absence of ‘what’ artefacts – such as knowledge on dyslexia – and ‘how’ artefacts – processes and procedures such as collaboration with a counsellor – to support the collaboration of EFL teachers with EFL and special educational needs advisers and psychologists, the lack of staff at diagnostic centres and lack of funding for training. This finding indicates that the collaboration between psychologists, advisers and teachers to exchange information on pedagogy needs to be established through meetings and in‐service training of teachers. 相似文献
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Barbara Riddick 《International Journal of Inclusive Education》2013,17(4):389-402
In the current climate of inclusion, an important issue involves the inclusion of teachers with a range of disabilities. The Dyslexia in Higher Education Report raised concerns about the negative attitude of some teacher training departments to admitting and supporting students with dyslexia. This study interviewed a small number of practising teachers and trainee teachers with dyslexia about their experiences of teaching and training and the specific coping strategies they adopted in the classroom. They were all asked if (and how) their own experiences of literacy difficulties had influenced the way they taught children, and especially those with literacy difficulties. All the participants reported using a number of effective coping strategies and felt on balance the advantages of being dyslexic outweighed the disadvantages in terms of giving them greater empathy and understanding of children's problems. The majority felt their own very negative experiences of school had been a strong motivating factor in wanting to teach in order to give children a better educational experience than their own. Trainee and newly qualified teachers were fearful of being ‘found out’ by other members of staff and often felt low in confidence despite performing well in the classroom. Most would have welcomed constructive support and mentoring from experienced teachers with dyslexia. In a supposedly inclusive education culture, it is argued that a more enabling and open attitude to teachers with dyslexia should be adopted 相似文献
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Clare Martin 《Support for Learning》2020,35(1):23-42
Routes into teacher training have expanded in recent years, accompanied by a growing interest in schools ‘growing their own’ teachers from amongst support staff. However, little attention has been paid to their transition to the role of teacher. This article investigates influences on identity development and the extent to which personal values are reconciled with professional demands and socially constructed facets of educational practice. Participants were nine staff in one secondary school for pupils with moderate learning difficulties who had undertaken the transition from LSA (learning support assistant) to teacher. Qualitative data were obtained through an online survey and focus group discussion. Findings show that extensive opportunities to experiment with provisional and possible selves, immersion in educational discourse, classroom agency and staff collaboration engender a ‘teacher’ self-concept and positive motivations for LSA career development, and that self-esteem and self-efficacy are strengthened by how an individual’s values align with those of the setting in which they work. Findings may inform school leaders as to the value of training teachers ‘in-house’ and support career development decisions of LSAs, a pathway of potential significance given the current pressures on teacher recruitment and retention. 相似文献
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W. Monty Jones Sara Dexter 《Educational technology research and development : ETR & D》2014,62(3):367-384
A qualitative study of math and science teachers at two middle schools identifies how their system for learning to integrate technology into their teaching goes beyond what school leaders typically consider when planning for teachers’ learning. In addition to (a) the district-initiated, or formal, system of professional development (PD) and professional learning communities (PLCs), it includes (b) teacher-initiated, or informal, learning with colleagues as well as (c) teachers’ independent learning activities. Analysis of why and how they form their system highlights how by only supporting the formal PD activities and PLCs, the district not only loses the valuable collective knowledge of the districts’ teachers derived from their informal and independent learning activities, but also diminishes the learning teachers derive from the formal PD activities since informal collaborations and independent work after formal PD activities often helps to bring the learning from the training room to the classroom. We present teachers’ insights and then discuss implications for the design of a holistic approach to facilitate teachers’ formal, informal, and independent learning that is tied together and supported by technology. While research on formal, informal and independent teacher learning exists, with technology frequently mentioned as a potential support for each of these three modes, these approaches have not been considered together as interdependent parts of the same holistic system for teacher learning nor has the way technology might knit these modes of teacher learning together been imagined as a part of that system. 相似文献
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“Floating” teachers, or teachers without their own classroom, experience unique affordances and constraints as they develop professionally. To increase the knowledge in this area, this study looks at how traveling to different classrooms affects beginning secondary science teachers’ development and instruction. The participants in this study were three first-year floating secondary science teachers whose experiences were analyzed through a cultural historical activity theory framework. The data revealed how floating can either support or constrain the development of beginning science teachers, and limit the implementation of standards-based instruction. Finally, this study shows that high levels of human, physical, and social resources are necessary for progress towards standards-based science teaching. It suggests that if science teachers must move to different classrooms, we need to create ways in which to support their instruction and development. Furthermore, this study recommends that all teachers and supervisors work toward a deeper understanding of the school community’s role in the experience of the floating science teacher. 相似文献
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Pernilla Nilsson 《International Journal of Science Education》2013,35(11):1794-1814
It is a common view that developing teachers’ competence to restructure or reframe their knowledge and beliefs is inevitably a complex challenge. This paper reports on a research project with the aim to develop science teachers’ pedagogical content knowledge (PCK) through their participation in a learning study. A learning study is a collegial process in which teachers work together with a researcher to explore their own teaching activities in order to identify what is critical for their students’ learning. During one semester, three secondary science teachers worked in a learning study together with a researcher in a cyclical process in order to create prerequisites and further identify conditions for students’ learning. During the learning study, data were collected from video-recorded lessons and stimulated recall sessions in which the teachers and the researcher reflected on the lessons to analyze their development of PCK, their students’ learning and the impact of that knowledge on their own teaching. The results provide an insight into how the teachers developed their self-understanding in which they questioned their own epistemological beliefs, aims and objectives of teaching and taken-for-granted assumptions about science teaching and learning. As such, the study provides an understanding of teacher professional learning through a careful investigation of how teachers’ PCK is enhanced through their participation in the learning study, and further, how students’ learning might be developed as a consequence. 相似文献
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A school-based professional development programme (SBPD) aimed at developing secondary school mathematics teachers’ competencies to teach mathematical modelling in Singapore is presented and evaluated in this article. The SBPD is characterized by two key features—content elements to develop teachers’ knowledge and skills, and transformative learning cycles for teachers to elicit, enact and reorganize their orientations in a mathematical modelling classroom. Goal-based decision-making analysis of teachers’ practice suggests that this SBPD positively influences teachers’ knowledge and resources, goals and orientations in planning, designing and enacting modelling learning experiences. 相似文献
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Nina Hood 《Technology, Pedagogy and Education》2013,22(5):589-605
ABSTRACTOnline platforms that enable teachers to share knowledge and resources with other teachers are increasingly common mechanisms for supporting teachers’ learning. Despite their growing presence, there remains limited understanding of how teachers engage with and utilise the resources and knowledge they gain online in their teaching practice. This study employs qualitative methods to investigate the processes through which teachers engage with, interpret and utilise teacher-created teaching resources and curriculum materials that are shared on two online platforms. A three-stage knowledge reconstruction model is proposed, with teachers progressing from the selection of resources online, through the modification and implementation of the resources and knowledge, and finally to the evaluation and embedding of resources and knowledge in their practice. The findings further explore the factors that shape teachers’ behaviour and actions, and the learning that occurs at all three stages of the knowledge reconstruction process. 相似文献
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Formative assessment (FA) has been a popular discourse in education, but its potential benefit is fundamentally dependent on teachers’ willingness to make changes to their classroom practices. These changes bring about much assessment tension (AT). This paper argues that how well teachers experience and manage AT determines the efficacy of their FA practices. Past studies have warned that AT experienced by teachers is complex and problematic. Therefore, it would be useful to investigate the variation of AT experienced by teachers, and how well they are dealing with these tensions. This phenomenographic research examines the use of FA in the context of different ways that AT is experienced. Findings on teachers’ conceptions of AT are presented, and each is then discussed for insights into teachers’ meanings and practices of assessment. In particular, instances of how AT hindered or helped FA are identified to highlight more productive ways of understanding and using assessment to support students’ learning. Implications of the research findings for the Singapore Teaching Practice (STP) will be discussed.
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