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This paper is based on the first author’s extensive examination of her teaching and her students’ learning in a senior high school Biology classroom at a coeducational K-12 independent college in Victoria, Australia, over a five-year period. Research was guided by the following questions: (1) How can students become more aware of the specific biological terminology that they will need to use to communicate their understanding of biological concepts? (2) How can student familiarity with new biological terminology be enhanced? (3) Which teaching strategies might be most effective across the diverse range of abilities and learning styles within a senior Biology classroom? Three key data-sets ([1] Development of specific teaching procedures; [2] Student responses to using the teaching procedures; [3] Teacher journal entries and reflections) were analysed supported by Korthagen’s ALACT model. Findings support the notion that genuine educational change is linked to teacher change, driven by teachers themselves, drawing new insights into students’ learning. 相似文献
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Feng-ming Chi 《Asia-Pacific Journal of Teacher Education》2013,41(1):28-40
The aims of this paper are twofold: to investigate how Taiwanese teachers of English as a Foreign Language turned experiences into critical reflections via journal writings and to describe how they gauged critical reflections as teaching inquiry. The participants were 12 Taiwanese in-service teachers enrolled in an elective course entitled ‘Doing Teacher Research in English Instruction’, meeting three hours a week for 17 weeks. Two types of data, journal entries and semi-structured oral interviews, were collected. Three levels of critical reflection – transitions, transformations, and problematics – were generated for further discussion. The results indicate that critical reflection as teaching inquiry helped the teachers deal with situations of uncertainty, instability, and value conflict in multiple contexts. Critical reflections enhanced teachers' understanding and brought about changes in their awareness of instructional effectiveness and teaching beliefs in their practice. For a variety of reasons, these teachers perceived critical reflections as teaching inquiry with positive and/or negative positions. 相似文献
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Siebrich de Vries Wim J.C.M. van de Grift Ellen P.W.A. Jansen 《Teachers and Teaching》2013,19(3):338-357
Teachers’ continuing professional development (CPD) can improve teacher quality and teaching practice, yet teachers differ greatly in the extent to which they engage in CPD. In extensive research into which factors affect teachers’ participation in CPD, the effects of teachers’ beliefs have received limited attention, despite their strong influences on people’s working and learning. Teachers’ beliefs about learning and teaching in particular influence their teaching practices. Does a comparable relationship exist between these beliefs and teachers’ own learning or participation in CPD? To explore this relationship, 260 Dutch secondary school teachers completed a survey that focused on the teachers’ student-oriented and subject matter-oriented beliefs, as well as on teachers’ updating, reflective and collaborative activities. Because teachers’ characteristics reflect both belief dimensions, this study relied on cluster analysis, which revealed three distinct belief profiles. These results indicated that teachers’ beliefs about learning and teaching relate to their participation in CPD: the more a teacher’s profile is student oriented and subject matter oriented, the higher his or her participation in CPD. The results have implications for enhancing teachers’ reflections on their beliefs about learning and teaching, in conjunction with participation in CPD. 相似文献
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In this study, I, the first author as a Thai teacher educator employed self-study as a research methodology to investigate my own understandings, questions, and curiosities about pedagogical content knowledge (PCK) for teaching science student teachers and the ways I engaged student teachers in a field-based science methods course designed to help them to develop their PCK. Qualitative data gathered included: the syllabi, handouts, work submitted by student teachers, student teachers’ journal entries, my journal entries, and video recordings of my classroom teaching. Data were analysed using an inductive process to identify ways in which I attempted to enhance student teachers’ PCK. The contributions of this study are insights generated to help teacher educators think about how to support and develop student teachers’ PCK. Some of these contributions are enhancing teacher educators’ PCK for teaching science teachers, developing PCK for teaching science, and designing a science methods course in science teacher preparation programmes. 相似文献
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Karthigeyan Subramaniam 《Research in Science Education》2013,43(5):1851-1872
This paper describes an exploratory study that examined the content of preservice elementary teachers’ reflections of their documented early field experiences of science teaching in authentic contexts. The study used an early field experience model that was focused on the objective of profiling an elementary science teacher as the practical merit of reflection. Preservice elementary teachers individually and collaboratively reflected on their early field experiences and used the resulting reflections to construct profiles of an elementary science teacher respectively in synthesis papers. Data sources included journal entries and synthesis papers resulting from individual and collaborative reflections. Thematic analysis revealed that profiles of an elementary science teacher constructed from both individual and collaborative reflections were based on the roles of teacher as a guide and teacher as a mediator. Analysis further revealed that classroom management and discipline and safety were the key foci factored within individual reflections while what promotes learning and the difference between what is effective and ineffective scaffolding respectively, served as the foci within collaborative reflections. Also, collaborative reflection provided a structured approach to reflection as it drew preservice elementary teachers into collective dialogue and negotiation capturing the tensions they faced when trying to make sense of the practice of other teachers. Implications include the need to frame early field experiences with objectives that are understood by all parties involved in early field experiences; and, the need to instill the importance of observation, documentation, and reflection which collectively sum up preservice teachers’ early field experiences. 相似文献
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Robert M. Danielowich 《Teachers and Teaching》2013,19(3):264-288
Since many studies that use video to support teacher learning are situated in strongly guided contexts and encourage particular kinds of thinking, we still know very little about how more loosely guided contexts can support teachers to think about the dilemmas of practice associated with their own goals by reflecting about video. This study explores how video-based and peer-based reflections about one’s own and others’ practices both indicate and guide the development of teachers’ change-directed thinking when they are sequenced before supervisor feedback. Six secondary preservice teachers reflected about peer-evaluated mini-teaching and videotaped field-based teaching in the prestudent teaching term and then about videotaped teaching alone, with peers, and alone again with supervisor feedback in the student teaching term. These reflections were coded by their subject, degree of reform-mindedness, and tendency toward three foci (player, stance, and source). Patterns in their ‘higher focus’ codes across the three reflective resources during student teaching showed how teachers were developing the goals they espoused in the fall term. Teachers situated their learning in contexts where the degree of scaffolding matched their degree of readiness for change, which was better characterized by their tendency toward subjects and foci that were less ‘one-sided’ than by their tendency toward only reform-minded (standards-based) thinking. While teachers whose reflections were intermediately different from the peer group were better supported by it, most teachers found direct support from the self-video and/or peer-video contexts to advance change-directed thinking associated with their own goals for teaching. The findings reveal not only how goal-related teacher learning can be powerfully supported with loosely guided video-framed contexts, but also how the diversification and/or expansion of teachers’ reflections across the categories used in this study provide robust indicators of both the content and efficacy of their change-directed thinking. 相似文献
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Linda R. Kroll 《Teachers and Teaching》2013,19(2):199-221
This case study investigates the development of the understanding of constructivist theory among students in a Masters level elementary teacher education program within a particular course. The focus of the study is a seminar entitled ‘Advanced Seminar in Child Development’. The questions explored include: How do students’ ideas of teaching, learning and knowledge develop within the context of their experience in this course? How do they come to understand constructivism? What are their definitions of constructivism? What is the course of the development of this understanding? The nature of the students’ learning processes is examined through three sources of data: dialog journals, videotaped sessions and the instructor’s reflective teaching journal. The study looks both at student development and instructional practice to further understanding of how student‐teachers can learn to apply constructivist theory to their teaching and to understand the learning process, both within themselves and their students. Their development is placed in the context of Korthagen and Kessels’s model of teacher understanding and practice, and within a broader context of principles of practice that emphasize a belief in equity and social justice. The case illustrates how the way student‐teachers are taught theory can help them integrate their own ideas of learning and teaching with constructivist theory in order to think critically about their own practice in an ongoing developmental manner. 相似文献
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How can artist residencies for preservice teachers plant seeds for future classrooms? Teacher educators and a teaching artist describe a two-tiered residency in an early childhood and special education program that transformed preservice teachers' attitudes toward visual art and arts integration. Findings are based on teaching artist and instructor reflections as well as a qualitative analysis of student journal entries. Preservice teachers who had no prior art training and were resistant toward abstract painting began to enjoy it and appreciate the value of art for children's learning. They came to recognize visual art as a tool to support social development and children with special needs, understood the importance of process in children's art experiences, and considered ways to integrate art throughout the curriculum. We urge teacher educators and teaching artists to incorporate artist residencies into teacher education programs to prepare future teachers to integrate the arts into the classrooms of tomorrow. 相似文献
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Aslihan Osmanoglu 《Educational research; a review for teachers and all concerned with progress in education》2016,58(1):39-55
Background: Future teachers need to observe, interpret and analyse teaching during the initial teacher education period. The use of videoed teaching and learning in teacher education promotes reflection, and analysing videos of teaching is helpful in learning effective classroom practices that prospective teachers mostly do not have the chance to observe during fieldwork experiences. The analysis of videos of teaching can be seen as a way to enhance the development of prospective teachers’ professional vision, which, in turn, improves instruction. Purpose: The purpose of this study was to examine prospective teachers’ reflections on video examples depicting their own teaching experiences. It aimed to create a professional development environment to facilitate the prospective teachers’ reflection on their own videos and those of their peers to improve their professional vision. Sample: This study was conducted with over 200 (in 31 groups) third-year prospective mathematics teachers in a university in Western Turkey. The student teachers, receiving training to teach first- to fourth-grade elementary school pupils, were taking a teaching methods course. Design and methods: In the first week of the semester, the student teachers, working in groups, were assigned mathematics topics to teach the elementary school pupils. During the semester, each group prepared by trying out their activities in front of other student teachers in other groups. At the end of the semester, one student teacher from each group presented a short lesson related to their mathematical topic to the elementary school pupils. This lesson was videotaped, then later it was watched and discussed by the student teachers. Of the student teachers who undertook the teaching in the videos, 22 volunteers agreed to be interviewed. All groups of student teachers provided written reflections on their experience. Selected videos of the class discussions about the videos of teaching were also used for triangulation. The data were analysed to identify the issues the prospective teachers reflected upon. A content analysis technique was employed. Results: The data indicated that the prospective teachers were able to reflect on several issues related to effective teaching, connect their theoretical knowledge to their practice and consider issues related to pupil learning and difficulties. Conclusion: The findings suggested that the use of video, together with discussions between the student teachers, had the potential to create promising learning opportunities for prospective teachers. 相似文献
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Chinh Duc Nguyen 《Pedagogies: An International Journal》2017,12(3):237-255
This study explores six Vietnamese, English as a Foreign Language (EFL) teachers’ reflections on their experiences of English language learning during the early 1980s to the late 1990s. Data collected in narrative interviews with the participating teachers revealed a wide range of issues that arose during their EFL learning, central to which was the prevalence of grammar-focused practices in all EFL classes. From their perspectives as EFL teachers today, the participants see their learning experience as a way of learning to teach. In particular, they pinpoint the negative aspects of language teaching at that time in the hope that their teaching practice today will not repeat the same mistakes. However, they also reflect on positive aspects, especially their influential teachers, to inform their teaching. Based on the findings, the study suggests that language teachers’ experience of language learning should be considered part of reflective teaching as well as of teachers’ trajectories of learning to teach. 相似文献
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This study focuses on the question of why student teachers stay in teaching even after a profound ‘practice shock,’ i.e., a shock that in itself seems to characterize the complex and emotionally challenging first year of student teaching. Using a line drawing technique, the study investigates student teachers’ views of their first year of teaching by examining how they picture their development, their key experiences during that development, and the ways in which they coped with these experiences. The results suggest that most student teachers perceive their own development not as a steadily ascending line as is often suggested by research on the development of teachers’ professional identity. Instead, we now surmise that most student teachers view their development as a path with highs and lows that include transformative moments or periods. This relates to the idea of transformative learning and to theories on identity development that suggest people need a crisis for identity development to occur. During such a crisis, we saw that student teachers explicitly reconsidered their connections to teaching and that this reconsideration led to a regained motivation for teaching. It appeared that supervisors or mentor teachers played a significant role in first‐year (student) teachers’ regaining motivation for teaching. 相似文献
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《Teaching and Teacher Education》1995,11(4):345-357
This research study investigated the phenomenon of stress among a group of preschool teachers. Eight teachers were given opportunities to record and describe current sources of stress. These teachers kept a reflective journal over a 2-week period and summarised their reflections diagrammatically. The daily journal entries and the diagrammatic representations were analysed for common themes on the sources of stress in the teachers' work. The researcher sought written feedback and confirmation from the teachers that the themes identified by the researcher during analysis were the major sources of stress for them. Confirmation was given that time pressures, meeting children's needs, dealing with non-teaching tasks, maintaining early childhood philosophy and practice, meeting personal needs, issues with parents of the children, interpersonal relationships, and attitudes and perceptions about early childhood programs were the major sources of stress for this particular group of teachers. Consideration of the themes support the view that there is a need for research to explore teachers' experiences of stress within their specific teaching context such as preschool or childcare, as well as within the wider contexts of the school campus and the educational, organisational, and social system. Differentiation between the internal demands which teachers place upon themselves in their daily work and the external demands from organisational and social pressures must be understood in order to provide support for teachers to cope with and adapt to change. 相似文献
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Rosa Miller 《Studying Teacher Education》2015,11(2):103-123
This study explores the relationship between small, differentiated reading groups and fourth-grade students' reading motivation. Using self-study methodology, the author examined her own process of implementing these reading groups through two cycles of action research. Data were analyzed from two different administrations of the Motivations for Reading Questionnaire, as well as from the author's narrative journal entries, written student reflections, small-group and individual interviews, and a critical friend's observations. Findings indicated that small, differentiated reading groups that emphasized social interaction and student choice led to a class culture of reading and promoted students' reading motivation. Students linked their learning in these groups to their written assignments and tended to devalue the group discussions. In addition, implementing the reading groups minimized the author's own performance gap and contributed to greater satisfaction in her own practice. These findings have implications for the design and implementation of differentiated reading groups, as well as for those who support novice teachers. 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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Daniela D. Olivares Rodrigo R. Castillo 《Education and Information Technologies》2018,23(6):2309-2321
A literature review on perceptions of the interactive whiteboard during the teaching practicum shows that there has been insufficient analysis of student teachers’ perceptions of Information and Communication Technology (ICT). However, these perceptions are highly useful to create a full picture of the effectiveness – and indeed the drawbacks – of using ICT in the classroom. In this study, we examine and analyse evidence from teaching practica to assess the success of ICT – specifically the interactive whiteboard – as a teaching tool, using a qualitative method. The accounts are first-hand, scientific reflections made by student teachers from La Serena, Chile, during their teaching practicum in primary schools; for this reason they are extremely useful in analysing this teaching tool’s effectiveness in the classroom. Among the main results for students’ perceptions of incorporating technology as part of their training, we found a set of variables for good practice when using the interactive whiteboard, including: incorporating technology as an engaging didactic resource; making the most of technology for improving learning; determining when best to use the whiteboard; and identifying any limiting factors together with students’ suggestions for improvement. 相似文献
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This qualitative study examined the question: How can arts-based approaches facilitate transformative learning in a student teaching seminar? Two teacher educators facilitated a supplemental and voluntary arts-based ST seminar that comprised six, two-hour sessions. Thirty-four student teachers participated over five semesters making use of Theater of the Oppressed and other arts-based activities to process dilemmas they faced in their student teaching contexts. Data included video recordings, photographs, journal reflection, participant artwork, and transcribed focus group interviews. Data analysis employed line-by-line coding to identify critical incidents. We offer examples where pre-service student teachers worked with a dilemma, examined their assumptions, engaged in perspective-taking, and in the process explored new possibilities. Engaging in embodied reflections, naming, imagining, and critically reflecting provided rich opportunity for constructing new ways of thinking and feeling, which could lead to transformative learning. Issues relating to the seminar environment like safety, starting with participants’ dilemmas, and willingness to take risks and ownership in the learning process supported transformative learning in an arts-based student teaching seminar. 相似文献