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1.
Michelle E. Jordan 《理论付诸实践》2016,55(3):197-206
This conceptual article explores teaching as design work, arguing that a critical thing teachers do is design systems that enable their students to learn. Designing occurs when teachers generate new learning activities or modify curricular programs to create coherence for themselves and their students. Nonetheless, few teacher education programs include instruction in learning how to engage in design thinking. Here, designing is explored as a means to help pre-service teachers develop their facility for adaptive teaching practice by incorporating design thinking at an early stage in their teacher education programs. Literature is drawn from traditional design fields to articulate design capacities and to describe design studio pedagogy practices often used in the education of designers. As an illustrative example is presented of such practices were incorporated throughout one 15-week educational psychology course embedded in an undergraduate elementary-education program to support pre-service teachers development of design thinking. The goal was not to prepare students to use particular instructional innovations, but to collaboratively design such innovations themselves. 相似文献
2.
The advent of computer technology in the classroom raised the issue of its appropriate use by teachers and their students
alike. It has been recommended that teacher education programs provide more opportunities for teacher candidates’ use of technology
including teaching their own technology-enhanced lessons. With a goal of integrating scholarship into student teaching, a
teacher candidate enrolled in a graduate program in childhood education carried out a technology-enhanced research project
within a professional development school. Examining the impact of the project on the teacher candidate, this article describes
how one’s pedagogical content knowledge and technological competence can be developed through a research-oriented teaching
experience. The article also demonstrates the emergence of a community of practice that shares the goal of providing learning
spaces for the teacher candidate and young children in the context of mathematics enrichment with computers. 相似文献
3.
Zeki Arsal 《International Journal of Science Education》2013,35(10):1326-1338
ABSTRACTIn the study, the impact of inquiry-based learning on pre-service teachers’ critical thinking dispositions was investigated. The sample of the study comprised of 56 pre-service teachers in the science education teacher education programme at the public university in the north of Turkey. In the study, quasi-experimental design with an experimental and a control group were applied to find out the impact of inquiry-based learning on the critical thinking dispositions of the pre-service teachers in the teacher education programme. The results showed that the pre-service teachers in the experimental group did not show statistically significant greater progress in terms of critical thinking dispositions than those in the control group. Teacher educators who are responsible for pedagogical courses in the teacher education programme should consider that the inquiry-based learning could not be effective method to improve pre-service teachers’ critical thinking dispositions. The results are discussed in relation to potential impact on science teacher education and implications for future research. 相似文献
4.
《Studying Teacher Education》2013,9(2):193-204
This paper describes a self-study research project that focused on our experiences when planning, teaching, and evaluating a course in initial teacher education. The theoretical framework of technological pedagogical content knowledge (TPACK) was used as a conceptual structure for the self-study. Our understanding of the framework in relation to our teaching practice was in focus. The principal educational goal of the course was to develop the pedagogical use of web 2.0 resources to support learning in the preschool/school context. As a result, the focus, content, form of distribution, teaching, and assessment of the course went beyond what is common in initial teacher training in Sweden. The potential of the different digital tools was explored by situated use in the design and teaching of the course. Analysis highlights the challenges and opportunities that teacher educators and student teachers may encounter while working with, and learning about, information and communication technologies to support learning. Some of the findings discussed are related to the identified challenges and opportunities for both teachers and students to integrate content knowledge, pedagogical knowledge, and technological knowledge into a TPACK. Taken-for-granted organizational and institutional assumptions about teaching, learning, and assessment in teacher education were identified in the study. 相似文献
5.
Whilst much research has been conducted on teacher feedback in various teaching and learning contexts, little is known about how teachers give feedback on student oral presentations to enhance students’ oral communicative skills in second-language (L2) education. Drawing on data from semi-structured interviews, this case study investigated the methods used by an experienced Chinese teacher of English as a Foreign Language to provide feedback on student oral presentation tasks. Data analysis revealed that the teacher gave oral comments mainly on pronunciation, content and logical thinking, and focused on PowerPoint design in his written commentary. The analysis also revealed that the teacher used the specific pattern of ‘praise-criticism-suggestion’ to comment on the students’ oral presentations. Relevant pedagogical implications for L2 teacher feedback practices and teacher-education programmes are discussed in the paper. 相似文献
6.
Bharath Sriraman 《Interchange》2006,37(1-2):151-178
This paper explores the wide range of mathematics content and processes that arise in the secondary classroom via the use
of unusual counting problems. A universal pedagogical goal of mathematics teachers is to convey a sense of unity among seemingly
diverse topics within mathematics. Such a goal can be accomplished if we could conduct classroom discourse that conveys the
Lakatosian (thought-experimental) view of mathematics as that of continual conjecture-proof-refutation which involves rich
mathematizing experiences. I present a pathway towards this pedagogical goal by presenting student insights into an unusual
counting problem and by using these outcomes to construct ideal mathematical possibilities (content and process) for discourse.
In particular, I re-construct the quasi-empirical approaches of six!4-year old students’ attempts to solve this unusual counting
problem and present the possibilities for mathematizing during classroom discourse in the imaginative spirit of Imre Lakatos.
The pedagogical implications for the teaching and learning of mathematics in the secondary classroom and in mathematics teacher
education are discussed. 相似文献
7.
Mary Ryan 《Teaching in Higher Education》2013,18(2):144-155
Despite the common use of the term reflection in higher education assessment tasks, learners are not often taught how to communicate their disciplinary knowledge through reflection. This paper argues that students can and should be taught how to reflect in deep and transformative ways. It highlights the reflexive pedagogical balancing act of attending to different levels of reflection as a way to stimulate focused, thoughtful and reasoned reflections that show evidence of new ways of thinking and doing. The paper uses data from a current project to illustrate the effects of focusing on particular levels of reflection in the pedagogical strategies used, and argues that while the goal of academic or professional reflection is generally to move students to the highest level of reflection to transform their learning/practice, unless higher education teachers attend to every level of reflection, there are specific, observable gaps in the reflections that students produce. 相似文献
8.
This study investigated whether a teacher professional development module built around designing WebQuests could improve teachers’ technological and pedagogical skills. The technological skills examined included Web searching and Web evaluating skills. The pedagogical skills targeted were developing a working definition for higher-order thinking skills, and designing WebQuest tasks to improve such skills. This case study was carried out with six inservice teachers. After the training, all the teachers showed improvement in their Web searching and evaluating skills. Furthermore, teachers adopted a working definition for higher-order thinking skills, and, using Web resources, they designed activities that promote students’ higher-order thinking. This study provides evidence supporting the use of design-based activities in learning technological and pedagogical skills and suggests an effective inservice teacher professional development module. 相似文献
9.
Critiquing and adapting curriculum materials are essential teaching practices but challenging for many preservice teachers.
This study explores the use of educative curriculum materials—materials intended to support both teacher and student learning—to
help preservice elementary teachers develop their pedagogical design capacity for critiquing and adapting lessons. Preservice
teachers received educative supports highlighting pedagogical principles and rationales for those principles. When provided
with educative supports, most individuals attended to the principles targeted in the supports, engaged in an in-depth analysis
with regard to the principles, and used the rationales from the supports to justify their analyses. However, few continued
to do so in subsequent analyses when they no longer received support. Implications for science teacher education and curriculum
design are discussed. 相似文献
10.
论教育学的基本指向及其灵魂 总被引：6，自引：0，他引：6
教师是教育学发展的基本指向。目前针对教师的教育学教材需要为教师实现从教育学转化为日常工作提供转化路径和策略的教育学,为教师提供教育学的视角和思维方式,开拓教育学视野的教育学。理想的教育学教材,其前提应是基于教师立场,而不是专家立场。教育学对教师的成长价值体现在:从教育学所内涵的生命性中,获得强烈的生命感;从教育学所具有的时代的容涵性中,获得鲜活的现实感;从教育学的系统性中,获得严谨的逻辑感;从教育学的开放性中,获得博大的境界感;从教育学思维的穿透性中,获得现实的透析感。教师的教育学修养包括:挚爱生命的心态,时代变迁的敏感,真实深刻的体悟,基本问题的把握,反思重建的理性,滴水穿石的精神,永无止境的求索,融通转化的智慧,博大深思、高举远慕的心态,追求自我完善与创造的境界。 相似文献
11.
Peter Charles Taylor 《Cultural Studies of Science Education》2011,6(4):795-801
John Settlage’s article—Counterstories from White Mainstream Preservice Teachers: Resisting the Master Narrative of Deficit by Default—outlines his endeavour to enable pre-service teachers to develop culturally responsive science teaching identities for resisting
the master narrative of deficit thinking when confronted by the culturally different ‘other.’ Case study results are presented
of the role of counterstories in enabling five pre-service teachers to overcome deficit thinking. In this forum, Philip Moore,
a cultural anthropologist and university professor, deepens our understanding of the power and significance of counterstories
as an educational tool for enabling students to deconstruct oppressive master narratives. Jill Slay, dean of a science faculty,
examines her own master narrative about the compatibility of culturally similar academics and graduate students, and finds
it lacking. But first, I introduce this scholarship with background notes on the critical paradigm and its adversary, the
grand narrative of science education, following which I give an appreciative understanding of John’s pedagogical use of counterstories
as a transformative strategy for multi-worldview science teacher education. 相似文献
12.
David Ben-Chaim Yaffa Keret Bat-Sheva Ilany 《Journal of Mathematics Teacher Education》2007,10(4-6):333-340
In this study we created, implemented, and evaluated the impact of proportional reasoning authentic investigative tasks on
the mathematical content and pedagogical knowledge and attitudes of pre-service elementary and middle school mathematics teachers.
For this purpose, a special teaching model was developed, implemented, and tested as part of the pre-service mathematics teacher
education programs conducted in Israeli teacher colleges. The conclusion of the study is that application of the model, through
which the pre-service teachers gain experience of and are exposed to authentic investigative proportional reasoning tasks
with incorporation of theory (reading and analyzing relevant research reports) and practice, leads to a significant positive
change in the pre-service teachers’ mathematical content and pedagogical knowledge. In addition, improvement occurred in their
attitudes and beliefs towards learning and teaching mathematics in general, and ratio and proportion in particular. 相似文献
13.
The pedagogical integration of computing is interesting in educational contexts based on the contributions of Seymour Papert and Wing’s concept of computational thinking. Integrating arts in education can lead to the design of activities using Scratch combined with devices. The main goal is to evaluate the integration of computational thinking in art education making use of technological resources, sensor cards and minicomputers, with a student-centred pedagogical approach. This research assesses the results of a control group of 35 students and an experimental group of 109 students in four different schools, using Mann-Whitney’s U-test for independent samples assessing ‘Active Learning’, ‘computational concepts’ and ‘fun’ scales. Applying data triangulation, and consistent with design-based research, the results of interviews and focus groups reinforced the results obtained in the aforementioned test, providing validity to the study. There are advantages regarding student interest, motivation and commitment related to programming technologies in art and education, particularly pedagogical sessions with music. Handling devices, sensors and Raspberry Pi provides participating students with a factor of commitment and enthusiasm, with significant improvements. Working with coding and devices brings an additional advantage in the development of computational thinking and digital competence. The results show an increase in creativity and artistic competence related to the ability to create music from the activities and technological resources described in the technological intervention. 相似文献
14.
Jamie L. Sickel 《Journal of Research on Technology in Education》2019,51(2):152-165
This article bridges the fields of instructional design and teacher education, presenting and modernizing the media influence debate and synthesizing it with the technological pedagogical and content knowledge (TPACK) framework. Five modern technologies are presented as media comparison studies, analyzed from both the medium-as-variable and medium-and-method-as-variable perspectives, and highlighted in an example teaching and learning scenario analyzed for TPACK. The media debate is newly synthesized with TPACK, acknowledging the teacher as a critical variable in instructional success, and implications for research and teacher education and professional development are presented. 相似文献
15.
This study investigated elements of pedagogical knowledge when students' higher order thinking was an explicit and focused instructional goal. The findings suggest a model that consists of 6 elements. It seems that, for all these elements, the source of differences between teachers' various pedagogies may be tracked to the basic distinction between a traditional transmission-of-knowledge approach to instruction versus a reform oriented constructivist approach. The findings portray how these two pedagogies are played out when higher order thinking is viewed as a distinct educational goal. Appropriate activities are insufficient for students' active thinking. In the absence of adequate pedagogies, teachers adopt algorithmic approaches for teaching thinking that decrease the cognitive demands of tasks. Practical recommendations are discussed. 相似文献
16.
17.
《师资教育杂志》2012,38(1):21-36
This paper examines the context of teacher education in which certain students work as teachers whilst at the same time they study in a teacher education programme. The two phenomena that are discussed are the integration of theory and practice, and learning while working. These are located in the wider framework of teachers' pedagogical thinking, and research‐based teacher education. The paper reports on students' experiences of the success of integrating theoretical studies in their work as teachers and the related issue of how a student's everyday grasp of classroom practice has been taken into account in their studies. The paper also raises the issue of the university–school relationship through students' estimations of the impact that their participation in teacher education has brought to the school in which they work and other key aspects of the university–school relationship. 相似文献
18.
Tomorrow's professionals will require an enhanced capacity for collaboration, cooperation and creative thinking. Markauskaite and Goodyear (Markauskaite, L., and P. Goodyear. 2016. Epistemic Fluency and Professional Education: Innovation, Knowledgeable Action and Actionable Knowledge. Springer) have posited epistemic fluency as the pedagogical approach necessary to prepare graduates for increasingly complex challenges. They have provided a framework for creating epistemic learning environments but not a clear implementation strategy. This paper draws parallels between epistemic fluency and design thinking to position the design studio as a relevant pedagogical model with an established set of strategies for facilitating epistemic fluency. A series of experiments undertaken to optimise the studio environment for the development of epistemic fluency will be drawn on to illustrate its suitability. The intent is to provide guidance for how studio learning could be adapted for use within other disciplines and to highlight the challenges teachers need to address within this process; particularly, that epistemic environments require the continuous exercise of design thinking by both teacher and learner. 相似文献
19.
Keith Turvey 《Education and Information Technologies》2008,13(4):317-327
This paper argues that student teachers’ developing pedagogical approaches achieve expression within the virtual classroom
in much the same way as they would in the ‘real’ classroom; that is to say through language as the primary tool of mediation.
Whilst the advent of new communications technologies affords new arenas in which learning can take place—Virtual Learning
Environments (VLEs), online communities, Managed Learning Environments—the importance of human agency and the significance
of language remains pivotal to the effective use of such technologies. As such it is argued that student teachers need opportunities
to engage in authentic online dialogue with children as they endeavour to find their online pedagogical voice. The key findings
emerge from a case study carried out with a group of Year 3 ICT specialists on an undergraduate initial teacher education
(ITE) degree course in the UK, leading to qualified teacher status (QTS) in the primary and lower secondary phases of education.
Funding from the University of Brighton, Community University Partnership Programme (CUPP), was used to design and resource
a module, which facilitated opportunities for student teachers to engage in online learning dialogues with children from a
local primary school, having initially met with the children face-to-face. Fourteen student teachers participated in the study.
Interviews were carried out and their online dialogues with the children were analysed to establish both the issues and potential
advantages of such a situated approach to learning about the educational use of new communications technologies with children. 相似文献
20.
This study was conducted in a reform-based mathematics and science teacher education program in the USA, the Maryland Collaborative
for Teacher Preparation(MCTP). The goal of the undergraduate program was to prepare upper elementary/middle level specialists
in mathematics and science. One significant aspect of the MCTP was the expectation that the program's professors (in mathematics
and science) would model a new vision of effective pedagogy based on reform-based recommendations. We determined, in general,
that the program's mathematics and science content professors accepted the dual role of modeling effective instruction at
the same time they were delivering content. However, this dual responsibility raised in their minds an ‘issue of appropriate
balance’ between content and pedagogical foci in their courses. Previously, the professors' had not questioned a focus heavily
tilted toward content coverage. We also determined that the program's teacher candidates believed that the mathematics and
science professors modeled effective instruction. One of the primary reasons that the teacher candidates believed that their
professors were modeling effective instruction was that the focus in the courses was primarily on conceptual understanding,
not memorization. A major implication was that the professors' modeling of reform-based instruction prompted the teacher candidates
to develop a new vision of mathematics and science teaching shaped by their professors' example. 相似文献