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1.
Our study addresses the need for new approaches to prepare novice elementary teachers to teach both science and engineering, and for new tools to measure how well those approaches are working. This in particular would inform the teacher educators of the extent to which novice teachers are developing expertise in facilitating their students’ engineering design work. One important dimension to measure is novice teachers’ abilities to notice the substance of student thinking and to respond in productive ways. This teacher noticing is particularly important in science and engineering education, where students’ initial, idiosyncratic ideas and practices influence the likelihood that particular instructional strategies will help them learn. This paper describes evidence of validity and reliability for the Video Case Diagnosis (VCD) task, a new instrument for measuring pre-service elementary teachers’ engineering teaching responsiveness. To complete the VCD, participants view a 6-min video episode of children solving an engineering design problem, describe in writing what they notice about the students’ science ideas and engineering practices, and propose how a teacher could productively respond to the students. The rubric for scoring VCD responses allowed two independent scorers to achieve inter-rater reliability. Content analysis of the video episode, systematic review of literature on science and engineering practices, and solicitation of external expert educator responses establish content validity for VCD. Field test results with three different participant groups who have different levels of engineering education experience offer evidence of construct validity. 相似文献
2.
Julie Amador 《International Journal of Science and Mathematics Education》2016,14(1):217-241
The focus on professional noticing in mathematics education has recently gained increased interest as researchers work to understand how and what is noticed and how this translates into practice. Much of this work has focused on the professional noticing practices of inservice teachers and preservice teachers, with less attention focused on those educating teachers. This research explores how novice mathematics teacher educators professionally notice as they engage in teaching experiments and create models of student’s mathematical thinking. Findings indicate the novice teacher educators are including some evaluative comments in their professional noticing practices but lack in-depth interpretive analysis about student thinking and rarely make connections between student’s thinking and the broader principles of teaching and learning. These findings provide evidence for the importance of supporting teacher educators with developing their abilities to professionally notice. 相似文献
3.
Tara Page 《The International Journal of Art & Design Education》2012,31(1):67-77
This article is based on a project that explored the practices of art and design beginning teachers (BTs) working with learners in a post‐age‐16 context. The aim of the project was to: explore contemporary art and design practices; explore the concept of artist teacher learner researcher; enable beginning teachers to collaborate with post‐age‐16 pupils and develop new approaches and strategies to art and design pedagogy. Through practices that blurred learner‐teacher identities a dialectical pedagogy emerged and a collaborative community of practice developed, all enabled through a renegotiation and reconceptualising of places of learning. The beginning teachers also started to construct their artist teacher identities, understand what it means to practise as an artist teacher in the classroom, understand the impact of these practices on teaching and learning and develop new learning and teaching methods. This project demonstrates the possibilities of these practices for contemporary art and design pedagogy and also how these practices can endure and be sustainable for this community of beginning teachers in the current cultural, social and political contexts of education. 相似文献
4.
Alison Kirton Susan Hallam Jack Peffers Pamela Robertson Gordon Stobart 《British Educational Research Journal》2007,33(4):605-627
This article analyses some of the findings of an evaluation of Project One of the ‘Assessment is for Learning’ Development Programme in 16 Scottish primary schools and two junior high schools in which teachers developed formative assessment strategies aimed at improving teaching and learning. Drawing on data from pupils, teachers and parents, the use of such strategies is examined. The study provides some evidence that the use of formative assessment led to pupils taking more responsibility for their learning, contributing to improved motivation, confidence and classroom achievement, especially for lower attainers. Employing such strategies also developed teachers' conceptual understanding of formative assessment, moving some from a teacher‐centred pedagogy to one which placed pupils and their learning needs at the heart of teaching. The article concludes by discussing the implications of the project for teachers' professional development and the constraints faced by teachers in sustaining and embedding such practices. 相似文献
5.
Katrina J. Debnam Elise T. Pas Jessika Bottiani Anne H. Cash Catherine P. Bradshaw 《Psychology in the schools》2015,52(6):533-548
A critical next step in advancing our understanding of teacher practices that can equitably engage and support learning in diverse classrooms is determining the effectiveness of culturally responsive interventions. Yet, quantitative measurement indicators of the effectiveness of culturally responsive teaching interventions are scarce. Most research relies exclusively on self‐reports, with limited attention to issues of social desirability, and few studies observe teacher practices. Data come from 142 K‐8 teachers in six schools who were assessed via the Assessing School Settings: Interactions of Students and Teachers (ASSIST), an externally‐conducted observation, and who also provided self‐report data of cultural responsiveness. Analyses indicated that teachers self‐reported higher rates of culturally responsive teaching strategies than were observed on the ASSIST. There were, however, significant associations between observations and teachers’ ratings of self‐efficacy. Findings suggest a need for additional research to develop and validate efficient, multi‐informant approaches for assessing cultural responsiveness in the classroom. 相似文献
6.
Rebecca L. P. Jordan Justin Garwood Woodrow Trathen 《Learning disabilities research & practice》2019,34(4):185-193
In an era of teacher quality reforms, one overlooked area for assessing readiness for teaching is education majors’ self‐efficacy for teaching reading. This gap is unfortunate, as teaching reading is a common responsibility among general and special education teachers. In the current push for RTI—one in which more general education teachers are increasingly called upon to provide reading support to students with learning disabilities, in addition to the support received from special educators—it is important to determine preservice teachers’ self‐efficacy for teaching reading. Self‐efficacy is an important construct to consider as it is related to eventual teacher attrition. The purpose of the current study was to develop a scale to measure elementary and special education majors’ self‐efficacy for teaching reading. With a sample of 110 education majors, a three‐factor scale was developed and demonstrated strong psychometric properties. Implications for the future of teacher education programs are discussed. 相似文献
7.
Meeting the challenge of program accountability is a goal for teacher education programs across the USA. In this context, achieving effective assessment practices that provide concrete evidence of program participants’ knowledge and skills has become both an increasingly significant issue and a challenge to teacher education programs seeking to document the attainment of their program learning outcomes. This qualitative study examined the portfolio reflections of 51 teachers enrolled in an advanced master’s degree program whose learning outcomes are aligned with the core propositions of the National Board for Professional Teaching Standards. Using the four levels of reflection and a fifth level that emerged from data analysis, we examined the levels of development and change in teachers’ reflections across the program. This analysis helped the researchers to determine to what degree teachers developed a reflection‐based inquiry stance in their classrooms during the program. The study contributes new findings to the body of literature on the role and function of portfolios in teacher education programs seeking to document teachers’ understanding and application of specific program goals and professional standards as a result of professional development coursework. As an authentic assessment tool, portfolio data (i.e., evidence such as the reflections contained therein) can provide an important lens for capturing teachers’ approach to teaching and learning and provides insight into the complexity of professional development for practicing teachers. 相似文献
8.
Janet Mei‐Chuen Lin Pei‐Yu Wang I‐Chun Lin 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(1):97-108
This paper presents a two‐dimensional model for measuring individual teachers' progression in ICT integration and for guiding them toward higher integration levels. There are four levels in the pedagogy dimension: direct teaching, cognitively active learning, constructive learning, and social learning. These levels are defined based on four factors: teacher pedagogical beliefs, instructional strategies used, teacher‐student interactions, and the types of tasks students are expected to carry out. The technology dimension contains eight levels, ranging from Level 0 (nonuse) to Level 7 (implementing sophisticated instructional applications). The eight levels are defined based on three factors: whether a teacher is a passive consumer or an active producer of the ICT‐based resources, sophistication of the ICT tools that a teacher uses, and richness of functionality of an ICT‐based product developed by a teacher. To validate the proposed model in terms of its applicability and practicability, three case studies were conducted. The results showed that this model was able to adapt to individual preferences of the three participating teachers as well as guide their progressions in ICT integration. 相似文献
9.
Nowadays, there is a consensus that good teaching and learning needs instructional variation and personalised forms of learning. In teacher education, these concepts have been implemented for years, and prospective teachers are taught accordingly; it is thus assumed that the teaching of novice teachers is in accordance with these new teaching concepts. In the research project ‘ALPHA’, the teaching of novice teachers at the beginning and at the end of their first year in the profession and the teaching of experienced teachers with five or more years of teaching experience was videotaped, so that longitudinal and cross-sectional comparisons were possible. The lessons were analysed by applying a coding system on the instruction and by employing a rater inventory in order to understand the structure and quality of the lessons. Overall, the results indicate high levels of whole class teaching with a rather high level of traditional classroom instruction both for the novice and the experienced teachers. However, the proportions vary depending on the location of teacher education. The results provide evidence that the new teaching concepts learned on the teacher education programme are not necessarily implemented in the classroom and provide possible reasons why this might be the case. 相似文献
10.
This article presents a systematic review of the literature to identify core practices, teaching strategies and assessment processes used or under development in practice-based teacher education programs. It addresses diverse core practices used in university pedagogy of practice. A finding is that the assessment of students’ learning of core practices remains incipient. Our study contributes to teacher education programs that opt for a practice-based curriculum to further understand teaching and assessment of core practices. This review facilitates progress in constructing common frameworks that support pre-service teachers’ training. 相似文献
11.
教师的教学行为对教学效果会产生直接影响,教学行为改进是一个动态的过程并且具有群体性特征。本研究基于经验学习圈理论,对71名教师在2年持续教学行为改进过程中的350节视频课例,采用内容分析法,探究新手教师、胜任教师和成熟教师三类群体的教学行为改进特征。研究发现:基于经验学习圈2年的持续教学行为改进过程取得了显著的改进效果,三类教师均能够较好地改进问题的开放性;讨论后汇报和鼓励学生提出问题是三类教师在教学行为改进中共同的难点;经验学习中的反思性观察和抽象概括两个阶段对教师教学行为的正向改进作用比较小;三类教师群体的教学行为改进着力点明显不同,成熟教师最难改进的教学行为和最难改进的研修阶段与新手教师和胜任教师不同,新手教师与胜任教师存在不同的教学行为改进难点和相同的最难改进阶段。根据上述不同教师群体的教学行为改进特征,可以进一步优化与完善教师教学行为的改进方法与策略,形成更加精准地教学行为改进支持服务与改进依据,丰富教学行为改进的有关研究。 相似文献
12.
ABSTRACTThis study investigated two science teachers’ meta-strategic knowledge (MSK) of argumentation teaching by applying the repertory grid technique (RGT). One teacher was a novice, while the other was experienced in teaching argumentation. Using the RGT, we elicited the objectives and strategies of the two teachers regarding their argumentation teaching involving two social scientific issue (SSI) scenarios. The results showed that the experienced teacher had more varied and organised MSK for teaching argumentation than the novice teacher. Meanwhile, the novice teacher indicated a belief that the learning of argumentation should occur in a more student-centred manner, rather than relying on a traditional lecture-based environment. Consequently, she spent a considerable amount of time engaging students with their peers’ ideas through discussion and collaboration. On the other hand, the experienced teacher noticed that most of students had the ability to generate arguments, but that few knew how to argue based on evidence. Therefore, she helped students to collect data from various resources and suggested that they construct their own knowledge framework in order to improve students’ ability to incorporate their understanding of scientific knowledge into scientific argumentation. 相似文献
13.
This study investigated the relationship between primary school teachers’ self‐reported and actual use of classroom management strategies, and examined how the use of proactive and reactive strategies is related to teacher stress and student behaviour. The total sample consisted of 97 teachers from primary schools within Melbourne. Teachers completed four questionnaires which gathered information on demographics, disruptive student behaviour, teacher management strategies, and teacher self‐reported stress. In addition, 20 of the 97 teachers were observed in their classrooms while teaching, with teacher behaviour management strategies and student on‐task behaviour recorded. Observation and questionnaire data were then matched. The findings indicated that teacher self‐reports accurately reflect actual practice, that relatively minor forms of student misbehaviours are a common concern for teachers, and that teachers are spending a considerable amount of time on behaviour management issues. The findings also revealed that the use of predominantly reactive management strategies has a significant relationship with elevated teacher stress and decreased student on‐task behaviour. These findings have important implications for teaching practices and student learning. 相似文献
14.
This article details the transition of second career teachers to the workplace called ‘school’. Post‐baccalaureate students at a mid‐size comprehensive state university completed surveys pre‐ and post‐student teaching. Participants responded to the personal and professional challenges in changing careers. Issues faced by the non‐traditional students emerged. An increasing number of adults are changing careers and entering teacher certification programs. The study was conducted to discover the special challenges graduate teacher certification students encountered when leaving a career field and becoming novice teachers. Forty graduate students in the study completed an extensive certification program of courses related to the art and science of teaching. Open‐ended surveys were used for the students to reflect on personal and professional expectations prior to and following the student teaching semester. Teacher educators who address the needs of second career teachers, such as increasing field experiences, providing classroom management and time management strategies, may lead second career teachers to use the unique competencies they bring to the teaching–learning setting. 相似文献
15.
The purpose of this study was to investigate the role and characteristics of virtual learning objects in selected classroom cases. Four Finnish cases represented such pedagogical approaches as student‐centeredness, process orientation and collaborative inquiry. The case study approach enabled the investigation of concrete practices in using learning objects in ordinary classroom settings. The goal of the study was to examine the interrelatedness of the teachers’ pedagogical practices with characteristics and affordances of the learning objects, in order to understand how learning objects can support the development of advanced pedagogical practices in schools. The data used were qualitative, consisting of the participating teachers’ agendas, and observations and video recordings during classroom sessions. The results indicate that the learning objects were mostly used as exploration tools, information sources, assessment models and objects of discussion. An expert‐like use of knowledge was characteristic in the pedagogical settings, especially when the teacher was experienced in using ICT in teaching. However, not all the learning objects supported such practices, thus preventing a teacher from reaching intended pedagogical aims. 相似文献
16.
This study examines student teachers’ perceptions of teacher education and its contribution to their professional life, when they become novice teachers during their internship period. The sample comprised 97 student teachers in their fourth year of studies for a BEd degree. Data were collected through questionnaires which included both a structured and an open‐ended part, with regard to five aspects of the teaching profession and teacher education: motivation for teaching, conceptions of teaching–learning, roles of teachers, components of teacher education, and agents of training. Prominent among the findings regarding the motivational aspects of teaching, is a perception of the profession as granting intrinsic rewards. Teaching is perceived as according self‐realisation, providing a sense of purpose and mission, and enabling lifelong development. The component perceived as most important to the teacher’s role is delivering universal values. Findings regarding perception of learning–teaching processes reveal a preference for a constructivist approach. 相似文献
17.
Despite the research evidence on the effectiveness of collaborative learning (CL), the implementation of this teaching strategy has not yet found a profound place in teaching practice. As a consequence, several studies have investigated teachers’ motives regarding and experiences with the use of CL. Most of these studies concern however senior teachers, whereas new generations of teachers are important actors in the process of educational innovation. Hence, it is crucial to explore novice teachers’ stories about CL implementation: what motivates them to implement this teaching strategy, what hinders them and how do they handle the challenges they are confronted with? The answers to these questions may provide useful information for improving the teacher education curriculum regarding CL. In this respect, the present study intends to study pre-service and beginning teachers’ experiences with CL in classroom practice, after a formal training pertaining to CL as part of their teacher education programme. The aim is to identify the main challenges student and novice teachers encounter when they want to implement CL in their teaching practice, and how they position themselves in these challenges. A qualitative case study design with in-depth interviews in the Flemish context (Belgium) was used to gain access to the particular experiences of each teacher, and to the processes of interpretation and meaning-making that go with those experiences. Participants were interviewed individually one week before graduation (n?=?15). After at least half a year of experience in the teaching profession, 10 participants were interviewed for a second time. In the present study, we present the results from a cross-case analysis, using the method of constant comparative analysis to identify similarities or differences, and to capture recurring patterns within the data. The findings reveal several dilemmas that illustrate the conflicting options teachers are facing in relation to their colleagues, their pupils, the curriculum and in the classroom context when they intend to implement CL. In particular, the following dilemmas were identified: two dilemmas related to professional autonomy (student teachers: teacher autonomy vs. pre-service performance assessment; novice teachers: teacher autonomy vs. institutional conformity), further dilemmas related to teachers’ beliefs about pupils’ readiness for CL vs. evidence about pupils’ readiness for CL, investing in innovation vs. curriculum and job pressure, and pedagogical intentions vs. contextual constraints. In most conflicting situations, student and novice teachers position themselves in the challenge by opting for non-implementation. 相似文献
18.
Judy M. Parr Kathryn Glasswell Margaret Aikman 《Asia-Pacific Journal of Teacher Education》2007,35(1):69-87
This paper concerns teacher learning. It describes the impact on teacher knowledge and reported practice of working with diagnostic assessment tools for writing. These tools were specifically designed with a dual purpose: to provide diagnostic information about students to guide teaching for enhanced learning outcomes and also to develop teacher understanding about features of, and developmental progressions in, writing. We describe the features of the tools which facilitate teacher learning. Then we present three small‐scale studies conducted during and after development of the tools to explore their impact. Discussion focuses on teachers' reports of their learning about writing and how working with the assessment tools impacted a range of teaching practices. 相似文献
19.
《Literacy》2017,51(1):3-10
This study examines the types of in‐the‐moment teaching decisions 97 preservice teachers made while teaching reading and how their growing bodies of teacher knowledge influenced their abilities to think, know, feel and act like a teacher (Feiman‐Nemser, 2008 ). Findings indicated that the teacher educator's use of “metacognitive decision‐making” to promote a culture of identifying, drawing attention to, reflecting on and evaluating teaching decisions influenced the preservice teachers' abilities to think, know, feel and act like a teacher. These findings have implications for teacher education and for those who support novice teachers. 相似文献
20.
Conclusion This study points to the fact that it would be practical to compare and assess the instructional strategies of exemplary and
novice elementary science teachers using a set of criteria derived from published teacher effectiveness studies. According
to this study there are differences ranging from significant to null between the instructional behaviors of exemplary and
novice teachers, and it indicates that it may not be appropriate to rely entirely upon the findings of individual teacher
effectiveness studies to prepare effective preservice teachers. Science teacher educators need to focus more directly on the
differences in instructional strategies between the exemplary and novice teachers and inquire further into determining the
causes for the differences. Hurd (1982) reported that about half of the elementary teachers studied believe that their preservice
education failed to prepare them to teach science in real classrooms. If what separates exemplary teachers from novices can
be clearly identified, then the science teacher educator’s task of preparing effective preservice teachers will be an easier
one. Then it would be also possible to develop effective preservice science teacher education programs more congruent with
exemplary science teaching practices and augment the existing science teacher education knowledge base through further research. 相似文献