共查询到20条相似文献，搜索用时 15 毫秒
1.
Gregory P. Thomas Campbell J. Mcrobbie 《International Journal of Science Education》2013,35(4):405-423
Many researchers report that teachers' pedagogies often reflect non-constructivist referents, however less research reports on means of assisting teachers to become more constructivistly oriented. This paper reports on a teacher's changing perceptions during collaborative, two-year interpretive research involving two researchers, herself, and her students. The researchers collaborated with the teacher to promote students' theory-evidence coordination and use of word explanations, with an emphasis on developing and critiquing chemical equilibrium theory using experimental data. As the collaboration proceeded the teacher's beliefs and practice became increasingly focussed on students' reasoning and their discussion of ideas related to experimental data. The teacher reported benefits for herself and for her students as a consequence of this change. Key factors in relation to this change included researchers' modelling of target practices, and changes in the teacher's (a) perception of her students' abilities, (b) beliefs in relation to constructivism, and (c) understanding of chemistry concepts. 相似文献
2.
Aldrin E. Sweeney 《Teachers and Teaching》2013,19(2):107-132
In-depth analysis of science teachers' idiosyncratic instructional behaviors combined with the notion of deliberated 'teacher reflection' as a means of improving professional teaching practice has become one of the most pervasive concepts to influence science teacher education during the past decade. Sweeney and coworkers have described how the notion of teacher reflection and Lytle and Cochran-Smith's typology of teacher research were utilised to examine the relationships between a beginning high school chemistry teacher's articulated personal practice theories and his actions as demonstrated by his curricular decisions and instructional practices. Using data drawn from the previous study, this report focuses on examining how the methodological approach taken in the investigation (explicit, deliberate articulation and analysis of a teacher's instructional behaviors and rationales within the context of a mentoring relationship) may serve as a useful model for teacher professional development across all areas of instruction. 相似文献
3.
Deborah L. Schussler Inge R. Poole Tracy W. Whitlock Carolyn M. Evertson 《Teaching and Teacher Education》2007
This paper presents a model—hypertextual function—to consider teachers’ thinking, practice, and development in the use of technology. Hypertextual function is a multi-dimensional model linking a teacher's knowledge about students (familiarity) and technology (facility), with a teacher's teaching practice of integrating technology with content (transparency) and across disciplines and experiences (connectivity), and a teacher's sense of support (collegiality). Additionally, a teacher's context affects each of these. Such a model is important as technology becomes more pervasive and integrating technology into classrooms adds another layer of complexity to teaching. Case studies and graphic representations of the proposed model are presented. 相似文献
4.
Charles J. Rop 《International Journal of Science Education》2013,35(7):717-736
This research explores an American high school chemistry teacher's perspective on the meaning of student questions that originate from curiosity and engagement with subject matter. Ethnographic analysis of a teacher's reflective processes and decision-making approach suggests that questions hold contradictory meanings as powerful, conflicting pressures come to play in the everyday patterns of classroom discourse. Although thoughtful intellectual questions are valued as indicators of student attitudes and understandings, they nonetheless create an interruption to the normal flow of things. To the teacher, such interruptions pose threats to his control of classroom events and his ability to cover the content of his course. Although science educators might enthusiastically endorse the idea that classrooms should be characterized by a spirit of inquiry in which student questions are encouraged and respected, findings suggest that it can be difficult for this to happen in actual schools where particular teachers face specific institutional curricular pressures. 相似文献
5.
This qualitative case study explores how a novice foreign language teacher negotiated personal and professional identities and positioned herself and students in relation to classroom and broader cultural communities through pronouns. The participants included a Turkish teacher and six students at an American university. The teacher's use of pronouns we, you, and they was explored using video-recorded classroom observations and discourse analysis. The findings indicated the different ways the teacher used pronouns in the classroom to include/exclude or invite students into Turkish community, and how the switches between personal and professional perspectives signaled the teacher's journey towards embracing inclusive education. 相似文献
6.
《The Journal of educational research》2012,105(6):429-441
ABSTRACTThe author examined whether mathematics instruction provided by kindergarten teachers is related to children's mathematics learning during the kindergarten year based on the children's socioeconomic status and race. Hierarchical linear modeling was employed using a large sample of kindergarten students to estimate relationships between the teacher's instructional approach (e.g., concrete-spatial, interpersonal, linguistic) and children's mathematics skills. Results showed that the teacher's instructional approach was selectively related to children's mathematics learning. Students in classrooms where teachers frequently employed a concrete-spatial instructional approach learned more during the kindergarten year. Students from lower socioeconomic backgrounds benefitted more from teachers who often employed an interpersonal approach, and Black/African American students benefitted less from classrooms where teachers relied more on a linguistic approach. The findings suggest that kindergarten teachers’ instruction needs to employ varied methods that take into account students’ mathematics skills and background characteristics. 相似文献
7.
Abstract This paper represents our struggle to interpret the practical intent of critical theory as a resource for teaching in a postgraduate degree in education. In this paper we argue for the increasing need for critical teaching about teacher's work at a time when the possibilities of engaging in a curriculum making practice capable of delivering on commitments to social justice seem less likely. We describe the struggle to develop a practice which opens up opportunities for our students (experienced teachers) to connect the life‐worlds of their classrooms with the relentlessly changing surrounding sociocultural milieu. On this nexus teachers have an opportunity to investigate the possibilities for developing agency as the makers of culture as opposed to the delivers of somebody else's curriculum 相似文献
8.
Eileen Carlton Parsons 《Equity & Excellence in Education》2013,46(1):25-35
Though, in theory, black students may have access to equal educational opportunity by occupying the same classroom space as their peers, they do not necessarily enjoy the same quality of experience. This inequality results from the race-related beliefs and norms and white privilege embedded in United States society. This study deconstructed one white teacher's practices with respect to the literature on effective teachers of black students and caring. The idea of culturally relevant caring emerged and was explored in relation to the teacher's actions that enabled black students to access the quality of experience enjoyed by their white counterparts. 相似文献
9.
《师资教育杂志》2012,38(3):193-202
Abstract Characteristics which enhance a teacher's popularity with students may or may not be compatible with promotion of his/her classroom effectiveness and/or long‐term influence. Data from a sample of Barbadian adolescents indicated that factors relating to physical attractiveness figured strongly, though in some respects ambiguously, in ratings of teacher popularity. Factors perceived as contributing to unpopularity, on the other hand, seemed most essentially related to lack of teacher respect for students. Nevertheless, the relative prominence of certain ‘popular’ and ‘unpopular’ characteristics were determined to some extent by the variables of teacher sex and student sex and age. 相似文献
10.
Within the special education community, research and policy focus on teachers implementing evidence-based instructional practices with fidelity. However, special education teachers may have to adapt evidence-based practices if the research supporting those practices has not yet included studies that represent populations in the classrooms (i.e., students with low-incidence disabilities). That is, there may be a tension for teachers between adopting evidence-based instruction and adapting lessons to meet the needs of students. This article describes one teacher's adaptations to an evidence-based practice in writing to meet the needs of her adolescent students who are deaf. Her experience models ways teachers can use professional wisdom to adapt evidence-based practices to meet the needs of students with disabilities. 相似文献
11.
《Assessing Writing》2000,7(1):23-55
This article presents a case study of classroom-based research into teacher response. It examines the teacher-researcher's responding practices in the full context of a first-year college writing class, through an investigation of his written comments to one student, over time. The article outlines the principles and goals of the course, defines the role of teacher response within this setting, and critically examines the relation between response theory and this teacher's responding practice. The case study shows how the teacher's responses were shaped according to the sequence of assignments and classroom instruction, the teacher's style, and the work and needs of individual students. Effective teacher response, the article looks to demonstrate, is a matter of putting into practice certain accepted principles of response as well as a matter of adapting comments to the larger classroom context. The way a teacher presents comments on the pages of the student's text is just as important as locating response amid the particular circumstances of the class. The two activities are mutually dependent and reinforcing. By examining one teacher's response and reflection, the study suggests how other teachers might go about reflecting on their ways of responding in light of their own assignments, instruction, and goals and usefully integrate contemporary response theory in their classroom practice. 相似文献
12.
The mediation by teachers of the many activity systems that constitute any given class has traditionally been an ignored aspect of teaching. In this paper we argue that the teacher's responsibility for this mediation exists and must therefore be accounted for in the praxis of teaching. In addition we argue for the cogenerative dialogue as one viable solution for teachers to mediate in an ethically responsive manner. We construct these arguments because teachers must be better prepared to understand their complex role in the classroom along with their ethical responsibility to the students for the effective negotiation of the systems they navigate each day. 相似文献
13.
GLENDA MACNAUGHTON 《Gender and education》1997,9(3):317-326
ABSTRACT Traditional approaches to curriculum development in early childhood education derive from modernist developmental understandings of the child. The article argues that such understandings of the child can support patriarchal gender relations by skewing the teacher's gaze and that reconstructing the teacher's gaze is central to feminist pedagogical praxis in early childhood education. One early childhood teacher's struggle to reconstruct her gaze via feminist readings of the child is used to explore the possibilities and challenges of working for feminist reconstructions in the early childhood curriculum. 相似文献
14.
Durward L. Allen 《The Journal of environmental education》2013,44(1):9-13
Abstract The purpose of this study was to evaluate the effect of participation in a 3-day outdoor environmental education program on preservice teachers' attitudes toward self-efficacy—which is a teacher's belief that he or she can teach environmental education (EE) effectively—and on outcome expectancy—which is a teacher's estimation of his or her influence on student learning. Participants were a convenience sample of 72 preservice elementary teachers taking a science methodology course at a state university. Participants were divided into 2 groups for this modified pretest/2-posttest/control group study. The instrument for all 3 tests was Sia's (1992) Environmental Education Efficacy Belief Instrument. The authors used parametric t tests to compare group means. The results suggested that the preservice teachers' self-efficacy was high before the program and remained unchanged by their teaching experiences but dropped significantly approximately 7 weeks after teaching. The lack of change in self-efficacy from the teaching experience was attributed to the structured nature and success of the teaching experience, but the negative effect of time on self-efficacy was believed to have resulted from the preservice teachers reevaluation of their ability to teach as they learned more about teaching methodologies. In addition, there was no significant change in outcome expectancy as a result of participation in the program or over time (7 weeks). 相似文献
15.
A teacher's orientation toward science teaching has been proposed as very influential to a teacher's pedagogical content knowledge (PCK) and teaching practice. Experienced teachers' orientation toward science teaching and its connections to their practice has not been well explored. Focusing on a unit about the periodic table, this study provides a case study using a respected, experienced high-school chemistry teacher's orientation toward science teaching to make sense of her observed teaching practice. Aspects of her practice, which aligned and misaligned with current recommendations for science teaching, were explored. Using observations, interviews, and class documents, the study concluded that the teacher's orientation toward science teaching was an appropriate way of understanding her teaching practice. While also being shown to be a useful tool for researchers, this case provides an example how a teacher's orientation toward science teaching could help in the development of professional development, specifically professional development for the recently released Next Generation Science Standards. 相似文献
16.
《The Journal of educational research》2012,105(10):372-375
AbstractThis research examined the theory that a teacher's level of self concept is related to the development of selected aspects of self concept in students in grades 3, 4, and 5. An analysis of variance of residual gain scores was employed to test the significance of the relationship. The evidence suggests that teacher self concept has an effect upon the development of the student's self concept in the case of two of the four dimensions tested. 相似文献
17.
Ove Øllegaard Christensen 《欧洲师范教育杂志》1980,3(1):43-48
Christensen, O.Ø., “Practice and theory in teaching practice,” Revue ATEE Journal 3 (1980) 43‐48.
The thesis of this word for student teachers on their way to acquire school‐based experience is that there is no direct link between the theory of teacher education and the practice of the school. It is pointed out that, just like the school, teacher education has its own theory and practice. During teaching practice a synthesis is established between the theory‐practice relation of teacher education and that of the school. That is why it is extremely important that the teaching practice tutor should be able to: (a) give justification of his own practice when teaching children; and (b) to function as an adult educator who can argue for his own contribution towards widening the student teacher's growing perception of the teacher's role in society. 相似文献
18.
A case study of a contemporary secondary school English teacher is presented and compared with prior research about teacher planning. Drawing on his rich content knowledge, this teacher's long-range pre-active planning is his major form of planning when he develops interconnected themes for the course, selects literature, and develops curriculum materials for it employing technology. Because this case differs substantially from prior research, a call is made for more studies of teacher planning. 相似文献
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20.
Ida Ah Chee Mok 《Asia Pacific Journal of Education》2006,26(2):131-142
The East Asian learner paradox refers to the apparent contradiction between the teacher-dominated learning environment in East Asia, which is generally perceived to be non-conducive to learning, and the outstanding performance of East Asian students in comparative studies. This study attempts to explain this phenomenon based on the perspectives of a Chinese teacher from Shanghai, his group of students, and the author's own observations as a researcher. The analysis was based on the theory of variation and it showed how the teacher handled the relationship between the procedural and conceptual aspects of the mathematics. This analysis also shows that the teacher in this study had a strong pedagogical belief and highly valued his students' thinking and participation. At the same time, his students also expressed a consistent concern for learning the mathematical content. Therefore, this author argues that what seems to be a teacher-dominated lesson may actually be interpreted as an alternative form of student-centredness, which is accepted in the teacher's culture. 相似文献