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1.
Abstract

The purpose of this article is to highlight key findings from a study of 24 early childhood preservice teachers as they moved away from a reliance on traditional interpretations of child‐centered curricula toward one of collaborative inquiry. Participants enrolled in a 15 week undergraduate teaching methods course were assigned to teaching teams to implement collaborative projects with the same group of 3–5‐year‐old children. The study utilized both quantitative and qualitative measures to assess conceptual level, changes in reflectivity, and inquiry‐oriented teaching. Results suggest that the emergence of collaborative inquiry among preservice teachers is a dynamic and diverse process not readily assessed by static measures or discreet skills. Collaborative projects did provide a context for creating communities of learners within which time, space and opportunity to practice, reflect and use language and other tools contributed to young teachers’ development of inquiry.  相似文献   

2.

Significant improvement in teacher education and classroom practice can be attained by successful collaboration between university faculty and public school teachers. This paper shares an experience of collaboration between a university professor and a Fourth-grade teacher in teaching a Language Arts Methods course. The experience started with differences in teaching philosophy between the two participants. This paper articulates how the differences stimulated the two participants to change, and how they built their trust and achieved success in their collaborative teaching.  相似文献   

3.
《师资教育杂志》2012,38(2):125-147

A group of teacher educators adopted collaborative teamwork to cope with a too large teaching load. The authors reflect on the experience of working together in a critical friendship group, highlighting the role that conversation plays in this process. The experience of a collaborative approach and its impact on teaching and professional development is evaluated in terms of the teaching process and the professional development of the teachers involved. This experience contributes to understanding teaching as a complex social practice which is susceptible to improvement.  相似文献   

4.
ABSTRACT

While teaching is increasingly being accepted as a discipline, there is a growing emphasis on teacher educators researching their own practice to advance the scholarship of teaching and learning (SoTL). This study sought to explore the extent to which self-study contributes to teacher educators’ understanding of the SoTL within the discipline of teaching. While self-study is generally accepted as a scholarly approach, the aim here is to address the call in the literature for self-study researchers to evince a commitment to a practice-based and theory-building research agenda by linking with public theories, in this case the SoTL. Additionally, given that self-study is collaborative in nature, findings here may help to address the dearth of knowledge reported in the literature about teacher educator collaboration. A self-study approach was adopted to explore a journey of two teacher educators as they designed, implemented and evaluated new modules in special and inclusive education within an initial teacher education programme in the Republic of Ireland. Analysis and synthesis of data from 24 student teachers and two teacher educators provide insights and understandings into the collaborative interactions and factors that enabled and hindered these interactions. This may support other teacher educators in developing a collaborative pedagogical culture to enhance greater understanding of the SoTL We argue for adopting self-study as a scholarly approach to engage with other theories, such as the SoTL, thus contributing to the broader field of teacher education research.  相似文献   

5.
Abstract

How can school education best bring about moral improvement? Socrates believed that the unexamined life was not worth living and that the philosophical examination of life required a collaborative inquiry. Today, our society relegates responsibility for values to the personal sphere rather than the social one. I will argue that, overall, we need to give more emphasis to collaboration and inquiry rather than pitting students against each other and focusing too much attention on ‘teaching that’ instead of ‘teaching how’. I will argue that we need to include philosophy in the curriculum throughout the school years, and teach it through a collaborative inquiry which enables children to participate in an open society subject to reason. Such collaborative inquiry integrates personal responsibility with social values more effectively than sectarian and didactic religious education.  相似文献   

6.
Abstract

This study compared the effect of different classroom writing practices on narrative competence. The participants were 91 primary school students, who were assigned two writing practice conditions (individual and collaborative) and one control condition. Within each condition, the students drew from different support resources to plan and revise their texts. The results show the advantages of collaborative writing when certain kinds of support are provided (particularly when the students planned their stories using a question guide and co-evaluated them using a rubric). The analysis of the verbal interaction during the collaborative writing activities also confirms that the pairs who used a rubric showed a higher number of verbal co-evaluation messages focused primarily on the overall coherence of the text (more than on semantic, grammatical or orthographic issues). Finally, the educational implications of these conclusions in terms of teaching writing in primary school are discussed.  相似文献   

7.
《Africa Education Review》2013,10(4):614-637
Abstract

This article focused on the concept of metacognition. Some theoretical models of metacognition were discussed to provide a general framework to understand the relationship between the different aspects or components of this phenomenon. The study also looked at five metacognitive strategies that enhance learning in schools, namely: (1) graphic organizers; (2) metacognitive scaffolding; (3) reciprocal teaching; (4) explicit instruction; and (5) collaborative learning. The work also briefly highlighted the problems of metacognitive strategies used in Nigerian schools. We noted that all learners do not engage spontaneously in metacognitive thinking unless they are explicitly encouraged to do so through carefully designed instructional activities. The study therefore recommended effective practice of scaffolded instruction on metacognitive strategies use in Nigerian schools and other countries in the world.  相似文献   

8.
ABSTRACT

The Community of Inquiry (CoI) framework, a research-based seminal work, provides a structure for integrating a collaborative constructivist approach in course design, implementation, and evaluation. The CoI framework suggests that by fostering three essential elements – social presence, cognitive presence, and teaching presence – a community of inquiry can be created to promote student engagement and learning. This paper will present the concepts of the CoI framework for social work educators to consider for distance education course design, implementation, and evaluation.  相似文献   

9.
Background: The population of Mauritius consists of 52% females and scientific literacy is seen to be of vital importance for all young people if they are to be sufficiently equipped to meet the challenges of a fast changing world. Previous research shows, however, that science is not popular among girls. This paper explores one of many reasons why few girls opt for science subjects after compulsory schooling.

Purpose: This study investigated the approaches to teaching in four science classrooms in Mauritius, with particular emphases on the preferences of girls as they learn science.

Sample: A total of 20 student interviews and 16 teacher interviews were conducted in four schools in Mauritius. The four mixed-faith schools comprised two all-girl schools (one state, one fee-paying), and two mixed-sex schools (one state, one fee-paying), within urban, suburban and rural situations.

Design and method: 80 non-participant lessons were observed, of which 60 were science lessons while the remaining 20 non-science lessons were in economics, accounts and commerce. Group interviews with five pupils in each of the four schools were conducted and 16 individual interviews with teachers in the four schools gave an insight into the pedagogic approaches used for the teaching and learning of science.

Results: Transmissive approaches to teaching, giving little opportunity for collaborative or activity-based learning, were found to be the most important factors in alienating the girls from science.

Conclusions: There need to be radical changes in approaches to teaching to retain young girls’ interest in the sciences.  相似文献   

10.
《师资教育杂志》2012,38(2):117-126

This study explored undergraduates' views of teaching as a career choice. A total of 298 students completed a questionnaire in which they were asked to rate the importance of 20 factors in influencing their choice of career, and then the extent to which they thought teaching as a career offers these factors. A comparison was made between the views expressed by three groups of students: those who were definitely not considering teaching (N = 102), those who were seriously considering teaching (N = 40), and those who were undecided (N = 155). All three groups rated 'a job that I will find enjoyable' as the most important factor influencing their choice of career. However, as we move from the 'definitely not considering teaching' group towards the 'seriously considering teaching' group, there was a shift towards rating as important in their choice of a career those factors which teaching more evidently offers and a more favourable rating that teaching offers these factors (e.g. 'a job which gives me responsibility', 'a job where I can contribute to society' and 'job mobility'). The students who reported that they could be encouraged to consider teaching as a career were also asked to consider measures that might do so. The most highly rated measure was 'an increase in the quality of resources for teaching'.  相似文献   

11.
Background: Research findings indicate that developing good relationships with pupils, managing classroom processes adequately and developing confidence and trust with other teachers are among the aspects of teaching that are found to be challenging. Although many studies conclude that collaborative reflection is a crucial activity for supporting teachers’ professional development in school, studies that focus on what teachers reflect on and how they reflect are more limited.

Purpose: The purpose of the study was to improve our understanding of what situations teachers experience as challenging in their teaching, what types of help they seek when trying to manage such situations and, furthermore, how teachers reflect together on how to develop as teachers, when they have time to collaborate.

Sources of information and method: The study aimed to explore these areas theoretically by bringing together data from, and discussing the implications of (1) an interview study and (2) a formative intervention study which involved teachers from lower secondary schools in Norway working with a researcher–participant. The data were analysed by using the constant comparative method of analyses. By discussing aspects of these two studies together, the research aimed to identify and address some of the theoretical questions pertinent to teacher development.

Findings and conclusions: The analysis and discussion of the data from the two studies illuminates teachers’ recognition of the value of having time to reflect together. It also indicates, however, that it is not only a matter of teachers having time to observe, reflect together and focus on their development processes: the types of discourse used during collaborative reflection must also be suitable. The researcher–participant’s role highlighted the untapped potential to be found by looking into how language is used in dialogues aimed at supporting teacher development. Helping teachers to develop the skills to reflect collaboratively and constructively, in a way that ultimately improves teaching and learning, is therefore an important challenge for teacher education and the education of teachers and school leaders.  相似文献   

12.
Abstract

Vietnam is emerging as an accelerated economic and political society with an increased global presence; thus, increased attention has been given to producing qualified college graduates who can contribute to the growing global economy. Yet challenges exist due to lack of educational infrastructure and ineffective teaching practices. As a result, the Vietnamese government embraces international collaborations in higher education as a way to address educational needs; however, although research exists on policy implications and government priorities, very little is known about how students perceive the teaching methods provided at these collaborative transnational universities. The purpose of this qualitative case study is to examine graduate students’ perceived effectiveness of teaching methods at Vietnamese-German University (VGU), a predominantly technology and engineering university that is an international collaboration between Vietnam and Germany. We seek to answer the research question of, ‘how is the use of student-centred practices effective in an international learning environment?’ Findings from graduate students indicate that collaborative learning, specifically through group work and modified flipped classrooms, are effective ways to maximise student learning. Implications for practice and future research are discussed as ways to emphasise the benefits of student-centred teaching and learning at transnational collaborative universities.  相似文献   

13.
Technology 2000     
《学校用计算机》2013,30(4):191-204
Abstract

This article describes a collaborative university-school district project for improving teaching and learning by using state-of-the-art educational technologies. The work resulted in the simultaneous improvement of P-12 education and teacher education. The article illustrates some of the important outcomes of a project known as Technology 2000, a collaborative effort between a university, a school district, and a business partner. Through using appropriate educational technologies, pre-service teachers, in cooperation with their supervising teachers in five classrooms at two school sites, engaged in the collaborative alignment of curriculum, instruction, and assessment to facilitate student achievement. The participants believe that the outcomes of this educational technology project have important implications for improving teaching and learning in other schools and teacher education settings.  相似文献   

14.
Abstract

This study, framed within a socio-cultural perspective of teaching that sees collaborative writing as a learning instrument, presents an innovative teaching experience related to the use of collaborative writing tasks to foster learning, combining face-to-face and online group work sessions. The study was conducted with the participation of 13 students — organised into three different groups — taking a subject of a Master’s degree in Psychology of Education, and the two teachers responsible for delivering the subject. The results of the experience have highlighted the need to provide different learning assistance which is not solely aimed at managing meaning, but also at managing the task itself and the participation in it. The results also show the importance of embedding such assistance in the design as well as the development of the instructional process. Among the different forms of assistance available, the data show the benefits of using rubrics as tools to support the shared understanding of tasks by teachers and students and as a tool to support learning. Finally, results show that the collaborative writing tasks carried out throughout the course have been useful both for learning the content and for developing the abilities required for managing the students’ own joint activity.  相似文献   

15.
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16.
Background: Policymakers’ use of high-stakes exams to improve students’ academic achievement affects teachers and their tenure in the field at all levels of schooling. Novice teachers now being inducted into the field have been educated almost exclusively in these high-stakes learning environments. Yet, how their familiarity with these contexts combined with their experiences in their own classrooms affect novices’ induction into the field of teaching has not been fully examined. Aim: This article presents findings from an investigation into the experiences of two first-year teachers who were educated and trained to be teachers in the same high-stakes education system in which they taught. It examines how these first-year teachers viewed policymakers’ reforms affecting their teaching and tenure in the field. Methods: This qualitative case study centers on the experiences of two first-year teachers working in the same high-stakes standards-based accountability teaching context in which they were educated – the case. This study provides insight into the issue of how novices’ familiarity with high-stakes reform combined with their experiences in their own classrooms impacts their conceptions of their teaching and their tenure in the field. Outcomes: The findings from this case study reveal how policymakers’ high-stakes reforms impacted the development of these novice teachers in significant ways. Not only did they have to learn how to teach as they taught, but they also had to ensure they were teaching all of their students to pass the high-stakes exams. Their varied experiences also demonstrate how these high-stakes exams can ‘test’ beginning teachers out of the classroom. Conclusions: These findings demonstrate that first-year teachers’ familiarity with policymakers’ high-stakes reforms is not enough to prepare them for the expectation that they immediately improve students’ academic achievement on high-stakes exams. Such findings not only challenge what it means to be a educator in these contexts, but they also shed light on how larger political and economic forces impact the teaching and tenure of novices. To support new teachers, teacher educators and mentors should rethink the education and induction processes while helping novices understand as well as prepare for the role context plays in their teaching and development as professionals.  相似文献   

17.
Abstract

Interprofessional education (IPE) involves cross disciplinary learning, teaching, and supervision to foster greater interdisciplinary collaboration. In the field of medicine, this training approach has been adopted to improve collaboration amongst health care professionals. Rarely has this approach been adopted in regard to the preparation of student teachers. Yet professionals from the disciplines of general and special education, school social work, and school psychology often must work together and with families and pupils. A rationale will be forwarded for offering IPE to graduate students in these fields before they graduate. A multi departmental project was undertaken to design a new IPE training programme to foster collaborative knowledge of, dispositions towards, and skills in family school partnering. The components of the programme, the proposed criteria to gauge the success an initial pilot of the programme, and challenges faced in setting up such cross-discipline training will be described with lessons learned for the future.  相似文献   

18.

In higher education, modifications to student induction would be broadly beneficial in order to take account of the changing student population and its increasingly diverse needs. A case study of one rather innovative approach to induction is described where a pre-semester credit-bearing bridging module is mounted. This module is designed for Higher National Diplomates from the Further Education sector who have gained direct entry to the penultimate year of a university degree course. The module has five broad aims: to facilitate general integration into the university; to familiarise students with the main methods of teaching, learning and assessment that they will experience; to develop the skills necessary for successful independent study in higher education; to build self-confidence; and to improve the appropriate skills which will enhance career prospects.  相似文献   

19.

This paper describes how an influential theory of cognitive development informed teaching on a problem-based learning (PBL) course in Zoology. Vygotsky's zone of proximal development (ZPD) was introduced to the course tutors as a set of 'common sense' ideas with the potential to enhance professional practice and improve teaching in PBL. Through collaborative action-research, a reflexive critique of experiences was systematically documented over 3 years and the present account focuses on three areas of practice influenced by the ZPD. These were a new emphasis on diagnostic teaching and learning, creating and maintaining instructional environments centred on authentic activities and supporting students as peer-teachers to help develop student autonomy in the context of collaborative learning.  相似文献   

20.
ABSTRACT

Instructional explanations have sometimes been described as an ineffective way to teach science, representing a transmissive view of learning. However, science teachers frequently provide instructional explanations, and students also offer them in cooperative learning. Contrary to the transmissive view regarding explanation, studies suggest that instructional explanations might be successful if they are based on an interaction between explainers and explainees, including the diagnosis of understanding and adaptation to the explainee’s needs. The present article has three goals: (1) It will propose a framework for potentially effective instructional explanations, presenting five core ideas of what constitutes effective instructional explanations and two concerning how they should be implemented into science teaching. (2) To justify the framework, the article will review studies on the effectiveness of instructional explanations. It will identify factors that have been researched for their impact on the effectiveness of instructional explanations and discuss them for their applicability to science teaching. (3) This article will connect the research on instructional explanations with the idea of basic dimensions of instructional quality in science. It will discuss the core ideas as particular expressions of the basic dimensions of instructional quality, specifically ‘cognitive activation’ and ‘constructive support’.  相似文献   

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