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1.
As teacher educators, preparing student–teachers who are able to address diverse student needs is our main concern. It has been suggested in the literature that teachers who are adaptive to students’ needs are those who possess adequate pedagogical content knowledge or pedagogical understanding. However, it is not uncommon for teacher educators to find student–teachers with diverse pedagogical understandings even at the point of graduation from the teacher education programme. This paper aims to explain and analyse the development of pedagogical understanding among student–teachers in an initial teacher education programme. The findings are drawn from a study conducted at the Hong Kong Institute of Education where in-depth interviews were carried out during the four-year programme. The findings from the three selected cases provide an explanation for why some individual student–teachers show continuous development, whereas others remain confused in their pedagogical understanding throughout the teacher education programme. While acknowledging individual differences in pedagogical understanding, we attempt to explain such differences by investigating the relationship between different dimensions of the student–teachers’ learning such as the integration of pedagogical understanding with the teaching contexts, integration of feedback from lecturers and supporting teachers, and their focus of concern. The findings reveal that the three cases demonstrate different levels of pedagogical understanding and possess varying ‘senses of agency’. Of the three cases, the first one, Peggy has the strongest sense of agency. Despite influences related to classroom management, diverse learning ability among pupils, and the teaching methods which pupils were accustomed to previously, she actively introduced rhythmic movements into her lessons, developed pupils’ ability to learn gradually and achieved an impact on pupils’ learning which was also recognized by her supporting teacher. The analysis suggests that the second case, Lilian has a weaker sense of agency as she was severely limited by influences in the teaching context in her first teaching practice and resorted to teacher-centered teaching strategies. She improved later on in the programme and started to plan her own learning, drawing on the feedback she received as well as learning from other taught modules, from feedback from various sources, and from her pupils’ responses to her teaching and her own evaluation of her teaching. The third case, Stephanie remained confused throughout the programme and struggled with the implementation of student-centered teaching strategies. The ability to practice one’s own convictions and demonstrate an active sense of agency distinguishes the student–teacher who achieves better pedagogical understanding. Drawing on the findings, the paper concludes that it is crucial for teacher educators to identify ways to nurture a sense of agency among student–teachers. Implications for teacher education programmes are discussed, including providing opportunities for student–teachers to be able to articulate and integrate their pedagogical understandings, as well as negotiate how to accomplish their learning and teaching targets despite complex classroom situations. 相似文献
2.
The research examined the impact on teachers of the grammar element of a new statutory test in Spelling, Punctuation and Grammar (SPaG) in primary schools in England. The research aimed to evaluate the nature and the extent of changes to the teaching of grammar and to wider literacy teaching since the introduction of the test in 2013. The research explored teachers’ responses to teaching grammar to a statutory test format, and how teachers implemented rapid curriculum change in their classrooms. The research sought to learn the perspectives of teachers as they adjusted to new English assessments and new expectations for children’s language in the primary school. This paper draws on teacher interviews (n = 16) and an online survey of teaching staff (n = 170). Teachers discuss their knowledge, understanding and enjoyment of grammar at their own level, and their skills for teaching pupils; they also discuss their observations of how pupils have responded to explicit grammar teaching and the grammar test. The data give some insights into the processes for teachers of applying new requirements for teaching and testing grammar, and how teachers strive to make grammar accessible to children. The findings discussed in this paper are: (1) since the introduction of the statutory SPaG test in primary schools, time spent teaching decontextualised and contextualised grammar has increased significantly; (2) grammar is now taught explicitly and formally as a classroom literacy routine; (3) the test format influences grammar teaching content and approaches; (4) teachers observe that pupils enjoy learning grammar and taking the test; (5) teachers disagree about the extent to which explicit grammar teaching and testing have a positive impact on pupils’ language and literacy skills; (6) teachers feel more confident about teaching grammar. 相似文献
3.
Elien Sneyers Jan Vanhoof Paul Mahieu 《Educational Studies A Journal of the American Educational Studies Association》2019,55(3):327-345
To advance the understanding about primary school teachers’ allocation process of pupils during the transition to secondary education, this study aims to investigate the influencing teacher expectations of teacher track recommendations. Using a qualitative research design consisting of an inductive approach, interview data were gathered from 15 Flemish sixth-grade teachers. The results indicate that foremost teacher expectations of pupils, more specifically of pupils’ perceived motivation or interests and learning attitude, were considered by teachers as influencing their track recommendations. Although empirical evidence was also found for the impact of expectations held by teachers about pupils’ parents and about themselves as teachers, as well as about teaching, teachers’ awareness of the impact of one’s own expectations was limited. 相似文献
4.
Patricia Ashmead Frank J. O'Hagan Elizabeth J.A. Sandys W. Ian Swanson 《International Journal of Disability, Development & Education》1985,32(3):201-206
The reading and number attainments of twenty‐four physically disabled pupils were considered, together with an analysis of their classroom work; pupils’ views of their own personal, emotional and social adjustment were also sought and classroom teachers were asked to comment on pupils’ affective and cognitive development. Measures of teachers’ familiarity with and knowledge of physical disability, and their views concerning the helpfulness of other professionals were collated. In general, evidence supports the effectiveness of classroom teaching with respect to reading but some doubts emerge concerning number work. Teachers’ positive outlooks regarding their pupils contrast with their negative evaluation of external support services. 相似文献
5.
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
6.
This study focused on primary teachers’ views of co-teaching approaches in addressing the learning needs of pupils with special educational needs (SEN) in multi-grade classrooms in Irish primary schools. A case study incorporating a mixed methods approach was chosen. Views of 22 multi-grade and special education teachers (SET) were ascertained through self-administered questionnaires and semi-structured interviews. The findings indicate that while teachers believe the learning needs of pupils with SEN can be met through co-teaching approaches, the withdrawal of pupils for supplementary support remains the dominant approach. Teachers indicate that they would prefer a combination of withdrawal and in-class support as opposed to choosing one approach over the other. Teachers refer to the challenges posed by co-teaching in delivering instruction for pupils with SEN including planning time, teaching personalities and teaching styles in the multi-grade context. When co-teaching does occur, the most common form used is station teaching. The data demonstrate that teachers lack a clear understanding of the various in-class approaches available and what exactly they entail, and point to teachers’ desire for continuing professional development (CPD) specific to co-teaching. 相似文献
7.
Krzysztof Jaskułowski Piotr Majewski Adrianna Surmiak 《British Journal of Sociology of Education》2018,39(1):77-91
This article aims to analyse Polish history teachers’ understanding of the role of teaching history. Drawing on the results of qualitative research conducted in Wroclaw, we argue that teachers see history education through the prism of nationalism. Teachers construct the past in equivocally nationalist terms. They regard nationalist representations of the past as taken for granted. Moreover, teachers reproduce a dominant nationalist discourse by using history to promote the idea of the homogeneous nation. We argue that teachers see their role primarily in terms of imposing the dominant structures of collective memory on the pupils. We also discuss the differences between teachers pertaining to the understanding of the concept of the nation, the way of teaching Polish history and the type of obligation towards the nation. We also demonstrate that teachers do not see a contradiction between history defined as an objective science and history understood as a ‘nationalising’ tool. 相似文献
8.
Ori Katzin 《Journal of Jewish Education》2015,81(3):285-311
This article presents findings from a longitudinal qualitative study that examined teaching approaches of neophyte teachers in Israel during their 4-year exclusive teachers’ training program for teaching Jewish subjects and first two years of teaching. The program wanted to promote change in secular pupils’ attitudes toward Jewish subjects. We found a high incidence of teaching using positivistic approaches of knowledge transmission and the teachers adopted a particular teaching approach early into their training program that they continue to employ. Can teaching oriented in the transmission of central cultural value knowledge, with pupils as passive receptacles, create a meaningful encounter? 相似文献
9.
Terry D. Evans 《British Journal of Sociology of Education》1982,3(2):127-143
The article discusses the changes to sex‐roles which teachers perceived to have occurred during the past decade or so, and how such perceptions affected themselves and their teaching of male and female pupils. The research took place in two primary schools in Victoria, Australia and comprised of interviews and observation methods. The results demonstrated that there were differences between male and female teachers’ perceptions of sex‐role changes and also the age of teachers affected their interpretation of female pupils’ behaviour. Female teachers were found to have an ambiguity of self‐concept in terms of their understanding of women's roles as both mothers and teachers. Several examples of teachers’ comments and interactions with their pupils are discussed and interpreted within an interactionist framework. 相似文献
10.
Gary James Harfitt 《Teachers and Teaching》2013,19(2):212-228
This study focuses on how two teachers working in reduced-size secondary classes of the same grade adapted their pedagogy as a result of a brokered dialogue between myself as researcher and 43 grade 10 students from the teachers’ classes. Research was carried out over the course of one academic year. First, students’ perspectives on studying in a reduced-size class were elicited before they were invited to suggest ways of improving the teaching and learning. These interviews were transcribed and given to the teachers of these classes. Next, these teachers were interviewed to gauge their opinions on what the students had reported in the earlier interviews. At a later stage, their teaching was observed to determine whether, and to what extent, the two teachers had attempted to incorporate changes based on the feedback from pupils. The study showed that the pupil voice is a very powerful and constructive trigger for enacting teachers’ pedagogical change and developing our understanding of students’ learning processes. Findings demonstrate that teachers responded positively to their students’ perspectives despite initial apprehensions. Implications for professional development and good practices in reduced-size classes are also presented. 相似文献
11.
Maria Ruohotie-Lyhty Aino Korppi Josephine Moate 《Scandinavian Journal of Educational Research》2018,62(2):272-286
Teaching is recognised as an emotional practice. Studies have highlighted the importance of teachers’ emotional literacy in the development of pupils’ emotional skills, the central position of emotions in teachers’ ways of knowing, and in their professional development. This longitudinal study draws on a dialogic understanding of emotion to present findings from qualitative interviews with teachers. This study aims to provide further understanding in this area by offering a perspective into 7 foreign language teachers’ emotions in relation to their pupils during their first decade in the profession. The most important finding was that negative emotions decreased while the positive emotions increased. Understanding what emotions teachers face and how they deal with them may help practicing teachers better understand their daily work and support student teacher preparation. 相似文献
12.
Birgit Paju Lauri Räty Raija Pirttimaa Elina Kontu 《International Journal of Inclusive Education》2016,20(8):801-815
Recent studies have suggested that the professional training received by general educators does not adequately prepare them to properly implement inclusion-based practices. The idea of inclusion in practice has not significantly changed the situation of teaching pupils with special educational needs (SENs) in mainstream classes. This study's primary intent is to examine the factors that identify the school staff's ability to meet the needs of SEN pupils in their daily teaching situations. A total of 187 elementary school teachers, principals and teaching assistants in a Finnish city completed a structured questionnaire that used a self-evaluation method. Two components were generalised according to answers concerning the respondents’ confidence in and knowledge of teaching SEN pupils. The results indicate that teachers’ qualifications constitute the main reason affecting their ability in this area. Pedagogical and practical knowledge, as well as collaborative skills in teaching SEN pupils, is focused on special educators. These findings reveal the need for additional and in-service training and more effective cooperation between special and general education to share the knowledge of teaching SEN pupils in practice. 相似文献
13.
《师资教育杂志》2012,38(3):169-185
Despite a considerable body of literature devoted to the ‘behaviour management’ of pupils, there is little that actually considers the experience of beginning teachers in learning to cope with that behaviour. Here we consider the experience of student teachers and illustrate their attempts to form deeper understanding, connections between theory and practice and the contribution made by other teachers. It is argued that students at this first stage of classroom teaching experiences are, despite the inevitable anxieties in their new encounters, starting to make deeper sense of them than can be provided by tips on discipline. There is a need for caution against over‐emphasis of behaviour management as misleading, premature categorisation that could inhibit new teachers' capacity to build the relationships with pupils on which good teaching depends. 相似文献
14.
Mary Williams 《Literacy》2000,34(1):3-8
This article explores the role of metacognition in developing literacy at Key Stage 2 and suggests that the ability to extend pupils’ metacognitive awareness deserves to be given a high focus in English teaching, as it is through this that deeper levels of understanding will be acquired. Metacognition can be enhanced by giving pupils an explicit repertoire of techniques to aid their understanding of how are they learning. Examples derived from five research cases reveal how some teachers have tried to achieve this, and the pivotal role which this may play in raising standards in English. 相似文献
15.
This article reports on an investigation into school teachers’ perceptions of disruptive behaviour from a psychological perspective. The inter-disciplinary nature of this research bridges the understanding between educational and psychological perspectives on disruptive behaviour. This article discusses evidence that for the most troubled pupils, effective behaviour management at school necessitates a more nurturing and collaborative approach alongside current disciplinary policy. Two studies are reported which examine teachers’ perceptions of disruptive behaviour at school. Discussion focuses on findings of a postal questionnaire sent to 426 primary and secondary schools across England, regarding teachers’ perceptions on the extent to which pupils can control their disruptive behaviour. A further 122 primary schools were sent the questionnaire via SurveyMonkey. The findings illustrate that there is variation in how teachers in primary and secondary schools regard their pupils’ behaviour. Implications of the findings are discussed with reference to attachment theory. 相似文献
16.
17.
Margaret Akinyi Obondo 《Diaspora, Indigenous, and Minority Education》2018,12(3):111-123
This study focuses on teachers of new arrival migrant pupils in a provincial school district in mid-Sweden. The paper draws from qualitative interviews with these teachers and extracts from lessons of as well as written reflections of these lessons. The study explores the teachers’ perspectives and pedagogical responses to newcomer migrants in their classrooms. The pedagogical practices are analyzed for culturally responsive teaching, referring to the extent to which the lessons build on the personal and cultural strengths of the pupils, their linguistic capabilities, as well as their prior knowledge and experiences. The findings demonstrate attempts at building on the pupils’ cultural and linguistic experiences, which compares well with some hallmarks of culturally responsive pedagogy. However, as pressures to teach for tests increase, the teachers face the dilemma on how to create spaces for culturally responsive teaching in school contexts that face powerful ideologies of cultural and linguistic homogenization. 相似文献
18.
Peter Blatchford Paul Bassett Penelope Brown Rob Webster 《British Educational Research Journal》2009,35(5):661-686
Despite an unprecedented increase in classroom-based support staff, there are confusing messages about their appropriate deployment and a lack of systematic evidence on their impact. This article addresses the deployment and impact on pupil engagement and individual attention of support staff, commonly known as teaching assistants (TAs), in terms of: (1) a comparison between TAs and teachers; (2) differences between pupils with and without special educational needs (SEN); and (3) differences between primary and secondary schools. Systematic observations of pupil behaviour in 49 primary and secondary schools showed that support staff presence resulted in increased individualisation of attention and overall teaching, easier classroom control, and that pupils showed more engagement and a more active role in interaction with adults. This supports teachers’ positive view of support staff, but their presence also meant pupils’ contact with teachers declined and at secondary level there was less individual and active interactions between teachers and pupils. 相似文献
19.
Although effective teaching behaviour is central for pupil outcomes, the extent to which pre-service teachers behave effectively in the classroom and how their behaviour relates to pupils’ engagement remain unanswered. The present study aims to validate a theoretical model linking effective pre-service teaching behaviour and pupil’s engagement, incorporating the role of context and teacher characteristics. The study included a sample of 264 pre-service teachers from 64 secondary schools throughout the Netherlands. Pre-service teachers were observed using the International Comparative Analysis of Learning and Teaching to measure effective teaching behaviour and pupils’ engagement. We used multilevel modelling to account for the hierarchical structure in the data. Results show that the quality of teaching behaviour of pre-service teachers is below that of experienced teachers. Class size and (partly) teacher gender explain differences in the quality of teaching behaviour. All domains of teaching behaviour are related to pupil engagement, with classroom management and clarity of instruction showing the strongest relationships with academic engagement compared to the other domains. The results make it plausible to approximate minimum standards for the assessment of pre-service teachers based upon a normative criterion based on the impact on pupils’ academic engagement. 相似文献