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1.
Dyanne Escorcia 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):254-271
Background: The analysis of teachers’ conceptions about writing at university level allows the study of teaching practices associated with academic writing. At the same time, it is important to consider the context (disciplines, culture, institution, pedagogical organisation, etc.) where these practices take place.Purpose: The present article explores the teachers’ conceptions about teaching and assessing writing skills at university level from two academic programmes of psychology: one in France and one in Colombia, through two questions: (a) the writing skills that teachers expect their students to acquire from attending their courses, and (b) the criteria used by the teachers to assess the written performance of their students. The main purpose is to analyse the teaching and evaluation practices that teachers describe in their discourse, taking into account the discipline and some similarities and differences between cultural contexts.Sample: Ten university psychology teachers, five French and five Colombian, participated voluntarily in the study. The teachers were a heterogeneous group in terms of their ages and number of years of work experience. They taught a range of courses or subjects in the area of psychology.Design and methods: The research was conducted using a qualitative method. The university teachers’ conceptions were collected during semi-structured interviews. A content analysis of the interviews, using an inductive approach, was undertaken.Results: The analysis of the discourse indicates that the teachers focus their teaching practices on some specificities of the academic writing, and that they mainly assess different types of students’ knowledge. Additionally, a gap was observed between teaching and assessment practices, which concerns the cognitive dimensions of writing and the rules of academic discourse. This gap seems more evident in French teachers’ discourses. Colombian teachers described, in the main, teaching practices focused on the norms of academic writing.Conclusions: These findings suggest that some similarities between the teachers’ conceptions are associated with the discipline. Specific differences could be explained by culturally distinct pedagogical practices related to the manner of teaching at university level. 相似文献
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Anabela Abreu Malpique Deborah Pino-Pasternak Debora Valcan 《Reading and writing》2017,30(8):1789-1812
Accumulating evidence indicates handwriting automaticity is related to the development of effective writing skills. The present study examined the levels of handwriting automaticity of Australian children at the end of kindergarten and the amount and type of writing instruction they experienced before entering first grade. The current study involved 177 kindergarten children enrolled in 23 classrooms from seven government-funded primary schools in Western Australia. Individual child level data (e.g., handwriting automaticity and word-reading skills) were collected and teachers were asked to complete a survey assessing the amount of time and types of writing activities developed in their classrooms (e.g., teaching basic skills and teaching writing processes). Hierarchical linear models were conducted to examine total variance attributable to child and classroom levels. Results showed a total variance of approximately 20% in children’s handwriting automaticity attributable to differences among classrooms when gender and word-reading skills were controlled for. Large variability was noted in the amount and type of writing instruction reported by a subset of participating teachers. Handwriting automaticity was associated with the teaching of revising strategies but not with the teaching of handwriting. Implications for writing development and writing instruction are discussed. 相似文献
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The main aim of this study was to find out how reading and writing education can work successfully in practice without being exclusive. The teachers preferred heterogenous groups and emphasised the importance of various teaching methods and approaches so as to be able to deal with student diversity. They had a good theoretical foundation and the ability to link-up their theoretical knowledge with what they learned from experience to create action-oriented knowledge. The importance of each student being challenged in the next development zone was stressed. The teachers’ positive belief in their students’ ability and their commitment to the pedagogical process were other central factors. The successful results of the teachers’ work showed the importance of mentorship, co-operation with colleagues and continuous pedagogical discussions, led by a researching teacher, so as to promote the teachers’ own reflective ability. This created an inclusive school culture in which all the students felt they were competent, valued and never excluded. 相似文献
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Stefan Sorge Jochen Kröger Stefan Petersen Knut Neumann 《International Journal of Science Education》2019,41(7):862-889
ABSTRACTTeachers’ professional knowledge is considered one of the most important predictors of instructional quality. According to Shulman, such professional knowledge includes content, pedagogical content and pedagogical knowledge. Although recent research shed some light on the structure of the dimensions of professional knowledge, little is known how teacher education impacts pre-service physics teachers’ professional knowledge. In an effort to address this issue, we examined the content, pedagogical content and pedagogical knowledge of N?=?200 pre-service physics teachers enrolled in different years of teacher education at 12 major teacher education universities in Germany. We used structural equation modelling (1) to examine the relations amongst pre-service physics teachers’ content, pedagogical content and pedagogical knowledge, (2) to explore how the three kinds of knowledge and their relations differ across different stages of teacher education and (3) to identify factors affecting the level of each component of professional knowledge. Our findings suggest that content, pedagogical content and pedagogical knowledge represent distinct types of knowledge. Furthermore, our findings show that in the first years of professional education, pedagogical content knowledge is more closely related with general pedagogical knowledge while in later years, it is more closely related with content knowledge, suggesting that it develops from a general knowledge about teaching and learning into knowledge about the teaching and learning of specific content. Finally, beyond school achievement and years of enrolment as predictors, we find in particular the amount of classroom observations to have a positive impact on the professional knowledge of pre-service physics teachers. 相似文献
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ABSTRACTSpace is not separable from the learning and teaching that take place in and through teacher education programs. In this paper, we attempt to illustrate how the use of a spatial lens in preservice teachers field placement can provide them with opportunities to raise questions and understand more about the relationships between self, the discursive construction of others, and taken-for-granted notions of learning and teaching. In helping preservice teachers’ critical reflections upon their spatial experience at their field sites, we specifically focus on “mapping” space as our approach to developing a critical embodied pedagogy. In particular, we highlight one White female preservice teacher’s spatial experience in a homeless shelter. We discuss the implications of developing pedagogical tools from the spatial perspective for early childhood teacher education programs. 相似文献
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《Assessing Writing》2008,13(3):180-200
Test-based accountability programs are designed to promote improved standards of teaching and learning within the systems of education that they are connected to. Brenan [Brenan, A. L. (2006). Perspectives on the evolution and future of educational measurement. In: Robert (Ed.), Educational measurement (4th ed., pp. 1–16). Westport, CT: Praeger Publishers], however, suggests that little evidence exists to support the claim that these standardized assessment programs are achieving this goal. This study examines a Canadian high-stakes writing assessment's effect on the teaching of writing in three grade 12 academic English classrooms. Analysis across cases revealed that factors shaping the exam's impact on teachers’ pedagogical choices include their attitude toward the exam, the pressure they felt from their school communities and their years of experience. The study also found that the exam caused teachers to narrow their teaching of writing in relation to processes taught, assignment design, and evaluation criteria utilized. The study concludes that in the cases observed, the exam is having a negative impact on the teaching of writing. 相似文献
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Frank Rosenkränzer Christian Hörsch Stephan Schuler Werner Riess 《International Journal of Science Education》2013,35(14):1932-1951
ABSTRACTSystems’ thinking has become increasingly relevant not only in education for sustainable development but also in everyday life. Even if teachers know the dynamics and complexity of living systems in biology and geography, they might not be able to effectively explain it to students. Teachers need an understanding of systems and their behaviour (content knowledge), and they also need to know how systems thinking can be fostered in students (pedagogical content knowledge (PCK)). But the effective development of teachers’ professional knowledge in teaching systems thinking is empirically uncertain. From a larger study (SysThema) that investigated teaching systems thinking, this article reports the effects of the three different interventions (technical course, didactic course and mixed course) in student teachers’ PCK for teaching systems thinking. The results show that student teachers’ PCK for teaching systems thinking can be promoted in teacher education. The conclusion to be drawn from our findings is that a technically orientated course without didactical aspects seems to be less effective in fostering student teachers’ PCK for teaching systems thinking. The results inform educators in enhancing curricula of future academic track and non-academic track teacher education. 相似文献
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This article examines teacher professional learning about pedagogy for teachers of students with severe intellectual disabilities within broader teacher education and pedagogical frameworks for this group of learners. The article presents and discusses findings from a USA–England research project, involving classroom observations and interviews with nine teachers of students with severe intellectual disabilities from four specialist public school settings, intended to explore teachers’ pedagogical decision-making and learning. The theoretical lens of situated learning and the conceptual lens of evidence-based practice are used to contextualise and examine the teachers’ views about the what, how and when they learn about pedagogical approaches and strategies. Teachers emphasised the situated and interactional nature of their learning, particularly highlighting the personal responses of students and their relationship with these students. They use this knowledge and understanding to adapt evidence-based strategies and programmes and inform their pedagogical decisions. This affords the concepts of ‘situated generalization’ and ‘practice based evidence’ an influential role in how teachers engage in the process of pedagogical decision-making. An implication for teacher educators is the need to support teachers in making connections of new pedagogical understandings and skills with the individual learning profiles and responses of their students with severe intellectual disabilities. 相似文献
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Suzana Brinkmann 《比较教育学》2019,55(1):9-29
ABSTRACTThe challenges faced by learner-centred education (LCE) reforms in developing countries may be partly explained by their failure to engage with the culturally shaped beliefs in which teachers’ practice is rooted. Drawing from a mixed methods study of 60 government primary teachers in India, this research points to cultural tensions faced by LCE reforms in India. Although India’s own Constitutional values and pedagogical reform movements support LCE’s ideals, many teachers’ beliefs are shaped by dominant ideologies that contradict LCE’s assumptions. Imposing a predetermined, ‘Western’ model of LCE practice will inevitably face challenges if not supported by teachers’ underlying beliefs – and in fact contradicts LCE’s own ideals of empowering teacher agency. Instead, the paper argues for pedagogical reforms to focus less on a predesigned model of learner-centred practice and more on its underlying beliefs: by seeking to instil culturally relevant learning-centred beliefs, and involving teachers themselves in determining what learning-centred practice might look like within their context. 相似文献
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Moira Savage 《Technology, Pedagogy and Education》2016,25(5):533-554
The research examined the nature and scope of e-portfolio reflective writing by primary pre-service teachers about their classroom implementation of information and communication technologies. Familiar and new technologies require a teacher to be able to confidently identify the pedagogical potential for effective learning and teaching. With the author as a teacher educator, uncovering of aspects of commonality and patterns of emphasis in pre-service teachers’ reflective writing prompted reconsideration of established education practice. A qualitative thematic coding approach was adopted using an initial stimulus of Mezirow et al.’s notions of transformational learning: content, process and premise reflection. Extracts were coded by case, structurally and thematically using qualitative analysis software. Distinct categories emerged from cycles of analysis and a comprehensive typological map was created that provided insights into pre-service teachers’ emergent pedagogic thinking in relation to their use of technology whilst on school placements. The research led to revised scaffolding prompts, particularly in relation to premise reflection, for pre-service teachers engaged in reflective writing as a tool to transform and enrich their pedagogical understanding of the interplay between technology, teaching and learning. 相似文献
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《Ethnography and Education》2013,8(2):185-197
Clinical teachers in the discipline of nursing in Denmark undergo additional education in addition to their registered nursing education to establish their teaching skill qualifications practicum. This ethnographic study examines some of the pedagogical initiatives clinical teachers are practicing as working professionals attempting to gain a foothold in their own jurisdiction. This study demonstrates that teaching practices contain implicit norms of what counts as knowledge among clinical teachers. Consequently, the classic knowledge hierarchy is continuously reproduced, and the intrinsic qualities of practice that are characterised as opaque, fluctuating, concrete and highly personal are overlooked and downplayed in the clinical teacher's teaching practices. Instead, bringing abstract, academic knowledge into play seems to be a strong marker that emerges when distinguishing the actual practice of nursing from clinical teaching. Organisational imperatives strongly disrupt the pedagogical agenda. When clinical teachers struggle to demarcate jurisdictions, their professional identities are at risk of being blurred and becoming unclear. 相似文献
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Ralli Asimina M. Dimakos Ioannis C. Dockrell Julie E. Papoulidi Asimenia 《Reading and writing》2022,35(7):1599-1626
Developing writing skills is a central part of the education curriculum in many countries, yet numerous children have difficulties in producing written texts. To our knowledge there is no systematic study examining the ways in which Greek teachers adapt their writing instruction strategies to accommodate the children’s needs. The aim of the present study was to identify the approaches teachers employ while teaching writing in Greek primary schools and to examine the nature and frequency of these different aspects of teaching writing. We replicated and extended the Dockrell et al. (Read Writ Interdiscip J 29(3):409–434, 2016) study, using the Not so Simple View of Writing framework. One hundred and three teachers responded to an online questionnaire, which consisted of questions regarding their academic qualifications and their specific teaching practices. The majority of the sample felt prepared and enjoyed teaching writing. However, almost all of the teachers found teaching writing challenging and half of them reported that supporting struggling writers was difficult for them. Overall, teachers reported more work at word level, occurring almost weekly, than at text level. Differences between Grade levels they taught were also evident for specific domains of writing. Recommendations for future research and implications for educational practice are discussed.
相似文献14.
This article addresses key topics of Chinese as an Additional Language (CAL) education and classroom pedagogical practices. It reports on a 3-year ethnographic study within Australian schools to discuss dialogic pedagogical practices and students’ aspirations. Based on Freire’s conceptualisation of conscientização and banking education, the purpose of this article is therefore to unpack a journey to voices, courage and hope of a cohort of socially, linguistically and economically disadvantaged students in Western Sydney, one of the most culturally diverse regions in the country. Their experiences, responses, dreams and understanding of CAL education in multicultural Australia were thus captured. Our data shows that critical CAL education might point to some avenues for the educational equity agenda. By arguing that emancipatory and critical practices could enhance students to achieve consciousness and collective self-transformation, we aim to make a contribution to the literature on CAL and languages education, which all too often isolates from broader issues in educational theory. The article also adds to the limited research that engages with CAL classroom data. Our critical approach to CAL education illuminates the intersections between language and social inclusion. Considering the worldwide growing upheaval and scepticism around CAL education, we call for writing inclusive languages education and related pedagogical practices into the social inclusion agenda in Australia and internationally, for the teaching and learning of all additional languages. 相似文献
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Planned instruction is an important teaching form in early childhood mathematics education, but some educators are concerned about its developmental appropriateness. The present study was undertaken to address this issue. One hundred and seven American preschool teachers participated in the study: They watched a video-taped math lesson that was conducted in a 4-year-olds’ classroom in China and answered video-cued questions in a questionnaire. A mix of qualitative and quantitative methods was used in analyzing the data. Research Findings: Results show that on average, participants rated the quality and developmental appropriateness of the lesson as high. They acknowledged children’s active learning, teacher’s careful preparation, and use of different learning methods. But, they also identified inadequate elements such as lack of peer interactions and lesson differentiation. Practice or Policy: A relief of American preschool teachers’ current beliefs regarding the developmental appropriateness of math lessons provides critical reference for professional preparation/development programs. American preschool teachers’ high value of children’s active learning in a planned math lesson and their appreciation of teacher’s skillful guidance imply an imperative need to promote American preschool teachers’ pedagogical knowledge and skills in teaching mathematics to young children. 相似文献
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ABSTRACTThe increased pluralism in today’s United States society, including our public school student population, has called for physical education teacher education (PETE) programs to train teachers who can respond to the educational needs of students from diverse backgrounds. However, concerns have been raised with educator preparation programs’ ability to prepare teachers to address diversity in our schools. Therefore, the purpose of this article is to discuss the movement toward teaching for social justice in PETE with focus on preparing teachers for cultural diversity; this includes special attention to cultural humility as a missing component in physical education teacher preparation. We discuss the current state of diversity in PETE, leading to a discussion of social justice as a theme in teaching and teacher education in physical education. Next, we detail the underpinnings of social justice pedagogies in physical education and the need for infusing cultural humility in PETE. 相似文献
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Jan Parker 《Teaching in Higher Education》2013,18(4):373-386
The welcome new attention paid to subject teaching should have bridged the old divide between pedagogical and disciplinary research. But this paper argues that the focus on subject, rather than disciplinary communities is part of the commodification of higher education; that what is needed to re-energise both teachers and students is an inclusive new model of disciplinary education based on an engaged community's processes and practices. Each discipline, it is proposed, will model differently its practices, knowledge creation and dissemination, its writing, its community. The model may change received ideas about the focus and central concerns of the discipline, and in modelling disciplinary learning will change teaching and assessment. The model will be discipline specific and, as such, will resist generic and imposed 'skills and outcomes' frameworks. Evolving out of practice, rather than an external agenda, it should link disciplinary and pedagogical research so that they are mutually informing and transforming. 相似文献
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Luis Miguel Villar Angulo P. de Vicente Rodriguez A. Bolivar Botia E. Molina Ruiz M.J. Leon Guerrero M.J. Gallego Arrufat 《欧洲师范教育杂志》1994,17(3):187-206
The aim was the reconstruction of a school curriculum in reflective teaching situations within a co‐operative culture. Two working assumptions were considered: (a) teacher development was based on teacher thinking and (b) school organisation followed a co‐operative culture paradigm. The process features were: (a) university team consisted of external advisers; (b) school curriculum and classroom instruction were reviewed by school teachers; (c) case study as a research approach; (d) ethnographic techniques to collect data; (e) data analysis by a computer program; (f) teachers’ reflective cycle to reconstruct practice; and (g) teachers’ portfolios: narrative vignettes, etc. Findings showed: (a) a collaborative process school‐university; (b) teachers’ thinking and attitudinal change; (c) mobilisation of teachers’ talents and values to work together: (i) teacher dyads to reflect on teaching; (ii) advisers’ writing narrative vignettes; (Hi) collegial coaching; and (iv) curriculum materials designed by teachers. Two conclusions can be accepted: (a) teachers’ pedagogical practical knowledge showed diversity of their implicit theories to design action; and (b) teachers’ grounded theory confirmed that the educational action was based on a co‐operative and reflective culture. 相似文献