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1.
Educating for sustainability has been a key principle underpinning the primary/middle undergraduate teacher education programme at an Australian University for the past decade. Educating for sustainability seeks to provide knowledge and understanding of the physical, biological, and human world, and involves students making decisions about a range of ethical, social, environmental and economic issues, and acting upon them. This study (a part of the ongoing evaluation of our courses) focuses on pre-service teachers (PSTs) who have selected a minor in science and mathematics. Participatory and inclusive learning processes, transdisciplinary collaborations, experiential learning, and the use of local environment and community as learning resources as outlined by Sterling (2001) have formed the basis of much of our practice to develop PSTs’ confidence and competence to teach science. This paper explores one pedagogical practice, environmental pledges which the preservice teachers undertook for 15 weeks. The focus is on the impact that undertaking an environmental pledge has had on the personal and professional lives of two groups, first, four cohorts of final-year science and mathematics pathway PSTs, and second, a small group of early-career teachers who had completed the course in previous years. Data have been collected from final-year science and mathematics students and early-career teachers using ethnographic methods to provide insight into their experiences of using the pledge.  相似文献   

2.
The notion of pedagogical content knowledge (PCK) was posited in the context of school teaching and the knowledge used by teachers teaching school students. It has been examined for a number of discipline areas, notably mathematics. There are, however, other teaching contexts, including those of teacher educators, whose students are pre-service teachers (PSTs). The content these teacher educators teach is not subject discipline knowledge (or not solely), but the PCK for teaching a subject discipline. What knowledge do teacher educators use as they teach PCK? This paper presents a framework for the PCK required of mathematics teacher educators as they work to develop PSTs’ PCK for teaching mathematics. The framework builds on existing research into PCK and categorises aspects of the work of teacher education. The framework’s usefulness is examined by studying the PCK used by the first author in building PSTs’ understanding of mathematics teacher PCK.  相似文献   

3.
Recent changes to the Australian Curriculum reinforce the need for all educators to value the cultures and perspectives of Aboriginal and Torres Strait Islander students. The disproportionately high levels of educational disadvantage experienced by many of these students has prompted the Australian Institute for Teaching and School Leadership to introduce two teacher standards aimed at improving awareness of Aboriginal and Torres Strait Islander cultures and histories, and enactment of pedagogies that support Aboriginal and Torres Strait Islander student learning. We describe a pilot study focussed on one cohort of final year mathematics and science primary/middle pre-service teachers (PSTs) as they navigate these standards. We explore PSTs’ self-reported knowledge and confidence before and after targeted interventions designed to cultivate cultural responsiveness. Although the findings suggest an increase in PSTs’ perceived confidence, further work is needed towards what could be considered culturally responsive pedagogies for early career mathematics and science teachers.  相似文献   

4.
As a multi-disciplinary team of teacher educators (in English Language Arts, English as a Second Language/Foreign Language, science, and social studies), we consider how secondary pre-service teachers (PSTs) perceive content-area literacy integration through practitioner-research study of how PSTs constructed Quad Text Sets (QTS). Results indicated that PSTs envisioned QTS as a means to teach content-specific background knowledge, and to a lesser extent content-specific literacy and general literacy. Despite positive perceptions of QTS, some PSTs, particularly science PSTS, struggled to recognize literacy’s role in content-area classrooms. We explore how teacher educators can help PSTs incorporate literacy strategies into secondary classrooms.  相似文献   

5.
Opportunities for experiential learning in teacher education are increasingly important as the demographics of teachers and students diverge. I draw on place-conscious pedagogies, funds of knowledge, and teacher development theories to inquire into pre-service teachers' developing conceptions of community as they engaged in a project meant to introduce them to the local communities. Findings suggest that PSTs’ experiences with communities growing up limit their understanding of reciprocity between communities and schools as teachers. The findings have implications for the ways that teacher educators incorporate experiential learning into their programs.  相似文献   

6.
This article extends the literature on teachers’ career paths by attending to the experiences of educators when they were students in secondary classrooms. Grounded in the perspective that biography is central to teaching, we investigate undergraduate pre-service teachers’ educational experiences, views on teaching and learning, and professional plans. We draw upon life history interviews with 40 prospective teachers at three institutions across Pennsylvania, USA. We find that past educational experiences are intricately connected with career choice, intended professional path, and pedagogical focus. This paper identifies and discusses three forms of modeling – disciplinary, mentoring, and empowering – which influence pre-service teachers in powerful and enduring ways. These forms of modeling expand our understanding of teachers’ career intentions and apply the apprenticeship of observation to planned career paths.  相似文献   

7.
Early childhood educators currently provide content focused learning opportunities for children in the areas of well-being and environmental education. However, these are usually seen as discrete content areas and educators are challenged with responding to children’s interests in popular-culture inspired food products given these influence their consumption of energy-dense, nutrient-poor and highly packaged food in the early childhood setting. This paper reports preliminary findings from a pilot randomised trial examining the interconnectedness of sustainability, well-being and popular-culture in early childhood education. Planning, assessment documentation and summaries from twenty-four learning experiences implemented by six educators over a six-week period were analysed using a deductive approach. Twenty well-being and environmental education topics were identified and shown to be generated by the educators when considering the children’s ‘funds of knowledge’ on popular-culture inspired food products. We argue that topics derived from children’s engagement with popular-culture may help educators to create an integrated approach to curriculum provision. This may impact child weight and facilitate obesity prevention and environmental sustainability as children create stronger connections between these content areas and their everyday choices and practices.  相似文献   

8.
One response to the disconnect between principle-based university methods courses and practice-oriented elementary school classrooms has been to create co-learning spaces by bringing prospective teachers (PSTs), practicing mentor teachers (MTs), and teacher educators together to explore key ideas related to teaching and learning. The purpose of this study was to examine MTs’ and PSTs’ perspectives on their experiences in co-learning events designed to maximize co-construction of knowledge that might lessen the gap between theory and practice. Findings from the analysis of interviews with 16 PSTs and 22 MTs included numerous benefits of co-learning events, including opportunities for (a) MTs to learn about PSTs’ world and build relationships; (b) PSTs to learn from MTs’ practical knowledge; and (c) to foster diverse perspectives and mutually beneficial collaboration. Participants also described tensions related to positioning MTs and PSTs in collaborative roles. Implications for the design of co-learning events in teacher education are discussed.  相似文献   

9.
This article looks across two teacher education programs to review the tensions and benefits of critical, project-based (CPB) clinical experiences. The first study examines a project embedded within a methods course focused on secondary English language arts (ELA) preservice teachers (PSTs) engaging with youth around a shared writing activity. In the second study, PSTs partnered with local high school students to consider the relevance of writing in and out of schools. We consider how CPB clinical experiences served as mediating spaces that address the disconnect between universities, schools, and communities (Zeichner, 2010). Data analysis suggested there are numerous tensions and benefits associated with CPB clinical experiences for PSTs, teacher educators, and school-based teachers and students. We draw on the findings from this study to make recommendations for future iterations of such work.  相似文献   

10.
ABSTRACT

This study utilized cultural historical activity theory to explore the evolution of nine preservice teachers’ (PSTs’) conceptions of social justice teaching while enrolled in a social justice-oriented teacher education program. From three interviews conducted over one year, findings show that tensions PSTs encountered while student teaching in high-poverty schools predominantly shaped their thinking. PSTs’ conceptions of social justice teaching evolved to include navigating inequitable systems, loving students critically, and viewing social justice teaching as uniquely personal. Implications include the importance of teacher educators leveraging inevitable student-teaching tensions as learning opportunities to further PSTs’ commitment to social justice teaching.  相似文献   

11.
ABSTRACT

This study explored preservice teachers’ (PSTs) perceived competencies and weaknesses in regard to working with a diverse range of students’ families, as well as what contributes to their level of preparedness to serve different family types. A sample of 25 Elementary Education PSTs completed surveys and participated in interviews related to their family-related coursework and experiences, memories of home-school connections, and future plans to connect with students’ families. Numeric frequencies of responses showed that PSTs felt the most prepared to serve traditional (‘nuclear’) families and the least prepared to serve divorced, single and same-sex parents. A thematic analysis revealed a contrast between participants who simply desired to serve and those who felt ready to serve different family types. Participants also rejected the notion of a ‘normal’ family, while simultaneously using heteronormative language when discussing different family types. The article offers implications for teacher educators.  相似文献   

12.
Increasingly, school teachers are expected to be able to teach about and across cultures, as well as teach in digitally enriched classrooms. Teacher educators are expected to prepare their teaching students for such challenges. One university designed the eTutor online environment to enhance and support the development of pre-service teachers’ (PSTs) intercultural capability, as well as enhance their capability to use digital technologies in their own teaching practices. Over 450 PSTs and school students from eight schools across four countries interacted with each other online for a 14-week period. Participants posted blogs, comments, wall posts and shared images and videos centred on cultural exchange. Despite the challenges of access to technology and conflicting calendars, eTutor was seen by participating schools as a potentially useful way to engage their students in intercultural learning. The experience of interacting with children from multiple cultures in an online environment contributed positively to a shift, for the majority of PSTs, from an ethnocentric to a more ethnorelative worldview. However, PSTs found establishing relationships with students in the online environment challenging.  相似文献   

13.
To develop preservice teachers’ (PSTs’) knowledge and practice for complex teaching, a pedagogical innovation featured a design of saturate, situate, and synthesize. Small-group inquiry into English teaching challenges was guided by a course saturated with diverse resources, situated in K-12 classrooms, and supported by visualization tools and reflection for synthesis. A case of one diverse group analyzes how they developed knowledge and practice for facilitating discussion to support critical response to text. Supported by diverse resources and synthesizing tools, discourse analysis into their culturally and linguistically diverse students’ interactions, social dynamics, and perspectives shaped PSTs’ conceptions of students co-constructing discussion.  相似文献   

14.
This ethnographic case study examines how Black educators at an urban middle school enacted critical place pedagogies in order to create a sense of community – that is, a sense of belonging to the place of school – and mutual nurturing between people and space in an attempt to transform how their Black males experienced school. Educators at Starks Middle School did this in order to subvert the failure narrative that describes negative schooling experiences and the ultimate failure of Black boys across this nation. Place pedagogies of Starks Middle School – the signs, symbols, text, pictures, and affirmations used to educate, encourage, and inspire students – were enacted in order to reimagine school space for their Black male students.  相似文献   

15.
The present article extends Basil Bernstein’s theorisation of ‘discourses’ and ‘knowledge structures’ to explore the potential of educational knowledge structures to enable or constrain cumulative learning, where students can transfer knowledge across contexts and build knowledge over time. It offers a means of overcoming dichotomies in Bernstein’s model by conceptualising knowledge in terms of legitimation codes (bases of achievement) and semantic gravity (context‐dependency of knowledge). This developed framework is used to analyse two contrasting examples of curriculum – from professional education at university and secondary school English – that aim to enable cumulative learning. Analyses of students’ work products show that both cases can constrain knowledge‐building by anchoring meaning within its context of acquisition. The basis for this potential is located in a mismatch between their aims of enabling students to learn higher‐order principles and their curricular means that focus on knowers’ dispositions rather than articulating principles of knowledge.  相似文献   

16.
This study examined preservice teachers’ (PSTs) capacity for lesson planning in a university-based teacher preparation program in the USA Participants (n?=?126) wrote lesson plans in three approaches: synthesis, creation, and modification. Findings indicate that PSTs who modified preexisting lesson plans produced better lesson plans than their peers and reported higher efficacy in their use of the lesson plan in their field experiences. This study supports the notion that the efficacy of first-year teaching lies more appropriately in the area of enacting curriculum than in the area of designing curriculum. With respect to career-long learning, PSTs’ abilities to do curriculum work are likely to improve, as they grow more familiar with students and existing excellent curricula over years. Although the study presents a snapshot of U.S. preservice teachers’ capacity for curriculum design, the findings may serve to inform the literature on the developmental aspect of curriculum design for teacher education systems across the world.  相似文献   

17.
This study examined borderland discourse emergent from the practicum experiences of non-native English speaking pre-service teachers (PSTs) in a Thai primary school. Borderland discourse is defined as a space where personal and professional constructs intersect, which is often in a state of dissonance. Over a ten-week practicum period, the PSTs narrated their experiences through a dialogic reflective journal with their teacher-educator. A main issue was the dissonance between PSTs’ expectations with the reality of their teaching context. Some of which were the Thai students’ inability to communicate in English and the use of a syllabus that did not reflect the students’ language abilities. This led to a renegotiation of PSTs’ pedagogical approaches. This study also highlighted potential challenges that non-native English speaking PSTs may face if teaching in a context that is linguistically or culturally different from theirs, as well as a brief account of English language education in Thailand.  相似文献   

18.
Narrative inquiry as a methodological approach enables us to examine how people represent their experiences and selves through storytelling (Chase, S. E. 2005. ‘Narrative Inquiry: Multiple Lenses, Approaches, Voices.’ In The Sage Handbook of Qualitative Research, edited by N. Denzin and Y. Lincoln, 651–679. London: Sage). To understand these constructions, other kinds of knowledge are required. Theories of social life, for example, help to interpret areas which narrative inquiry is good at revealing about human experiences such as the animation of temporality, sociality and place (Clandinin, J., V. Caine, A. Estefan, J. Huber, M. S. Murphy, and P. Steeves. 2015. ‘Places of Practice: Learning to Think Narratively.’ Narrative Works 5 (1). Accessed November 30, 2017. https://journals.lib.unb.ca/index.php/NW/issue/view/1799). Drawing on interviews with practice educators and final-year undergraduate early childhood education and care (ECEC) students in North-West Ireland, this paper considers how narrative inquiry and education theories work together to illuminate key learning experiences of ECEC undergraduate students during 12-week practice placements. In this paper I attempt to show how two education theories – ‘Threshold Concepts’ and ‘Communities of Practice’ – shed light on the nature of these key learning experiences. The paper suggests that narrative inquiry offers an emancipatory research approach by uncovering human and reflective elements of learning journeys made by ECEC students during their practice placements.  相似文献   

19.
Julia Bahner 《Sex education》2018,18(6):640-654
This paper analyses sexuality and relationship education (SRE) in a Swedish college programme aimed at young people with mobility impairments. Interviews and focus groups were conducted to explore students’ experiences of the structure, content and usefulness of SRE, and college personnel’s SRE practices. Results show that, although many of the issues covered are pertinent for all young people, being disabled raises additional concerns: for example how to handle de-sexualising attitudes, possible sexual practices, and how reliance on assistance impacts upon privacy. Crip theory is used as an analytical framework to identify, challenge and politicise sexual norms and practices. Students’ experiences of living in a disablist, heteronormative society can be used as resources for developing cripistemologies, which challenge the private/public binary that often de-legitimises learners’ experiences and separates them from teachers’ ‘proper’ knowledge production. Crip SRE would likely hold benefits for non-disabled pupils as well, through its use of more inclusive pedagogy and in work to expand sexual possibilities. Crip SRE has the potential to disrupt taken-for-granted dis/ability and sexuality divides as well as to politicise issues that many young people presently experience as ‘personal shortcomings’.  相似文献   

20.
ABSTRACT

As part of long-standing efforts to promote undergraduates’ success in science, researchers have investigated the instructional strategies and motivational factors that promote student learning and persistence in science coursework and majors. This study aimed to create a set of brief measures that educators and researchers can use as tools to examine the undergraduate motivational experience in science classes. To identify key motivational processes, we drew on self-determination theory (SDT), which holds that students have fundamental needs – to feel competent, related, and autonomous – that fuel their intrinsic motivation. When educational experiences meet these needs, students engage more energetically and learn more, cumulatively contributing to a positive identity as a scientist. Based on information provided by 1013 students from 8 classes in biology, chemistry, and physics, we constructed conceptually focused and psychometrically sound survey measures of three sets of motivational factors: (1) students’ appraisals of their own competence, autonomy, and relatedness; (2) the quality of students’ behavioural and emotional engagement in academic work; and (3) students’ emerging identities as scientists, including their science identity, purpose in science, and science career plans. Using an iterative confirmatory process, we tested short item sets for unidimensionality and internal consistency, and then cross-validated them. Tests of measurement invariance showed that scales were generally comparable across disciplines. Most importantly, scales and final course grades showed correlations consistent with predictions from SDT. These measures may provide a window on the student motivational experience for educators, researchers, and interventionists who aim to improve the quality of undergraduate science teaching and learning.  相似文献   

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