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1.
Charoula Angeli 《Learning, Media and Technology》2004,29(2):139-151
The study examined the extent to which case‐based learning could have an effect on pre‐service teachers' beliefs about the pedagogical uses of ICT in the classroom. One hundred second year early childhood pre‐service teachers enrolled in an ICT course participated in the study. Research data were collected with a questionnaire, reflection papers, course evaluations and focus interviews. The findings showed that initially the majority of pre‐service teachers had negative beliefs and certain misconceptions regarding the pedagogical uses of ICT and that case‐based learning effected their beliefs and conceptions. Future research studies should examine the extent to which a case‐based learning approach for the teaching of ICT in pre‐service teacher training can actually have an effect on appropriately integrating ICT into real classroom practices. 相似文献
2.
Louise Starkey 《Teachers and Teaching》2013,19(2):233-244
Beginning teachers are entering the profession with increasing confidence in their ability to use digital technologies which has the potential to change the way teachers of the future make pedagogical decisions. This paper explores how pedagogical reasoning and action might occur in the digital age, comparing Schulman’s 1987 model with the reality for a small sample of digitally able beginning teachers as part of the emerging generation of teachers. The latter were examined through a multiple case study during their first year of teaching as they made decisions about using digital technologies within their teaching practice which gave an insight into pedagogical reasoning and action through the use of open‐ended interviews and observation. The conclusion drawn is that while the pedagogical reasoning and action model remains relevant, it was based on an assumption that teaching involves knowledge being passed from a teacher to their students, which was found to restrict innovation by digitally able teachers. A broader interpretation of knowledge and teaching within this model building on emerging learning theory could help reform practice once again, providing a framework for teachers in the digital age. 相似文献
3.
Jane Wilkinson Anette Olin Torbjørn Lund Else Stjernstrøm 《School Leadership & Management》2013,33(3):224-239
In this paper, we propose the concept of leading as travelling practices in order to understand how enhanced pedagogical practices ‘catch on’ in educational sites. Drawing on parallel case studies in Australia, Sweden and Norway, we analyse how leading practices moved within and between settings, transforming the discursive, material and social conditions for teaching and learning. We examine the composition and ecological connections of these leading practices with professional learning and pedagogical practices in schools and pre-schools. We conclude that practice-informed lens can shed new light on the spread of practices, which foster the conditions necessary for transformed pedagogy. 相似文献
4.
Mary R. Sudzina 《Educational Psychology Review》1997,9(2):199-260
Recent interest and inquiry into constructivism, pedagogical content knowledge, and case study methodology are influencing the content and goals of educational psychology in teacher preparation. The reasons seem clear: The content of educational psychology lends itself to authentic, active, and pragmatic applications of theory to school practices, as well as to investigations of a variety of educational issues, perspectives, and contexts which can be viewed through case study, a constructivist problem-based approach to learning. Widely-used educational psychology texts are including constructivism as a cognitive alternative to behaviorist and information processing views of teaching and learning. Concurrently, case studies are being integrated in educational psychology texts, and a myriad of case texts have appeared with application to educational psychology courses. This article considers the decisions, benefits, and difficulties in teaching educational psychology through a constructivist case study approach. 相似文献
5.
This study investigated the use of Facebook as a medium for, and process of, teachers’ informal professional learning regarding mathematical and pedagogical knowledge. Facebook responses to four inter-related posts about mathematics examples from Facebook users (N = 117) were captured and systematically analysed using content analysis. The data were examined through the lens of the five characteristics of the Effective Professional Development framework. The results identified different types of responses to the four Facebook posts including the opening of learning opportunities, rich mathematical and pedagogical discussions, respondents’ appreciations and direct impacts of the posts, as well as the acknowledgement of the misalignment between the proposed ideas and current teaching practices in Indonesia. These responses provided evidence that all five characteristics of the framework were apparent and highlighted the role of Facebook in supporting teacher informal professional learning within the Indonesian context. The limitations of such social networking-based research and implications for teacher professional development are provided. 相似文献
6.
Helen Askell‐Williams Rosalind Murray‐Harvey Michael J. Lawson 《The Teacher Educator》2013,48(4):237-263
Abstract Students develop robust mental models of teaching and learning during their school years, and as such, often teach as they were taught—possibly perpetuating practices that limit intellectual inquiry in classrooms. This paper reports on an analysis, using a conceptual framework and NUD?1ST software, of a cohort of 3rd‐year teacher education students' reflections on changes in their mental models following their experiences in a problem‐based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self‐reflection and peer collaboration for cognitive and professional growth; and (c) processes of inquiry for developing self‐regulated learning practices. 相似文献
7.
Kathleen J. Roth Helen E. Garnier Catherine Chen Meike Lemmens Kathleen Schwille Nicole I.Z. Wickler 《科学教学研究杂志》2011,48(2):117-148
The Science Teachers Learning from Lesson Analysis (STeLLA) project is a videobased analysis‐of‐practice PD program aimed at improving teacher and student learning at the upper elementary level. The PD program developed and utilized two “lenses,” a Science Content Storyline Lens and a Student Thinking Lens, to help teachers analyze science teaching and learning and to improve teaching practices in this year‐long program. Participants included 48 teachers (n = 32 experimental, n = 16 control) and 1,490 students. The STeLLA program significantly improved teachers' science content knowledge and their ability to analyze science teaching. Notably, the STeLLA teachers further increased their classroom use of science teaching strategies associated with both lenses while their students increased their science content knowledge. Multi‐level HLM analyses linked higher average gains in student learning with teachers' science content knowledge, teachers' pedagogical content knowledge about student thinking, and teaching practices aimed at improving the coherence of the science content storyline. This paper highlights the importance of the science content storyline in the STeLLA program and discusses its potential significance in science teaching and professional development more broadly. © 2011 Wiley Periodicals, Inc., J Res Sci Teach 48: 117–148, 2011 相似文献
8.
This article describes one aspect of a year‐long study of primary level teachers’ and children’s (Grades 1‐3; children aged 6‐9 years) use of the language arts component of SuccessMaker, an Integrated Learning System (ILS). Using information gathered from teacher surveys and classroom observation, we documented areas where the curricula embedded in the ILS were congruent with teachers’ normal curricula and pedagogical practices. However, we also found numerous instances of incongruity. To illustrate our findings we use the case of phonics instruction to reveal discrepancies between normal practice and computer‐based learning. The differences in content, presentation sequence and instructional practices raise issues about the appropriate relationship between computer‐based instruction and teachers’ normal practices. 相似文献
9.
The purpose of this study was to investigate the role and characteristics of virtual learning objects in selected classroom cases. Four Finnish cases represented such pedagogical approaches as student‐centeredness, process orientation and collaborative inquiry. The case study approach enabled the investigation of concrete practices in using learning objects in ordinary classroom settings. The goal of the study was to examine the interrelatedness of the teachers’ pedagogical practices with characteristics and affordances of the learning objects, in order to understand how learning objects can support the development of advanced pedagogical practices in schools. The data used were qualitative, consisting of the participating teachers’ agendas, and observations and video recordings during classroom sessions. The results indicate that the learning objects were mostly used as exploration tools, information sources, assessment models and objects of discussion. An expert‐like use of knowledge was characteristic in the pedagogical settings, especially when the teacher was experienced in using ICT in teaching. However, not all the learning objects supported such practices, thus preventing a teacher from reaching intended pedagogical aims. 相似文献
10.
‘If they can say it they can write it’: Inclusive pedagogies for senior secondary physical education
Pedagogical practices are fundamental to teachers' work, and in the spaces of schooling impact significantly on students' success and achievement (Evans, J. 1986. Physical Education, Sport and Schooling: Studies in the Sociology of Physical Education. London: Falmer Press.). This is especially the case for students from disadvantaged backgrounds who are deeply reliant on schooling for their educational resources. This article explores the interrelationships between pedagogical practices, the physical education curriculum at the senior secondary level and learning by both students and a teacher in a school located in an area of socio-economic disadvantage. Action research investigating a pedagogical redesign of a unit of ‘Skill Acquisition’ is the specific focus. Of key interest are pedagogical practices that incorporated opportunities to learn ‘about’ Skill Acquisition ‘through’ and ‘in’ movement. These practices attempted to develop and apply scientific literacies specific to the human movement sciences, which are important for academic success in senior secondary physical education. Findings reveal high student engagement, increasing utilisation of scientific literacies and application of new learning to life-world situations. We argue that pedagogical practices that integrate learning ‘about’ ‘through’ and ‘in’ movement disrupt default modes of teaching theoretical concepts in physical education, which diminish opportunities for academic success amongst students from low-socio-economic backgrounds. 相似文献
11.
Margaret Macintyre Latta 《Teaching Education》2013,24(3):183-196
A dominant theme arising out of a research project concerned with elucidating theory–practice relations in prospective and practicing teachers is the role and place of fear in what it means to teach and to learn. The text for this paper grew out of extended conversations the researcher had with 12 of these participants forming a self‐study research group centered on reconfiguring the concept of fear as holding agency within teaching and learning. Fear and its relation to the lives of teachers is examined alongside these 12 teachers naming fear as an internal concept they grapple with daily in their teaching/learning practices as they confront the given risks and opportunities inherent within the acts of teaching and learning. Participating teachers portray fear as a disconnect between self and other(s) that contains and restrains their practices, compartmentalizing knowledge, separating pedagogy from content, and theory from practice, halting fear as a moving force to be grappled with through deliberation and interaction. Such contained disconnect between teachers and their teaching/learning practices is evidenced through a disregard for self‐understanding, pedagogical tone, and plurality and natality. The result of such disregard is teacher epistemological and ontological insecurity undermining teaching and learning. The relevance and power of theory in addressing such insecurity is evidenced. Seeking accordance within the act of teaching for learning’s sake are the fearful risks and opportunities integral to the work of teachers. 相似文献
12.
Abstract This article reviews research on pedagogies associated with the use of information and communications technology (ICT) in primary and secondary schools. We propose a framework for examining pedagogical practices based on an analysis of the nature of pedagogy as revealed in the literature. In the light of this framework we discuss empirical evidence of the use of different types of ICT in different subjects and phases of education. We identify pedagogical issues associated with ICT use and their implications for teachers' pedagogical reasoning and practices. The evidence suggests that new affordances provided by ICT-based learning environments require teachers to undertake more complex pedagogical reasoning than before in their planning and teaching that incorporates knowledge of specific affordances and how these relate to their subject-based teaching objectives as well as the knowledge they have always needed to plan for their students' learning. In addition the research shows that teachers' beliefs about the value of ICT for learning and the nature of successful learning environments are important in teachers' pedagogical reasoning 相似文献
13.
What are the barriers to technology‐rich inquiry pedagogy in urban science classrooms, and what kinds of programs and support structures allow these barriers to be overcome? Research on the pedagogical practices within urban classrooms suggests that as a result of many constraints, many urban teachers' practices emphasize directive, controlling teaching, that is, the “pedagogy of poverty” (Haberman, 1991 ), rather than the facilitation of students' ownership and control over their learning, as advocated in inquiry science. On balance, research programs that advocate standards‐based or inquiry teaching pedagogies demonstrate strong learning outcomes by urban students. This study tracked classroom research on a technology‐rich inquiry weather program with six urban science teachers. The teachers implemented this program in coordination with a district‐wide middle school science reform. Results indicated that despite many challenges in the first year of implementation, students in all 19 classrooms of this program demonstrated significant content and inquiry gains. In addition, case study data comprised of twice‐weekly classroom observations and interviews with the six teachers suggest support structures that were both conducive and challenging to inquiry pedagogy. Our work has extended previous studies on urban science pedagogy and practices as it has begun to articulate what role the technological component plays either in contributing to the challenges we experienced or in helping urban science classrooms to realize inquiry science and other positive learning values. Although these data outline results after only the first year of systemic reform, we suggest that they begin to build evidence for the role of technology‐rich inquiry programs in combating the pedagogy of poverty in urban science classrooms. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 128‐150, 2002 相似文献
14.
ABSTRACTThis paper investigates the underexplored area of othering of migrant academics within their teaching context. Nine personal narratives of migrant academics’ teaching were analysed qualitatively for indications of pedagogical othering. Migrant academics indicated the need to align their own pedagogic values and practices with that of their host institutions they work in as they felt their own values and practices were considered less desirable. We argue, from a Gramsci’s hegemonic perspective, that the pedagogic adaptation by migrant academics aimed at improving student learning is not problematic in itself, but more problematic is the inequality of opportunity for migrant academics to contribute to pedagogical decisions which can meaningfully influence the departmental culture. Lack of pedagogic democracy where the ‘home’ academic environment has a monopoly of knowledge and a hegemonic position regarding learning and teaching can compromise the student-learning experience by limiting articulation of alternative pedagogical perspectives by the migrant international academics. 相似文献
15.
ABSTRACTAlthough generic skills have received widespread attention from both policymakers and educationalists, little is known regarding how students acquire these skills, or how they should best be taught. Hence, the aim of this study was to identify what kinds of pedagogical practices are behind the learning of eight particular generic skills. The data were collected from university students (N =?163, n?=?123) via Internet questionnaires. The findings from regression analyses showed that teaching practices involving collaboration and interaction as well as features of a constructivist learning environment and integrative pedagogy predicted the learning of generic skills – such as decision-making skills, different forms of creativity, and problem-solving skills. In contrast, the traditional forms of university teaching – such as reading, lecturing, and working alone – were negatively associated to learning generic skills. Overall, this study offers detailed information about the pedagogical practices that nurture learning generic skills in university contexts. 相似文献
16.
Sylvain Doussot 《Educational Action Research》2020,28(2):310-324
ABSTRACTKey studies in history education (from France and the USA) are discussed and compared in order to explore their methodological issues in terms of the types of knowledge they can generate about teaching and learning. An epistemological framework that relates the history of historians as an inquiry to that of the classroom provides the criteria for this comparative analysis, which is inscribed in Abbott’s epistemologico-institutional social sciences analysis through the identification of two basic debates that structure history education research, namely subject-matter knowledge vs pedagogical practices, and teaching and learning rules of methods vs habits of thinking. This analysis points out the conditions for the development of a formative school history inquiry (to have students work on their own explanations, to put into play their set of beliefs about history), which determine the modalities of a specific action research. These modalities are detailed by the example of an action research on the case of the teaching of the French Revolution in the last grade of primary school: the sharing of pedagogical (by the professor) and academic (by the researchers) decisions, the collective production of data throughout the process. 相似文献
17.
ABSTRACTThis paper tells a story about the design, development and impact of a post-graduate Masters-level module aimed at (1) enabling groups of teachers within schools to develop innovative approaches to teaching and learning on the basis of their own Lesson Studies and (2) creating a school network of excellence for Lesson Study in the area as a context for building a cumulative evidence-base, which focuses on identifying and resolving enduring problems of teaching and learning in schools.The first part of the paper outlines the curriculum for the module and sets the innovative conceptual framework that underpins its design . This framework is innovative because it connects and unifies a number of distinct pedagogical perspectives. It links the methodology of Japanese Lesson Study with Stenhouse’s idea of ‘the teacher as a researcher’ and his ‘process model’ of curriculum development as an alternative to the globally dominant ‘objectives model’. Then in turn, the framework incorporates Marton and Booth’s pedagogical theory of ‘variation’.The paper argues that linking and fusing Lesson Study methodology with this wider context of pedagogical ideas unambiguously renders teacher research as learning study. 相似文献
18.
Susan A. Yoon Jessica Koehler-Yom Emma Anderson Joyce Lin Eric Klopfer 《Research in Science & Technological Education》2013,31(2):237-251
Background: This exploratory study is part of a larger-scale research project aimed at building theoretical and practical knowledge of complex systems in students and teachers with the goal of improving high school biology learning through professional development and a classroom intervention.Purpose: We propose a model of adaptive expertise to better understand teachers’ classroom practices as they attempt to navigate myriad variables in the implementation of biology units that include working with computer simulations, and learning about and teaching through complex systems ideas.Sample: Research participants were three high school biology teachers, two females and one male, ranging in teaching experience from six to 16 years. Their teaching contexts also ranged in student achievement from 14–47% advanced science proficiency.Design and methods: We used a holistic multiple case study methodology and collected data during the 2011–2012 school year. Data sources include classroom observations, teacher and student surveys, and interviews. Data analyses and trustworthiness measures were conducted through qualitative mining of data sources and triangulation of findings.Results: We illustrate the characteristics of adaptive expertise of more or less successful teaching and learning when implementing complex systems curricula. We also demonstrate differences between case study teachers in terms of particular variables associated with adaptive expertise.Conclusions: This research contributes to scholarship on practices and professional development needed to better support teachers to teach through a complex systems pedagogical and curricular approach. 相似文献
19.
Vivien Hodgson 《Learning, Media and Technology》2017,42(2):198-213
While there are many studies exploring the phenomenon of lecturers’ use of learning technology within teaching practices in western higher education contexts, currently we know little about this phenomenon within less developed countries. In the paper, we discuss the findings from a phenomenographic study of lecturers’ conceptions of using learning technology in a Pakistani university context. We describe how lecturers’ use of learning technology is underpinned by their pedagogical understanding. Furthermore, we show that prevailing contextual socio-economic and technological limitations affect lecturers’ daily pedagogical practices and use of learning technology. The results of the study demonstrate the importance and influence of lecturers’ pedagogical understandings and of contextual limitations within daily teaching practices on their experiences of using learning technology. The findings have wider implications for our understanding of the variation in ways learning technology is understood and used within pedagogical practice in other developing and more developed contexts. 相似文献