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1.
The technological revolution that has finally permeated K-12 education has direct implications for modern teacher educators
whose “Hippocratic oath” is to best prepare future teachers for twenty-first-century classrooms. The goal of this article
is to suggest that the heart of sound technological implementation is to encourage students to use whatever tools are available
to explain the mathematical relations that underlie what they observe on the screen. We suggest ways in which Mishra and Koehler’s
construct of Technological Pedagogical Content Knowledge may be customized to provide a framework for guiding prospective
teachers’ efforts to develop and assess lesson plans that use technology in novel and effective ways. Data are presented in
the form of two contrasting case studies to illustrate the differing degrees to which prospective mathematics teachers leveraged
technology to teach themselves and their future students to explain the mathematics behind various topics. 相似文献
2.
Michail Kalogiannakis 《Education and Information Technologies》2010,15(1):3-17
The introduction of ICT (Information and Communication Technologies) presents new challenges for teachers and often meets
with their belief that ICT, as well as other changes present a factor, which can cause several changes in school. Although
there have been many education reforms regarding teachers’ training policy in recent years and the number of training programs
has been increased, they have not been able to satisfy teachers’ needs to a substantial degree. In this research the results
from an exploratory study conducted within the framework of a national training programme in Greece on ICT known as "In-service
teacher training in the use of ICT in Education" are presented. Based on a specially constructed questionnaire intended for
the educators, this research elicits teachers’ attitudes towards this programme. Some of the main results point out the preparedness
of these teachers to use ICT in the daily school practice. Furthermore, they expressed their wish for further in-training
programmes concerning the pedagogical development of the ICT use in class practice. 相似文献
3.
Erin E. Turner Corey Drake Amy Roth McDuffie Julia Aguirre Tonya Gau Bartell Mary Q. Foote 《Journal of Mathematics Teacher Education》2012,15(1):67-82
Research repeatedly documents that teachers are underprepared to teach mathematics effectively in diverse classrooms. A critical
aspect of learning to be an effective mathematics teacher for diverse learners is developing knowledge, dispositions, and
practices that support building on children’s mathematical thinking, as well as their cultural, linguistic, and community-based
knowledge. This article presents a conjectured learning trajectory for prospective teachers’ (PSTs’) development related to
integrating children’s multiple mathematical knowledge bases (i.e., the understandings and experiences that have the potential to shape and support children’s mathematics learning—including
children’s mathematical thinking, and children’s cultural, home, and community-based knowledge), in mathematics instruction.
Data were collected from 200 PSTs enrolled in mathematics methods courses at six United States universities. Data sources
included beginning and end-of-semester surveys, interviews, and PSTs’ written work. Our conjectured learning trajectory can
serve as a tool for mathematics teacher educators and researchers as they focus on PSTs’ development of equitable mathematics
instruction. 相似文献
4.
To promote the use of scientific inquiry methods in K-12 classrooms, departments of teacher education must provide science
teachers with experiences using such methods. To comply with state and national mandates, an apprenticeship course was designed
to afford preservice secondary science teachers opportunities to engage in an authentic, extended, open-ended inquiry. This
study describes three teachers’ apprenticeship experiences with a research scientist. Our model included placing preservice
teachers with scientists in expert/novice roles where each teacher would be actively engaged in constructing knowledge. From
triangulating interview, laboratory notebook, and reflective summary data resources, we identified common themes from re-occurring
statements. Findings indicated that participants acquired scientific skills and content knowledge; however, they expressed
limited use of these in their classrooms. 相似文献
5.
Given the high attrition rate of beginning science teachers, it is imperative to better prepare science preservice teachers,
so that they can be successful during the early years of their teaching. The purpose of this study was to explore science
preservice teachers’ views of themselves as a future teacher, in particular their hopes and fears for science teaching and
the experiences that help to shape their possible selves. Employed were qualitative methods, which included open-ended surveys
and face-to-face interviews. Eleven preservice teachers who enrolled in a secondary science teacher preparation program participated.
Findings showed six categories of future selves with the most frequent category being for effective/ineffective science teaching.
When their hoped-for and feared selves were not balanced, participants articulated more fears. Regarding the primary influence
in shaping their hopes and fears, diverse past experiences related to teaching and learning appeared to be more salient factors
than science teacher education program. Given the enriched understanding of the science preservice teachers’ perceptions,
we provided suggestions for science teacher educators. 相似文献
6.
Sedat Ucar 《Journal of Science Education and Technology》2012,21(2):255-266
Every aspect of teaching, including the instructional method, the course content, and the types of assessments, is influenced
by teachers’ attitudes and beliefs. Teacher education programs play an important role in the development of beliefs regarding
teaching and learning. The purpose of the study was to document pre-service teachers’ views on science, scientists, and science
teaching as well as the relations between these views and the offered courses over several years spent in an elementary science
teacher training program. The sample consisted of 145 pre-service elementary science teachers who were being trained to teach
general science to students in the 6th through 8th grades. The research design was a cross-sectional study. Three different
instruments were used to collect the data, namely, the “Draw a Scientist Test”, “Draw a Science Teacher Test”, and “Students’
Views about Science” tests. The elementary science teacher training program influenced pre-service science teachers’ views
about science, scientists and science teaching to different degrees. The most pronounced impact of the program was on views
about science teaching. Participants’ impressions of science teaching changed from teacher-centered views to student-centered
ones. In contrast, participants’ views about scientists and science did not change much. This result could be interpreted
as indicating that science teacher training programs do not change views about science and scientists but do change beliefs
regarding teaching science. 相似文献
7.
Amanda Jansen 《Educational Studies in Mathematics》2009,71(2):145-160
Prospective elementary teachers’ (N = 148) motivation to participate in whole-class discussions during mathematics content courses for teachers, as expressed
in their own words on an open-ended questionnaire, were studied. Results indicated that prospective teachers were motivated
by positive utility values for participating (to achieve a short-term goal of learning mathematics or a long-term goal of
becoming a teacher), to demonstrate competence (to achieve performance-approach goals), or to help others (to achieve social
goals). Negative utility values for participating were expressed by those who preferred to learn through actively listening.
Five motivational profiles, as composed of interactions among motivational values, beliefs, goals and self-reported participation
practices, were prevalent in this sample. Self-reported variations among participants’ utility values and participation practices
suggested that prospective teachers engaged differentially in opportunities to learn to communicate mathematically. Results
provide pedagogical learner knowledge for mathematics teacher educators.
Electronic supplementary material The online version of this article (doi:) contains supplementary material, which is available to authorized users. 相似文献
8.
Ahmad Mohammad Qablan Amjad Abuloum Jamal Abu Al-Ruz 《Journal of Science Education and Technology》2009,18(3):291-300
A series of interviews and classroom observations were conducted with a group of in-service science teachers, students, school
principal, and computer lab supervisors, from a “Discovery” female school in Jordan to assess their utilization of information
and communication technology (ICT) in teaching science. The study also intended to determine how these participants were using
ICT and if they had any internal and external impediments in the way of the effective integration of ICT in the teaching of
science. Results showed that some participants were using ICT creatively in their science teaching. However, despite considerable
political pressure to increase ICT use in the classroom, most expressed frustration at the lack of ICT tools, support from
the school, from the Ministry of Education, and from the surrounding community. The article proposes possible resolutions
to help these participants overcome their impediments. Some of the suggested resolutions for the internal impediments include
involving teachers in preparing the school’s time-table, equipping the school with more ICT tools and offering more training
courses for teachers. However, the suggested resolutions for the external impediments involve (1) The Ministry of Education
to rethink the administration of board examinations, (2) The school to sacrifice scoring higher in board examinations for
preparing more creative and more versatile students’ perspectives. 相似文献
9.
Trina L. Spencer 《Journal of Personnel Evaluation in Education》2007,20(3-4):211-226
This study examined cooperating teachers’ perceptions of how student teacher supervision is aligned with the standards of
the National Staff Development Council (NSDC). The conceptual framework of this research advanced that serving as a cooperating
teacher is equivalent to a professional development activity. The researcher adapted an instrument from the NSDC to measure
cooperating teachers’ perceptions in grades K-12. The survey was completed by 181 out of the 287 sample population. Cooperating
teachers moderately agreed that student teacher supervision aligned with the standards of the NSDC. This role used the three
categories needed for effective professional development: context, process, and content. 相似文献
10.
Greg Burnett Govinda Ishwar Lingam 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,11(5):303-321
This article reports on a study of Pacific primary school teachers’ and university lecturers’ reflections on their involvement
in the in-service Bachelor of Education degree programme offered at the regional University of the South Pacific (USP) in
Fiji. Two rich sets of data have emerged from this study. Firstly, there are a number of critical reflections by ourselves
as teacher educators concerning levels of equitable student access and participation in our degree as it is reconceptualised
for distance and flexible delivery to increase levels of teacher professionalism across the Pacific region. Secondly, there
has emerged a set of statements from teachers themselves about: teaching and learning; professional development opportunities;
and what it means to be a professional educator in the Pacific region. This later data suggests an alternative set of voices
in what has largely been a “conversation between us about them” conducted by Ministries of Education, Curriculum Development
Units, USP, other educational bodies and the media in the Pacific, but particularly Fiji, about teachers and teachers’ work.
Critical reflection upon our own practice as teacher educators and the voices of experienced teachers are particularly pertinent
not only as we seek to reshape a degree programme to suit the needs of the region’s primary school teachers but also as “rethinking”
debates about the purposes of education in the Pacific region are on-going yet exclusive. 相似文献
11.
Donna Alvermann Elizabeth Friese Sybilla Beckmann Achariya Rezak 《The Australian Educational Researcher》2011,38(2):203-220
The twofold purpose of this study was to trace prospective and practicing mathematics teachers’ understandings of content
area reading instruction in relation to domain knowledge in mathematics, and to examine the extent to which online pedagogical
mentoring supported the integration of such instruction and knowledge. The design called for two pairs of prospective and
practicing mathematics teachers to develop, implement, and reflectively evaluate four lessons. A multilevel mentoring approach
was used to leverage the valuing of domain knowledge in mathematics. Course materials, lesson plans, teacher reflections,
mentors’ feedback, interviews, and case reports were analysed using Bourdieu’s concepts of cultural capital, field, and misrecognition.
Results indicate that despite the study’s focus on prioritising domain knowledge through pedagogical mentoring, the instances
in which such knowledge were integrated effectively with reading instruction varied in relation to a mentor’s expertise in
mathematics. If reading teacher educators are to support prospective and practicing mathematics teachers in content area reading
instruction, additional sources of mathematics cultural capital are needed. 相似文献
12.
Over recent decades, educators have recognized the crucial importance of teaching environment and contextual factors in teaching
and learning outcomes. Public and private schools are among those teaching contexts that have been in competition for teaching
quality and effectiveness for many years. This study investigated the effectiveness of some English teachers in these two
school contexts in a foreign language setting, Iran. Seventy-six public and private high schools in a small city in Iran were
selected, and their English teachers’ performance was evaluated by an external observer and self-evaluation using a high-inference
observation instrument and a questionnaire. The result of the data analysis showed that English teachers who worked in private
schools were more effective teachers than their colleagues in public schools. The results also revealed that teacher effectiveness
and their years of teaching experience and age were weakly but significantly related. Furthermore, it was found that teachers’
type of university degree and the location of schools (disadvantaged vs. privileged areas of the city) were not related to
teachers’ effectiveness. 相似文献
13.
This study investigated the extent to which teacher professional development led to changes in science instruction in K-2
classrooms in rural school districts. The research specifically examined changes in (a) teachers’ content knowledge in science;
(b) teachers’ self-efficacy related to teaching science; (c) classroom instructional time allotted to science; and (d) instructional
strategies used in science. The study also investigated contextual factors contributing to or hindering changes in science
instruction. Data sources included a teacher survey, a self-efficacy assessment, content knowledge tests, interviews, and
classroom observations. After one year in the program, teachers showed increased content knowledge and self-efficacy in teaching
science; they spent more instructional time on science and began using different instructional strategies. Key contextual
factors included curricular demands, resources, administrative support, and support from other teachers. 相似文献
14.
Kristina Andersson 《Research in Science Education》2012,42(2):281-302
This study illuminates teachers’ conceptions of gender and science and possibilities to challenge these conceptions. Since
2005, a group of teachers (K-6) in Sweden have met approximately once a month in two-hour seminars to discuss and develop
their instruction in science and technology based on a gender perspective. The present data consist mainly of audio-recordings
of the teacher seminars and video-recordings of science activities with students. Analysis of the empirical data has been
carried out in several stages and was inspired by thematic analysis, the theoretical framework of which is based on Hirdman’s
and Beauvoir’s theories of gender. The results show that the teachers’ ideas about gender/equity and science exist on several
levels, within which various conceptions are represented. On the one hand, “reasoning around similarity”, where teachers consider
that both girls and boys should have the same prerequisites for working with science. In contrast, stereotypical conceptions
of girls and boys occur when the teachers evaluate their activities with students, and condescending attitudes toward girls
are also observed. The girls’ ways of working with science are not as highly valued as the boys’, and this outlook on children
can ultimately have consequences for girls’ attitudes towards the subject. When teachers are allowed to read their own statements
about the girls, they get “a glimpse of themselves”, and their condescending ideas about girls are made visible. In this way,
the teachers can begin their active work towards change, which may lead to new outlooks on and attitudes towards students. 相似文献
15.
Lasisi Ajayi 《The Urban Review》2011,43(5):654-680
English-as-a-second language (ESL) teachers’ sociocultural identities and teacher role identities are posited to be deeply
rooted in their personal histories. Yet, this being the case, how ESL teachers interpret, negotiate and construct their identities
in the pedagogical process remains underexplored. This study is an exploration of the influences of teachers’ social, linguistic,
cultural, and educational backgrounds on the conception of their roles as ESL educators. Fifty-seven teachers from inner-city
high schools in Los Angeles responded to a questionnaire and interviews and provided self-written perspectives on how their
personal histories mediated their pedagogical practices. Results indicated that the ESL teachers’ sociocultural identities
significantly shape their pedagogical practices. The implications of the findings are discussed. 相似文献
16.
Despite the frequent criticisms directed toward them, in-service teacher training (INSET) programmes remain one of the most
commonly used approaches for enhancing teachers’ professional development. This article reports on a study that examined the
effects of a part-time masters of education INSET programme based in Central China. The main source of data was reflective
papers written by 38 teacher participants; classroom observations and informal interviews also helped reveal the teachers’
perspectives on the programme. Whilst the programme was very popular, and had a variety of positive impacts on the teachers’
professional development, the programme paradigm involved several drawbacks. The results suggest that part-time INSET programmes
for rural teachers should be supplemented by various other forms of teacher development activities to meet the dual goals
of developing such programmes and providing professional development for teachers. 相似文献
17.
The need to equip science teachers with knowledge, skills, and habits of mind to face the challenges of teaching science through
inquiry informed this study, which analyzed the secondary science intern teachers’ beliefs about inquiry before, during, and
following a series of 2 consecutive science methods courses in an attempt to document the effect of such experiences on their
ability and willingness to infuse science inquiry in their science curricula. Nine science credentialing interns participated
in the study. Data was gathered from their written reflections and various assignments throughout the methods courses. Results
suggested that their beliefs changed significantly after the science methods courses. The implications of the study to secondary
science teacher educators and researchers were highlighted. 相似文献
18.
Our study investigates perspectives of mathematics teacher educators related to the usage of their mathematical knowledge
in teaching “Methods of Teaching Elementary Mathematics” courses. Five mathematics teacher educators, all with experience
in teaching methods courses for prospective elementary school teachers, participated in this study. In a clinical interview
setting, the participants described where and how, in their teaching of elementary methods courses, they had an opportunity
to use their advanced mathematical knowledge and provided examples of such opportunities or situations. We outline five apparently
different viewpoints and then turn to the similar concerns that were expressed by the participants. In conclusion, we connect
the individual perspectives by situating them in the context of unifying themes, both theoretical and practical. 相似文献
19.
Marina Papastergiou 《Education and Information Technologies》2011,16(3):281-299
The increasing importance that Information and Communication Technologies (ICT) have been gaining for Physical Education (PE)
and sports pedagogy has generated the need to prepare ICT-proficient prospective PE teachers within PE and sport science university
departments. This study was aimed at: (a) the design and implementation of two project-based elective courses on ICT in education
(entitled ‘Informatics in Education’ and ‘Computers in Physical Education Teaching’) for the undergraduate students of a PE
and sport science department, and (b) the investigation of students’ responses to the courses and instructor’s experiences
from organizing and imparting the courses. The courses were focused on educational multimedia and web development for PE.
Twenty-three students that had attended ‘Informatics in Education’ and 13 students that had attended ‘Computers in Physical
Education Teaching’ participated in the study. Research data were collected through student questionnaires and instructor’s
notes. It was found that students were helped to acquire basic multimedia and web development skills for educational purposes,
and that their responses to the courses were positive overall. The courses fulfilled students’ expectations and were successful
in equipping students with self-confidence in their ability to make use of ICT in PE courses and to construct multimedia and
web-based learning materials. Furthermore, students were provided with opportunities to express their creativity and improve
their future instructional practices. However, the study also brought to light the various difficulties and challenges of
training prospective PE teachers in the didactical utilization of ICT at undergraduate level. 相似文献
20.
Focusing on the assumption that genuine collaboration and open collegial interaction among teachers are necessary conditions
for the development of schools as professional communities, this article explores pervasive norms within the teacher culture
that threaten and thwart such successful collegial engagement. Using qualitative empirical evidence gathered from interviews
with and observations of K-12 teachers, the article illustrates the powerful influence of teachers’ beliefs about collective
solidarity, loyalty, and non-interference in a peer’s conduct. It further identifies ethical knowledge as a kind of teacher
knowledge that, if shared among communities of practitioners, could replace old norms and fears with a professional foundation
for the moral context of schooling. 相似文献