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1.
Abstract

This two‐semester study compared two designs of coursework and field experience in a teacher preparation program. Participants were 62 preservice teachers. Data were collected from their observations of mentor teachers’ instruction and their analyses of these observations. Data were analyzed by constant comparative analysis and analytic statistics. The study found that the design, organized to bring the field experience into the methods course, enhanced preservice teacher abilities to understand and explain instructional observations. The results have implications for the integration of methods coursework and field experience, likely across content areas.  相似文献   

2.
Abstract

A graduate course in Early Childhood Education assessment which combines coursework and a practicum with young children is designed and implemented using constructivist principles and practice. Teacher education is more effective when field work and coursework are combined, and when students are able to apply what they learn in class to real life experiences with young children [Journal of Early Childhood Teacher Education 21 (1) (2000) 65], learning is enhanced. This course was constructed in a way that incorporated theory, application, reflection, and reconstruction, allowing students an opportunity to rethink their teaching practice through the experience of an early childhood practicum. The key components of the model — the components that are thought to most effectively help students to apply theory to practice, change some of their ways of thinking about teaching and learning are the following: the relationship of the coursework to the setting, continuity from previous courses, the laboratory school environment, the intensive faculty involvement, the co‐constructivist, collaborative nature of the faculty team, the collaborative nature of student work, the use of the three curriculum models, the use of embedded assessment, formative nature of the assessment, informed teaching (on‐going use of student feedback), the tools provided to student that assist in the process, and the practical hands‐on assessment techniques.

Changing students’ ways of thinking about the teaching, learning and assessment process is considered a vital part of the course. [Journal of Early Childhood Teacher Education 17(1) (Marshall, 1996) 43] has identified constructivist principles to guide teacher education. She believes that students must experience first‐hand those behaviors that she hopes they would exhibit in their own teaching (Rand, 1999, p. 126). It is through the processes of the course that graduate students are challenged to experience the implementation of emergent curriculum, examine their own beliefs in relation to their practice, articulate why they do what they do and see how classroom assessment strategies help to support meaningful teaching and learning. Furthermore, collaborative practice is considered an important factor that encourages and facilitates reflection, supports a more multi‐dimensional view of teaching and assessing young children, and enables students to listen and observe more effectively and look for the impact of children making choices. Through participation in this course, students became more aware of the impact their view of children and respect for children has on their ability to implement effective and appropriate assessment practices in the classroom. Students gained more of a conceptual understanding of the role of assessment in informed teaching, and were better able to meet individual children's instructional needs.

Finlly, students learned how to use tools inquiry, collaboration and reflection that are likely to assist them in future personal professional growth.  相似文献   

3.
This study explored the influence of university-based teacher education courses on preservice teachers as they engaged in the field-based portion of their preparation. Forty-two preservice teachers contributed reflective writings about the successes and challenges they faced during field experiences in light of knowledge and skills learned during their university-based coursework. Participants’ self-reflective writings were coded and analyzed for emerging themes that cut across all responses. The results indicated a shift from concerns about performance of teaching tasks in the classroom to concerns about the performance of students in terms of learning. This shift was consistent with a goal of the preservice program, namely, helping preservice teachers focus on student learning.  相似文献   

4.
Abstract

This self-study of activities as a practicum supervisor in several secondary schools focuses on the supervisor’s contribution to the quality of a teacher candidate’s professional learning in the context of a familiar tension between on-campus courses and in-school practicum experiences. Data from both formal and informal supervisory experiences are taken from notes recorded in classes with those supervised formally, records of notes taken in practicum observations, and email messages exchanged with teacher candidates about their supervision experiences. Analysis of formal supervision experiences generated a series of insights into candidates’ experiences of the practicum, a modest innovation in supervisory practice, and important reminders arising from a significant error in personal practice as a supervisor. Informal supervision experiences involved visits arising from invitations to observe extended by candidates in the author’s physics methods course. These experiences generated opportunities to test an alternative supervisory strategy focused on candidates’ perceptions of their learning from experience. Related literature includes the topics of learning from experience, reflective practice, and the potential significance of an epistemology of practice. In closing, attention is given to trustworthiness, the personal significance of the study and connections to the teacher education literature.  相似文献   

5.
ABSTRACT

In recent decades, a constructivist view of learning has triggered a change in teaching-learning environments (TLEs). Teacher-centred TLEs have been replaced by student-centred ones where the teachers’ approaches to teaching are more learning- than content-focused. Previous research exploring the relationship between student-centred TLEs and the quality of learning has shown contradictory results. Previous studies also indicate that various elements of TLEs may influence students’ learning. This study explored course-level types of elements, enhancing or hindering, related to TLEs, which the course students described. The TLEs of the courses varied because the teachers adopted different types of approaches to teaching. The data for this study were collected through semi-structured interviews with undergraduate students (N = 33) from three compulsory courses. The interviews were designed so that students could describe their perceptions of the course as well as their learning experiences and processes. The data were analysed using qualitative content analysis. The results revealed that when the teacher employed a consonant learning-focused approach to teaching, the students perceived almost all elements of the TLE as enhancing. When the teacher’s approach to teaching was identified as dissonant, the students perceived several elements of the TLE as hindering. This study revealed that inclusion of student-activating teaching-learning activities is important when designing TLEs, but that it is also crucial to design elements which guide and structure students’ learning.

Abbreviation: TLE: teaching-learning environment  相似文献   

6.
The aim of this study was to examine the relationship between the educational experiences of teacher education students and their attitudes towards planning and making adaptations for children with learning disabilities in inclusive classrooms. Participants comprised pre-service teachers in the second and fourth years of teacher preparation at a major Norwegian university. Fourth-year students were completing a 1-year elective in special education (n = 34) or coursework in other subjects (n = 30). Second-year students were grouped based on their intention to take special education (n = 26) or other coursework (n = 62). Participants rated their beliefs, skills, and intended practices with regard to planning and making adaptations. No significant differences were found between second- and fourth-year students in general education courses. However, students in the special education programme held significantly higher ratings of beliefs, skills, and intended practices than did second-year students; yet, only beliefs and practices were higher for this group when compared to other fourth-year students. Findings suggest that coursework in special education can have a positive impact on attitudes towards inclusion. However, teachers’ confidence in their ability to use these adaptations may be far more difficult to foster.  相似文献   

7.
Teacher educators and field placement supervisors in early childhood teacher education (ECTE) programs aid their students in learning a specific repertoire of tools and skills, including pedagogical tools they can mobilize in their future practice. However, these tools reify abstract notions about how to teach young children that are consistent with the values and beliefs of the specific community of practice or culture, and culturally diverse students may ascribe different meanings and uses to the tools. This one-year ethnographic study explored how 20 immigrant and refugee students constructed understandings of the authoritative discourse during their coursework and field placements in an urban ECTE college program in western Canada. Qualitative data were collected through field notes, spatial mapping, interviews, focus groups, and artifacts/documents. Framed by sociocultural-historical theory, this paper focuses on the scaffolding methods used by teacher educators and expert peers to assist students in appropriating children’s picture books and songs as tools to use during their field placement experiences. The most effective of these scaffolding strategies used mediational devices to evoke recollections of each student’s experiences “back home,” thus advancing possibilities for more culturally resonant teacher education classes.  相似文献   

8.
Abstract

Environmental education (EE) scholars view intergenerational learning as a means to influence adult understandings of and relationships with the environment. Yet EE researchers have studied intergenerational learning in a limited fashion, with no emphasis on its role in higher education. The purpose of this article is to use feminist posthumanist theories to broadly explore intergenerational learning in critical food studies courses taught at the university level. We rely primarily on student coursework and post-course interviews as data sources that convey student perceptions of interactions with their families and the natural world, demonstrating how students develop relational identities shaped by personal experience as well as experiences in the course. To conclude, we discuss both the limitations and implications of this research for the field of EE.  相似文献   

9.
The Next-Generation Science Standards (NGSS) call for a different approach to learning science. They promote three-dimensional (3D) learning that blends disciplinary core ideas, crosscutting concepts and scientific practices. In this study, we examined explanations constructed by secondary science teacher candidates (TCs) as a scientific practice outlined in the NGSS necessary for supporting students’ learning of science in this 3D way. We examined TCs’ ability to give explanations that include explicit statements of underlying reasons for natural phenomena, as opposed to simply describing patterns or laws. In their methods courses, TCs were taught to organize explanations into a what/how/why framework, where what refers to what happens in specific cases (data or observations); how refers to how things usually happen and is equivalent to patterns or laws; and why refers to causal explanations or models. We examined TCs’ ability to do this spontaneously and in a resource-rich environment as a first step in gauging their preparedness for NGSS-aligned teaching. We found that (1) the ability of TCs to articulate complete and accurate causal scientific explanations for phenomena exists along a continuum; (2) TCs in our sample whose explanations fell on the upper end of this continuum were more likely to provide complete and accurate explanations even in the absence of support from explicit standards; and (3) teacher candidate’s ability to construct complete and accurate explanations did not correlate with cross-course performance or academic major. The implications of these findings for the preparation of teachers for NGSS-based science instruction are discussed.  相似文献   

10.
Recent studies have found short in-service teacher education programs are not providing adequate technology experiences to prepare their participants for teaching mathematics with computers. As an alternative to the short-term courses the author has been teaching a two-term mandatory undergraduate course within a mathematics teacher education program since 1995 to train student teachers and to investigate their perceptions on their preparation to use computers in their own teaching. This article describes issues that emerged from the analysis of this undergraduate course. Data were gathered through questionnaires and students' writings about the course activities. Findings indicated that computer literacy appeared to be an important key factor in utilising the course activities successfully. Students who felt prepared made the link between computer-based mathematical activities and school mathematics, and had more experience of using instructional software during the course than others. Findings of this nature can also assist teacher educators as they incorporate information technology into existing pre-service programs. The implications of these results for the designing and implementing of computer-based undergraduate courses and for further research in this field are discussed.  相似文献   

11.
In my search for my identity as an online teacher, I did an informal self-study to determine if my online classes are equivalent to my face-toface classes. I compared student work and student evaluations from 14 courses: seven online and seven face-to-face. When I compared the quality of student work from both formats, I found it indistinguishable. When I compared the type of comments on student evaluations, they were indistinguishable as well. There seemed to be no discernible difference between me as a face-toface teacher and me as an online teacher. Based on the students’ perceptions and coursework, their learning and enjoyment of learning did not seem to be tied to whether I was in the room with them or not.  相似文献   

12.
The article reports the findings of a study conducted to inform a teacher preparation program of the extent to which they were providing students with experiences consistent with the program goals. The Constructivist Learning Environment Survey (CLES) was administered three times to participants in a 1-year program for graduate students seeking licensure in mathematics and science. These data were compared to program course syllabi and participant reflections to generate an account of institutional practice. From this account, observations about the program and a subsequent hypothetical learning trajectory were generated. It is recommended that the program find additional ways to explicitly integrate constructivist learning environment components into coursework and field experiences, specifically in the area of Critical Voice. Furthermore, the program should continue to structure programs components differently for mathematics and science and continue to offer a year-round field experience.  相似文献   

13.
This collective case study examines how two teacher candidates' digital story projects created in literacy methods courses made visible their negotiated and evolving visions of teaching and learning. The digital stories were created to show and describe their future literacy classrooms. Using metaphoric analysis, the researchers uncovered the implicit metaphors of teachers and students present in each of the teacher candidates' digital stories. Looking across these metaphors, tensions and alignments between how the teacher candidates envisioned the role of teacher and the role of student and how these relate to prominent models of education including Industrial and Inquiry models are apparent. Implications for practice include modifications made to literacy methods courses to support teacher candidates to begin the negotiation of their professional identities as they explore multiple experiences of teaching and learning. These modifications include: (a) prompting teacher candidates to see themselves as readers, writers, and inquirers; (b) modeling and experiencing inquiry in teacher education coursework; and (c) providing opportunities for teacher candidates to experience purposeful tensions within their teacher education classes.  相似文献   

14.
Although teacher education standards address preparing candidates to serve diverse learners, minimal guidance is available concerning specific program components and their influence on candidates' growth and development. Through constant comparative analysis of end-of-semester reflections, this exploratory, qualitative study investigated preservice special educators’ developing perceptions about disability and cultural and linguistic diversity following field experiences aligned with courses. Participants reported a growing awareness of themselves, students they encountered, and the intersectionality between diversity and disability. Further, their insights reflected recognition of the combined influence of coursework, fieldwork, and opportunities for supported reflection. Implications for research and program development are offered.  相似文献   

15.
Abstract

There is evidence that many students leave university without effective learning strategies and skills that would facilitate their learning in the future. For example, they can complete their university courses without developing information skills or a love of learning, with only a limited repertoire of learning strategies, and with no intention of engaging in further learning. While these findings indicate a need for universities to review the structure of courses and the way that they are taught and assessed, it is not necessary to wait for this to happen. Within existing course structures, universities can help prepare students for lifelong learning by teaching them learning strategies. This is best done if the strategies are taught by university teachers in the context of their regular coursework. We have confirmed in our research and professional development projects that this can be done. In an experimental study, we investigated the effects of explicidy teaching students learning strategies in the context of their regular coursework. This research indicated that students who were taught learning strategies in the context of their regular coursework used them effectively and achieved better results than students who were taught in the conventional way. In a professional development project, we taught university teachers from a variety of subject areas to teach learning strategies to students in their own courses. These teachers were successful in helping students develop a repertoire of effective learning strategies and display greater commitment to their learning.  相似文献   

16.
ABSTRACT

This paper reports findings from a 2-year study of online coursework in a graduate certificate program in qualitative research methods in the USA. Thirty-four interviews with students enrolled in coursework offered over a 2-year period were analyzed to explore their perceptions of engagement with the course content and one another. Findings are related to student perceptions of their learning to (1) value the course design and structure, (2) make authentic connections in the absence of physical proximity, and (3) appreciate feedback from others.

These themes are considered in light of principles of qualitative pedagogy outlined by scholars of qualitative methods, and the community of inquiry (CoI) model, in which social, cognitive, and teacher presence support student learning. Findings provide insight into the processes by which students’ engagement with course content and interactions with instructor and peers contribute to the development of a CoI involving cognitive, social, and teacher presence. Although the learning context described in this study pertains to teaching graduate-level qualitative research methods, findings are relevant to teachers of other subject areas.  相似文献   

17.
ABSTRACT

Teaching mathematics in an early childhood program requires mathematical content knowledge and teacher self-efficacy, yet research has shown that early childhood educators often have negative attitudes towards mathematics and feel underprepared to teach mathematical concepts. The study reported here documents the reconceptualization of a graduate, preservice teacher education program, a program designed to address teacher anxiety and increase capacity to teach mathematics in a play-based early childhood setting. The study aimed to investigate: (1) the effectiveness of the mathematics component of the course in equipping teacher candidates to teach mathematics in early childhood, and (2) whether participation in the mathematics component of the course changed teacher candidates’ self-efficacy regarding mathematics. Findings show that both self-efficacy and content knowledge improved when teacher candidates had the opportunity to engage with play-based learning experiences that embed mathematical concepts. Furthermore, the focus on a learning trajectories approach supports the identification of developmental progression points in children’s emerging mathematical understanding, assisting with teacher candidates’ fine-grained observations, assessment of children’s learning, and authentic, individualized planning for learning.  相似文献   

18.
Abstract

This phenomenological case study investigated teacher candidates’ experiences in a yearlong undergraduate teacher residency program to identify candidate conceptualizations of the effective design elements of an intentionally created practice-based teacher education program. Such experiences are generally characterized by full-year co-teaching experiences in PK–12 classrooms alongside a mentor teacher within a district whose values closely align with the preparation program, while simultaneously taking relevant coursework with supporting university faculty . Researchers interviewed 16 teacher candidates to develop deeper understandings of the meaningful structures of the residency program as manifested through their experiences. Through an analysis of candidate statements, multiple key design elements and candidates’ perceived impact of the residency were unveiled. Findings demonstrate a paradigmatic challenge to current preparation models, and the potential of practice-base preparation, in particular teacher residency programs.  相似文献   

19.
Abstract

In this study, we examined a group of four teachers who completed extra educational technology coursework and field experiences during their teacher education programs to determine how their technology integration knowledge, self-efficacy beliefs, intentions, and practices evolved over time. We conducted interviews and evaluated data sources at three intervals: (1) after teacher education coursework was completed, (2) after student teaching was completed, and (3) after two initial years of teaching. Results showed that school resources and environment had a strong impact on beginning teachers' practices, regardless of strong internal enabling factors.  相似文献   

20.
The laboratory notebooks of physics undergraduates taking two second-year practical courses were audited to discover whether they had used feedback comments in their subsequent coursework. Ninety-five per cent of the 37 students on the first course and 100% of the 14 students on the second course whose work was audited had used feedback. The marker’s comments were classified into two groups based on whether they addressed simple (mastery) or complex (developmental) learning outcomes. Mastery comments were more likely to be acted on than developmental comments which aimed to extend students’ skills and understanding to higher levels. This has implications for the use of feedback audit as a quality control process, since the feedback which is most commonly applied by students is not the most valuable for the development of higher order skills. Following reflection on the results for the first course, students taking the second course were given responsibility for checking their peers’ notebooks against preset criteria. Peer checking improved students’ marks but did not eliminate the need for mastery feedback. It is argued that a direct audit of students’ use of feedback is particularly valuable when undertaken by the teacher who provides the feedback.  相似文献   

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