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1.
Differences in teachers’ comments on classroom events as indicators of their professional development 总被引：1，自引：0，他引：1
This study aims at identifying indicators of schoolteachers’ professional development by learning teachers’ perceptual and thinking capabilities of classroom events as reflected in their comments. The analysis of comments produced by novice and expert teachers on videotaped lesson activities, based mainly on the grounded theory strategy, revealed that expert teachers are more sensitive towards certain instructional events and to general teaching strategy used by the model teacher than novice teachers. The findings of this study might be useful for promoting student teachers’ professional sensitivity towards relevant features of classroom instruction and atmosphere in pre-service teacher education programs. 相似文献
2.
Imelda S. Caleon Yuen Sze Michelle Tan Young Hoan Cho 《Research in Science Education》2018,48(1):117-149
This study utilized multiple data sources to examine the beliefs about learning and teaching physics and the instructional practices of five beginning teachers and seven experienced teachers from Singapore. Our study was implemented in the unique context of teachers teaching the topic of electricity to students grouped according to academic abilities. The topic of electricity is one of the most difficult physics topics for students to understand and for teachers to teach. It was found that the experienced teachers, compared to the beginning teachers, tended to have beliefs about teaching and learning physics that are closer to constructivist views. The majority of the teachers, particularly the beginning teachers, espoused beliefs about learning physics that were incongruent with their beliefs about teaching physics. Although transmission-oriented and teacher-directed practices dominated the classroom lessons of both groups of teachers, more elements of constructivist instruction were found in the classroom lessons of the experienced teachers. It was also found that the classroom practices of the teachers, especially those in their inductive years of teaching, were more aligned with their beliefs about learning physics than their beliefs about teaching physics. 相似文献
3.
Keller Lena Cortina Kai S. Müller Katharina Miller Kevin F. 《Instructional Science》2022,50(2):251-272
Instructional videos are widely used to study teachers’ professional vision. A new technological development in video research is mobile eye-tracking (MET). It has the potential to provide fine-grained insights into teachers’ professional vision in action, but has yet been scarcely employed. We addressed this research gap by using MET video feedback to examine how expert and novice teachers differed in their noticing and weighing of alternative teaching strategies. Expert and novice teachers’ lessons were recorded with MET devices. Then, they commented on what they observe while watching their own teaching videos. Using a mixed methods approach, we found that expert and novice teachers did not differ in the number of classroom events they noticed and alternative teaching strategies they mentioned. However, novice teachers were more critical of their own teaching than expert teachers, particularly when they considered alternative teaching strategies. Practical implications for the field of teacher education are discussed.
相似文献4.
Although skilled mathematics teachers and teacher educators often “know” when interruptions in the flow of a lesson provide an opportunity to modify instruction to improve students’ mathematical understanding, others, particularly novice teachers, often fail to recognize or act on such moments. These pivotal teaching moments (PTMs), however, are key to instruction that builds on student thinking about mathematics. Video of beginning secondary school mathematics teachers’ instruction was analyzed to identify and characterize PTMs in mathematics lessons and to examine the relationships among the PTMs, the teachers’ decisions in response to them, and the likely impacts on student learning. These data were used to develop a preliminary framework for helping teachers learn to identify and respond to PTMs that occur during their instruction. The results of this exploratory study highlight the importance of teacher education preparing teachers to (a) understand the mathematical terrain their students are traversing, (b) notice high-leverage student mathematical thinking, and (c) productively act on that thinking. This preparation would improve beginning teachers’ abilities to act in ways that would increase their students’ mathematical understanding. 相似文献
5.
“基础力学”教学改革探讨 总被引：1，自引：0，他引：1
徐杏华 《成都教育学院学报》2009,23(9):97-99
“基础力学”课程实用性很强,枯燥性也比较明显。针对这一特点,教师在教学实践中,应以提高教学质量为中心,转变教育思想,更新教育观念,把改进教学方法放在首位,采取传统教学和多媒体教学相结合、课堂理论与实践相结合、启发式教学与探究式教学相结合、多种考核方式相结合等方式,做好每一堂课的教学设计,激发学生的学习兴趣,加大课堂教学改革的力度,从而将教学质量提高到一个新的水平。 相似文献
6.
This study was aimed at investigating differences between novice and experienced teachers’ perceptions of planning activities for developing teacher education students’ professional skills by focusing on promoting of identified ill-developed skills. The teachers’ thinking about instructional planning was conceived as teachers’ decision-making for implementing primary teaching tasks in the planning, delivery, and reflective phases of instruction. This model served as a basis (or framework) for the identification of potential variables of planning skills and developing of items for a teachers’ questionnaire. Fifty-eight experienced and 55 novice teachers from Estonian schools of general education were surveyed. It was revealed that novice teachers did not apprehend events that may undermine reaching long-term instructional objectives and they focused more on the achievement of immediate objectives and the teaching of obligatory content in comparison with experienced teachers. 相似文献
7.
Rich-media representations of teaching using animated cartoons can be effective at stimulating teachers' discussion about practice and hence help them learn productively from one another about their profession. Our research aims to design web-based interactive rich-media virtual settings for teachers to learn to do the practice of teaching. For that purpose, we seek a set of operational design principles that could be used to optimally exploit web-based interactive rich-media technologies. By operational design principles, we mean guidelines that facilitate decision making in the creation of learning conditions. In this article, we report on a study of the effect of embedded animated clips of instructional practice in online interactive forum/chat to support teachers in learning to notice and interpret critical events of classroom interactions. The study showed that both novice and experienced teachers actively participated in discussion and effectively noticed important events of teaching practice. The main findings include the following: (a) Embedding animated representations of teaching in forum/chat, by serving as a common point of reference, helps both novice and experienced teachers effectively notice and discuss noteworthy events in teaching practice; (b) forum suits novice teachers better than chat; and (c) both forum and chat suit experienced teachers in different ways. This study is a critical step in a design-based research agenda toward the building of more complex virtual settings for teacher education. 相似文献
8.
Almina PARDHAN 《Frontiers of Education in China》2012,7(1):33-64
This paper considers perceptions of children’s learning and classroom practice to support learning in the Pakistani early years educational context. In Pakistan, there is a growing focus on quality provision of early childhood education and building early childhood education teacher capacity. Over the course of one academic year, data were collected from kindergarten teachers in a Pakistani urban school through interviews and classroom observations as part of a larger study. Findings presented in this paper are based on the interview data of two teachers in the sample, a novice and an experienced teacher. Data analysis examined their perceptions of kindergarten children’s learning and of their practice to support kindergarten children’s learning, taking into consideration the gender perspective. The results showed tensions in the teachers’ perceptions which contrasted between a constructivist approach and a teacher-directed skills approach. Perceptions of their practice reflected a formal, teacher-directed approach rather than a constructivist approach and a teacher-directed skills approach to teaching. Several factors, including deep-rooted perceptions as well as curriculum structure, time, number of staff and resources, contributed to this. 相似文献
9.
Given the globalization of science education and the different cultures between China and Germany, we tried to compare and explain the differences on teacher questions and real life instances in biology lessons between the two countries from a culture-related perspective. 22 biology teachers from China and 21 biology teachers from Germany participated in this study. Each teacher was videotaped for one lesson on the unit blood and circulatory system. Before the teaching unit, students’ prior knowledge was tested with a pretest. After the teaching unit, students’ content knowledge was tested with a posttest. The aim of the knowledge tests here was for the better selection of the four samples for qualitative comparison in the two countries. The quantitative analysis showed that more lower-order teacher questions and more real life instances that were introduced after learning relevant concepts were in Chinese lessons than in German lessons. There were no significant differences in the frequency of higher-order questions or real life instances that were introduced before learning concepts. Qualitative analysis showed that both German teachers guided students to analyze the reasoning process of Landsteiner experiment, but nor Chinese teachers did that. The findings reflected the subtle influence of culture on classroom teaching. Relatively, Chinese biology teachers focused more on learning content and the application of the content in real life; German biology teachers emphasized more on invoking students’ reasoning and divergent thinking. 相似文献
10.
通过对一所小学问题式教学实践的现实考察发现,尽管教师接受了许多新课程培训,但教师内心对传统教学观念的高度认同和坚守使得问题式教学实践缺乏实效性,同时也表明课堂教学文化的重建之路困难重重。课堂教学文化的重建关键在于教师教学观念的重塑,然而要改变教师的教学观念,并不能仅靠对教师的知识培训和技能训练来实现,必须确立一种整体观,改变教师生存于其中的学校场景和生活场景,为教师观念的转变提供外部支持。 相似文献
11.
Dr David F. Treagust 《Research in Science Education》1993,23(1):293-301
An important contribution to effective teaching and learning can be made by teachers' understanding of the central topics
in each subject area and knowing how to transform their content knowledge into knowledge for teaching. One aspect of this
knowledge is the use of analogies which can effectively communicate concepts to students of particular backgrounds and prerequisite
knowledge. Indeed, analogies are considered to be an important component in the repertoire of effective teachers. However,
research about teachers' use of analogies in science lessons provides little guidance about the optimum approaches that may
be taken by preservice teachers, novice teachers, experienced teachers or reluctant analogy users. This paper describes the
evolution of an approach for using analogies in science teaching that addresses both findings from the research literature
and recognises the needs of practising teachers.
Specializations: learning and teaching science concepts, technology education. 相似文献
12.
Ulla Lindgren 《Educational studies》2005,31(3):251-263
Even though teacher education has been successful in preparing students for their future profession, the classroom reality can differ greatly from the inservice training. Many novice teachers therefore find the transition from student teacher to inservice teacher overwhelming To support beginning teachers, mentoring programs—where more experienced teachers support novice teachers—have become commonplace in many schools worldwide. In Sweden, mentoring for beginning teachers has been a frequent feature of support since 2001. This study, conducted in Sweden, examines seven novice teachers and the impact the mentoring process had upon them during their first‐year teaching. Based on interviews, it was found that these experienced both professional and personal support from their mentors. The study also showed the significance of observant leaders within the mentorship program following up on the development of the mentor–mentee relationship. 相似文献
13.
In this study, we examined the instructional coherence in a Chinese mathematics classroom by analyzing a sequence of four
videotaped lessons on the topic of fraction division. Our analysis focused on the characteristics of instructional coherence
both within and across individual lessons. A framework was developed to focus on lesson instruction in terms of its content
and process and the teacher's use of classroom discourse. The analyses of lesson instruction were further supplemented with
the analyses of teaching materials and interviews with the teacher. The findings go beyond previous studies that mainly focused
on a single lesson to provide further evidence about Chinese teachers' instructional practices and their possible impact on
students' learning. In particular, the teacher tried to help students build knowledge connections and coherence through lesson
instruction. Results also suggest that coherent curriculum and the teacher's perception of the knowledge coherence facilitated
the teacher's construction of coherent classroom instruction. 相似文献
14.
This study examined the pedagogical content knowledge of experienced and novice chemical demonstrators. It specifically delineates the nature of the declarative knowledge associated with science teachers' pedagogical content knowledge. Science teachers who (1) teach abstract concepts in chemistry, (2) have a strong interest in using demonstrations as a science teaching strategy, and (3) have high and low levels of experience conducting chemical demonstrations participated in the study. Clinical interviews were used to probe teachers' pedagogical content knowledge. The findings suggest that the experienced chemical demonstrators possess a greater representational and adaptational repertoire for teaching fundamental concepts in chemistry than novices. They also appeared to be more cognizant of the complexity of chemical demonstrations, how these complexities may interfere with learning, and how simplified variations of chemical demonstrations can promote concept learning. The implications for teacher education programs are discussed. 相似文献
15.
Bernard W. Andrews 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,52(5):443-459
RE-PLAY: RE-ASSESSING THE EFFECTIVENESS OF AN ARTS PARTNERSHIP IN CANADIAN TEACHER EDUCATION – Elementary teachers in Canada are increasingly expected to deliver arts instruction in their classrooms, as financial exigencies have restricted the hiring of specialists. This study examines the effectiveness of an arts partnership between a Canadian university faculty of education and local-area school boards. In this partnership, university staff and specialist arts teachers together delivered the integrated arts component in teacher education. Findings indicate that specialist arts instruction, peer learning methods and theory/practice integration strengthen such training in the arts. Specialist arts teachers can enhance the instructional effectiveness of teacher-candidates by introducing current classroom teaching strategies, concrete activities, up-to-date resources and classroom management techniques. The confidence of beginning teachers to teach the arts can be promoted by observing colleagues, engaging in team learning activities, and obtaining peer feedback. The use of integrated arts theory and a focus on practical applications of concepts, coupled with reflective discussion, can also be seen to promote conceptual understanding. A further recommendation involves expanding the role of the arts in teacher education to foster cultural diversity. 相似文献
16.
This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2‐year Master of Teaching program. A specific program goal was to prepare teachers to use technology to support reform‐based science instruction. To this end, the program integrated technology instruction across five courses and situated this instruction within the context of learning and teaching science. A variety of data sources were used to characterize the participants' intentions and instructional practices, including classroom observations, lesson plans, interviews, and written reflections. Data analysis followed a constant comparative process with the goal of describing if, how, and why the participants integrated technology into their instruction and the extent to which they applied, adapted, and innovated upon what they learned in the science teacher preparation program. Results indicate that all participants used technology throughout their student teaching for reform‐based science instruction. Additionally, they used digital images, videos, animations, and simulations to teach process skills, support inquiry instruction, and to enhance student engagement in ways that represented application, adaptation, and innovation upon what they learned in the science teaching methods program. Participants cited several features of the science teacher preparation program that helped them to effectively integrate technology into their instruction. These included participating in science lessons in which technology was modeled in the context of specific instructional approaches, collaborating with peers, and opportunities for feedback and reflection after teaching lessons. The findings of this study suggest that situated learning theory may provide an effective structure for preparing preservice teachers to integrate technology in ways that support reform‐based instruction. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:348–379, 2013 相似文献
17.
Lily Orland-Barak 《Cambridge Journal of Education》2001,31(1):53-68
This paper describes and interprets the process by which two novice mentors of English teachers, who are experienced high school teachers of English, learnt to construe their new role by articulating differences and similarities between their practice as teachers of children and as mentors of teachers. The evolving competencies that the focal mentors attributed to their learning are interpreted through the metaphor of 'learning to mentor as learning a second language of teaching'; an organising framework that emerged from the findings of a qualitative case study that investigated the learning process experienced by two veteran teachers of English in their passage from teaching English to school children to becoming mentors of teachers of English (Orland, 1997). The study suggests that although the passage from being a teacher of children to becoming a teacher of teachers is shaped by strong emotional and motivational dispositions, it is also a highly conscious and gradual process of developing communicative competencies, whereby the mentor learns to redefine his/her context of teaching in order to make sense of his/her new context of mentoring. At an operational level the study indicates that there is a definite need to prepare teachers for this passage by providing opportunities to voice and articulate these connections in teacher education programmes. 相似文献
18.
Laura J. Moin Kathleen Magiera Naomi Zigmond 《International Journal of Science and Mathematics Education》2009,7(4):677-697
In the US, there is a significant number of learning-disabled high school students included in regular science classrooms.
It has been argued that students with learning disabilities can succeed in science if they receive the kind of instruction
they need. To facilitate such instruction, the special education teacher is often incorporated into the class along with the
learning disabled students. We observed 53 high school science lessons from ten pairs of science and special-education teachers
who were responsible for delivering instruction to groups of students, some of whom were learning-disabled. We analyzed narrative
notes collected in these lessons reflecting the kinds of classroom activities, organization of work, and teachers’ roles.
In addition, we interviewed the teachers individually to gain a better understanding of these inclusive classes. The underlying
question of this research was whether inclusive classes with two teachers delivered the type of science education that is
better than solo-teaching in addressing the needs of learning-disabled students. Our evidence indicates that even with a special-education
teacher present in the class, learning-disabled students usually did not receive a science education that met their needs.
We elaborate on the reasons for this problem and make suggestions for improvement. 相似文献
19.
This study focuses on exploring teacher learning in terms of teachers’ professional agency embedded in the classroom. Teachers’ sense of professional agency is related to perceiving instruction as a bidirectional process, use of students as a resource for professional learning and continuous reflection on teaching practices. Accordingly, the capacity to cross the boundaries in teacher learning contributes active professional agency and, consequently to work-related well-being. Hence, the interrelations between teachers’ sense of professional agency and the burnout they experienced were also analysed. Altogether 2310 Finnish comprehensive school teachers, including primary, subject and special education teachers, completed the study survey. The results indicated that active professional agency, promoting both learning and well-being, requires not just reflecting and adapting but also efforts to learn at work. Moreover this requires not just self-directed and active professional practice but also learning at the boundaries and creating new professional knowledge together with students and colleagues. 相似文献
20.
《Teaching and Teacher Education》2001,17(1):75-88
This paper describes and interprets the meanings that one novice mentor attributes to ‘reading a mentoring situation’, an organizing metaphor for describing how one experienced teacher of English learns to analyze one aspect of her learning in talking to mentor teachers of English throughout her first year of induction into mentoring. The study revealed that learning to become a mentor is a conscious process of induction into a different teaching context and does not ‘emerge’ naturally from being a good teacher of children. Thus, at an operational level, teacher education programs should prepare teachers for this passage by encouraging the dissemination of in-service courses that allow novice mentors the opportunity to articulate the construction of their new role. Such courses can be structured as ‘learning conversations’ whereby mentors are encouraged to reflect on their roles in the company of fellow mentors, mediated by an experienced mentor of mentors. 相似文献