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Anne Swenson Ticknor 《Teaching Education》2013,24(4):383-399
This article looks closely at the talk of two pre-service teachers over time to examine how they used language as a way of rehearsing their evolving agency as literacy educators. Drawing on critical sociocultural theory, I use Agency Tracing to highlight how pre-service teachers’ agentic actions are not isolated phenomena but ones developed and planned with others in language. Through rehearsals, they considered possible options and outcomes of actions before taking risks, therefore bolstering their confidence to act and resist individual and institutional Discourses of literacy. Analysis reveals that because pre-service teachers rehearse agency over time via language, such agency can be developed in teacher education coursework and field experiences. Findings indicate four recommendations to foster agency: rehearsals over time, dissonance to the point of frustration, observations and approximations in field experiences, and interactional spaces for critical reflection. 相似文献
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The purpose of this paper is to describe the school-based contextual constraints perceived by beginning elementary teachers as they attempted to enact their visions of effective mathematics teaching and the components of a mathematics-specific, university-based induction program designed to support elementary teachers in their teaching of mathematics. A significant number of beginning teachers in the program indicated that curriculum pacing guides and grade level teachers often discouraged their enactment of effective mathematics teaching. We describe the components of the induction program in general and then discuss the specific ways that program mentors, who were elementary teachers with expertise in mathematics teaching, supported beginning teachers in navigating the constraints identified. Data suggest that supporting teachers’ pedagogical agency to navigate local school contexts should be an additional consideration in teacher preparation and induction programs. 相似文献
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Currently, all elite high jumpers use the Fosbury Flop technique with a curved approach. This suggests that the curved approach presents some clear advantage, although there is no general agreement upon the mechanism or the mechanics. This study aimed to determine the characteristics of the approach curve and to investigate how it contributes to the generation of somersault rotation. A simple theoretical model was used to demonstrate that a tightening approach curve would change the inward lean towards the centre of the curve into outwards lean. Three-dimensional video analysis was used to record the performances of two elite male high jumpers in competition. It was found that in each case the radius of the approach curve and the inward lean angle both decreased towards the end of the approach. The amount of outward lean angular velocity generated was shown to be a major proportion of the required somersault angular velocity for a jump. It was concluded that the main advantage of a curved approach was that it resulted in the generation of somersault velocity providing the curve tightened towards the end of the approach. 相似文献
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Peer collaboration can be a useful tool in a school classroom to help students perform at their best. With whom should students be paired, though? Previous research yields inconsistent findings regarding whether the benefits of peer collaboration depend on the gender or friendship of collaborators. We paired students with a same‐gender friend or a nonfriend in their classroom to examine whether friendship and specific dimensions of relationship quality were important for understanding adolescent (N = 132 high‐school students) boys' and girls' performance on a scientific reasoning task. Dimensions of relationship quality were related to task performance with greater perceived conflict predicting poorer performance. Girls outperformed boys, but the difference was marginal and nonsignificant after accounting for dimensions of relationship quality. Friends' and nonfriends' performance was similar. Results are informative for educators who use collaboration as an instructional technique and for other professionals who work to support the development of effective reasoning and problem‐solving skills among adolescents. © 2008 Wiley Periodicals, Inc. 相似文献
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《海洋奇缘》(Moana)是美国迪士尼动画公司的第57部动画长片.
故事讲述了主宰风和海的半神毛伊(Maui)偷走了女神特菲提(Te Fiti)之心,导致岩浆魔鬼厄卡(Te Ka)陷入疯狂的状态,南太平洋各小岛也面临着毁灭的威胁.一千多年后,某小岛上的酋长之女莫阿娜(Moana)在父母的呵护下渐渐长大,童年时她曾偶然捡到特菲提之心,亦曾受到大海的召唤,然而父亲却严厉禁止莫阿娜出海,即使小岛正遭受着毁灭的威胁.从奶奶那里,莫阿娜知晓了他们这一族人的历史.于是为了拯救小岛,她毅然出海去寻找被困在某地的毛伊,好让他归还特菲提之心.历经千辛万苦,莫阿娜终于见到了这个传说中高傲自大的半神.然而,毛伊却因为担心特菲提之心会带来霉运而拒绝完成这个使命.最后,在命运的指引下,毛伊不得不随着莫阿娜踏上了波澜壮阔的海洋冒险之旅. 相似文献
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In this article we share several activities we use in our teacher education literacy courses that incorporate a social justice lens. For each activity we suggest resources, offer examples we have created and used in our teaching, and share research to support each activity. The activities build on each other, with the intent of increasing preservice teacher knowledge of how to teach for social justice by moving beyond awareness and understanding lived experiences of students to affirming cultures and experiences of all students, creating inclusive and equitable classrooms. By experiencing teaching from this stance in our courses, we hope that our preservice teachers take up and teach from a social justice stance in their future classrooms. 相似文献