Sample records for changing teacher practice

  1. Changing teachers practices from within classrooms

    Meyer, Bente Tobiesen


    The paper focuses on how teachers’ professional development was initiated in connection with a project where iPads were given to seven graders and their teachers for an entire school year. The paper discusses the ways in which the presence of these mobile technologies in classrooms generated new...... perspectives on teaching and technology as part of teachers’ reflections on and conversations about practice. The paper argues that the ubiquitous presence of technology helps teachers to understand from within their practice how changes in their teaching are both necessary and desirable for pupils. The paper...

  2. Dispositions and changing teacher practice in mathematics

    Meaney, Tamsin; Lange, Troels; Valero, Paola


    experiences of limited value to them. Work done in mathematics education by Skovsmose and Valero combined with Kemmis and Grootenboer's work on academic architectures provide a theoretical framework that enables this complexity to be unpacked. Skovsmose considered learning to involve ascribing meaning...... lenses for unpacking the complexity of why professional development may not lead to teachers adopting new practices....

  3. Understanding Changes in Teachers' ICT Practices: A Longitudinal Perspective

    Orlando, Joanne


    With the introduction of Information and Communication Technologies (ICT) into schools came the expectation that teachers would adopt ICT and change their practices in particular ways. Research indicates that teachers have not changed in the ways expected. Suggested in this paper is that limitations in current research methodologies documenting…

  4. Changing Teachers' Feedback Practices: A Workshop Challenge

    Fonseca, Jesuína; Carvalho, Carolina; Conboy, Joseph; Valente, Maria Odete; Gama, Ana Paula; Salema, Maria Helena; Fiúza, Edite


    Feedback can promote teacher-student relations and student academic involvement, performance and self-regulation. However, some research indicates that teachers do not always employ feedback effectively. There is a need to promote teachers' appropriate use of feedback in the classroom. We describe a long-term workshop designed to enhance teachers'…

  5. Teacher Transformation: An Exploration of Science Teachers' Changing Professional Identities, Knowledge, and Classroom Practices

    Whitacre, Michelle Phillips

    This qualitative, multiple case study examines five teachers' experiences with a National Science Foundation-funded professional development (PD) program focused on science literacy. Using a three dimensional conceptual framework combining transformative learning theory, communities of practice, and sociocultural conceptions of identity it explores: the ways the "Science Literacy through Science Journalism" (SciJourn) project built professional community and influenced teacher learning; the influence of the project on participating science teachers' professional identities, knowledge, and classroom practices; and the ways teachers were or were not transformed by participation in the project. To this end, data from surveys and phenomenological interviews were analyzed through qualitative textual analysis and narrative analysis. Four of the teachers experienced a change in their stories to live by, aka, an identity shift. Three predominant themes emerged across these cases. These included a changed conceptualization of science literacy, the importance of student engagement and authenticity, and the value of SciJourn's professional development and community. The changed conceptualization of science literacy was particularly salient as it challenged these teachers' assumptions, led them to rethink how they teach science literacy, and also influenced them to re-evaluate their teaching priorities beyond the PD. Consequently, this study concludes that PD efforts should focus as much, or more, on influencing teachers' ideas regarding what and how they teach and less on teaching strategies. A close comparison between two teachers' diverging experiences with the program showed that student engagement played a significant role in teachers' perceptions of the value of project, suggesting that whether or not teachers sustain a new practice is closely tied to their students' feedback. Additionally, this analysis showed that a teacher's individualized needs and sense of efficacy

  6. Change in University Teachers' Elearning Beliefs and Practices: A Longitudinal Study

    Scott, Karen M.


    Little longitudinal research has examined change in university teachers' elearning beliefs and practices after their initial experience with elearning. This study addresses this gap by focusing on six teachers who developed and implemented an elearning resource, and the changes they made to the resource and its implementation over two years. A…

  7. Troubles with Grades, Grading, and Change: Learning from Adventures in Alternative Assessment Practices in Teacher Education

    McClam, Sherie; Sevier, Brian


    In this paper, two teacher educators work to understand their attempts to transform teacher-student relations by altering traditional grading practices. Using actor-network theory, the authors examine the social effects produced across and throughout a school of education when they changed the meaning and significance of grades. Detailed analysis…

  8. Teacher Education around the World: Changing Policies and Practices. Teacher Quality and School Development

    Darling-Hammond, Linda, Ed.; Lieberman, Ann, Ed.


    Teachers are the most important single element of the education system but what does it take to create high quality teachers in today's world? Around the world, countries are struggling to understand how to change their schools to meet global demands. International comparisons have shown that schools in Finland lead the league tables, but why is…

  9. Districts, Teacher Leaders, and Distributed Leadership: Changing Instructional Practice

    Firestone, William A.; Martinez, M. Cecilia


    Using case studies of four schools in three districts, this article explores how leadership is distributed in districts and asks about the role of teacher leaders. It proposes that teacher leaders and districts can share three leadership tasks: procuring and distributing materials, monitoring improvement, and developing people. The district and…

  10. Changing teachers practices from within classrooms:IPads as mediators for change

    Meyer, Bente Tobiesen


    The paper focuses on how teachers’ professional development was initiated in connection with a project where iPads were given to seven graders and their teachers for an entire school year. The paper discusses the ways in which the presence of these mobile technologies in classrooms generated new perspectives on teaching and technology as part of teachers’ reflections on and conversations about practice. The paper argues that the ubiquitous presence of technology helps teachers to understand f...

  11. Principal Leadership Practices in Exploiting Situated Possibilities to Build Teacher Capacity for Change

    Lai, Edith


    This paper attempts to identify leadership practices of school principals as they engaged in exploring and exploiting possibilities in and around the school contexts to build teacher capacity for change. Based on interview data of school principals, this paper shows that principals from different schools engaged in qualitatively different…

  12. Opening Our Eyes, Changing Our Practices: Learning through the Transnational Lifeworlds of Teachers

    Knight, Michelle G.; Oesterreich, Heather A.


    This article examines the inclusion of a culturally relevant curricular practice of social identity papers within teacher education in the USA that incorporates the transnational lifeworlds of teachers. Using tenets of feminist interdisciplinary frameworks, we highlight how this curricular practice allows teachers and teacher candidates in urban…

  13. The Effects of Practice Teaching Sessions in Second Life on the Change in Pre-Service Teachers' Teaching Efficacy

    Cheong, Donguk


    The purpose of this research was to investigate the effect of practice teaching in Second Life on the change of preservice teachers' teaching efficacy, and the difference of changes between individual teaching practice and collaborative teaching practice in their teaching efficacy. Participants were placed into the individual teaching practice or…

  14. Climate Change Professional Development: Design, Implementation, and Initial Outcomes on Teacher Learning, Practice, and Student Beliefs

    Shea, Nicole A.; Mouza, Chrystalla; Drewes, Andrea


    In this work, we present the design, implementation, and initial outcomes of the Climate Academy, a hybrid professional development program delivered through a combination of face-to-face and online interactions, intended to prepare formal and informal science teachers (grades 5-16) in teaching about climate change. The Climate Academy was designed around core elements of successful environmental professional development programs and aligned with practices advocated in benchmarked science standards. Data were collected from multiple sources including observations of professional development events, participants' reflections on their learning, and collection of instructional units designed during the Academy. Data were also collected from a focal case study teacher in a middle school setting. Case study data included classroom observations, teacher interviews, and student beliefs toward climate change. Results indicated that the Climate Academy fostered increased learning among participants of both climate science content and pedagogical strategies for teaching about climate change. Additionally, results indicated that participants applied their new learning in the design of climate change instructional units. Finally, results from the case study indicated positive impacts on student beliefs and greater awareness about climate change. Results have implications for the design of professional development programs on climate change, a topic included for the first time in national standards.

  15. Climate Change Professional Development: Design, Implementation, and Initial Outcomes on Teacher Learning, Practice, and Student Beliefs

    Shea, Nicole A.; Mouza, Chrystalla; Drewes, Andrea


    In this work, we present the design, implementation, and initial outcomes of the Climate Academy, a hybrid professional development program delivered through a combination of face-to-face and online interactions, intended to prepare formal and informal science teachers (grades 5-16) in teaching about climate change. The Climate Academy was designed around core elements of successful environmental professional development programs and aligned with practices advocated in benchmarked science standards. Data were collected from multiple sources including observations of professional development events, participants' reflections on their learning, and collection of instructional units designed during the Academy. Data were also collected from a focal case study teacher in a middle school setting. Case study data included classroom observations, teacher interviews, and student beliefs toward climate change. Results indicated that the Climate Academy fostered increased learning among participants of both climate science content and pedagogical strategies for teaching about climate change. Additionally, results indicated that participants applied their new learning in the design of climate change instructional units. Finally, results from the case study indicated positive impacts on student beliefs and greater awareness about climate change. Results have implications for the design of professional development programs on climate change, a topic included for the first time in national standards.

  16. The nature of science and the preservice elementary teacher: Changes in understanding and practice

    Rivas, Michael Gerald

    This action research project studies preservice elementary teachers in a science methods course. The purpose of this research project was to enhance preservice teachers' understanding of specific nature of science (NOS) tenets so as to promote equity and access within the elementary science classroom. In particular, I chose five NOS tenets that were listed in the first chapter of the AAAS (1989) document titled, "The Nature of Science," and connected them to equitable educational goals and practices. The theoretical framework guiding this study came from bodies of scholarship relating to the NOS, social constructivism, and action research. This study addressed the following three questions: (1) What opportunities were provided the preservice teachers so that they could enhance their understandings of the NOS? (2) What were the changes in preservice teachers' understanding of the NOS as a result? (3) How did the prospective teachers' understandings of the NOS translate into their classroom practice? The analysis revealed that the science methods course's operational curriculum consisted of implicit and explicit teaching of the NOS, as well as intended and untended NOS tenets. The prospective teachers initially held a limited view of the NOS, but by the end of the course their view had been enhanced. In addition, the participants made direct connections between their new understandings of the NOS and equity and access in the science classroom. In their teaching, the preservice teachers as a group implicitly taught all five of the NOS tenets. In fact, a majority taught three of the five intended tenets. Explicitly, only one tenet was taught, but it was taught with a direct connection to making the science classroom more inclusive. The findings of this study indicate that preservice teachers can have their views of the NOS enhanced even though they may have experienced years of deficient science instruction. They pointed out that this enhanced view of the NOS can be

  17. Changing Times in England: The Influence on Geography Teachers' Professional Practice

    Brooks, Clare


    School geography in England has been characterised as a pendulum swinging between policies that emphasise curriculum and pedagogy alternately. In this paper, I illustrate the influence of these shifts on geography teacher's professional practice, by drawing on three "moments" from my experience as a student, teacher and teacher educator. Barnett's…

  18. From Theme-Based to Emergent Curriculum: Four Teachers Change and Learn about Themselves, the Children, and Authentic Practice

    Kashin, Diane


    For those who are tired of old images and practices, Malaguzzi suggests that there is time for mistakes to be corrected. New paths of practice can be forged by being willing to consider another way of teaching and learning with young children. And as with any change in professional practice, teachers face cognitive dissonance when they try to…

  19. Changes in Coaching Study Design Shed Light on How Features Impact Teacher Practice. Lessons from Research

    Killion, Joellen


    Teacher coaching is a powerful form of professional learning that improves teaching practices and student achievement, yet little is known about the specific aspects of coaching programs that are more effective. Researchers used a blocked randomized experiment to study the effects of one-to-one coaching on teacher practice. When pooled across all…

  20. Elementary School Teachers and Mathematics: Communities of Practice and an Opportunity for Change

    Gellert, Laura M.


    This paper investigates the transformation of new elementary teachers in their understanding of mathematics in relation to pedagogy and learning. By participating in an intentionally created community of practice, new elementary school teachers, began to connect to mathematics in new ways: reflectively, confidently, and inquisitively. Analysis…

  1. Changing Teamwork Practices: Videopaper as a Mediating Means for Teacher Professional Development

    Hauge, Trond Eiliv; Norenes, Svein Olav


    This study demonstrates the possibilities of videopaper to support teacher professional development in a workplace setting. A team of five mathematics teachers in a secondary school was followed over a period of six months as they worked jointly to improve their teaching and team practice. In a stepwise strategy for deliberate and object-oriented…

  2. Unpacking the Complex Relationship Between Beliefs, Practice, and Change Related to Inquiry-Based Instruction of One Science Teacher

    Lebak, Kimberly


    This case study examines the complex relationship between beliefs, practice, and change related to inquiry-based instruction of one science teacher teaching in a high-poverty urban school. This study explores how video-supported collaboration with peers can provide the catalyst for change. Transcribed collaborative dialogue sessions, written self-reflections, and videotapes of lessons were used to identify and isolate the belief systems that were critical to the teacher's decision making. The Interconnected Model of Professional Growth was then used to trace the trajectories of change of the individual belief systems. Analysis of the data revealed the relationship between beliefs and practices was complex in which initially espoused beliefs were often inconsistent with enacted practice and some beliefs emerged as more salient than others for influencing practice. Furthermore, this research indicates change in both beliefs and practice was an interactive process mediated by collaborative and self-reflection through participation in the video-supported process.

  3. Characteristics of professional development that effect change in secondary science teachers' classroom practices

    Jeanpierre, Bobby; Oberhauser, Karen; Freeman, Carol


    We studied the outcome of a professional development opportunity that consisted of 2-week-long resident institutes for teams consisting of a secondary science teacher and two students. The science content of the National Science Foundation (NSF)-funded professional development institute was monarch butterfly ecology. The first institute took place in Minnesota during the summer, and the second in Texas during the fall. Staff scientists provided intense instruction in inquiry, with numerous opportunities for participants to conduct short inquiry-based research projects. Careful attention was paid to introducing each step of the full inquiry process, from asking questions to presenting research findings. All participants conducted independent team full inquiry projects between the two institutes. Project findings show that the number of teachers providing opportunities for their students to conduct full inquiry increased significantly after their participation. A mixed-methodology analysis that included qualitative and quantitative data from numerous sources, and case studies of 20 teachers, revealed that the characteristics of the program that helped teachers successfully translate inquiry to their classrooms were: deep science content and process knowledge with numerous opportunities for practice; the requirement that teachers demonstrate competence in a tangible and assessable way; and providers with high expectations for learning and the capability to facilitate multifaceted inquiry experiences.

  4. Using the instructional congruence model to change a science teacher's practices and English language learners' attitudes and achievement in science

    Salame, Hania Moussa

    The purpose of the current study was to examine the effects of adapting the instructional congruence model on the English Language Learners' (ELL) attitudes and achievement in science. Changes in teacher's views and practices were documented. The mixed-method approach was adapted. Data sources were the "Attitude Towards Science" survey, VNOS-C questionnaire, Luykx and Lee (2007) observational instrument, Gee (1997) discussion categories, video recordings, and pre- and post-tests. A science teacher and a class of 24 ELL female students in a charter school participated in this research. The results of this study indicated that student achievement increased significantly and students' attitudes improved in all contexts. At the conclusion of the study, all teacher's views on NOS were reported to be informed, teacher's practices were rated higher, and different classroom interactions increased significantly. The instructional congruence model in science education has been successful in reaching different learners, improving students' attitudes and achievement in science and enhancing teacher's views and practices. This model has significant potential for meeting the challenging goals of reformed science education.

  5. Teachers, Arts Practice and Pedagogy

    Franks, Anton; Thomson, Pat; Hall, Chris; Jones, Ken


    What are possible overlaps between arts practice and school pedagogy? How is teacher subjectivity and pedagogy affected when teachers engage with arts practice, in particular, theatre practices? We draw on research conducted into the Learning Performance Network (LPN), a project that involved school teachers working with the Royal Shakespeare…

  6. Secondary Science Teachers' and Students' Involvement in a Primary School Community of Science Practice: How It Changed Their Practices and Interest in Science

    Forbes, Anne; Skamp, Keith


    MyScience is a primary science education initiative in which being in a community of practice is integral to the learning process. In this initiative, stakeholder groups—primary teachers, primary students and mentors—interact around the `domain' of `investigating scientifically'. This paper builds on three earlier publications and interprets the findings of the views of four secondary science teachers and five year 9 secondary science students who were first-timer participants—as mentors—in MyScience. Perceptions of these mentors' interactions with primary students were analysed using attributes associated with both `communities of practice' and the `nature of science'. Findings reveal that participation in MyScience changed secondary science teachers' views and practices about how to approach the teaching of science in secondary school and fostered primary-secondary links. Year 9 students positively changed their views about secondary school science and confidence in science through participation as mentors. Implications for secondary science teaching and learning through participation in primary school community of science practice settings are discussed.

  7. Teacher Leadership for Change

    Brondyk, Susan; Stanulis, Randi


    This is the story of a teacher leader who helped lead change in an urban elementary school by creating a new culture of support for beginning teachers. Specifically, she led focused, collaborative inquiry around discussion-based teaching to improve teaching effectiveness, and she created a school-wide coalition of support for beginning teachers to…

  8. Preservice Teachers and Parents: Using a Reading Course to Change Perceptions and Practice

    Rohr, Jean; He, Ye


    The authors sought to understand preservice teachers' views about parents of students who struggle with reading and about their own preparedness to deal with such parents. Research, including surveys, student evaluation and tutoring intervention, indicates that before their work with parents and students, preservice teachers held strong beliefs…

  9. Shifting Practices in Teacher Performance Evaluation: A Qualitative Examination of Administrator Change Readiness

    Spina, Nancy; Buckley, Phillip; Puchner, Laurel


    This study examines the perceptions, attitudes and beliefs of administrators and teachers in a Southwestern Illinois School District regarding the recent reforms in teacher performance evaluation. This study uses a qualitative approach and provides data from individual and focus group interviews to determine the extent to which the district is…

  10. Examining Beliefs and Practices of Self and Others: Pivotal Points for Change and Growth for Mathematics Teacher Educators

    Lovin, LouAnn H.; Sanchez, Wendy B.; Leatham, Keith R.; Chauvot, Jennifer B.; Kastberg, Signe E.; Norton, Anderson H.


    In this article six mathematics teacher educators describe a collaborative self-study that examined personal beliefs about mathematics teacher education. We were striving to understand more fully our beliefs and belief structures, including how these beliefs influence our instructional practices. We describe four beliefs about mathematics teacher…

  11. Effective Teacher Practice on the Plausibility of Human-Induced Climate Change

    Niepold, F.; Sinatra, G. M.; Lombardi, D.


    Climate change education programs in the United States seek to promote a deeper understanding of the science of climate change, behavior change and stewardship, and support informed decision making by individuals, organizations, and institutions--all of which are summarized under the term 'climate literacy.' The ultimate goal of climate literacy is to enable actors to address climate change, both in terms of stabilizing and reducing emissions of greenhouse gases, but also an increased capacity to prepare for the consequences and opportunities of climate change. However, the long-term nature of climate change and the required societal response involve the changing students' ideas about controversial scientific issues which presents unique challenges for educators (Lombardi & Sinatra, 2010; Sinatra & Mason, 2008). This session will explore how the United States educational efforts focus on three distinct, but related, areas: the science of climate change, the human-climate interaction, and using climate education to promote informed decision making. Each of these approaches are represented in the Atlas of Science Literacy (American Association for the Advancement of Science, 2007) and in the conceptual framework for science education developed at the National Research Council (NRC) in 2012. Instruction to develop these fundamental thinking skills (e.g., critical evaluation and plausibility reappraisal) has been called for by the Next Generation Science Standards (NGSS) (Achieve, 2013), an innovative and research based way to address climate change education within the decentralized U.S. education system. However, the promise of the NGSS is that students will have more time to build mastery on the subjects, but the form of that instructional practice has been show to be critical. Research has show that effective instructional activities that promote evaluation of evidence improve students' understanding and acceptance toward the scientifically accepted model of human

  12. Inspiring Instructional Change in Elementary School Science: The Relationship between Enhanced Self-Efficacy and Teacher Practices

    Sandholtz, Judith Haymore; Ringstaff, Cathy


    This longitudinal study examined the extent to which teachers' participation in a 3-year professional development program enhanced their self-efficacy and prompted changes in science instruction in the early elementary grades. The study used a mixed-methods design, and included 39 teachers who taught in kindergarten, first grade, or second…

  13. Changes in Teachers' Beliefs about Reformed Science Teaching and Learning, and Their Inquiry-Based Instructional Practices Following a Year-Long RET-PLC Professional Development Program

    Miranda, R.


    This study investigates the extent to which teachers' beliefs and classroom practices concerning inquiry-based instruction change following participation in a large mid-Atlantic university's year-long Research Experiences for Teachers (RET) - Professional Learning Community (PLC) professional development program. Mixed methods were used to explore this study's research questions. Supported with NASA funding, twelve secondary science teachers participated in the study. Study findings suggest that RET programs that incorporate a PLC component can help to shift teachers' beliefs and classroom practices concerning inquiry-based instruction, and help them to increase the level of inquiry in their science lessons. An implication of this research is that teacher professional development models need to be developed to help teachers effectively plan more time for students to conduct inquiry-based activities, to communicate findings based on evidence, and to develop questions to investigate themselves. Moreover, the findings of this study can help to inform science teacher education and professional development programs in creating more fruitful experiences for these professionals, and help them to align their beliefs and practice more toward the constructivist visions of current reform efforts.

  14. Motivation, Work Satisfaction, and Teacher Change among Early Childhood Teachers

    Wagner, Brigid Daly; French, Lucia


    This study tests the explanatory power of Deci and Ryan's (1985) self-determination theory as a framework for describing how interactions between early childhood teachers and the systems within which their work is embedded influence motivation for professional growth and change in teaching practice. Fifty-four early childhood teachers and teacher…

  15. Literacy Text Selections in Secondary School Classrooms: Exploring the Practices of English Teachers as Agents of Change

    Susan M. Holloway


    Full Text Available The purpose of this paper is to examine how Ontario secondary school English teachers make choices about which literature to teach in their courses. This will be done in order to more deeply understand why many secondary school teachers may or may not encourage students to read contemporary, social issue texts. This paper uses a critical sociology of schooling theoretical perspective to critique the study's findings. We examine the relation between policies and practice, the issue of resources and structural barriers, and how decisions are made around literary text choices. Some themes that emerged out of the interviews focus on a range of views expressed about personal agency, literary canons, gender, sexual orientation, and racism as central issues that shape text selection. We conclude by arguing for the need for policy to support individual teachers to take risks in their professional ability to select and teach contemporary social issues texts to high school students in all disciplines.

  16. Secondary Science Teachers' and Students' Involvement in a Primary School Community of Science Practice: How It Changed Their Practices and Interest in Science

    Forbes, Anne; Skamp, Keith


    "MyScience" is a primary science education initiative in which being in a community of practice is integral to the learning process. In this initiative, stakeholder groups--primary teachers, primary students and mentors--interact around the "domain" of "investigating scientifically". This paper builds on three earlier…

  17. Developing modelling lenses among practicing teachers

    Awawdeh Shahbari, Juhaina; Tabach, Michal


    Growing awareness of the importance of modelling activities in mathematics education has raised the question of whether teachers are prepared to facilitate the engagement of students in such activities. The current study investigates the effects of how teachers cope with modelling activities in developing their abilities to identify modelling cycles. The research was conducted among 34 practicing teachers studying for master's degrees at a college of education. The data were collected from two reports and one reflection provided by the participants about a modelling activity conducted by a group of five sixth-grade students. The first report was submitted before the participants themselves dealt with the modelling activities, while the second report and the reflection were submitted after their participation in the modelling activities. The findings indicate that prior to participating in the activity most of the teachers described the students' participation in modelling activity as a linear process. The participating teachers noticed the final mathematical model and the mathematical results obtained from applying the model, but most of them ignored the realistic results, the validating process and the cyclical nature of the mathematical model's progress. However, after the practicing teachers participated in modelling activities as learners, their reports indicated that most were able to recognize all the modelling phases and to distinguish the cyclical processes of the progress of the mathematical models. Moreover, according to the analyses of the reflections, the participating teachers are aware of the changes in their descriptions.

  18. English Teachers Classroom Assessment Practices

    Saefurrohman; Balinas, Elvira S.


    The new language assessment policies in the Philippines and in Indonesia have impact on English teachers' assessment practices. Classroom assessment; as mandated in the current curriculum of both countries swifts from sources of information to the inseparable process of teaching and learning. This study describes Filipino and Indonesian high…

  19. Evaluation of Reflective Practice in Teacher Education

    Belvis, Esther; Pineda, Pilar; Armengol, Carme; Moreno, Victoria


    Teacher education based on "reflective practice" consists of observing, analysing and reflecting on teacher performance in order to improve professional practice. This article presents the results of an evaluation of a programme on mathematics teaching carried out using reflective practice. It was targeted at 284 teachers in various…

  20. Early Childhood Teachers Reconstruct Beliefs and Practices through Reflexive Action

    Riojas-Cortez, Mari; Alanis, Iliana; Flores, Belinda Bustos


    Professional development, which results in sustained transformative change, requires that teachers engage in critical reflection regarding teaching practices. In this study, a group of five bilingual and generalist early childhood teachers engaged in a journey in which they elected to try to reconstruct their beliefs and practices about teaching…

  1. Teachers' Practices and Mental Models: Transformation through Reflection on Action

    Manrique, María Soledad; Sánchez Abchi, Verónica


    This contribution explores the relationship between teaching practices, teaching discourses and teachers' implicit representations and mental models and the way these dimensions change through teacher education (T.E). In order to study these relationships, and based on the assumptions that representations underlie teaching practices and that T.E…

  2. Moving From Theory to Practice: ELT Pre-service Teachers

    Şaziye Yaman


    Full Text Available This study was conducted to investigate the perceptual change in pre-service teachers’ effective teacher beliefs throughout their education in English Language Teaching (ELT Department of which programme is constructed spirally from theoretical knowledge to the practical one. Throughout a data collection procedure lasted 5 academic terms, 80 pre-service teachers were asked to write their ideas about “the characteristics of an effective teacher”. In each time, as the pre-service teachers moved from theoretical courses to practical ones, the data obtained at each time was analyzed through content analysis and classified under 3 semantic groups; “content knowledge, classroom behaviours, academic qualities”. Results showed that pre-service teachers’ beliefs of effective teacher changed throughout their teacher education programme as they moved from theory to practice.Keywords: Effective teacher beliefs; effective teacher; pre-service teachers’ beliefs

  3. Understanding Teacher Practice using their own Narratives

    Daugbjerg, Peer Schrøder


    knowledge of teaching, but they willingly tell their experiences from being a teacher. Therefore it is argued that narratives and life history of teachers can give insight into teachers experience, knowledge and practice. The notion of habitus is used to merge the former experience with the actual practice...

  4. The Teacher Leadership Process: Attempting Change within Embedded Systems

    Cooper, Kristy S.; Stanulis, Randi N.; Brondyk, Susan K.; Hamilton, Erica R.; Macaluso, Michael; Meier, Jessica A.


    This embedded case study examines the leadership practices of eleven teacher leaders in three urban schools to identify how these teacher leaders attempt to change the teaching practice of their colleagues while working as professional learning community leaders and as mentors for new teachers. Using a theoretical framework integrating complex…

  5. Middle school science teachers' perspectives and practices of teaching through inquiry

    Gates, Harry Alton

    This research examined middle school teachers' perspectives and practices of teaching through inquiry and the effect of a professional development institute on effecting change in those teachers' perspectives and practices. The professional development institute consisted of 16 days of content and pedagogical instruction, practice teaching, and reflection. Teachers' perspectives of inquiry were established through semi-structured interviews, journals, and written reflections. Teacher practices were assessed through analysis of videotaped lessons using a rubric designed to measure reformed teaching. Teachers' perspectives of inquiry were compared to their practices and to the National Science Education Standards. Through qualitative and quantitative analysis of data it has been found that teacher change is very complex. Professional development must address teacher beliefs, practices, and curriculum. Teachers can adopt the language of reform and imitate reform practices through the use of reform-based curriculum; however, for substantial change in classroom practice to occur, teachers must believe that all students are capable of learning through inquiry.

  6. Teacher Education and Social Change.

    Mehrotra, R. N.; Katiyar, S. N., Eds.

    This report reviews the proceedings of the First Asian Conference on Teacher Education held in Bangalore, India, June 1971. The theme of the conference was teacher education and social change. Four aspects of this theme were covered including a) modernization as a process and social ideal, b) socio-economic change and education, c) national goals…

  7. Accomplished Teachers Implementation of Quality Teaching Practices

    Chen, Weiyun; Hammond-Bennett, Austin; Upton, Ashely; Mason, Steve


    The purpose of this study was to describe how accomplished teachers implement the quality of teaching practices in their daily lessons. The participants were four elementary physical education teachers (one male, three female). The data sources consisted of videotape of the teachers teaching 12 lessons, transcription of the taped lessons,…

  8. Science Teacher Leaders: Exploring Practices and Potential

    Stinson, John Kevin


    It has become standard practice for teachers to step into the role of "teacher leaders" and perform a variety of curriculum, instruction and assessment tasks for schools and school districts. The literature regarding these Ohio K-12 teacher leaders, who may perform these tasks in addition to or in lieu of regular teaching assignments,…

  9. Teachers' Professional Development Experiences: Implications for Teaching Practice

    Vail, Teresa M.


    The purpose of this study was to inquire into the ways in which participation in physical science professional development impacts science teachers' professional learning and ultimately their practice over time. This study strove to provide a greater understanding of teachers' processes as they engage in professional learning and make changes in…

  10. Chinese Kindergarten Teachers' Perceived Changes in Their Teaching Philosophies and Practices: A Case Study in a University-Affiliated Program

    Fees, Bronwyn S.; Hoover, LuAnn; Zheng, Fuming


    Early childhood education in China has a dynamic history of educational reform. The objective of this study was to examine kindergarten teachers' current perceptions of educational philosophies and practices. As a consequence of globalization, researchers also examined what teachers perceived their international colleagues should understand…

  11. Moving From Theory to Practice: ELT Pre-service Teachers

    Meryem Özdemir


    Full Text Available This study was conducted to investigate the perceptual change in pre-service teachers’ effective teacher beliefs throughout their education in English Language Teaching (ELT Department of which programme is constructed spirally from theoretical knowledge to the practical one. Throughout a data collection procedure lasted 5 academic terms, 80 pre-service teachers were asked to write their ideas about “the characteristics of an effective teacher”. In each time, as the pre-service teachers moved from theoretical courses to practical ones, the data obtained at each time was analyzed through content analysis and classified under 3 semantic groups; “content knowledge, classroom behaviours, academic qualities”. Results showed that pre-service teachers’ beliefs of effective teacher changed throughout their teacher education programme as theymoved from theory to practice.

  12. Taking the Reins: Preservice Teachers Practicing Leadership

    Dunlap, Karen; Hansen-Thomas, Holly


    What makes the difference between a good teacher and a great one? Knowing one's content is important, but having strong leadership skills can tip the scales from mediocrity to excellence. The best time to begin practicing being a teacher leader is during the preservice years. By practicing leadership skills, one can begin to view oneself not only…

  13. Engaging Student Teachers in Meaningful Reflective Practice

    Harford, Judith; MacRuairc, Gerry


    This paper examines the use of peer-videoing in the classroom as a tool to promote reflective practice among student teachers. Twenty pre-service teachers from a variety of subject disciplines participating in a Post-Graduate Diploma in Education programme in an Irish university participated in the study. The practice of encouraging student…

  14. Teachers Implementing Entrepreneurship Education: Classroom Practices

    Ruskovaara, Elena; Pihkala, Timo


    Purpose: This study aims to highlight the entrepreneurship education practices teachers use in their work. Another target is to analyze how these practices differ based on a number of background factors. Design/methodology/approach: This article presents a quantitative analysis of 521 teachers and other entrepreneurship education actors. The paper…

  15. Creating "Frames of Practice" for Teacher Education

    Burridge, Peter; Hooley, Neil; Neal, Greg


    Conceptualising teacher learning as being immersed in and arising from the totality of professional practice, this paper reports experiences and insights from practice-based teacher education. Initial data are drawn from two sites of seven involved in the federally funded School Centres for Teaching Excellence programme conducted in the state of…

  16. Teacher Reflective Practice in Jesuit High Schools

    Klug, Joseph H.


    Teachers who engage in reflective practice are more effective and may encourage higher student achievement. The purpose of this study is to explore and describe the methods that teachers use in order to engage in reflective practice. Further, it is essential to gain an understanding of how schools, including Jesuit high schools, promote reflective…

  17. Theory and practice in teacher education

    Knudsen, Lars Emmerik Damgaard

    distance between the academic intentions of the Bologna process and the students examinations of the bachelor thesis. This distance constitutes a site of its own, and as a cultural event the analysis is illustrating how the process of the teacher education program becoming academic begs the question of......Abstract for NERA 2013, Iceland Theory and Practice – Knowledge Forms, Culture Analysis and Embodiment Lars Emmerik Damgaard Knudsen ‘Teacher Education Network’ Compared to other Nordic teacher education programs the Danish teacher education is as designated to the teacher profession but not...... necessarily towards studies for a master’s degree. This constitutes what I call the teacher education program problematique – an identifying and structuring question that includes different perspectives on what constitutes a good teacher education program, a good student, a good teacher. In a theoretical...

  18. Literacy teacher education principles and effective practices

    Litt, Deborah G; Place, Nancy A


    Few resources exist to give literacy teacher educators a comprehensive view of effective, innovative practices in their field, making this uniquely practical volume an important addition to the literature. Each chapter describes research findings and pedagogical methods, with an emphasis on what teachers really need to know to succeed. Woven into the text are more than 30 detailed activities and assignments to support teacher development, written by outstanding teacher educators. Links to professional teaching standards and the Common Core State Standards are highlighted throughout. Suppleme

  19. Theory to Practice through Teacher Inquiry Courses in a Graduate Program: Two Teachers' Perspectives

    Keat, Jane Blakely


    Our graduate degree program includes a component of six one-credit courses, in which teachers find ways to bring into their own classroom practices theory learned in related three-credit courses. Prior research indicates that taking course work alone may not bring about changes in teachers' decision-making. Prior research also encourages higher…

  20. Science Teacher Leaders: Exploring Practices and Potential

    Stinson, John Kevin

    It has become standard practice for teachers to step into the role of "teacher leaders" and perform a variety of curriculum, instruction and assessment tasks for schools and school districts. The literature regarding these Ohio K-12 teacher leaders, who may perform these tasks in addition to or in lieu of regular teaching assignments, rarely includes a disciplinary focus. In this exploratory, descriptive study the results of a web-based survey containing both closed and open-ended items were used in an inquiry into teacher leaders working with the discipline of science. Data from Ohio teachers responding to the survey were used first to create a standard profile for science teacher leaders. Descriptive statistics and correlations were then performed on quantitative survey data to explore science teacher leader tasks and factors that influence task performance. Analysis of data included descriptions of sense of purpose for their role held by these science teacher leaders. Results indicate that science teacher leaders appear to embrace their role as advocates for science and have great potential for implementing science education reform as well as other science-related school initiatives. Aligning performance, administrative oversight, impact on student achievement and teacher training concerning tasks science teacher leaders are expected to perform would enhance this potential. However, science teacher leaders face challenges to realizing that potential due to ambiguity of their leadership role, the breadth of tasks they tend to perform and lack of alignment between task and outcomes.

  1. Cultivating Teacher Thinking: Ideas and Practice

    Huang, Jia-Li


    This paper aims to develop, through a literature analysis, a portrait of the functioning and practice of teacher thinking at government and university levels. Teacher thinking is defined as habits and strategies or the habit of thinking used to collect information, analyze, understand institution, reflect, solve problems, inform decisions,…

  2. Developing Best Practices of Teacher Induction

    Moore, Lori L.; Swan, Benjamin G.


    Problems and challenges faced by beginning teachers have been well documented in the literature and have created the need for teacher induction programs in all disciplines, including agricultural education. This paper used literature from inside and outside the agricultural education discipline to identify and describe best practices in teacher…

  3. Implementing Computer Technologies: Teachers' Perceptions and Practices

    Wozney, Lori; Venkatesh, Vivek; Abrami, Philip


    This study investigates personal and setting characteristics, teacher attitudes, and current computer technology practices among 764 elementary and secondary teachers from both private and public school sectors in Quebec. Using expectancy-value theory, the Technology Implementation Questionnaire (TIQ) was developed; it consists of 33 belief items…

  4. Teacher Inquiry for Educational Change

    Danielle Couture


    Full Text Available The inquiries of professionals involved in the development of a centre for inquiry into educational practice in a secondary school are fostered through professional conversation among teachers, support and professional staff undertaking research on practice. A framework for the development of the work done in the centre is briefly reviewed. Snapshots of various experiences and products illustrate evolving understandings of inquiry and evidence of ways in which it supports student learning and developing teaching practices in light of local curricular reforms.

  5. A Qualitative Inquiry into Teachers' Perceptions of Change

    Gardner, Theresa Burr


    The purpose of this study was to identify teachers' perceptions of how leadership styles and practices of administration can improve the process of broad-based change in an educational organization. The study focused on the lived experiences of 12 teachers and school administrators (coresearchers) during a major change in their school district.…

  6. Making Use of ICT: Glimpses from Norwegian Teacher Practices

    Barbara Wasson


    Full Text Available This paper presents the Norwegian results of a baseline study of teacher practices with ICT. Through semi-structured interviews, six Norwegian teachers explain how digital technology not only changed aspects of their planning and classroom teaching, but also assessment and feedback. The results, together with similar results from England, Denmark, Germany, and Austria, contribute to the development of ICT support for formative e-assessment in the 21st Century classroom. Furthermore, through an analysis of the baseline interviews, tweets, blogs, forum posts, and discussions with teachers at conferences, we identified nine ICT-supported assessment methods being used in Norwegian classrooms. Our conclusion is that the interviewees are active users of ICT in all aspects of professional teacher practice, using both the tools provided and finding new tools to integrate technology into their professional practice.

  7. Student Perceptions of Secondary Science Teachers’ Practices Following Curricular Change


    Inquiry-based teaching has emerged as a highly valued strategy in science education. In Portugal, the science curriculum has been redesigned in order to promote such teaching. This implies substantial change in teacher practice. It is therefore important to understand students’ perceptions of teacher practice. Aim: In this study, we describe student perception of teacher practices and look for associations between the perceptions and student motivation. Method: Three low-achieving, secondary...

  8. Teacher Development in Action: Understanding Language Teachers' Conceptual Change

    Kubanyiova, Magdalena


    Bringing together multiple sources of data and combining existing theories across language teacher cognition, teacher education, second language motivation, and psychology, this empirically-grounded analysis of teacher development in action offers new insights into the complex and dynamic nature of language teachers' conceptual change. (Contains…

  9. Attempts of Transforming Teacher Practice Through Professional Development

    Montalbano, Vera; Benedetti, Roberto; Mariotti, Emilio; Mariotti, Maria Alessandra; Porri, Antonella


    A difficult challenge in physics education is to design professional development programs for teachers, which can lead to fundamental changes in their practise. We report all activities for physics teachers in the context of the National Plan for Scientific Degrees in Southern Tuscany. Research and practice have shown that physics teaching in school is inadequate. The main consequences are limited achievements in school, decrease of students' interests in learning physics and decrease of enro...

  10. Teacher Supervision Practices and Principals' Characteristics

    April, Daniel; Bouchamma, Yamina


    A questionnaire was used to determine the individual and collective teacher supervision practices of school principals and vice-principals in Québec (n = 39) who participated in a research-action study on pedagogical supervision. These practices were then analyzed in terms of the principals' sociodemographic and socioprofessional characteristics…

  11. Evidence-Based Practice and Teacher Action-Research: A Reflection on the Nature and Direction of "Change"

    Colucci-Gray, Laura; Das, Sharmistha; Gray, Donald; Robson, Dean; Spratt, Jennifer


    This study was conceived as an opportunity to reflect on the place of action-research in the contested landscape of educational change in the UK where increasing emphasis has been put on the use of evidence to drive reform. In the context of a government-sponsored project in Scotland, this study looked at the impact of a scholarship initiative…

  12. Collaborative and situated learning on the web ? how can teacher education theoretically and practically respond to changing demands and roles of teachers?

    Petersen, Karen Bjerg


    in a modern world. Furthermore, some of the concepts of Lave and Wenger's situated learning theories will be described as well as a case study of Internet based second language learning in a ?virtual community of practice? will be presented. At the end of the paper the relevance of the theoretical concepts......The background for this paper is a growing interest during the past decade in Denmark in the concepts of ?situated learning?, ?social theory of learning? and ?learning in communities of practice? developed by the American social anthropologist Jean Lave and the Californian Research Scientist...... Etienne Wenger. The work by Jean Lave from 1988 (Lave, 1988) based on anthropological field studies in Brazil and Liberia as well as later works by Lave & Wenger (Lave and Wenger, 1991; Chaiklin and Lave, 1993; Wenger, 1998; Wenger, McDermott, R. and W. Snyder, 2002) on situated learning and social...

  13. Inspiring Teachers: Perspectives and Practices

    Sammons, Pam; Kington, Alison; Lindorff-Vijayendran, Ariel; Ortega, Lorena


    This research study investigates the notion of "inspiring" teaching through case studies of a purposive sample of 17 primary and secondary school teachers in England. The research was commissioned by CfBT Education Trust as part of a collaborative professional development initiative involving its schools. It arose from headteachers'…

  14. Teacher's experiences in PBL: implications for practice

    Alves, Anabela C.; Sousa, Rui M.; Fernandes, Sandra; Cardoso, Elisabete; Carvalho, Maria Alice; Figueiredo, Jorge; Pereira, Rui M. S.


    Project-Based Learning (PBL) has been implemented in the first year of the Industrial Engineering and Management programme at the University of Minho, Portugal, since 2004/2005. The purpose of this paper is to analyse and discuss teachers' experiences in PBL in this programme and to explore its implications for student learning and for teaching practices in higher education. For data collection, the research method used was written narratives to these teachers, at the end of the PBL semester. Findings suggest that teachers express a positive view of PBL as a learning approach. They identify student motivation and engagement, along with a better understanding of the application of concepts in real-life situations, as important outcomes of the project for students. Besides this, teachers also highlight the importance of the development of transversal skills by students throughout the project. Recommendations for future work and implications for practice will also be discussed.

  15. Reflective Practice in Teacher Education in Ghana

    Michael Amakyi; Alfred Ampah-Mensah


    This paper examined the import of adopting reflective practice in the preparation of teacher trainees in the colleges of education in Ghana. It looked at the various dimensions of the knowledge base of teacher education curriculum in Ghana and various policy documents, especially the Colleges of Education Act, Act 847, which elevated the status of training colleges to tertiary institutions. Data from varied documents were explored and analysed from a discourse analytic perspective to ascertai...

  16. Developing pedagogic skills of Libyan pre-service teachers through reflective practice

    Dabia, Mustafa


    Over the last two decades, teacher education (TE) has witnessed substantial changes in the way the divide between theory and practice is viewed. This has resulted in changes in the approaches used to deliver TE programmes. Since Dewey (1933), teacher educators have been concerned with how to prepare teachers who are reflective about what they are doing. Hence, there has been widely applied emphasis on the investigation of practice. This study describes the introduction of Reflective Practice ...

  17. A Study of Science Teachers' Homework Practices

    Tas, Yasemin; Sungur-Vural, Semra; Öztekin, Ceren


    This study investigates Turkish middle school science teachers' homework practices, the value teachers attach to homework and teachers' communication with parents about homework. One hundred and sixty-eight teachers completed surveys. Teachers reported to assign homework frequently: 93.4 per cent of the teachers reported that they assign…

  18. Attempts of Transforming Teacher Practice Through Professional Development

    Montalbano, Vera; Mariotti, Emilio; Mariotti, Maria Alessandra; Porri, Antonella


    A difficult challenge in physics education is to design professional development programs for teachers, which can lead to fundamental changes in their practise. We report all activities for physics teachers in the context of the National Plan for Scientific Degrees in Southern Tuscany. Research and practice have shown that physics teaching in school is inadequate. The main consequences are limited achievements in school, decrease of students' interests in learning physics and decrease of enrolments in physics in many countries. In recent years, the decline in enrolments was faced up with the launch of a wide national project addressed to secondary school students and teachers. The active involvement of teachers in the design of laboratories was found to be essential for obtaining actions which were not transitory and entered permanently in classroom practice. We describe some advanced courses in Physics and Mathematics Education realized few years ago and courses designed for a Master in Physics Educational I...

  19. Supporting teachers in making innovative changes in the use of computer-aided practical work to support concept development in physics education

    Barton, Roy


    There continues to be a gulf between what have been identified from the literature as the potential benefits of using computer-aided practical work and the difficulties of realizing them as reported by practising teachers, even from those who are committed to the use of Information and Communication Technology (ICT). This article reports on a pilot study that aimed to explore ways in which teachers could be supported as they explore the extent to which this approach could enhance the development of pupils' understanding of physics concepts. The study was based on a collaborative partnership between a researcher and a classroom teacher. The indications are that there is the potential for considerable benefits from such an approach, with the need for further development of materials and teaching methods being identified.

  20. Exploring Elementary Teachers' Implementation of Formative Assessment Practices for Reading

    Richardson, Irving


    The purpose of the study was to determine whether or not elementary classroom teachers' exploration of an integrated theoretical model of formative assessment would change participants' understandings of formative assessment and whether or not participants would apply this newly-acquired knowledge to their classroom assessment practices. After…

  1. Reflective practice in ESL teacher development groups from practices to principles

    Farrell, Thomas SC


    Reflective Practise in ESL Teacher Development Groups discusses the concept of reflective practice in ESL teachers using data from a 3-year collaborative partnership in which three ESL teachers in Canada explored their professional development through reflective practice.

  2. Differentiating Science Instruction: Secondary science teachers' practices

    Maeng, Jennifer L.; Bell, Randy L.


    This descriptive study investigated the implementation practices of secondary science teachers who differentiate instruction. Participants included seven high school science teachers purposefully selected from four different schools located in a mid-Atlantic state. Purposeful selection ensured participants included differentiated instruction (DI) in their lesson implementation. Data included semi-structured interviews and field notes from a minimum of four classroom observations, selected to capture the variety of differentiation strategies employed. These data were analyzed using a constant-comparative approach. Each classroom observation was scored using the validated Differentiated Instruction Implementation Matrix-Modified, which captured both the extent to which critical indicators of DI were present in teachers' instruction and the performance levels at which they engaged in these components of DI. Results indicated participants implemented a variety of differentiation strategies in their classrooms with varying proficiency. Evidence suggested all participants used instructional modifications that required little advance preparation to accommodate differences in students' interests and learning profile. Four of the seven participants implemented more complex instructional strategies that required substantial advance preparation by the teacher. Most significantly, this study provides practical strategies for in-service science teachers beginning to differentiate instruction and recommendations for professional development and preservice science teacher education.

  3. Information Technology Teachers' Practices Regarding Mainstreaming Students

    ERDOĞDU, Funda; ÖZBEY, Fidan


    This study is conducted to investigate information technology teachers’ practices related to instructional adaptations for mainstreaming students at information technology courses. In the research, the data were collected with the qualitatively patterned and semi-structured interview form. The data obtained from the interviews were analyzed through content analysis. The research findings indicate that information technology teachers at information technology courses carry out such practices a...

  4. Inspiring Teachers: Perspectives and Practices. Summary Report

    Sammons, Pam; Kington, Alison; Lindorff-Vijayendran, Ariel; Ortega, Lorena


    This study investigates the notion of "inspiring" teaching. The research was commissioned by CfBT as part of a collaborative professional development initiative involving its schools. It arose from headteachers' suggestions that schools nominate a number of "inspiring" teachers so that their practice could be studied and…

  5. Teachers' Embodied Presence in Online Teaching Practices

    Bolldén, Karin


    This study aims to examine teachers' embodiments online. The analysis is based on online ethnographic data from two online courses in higher education settings using different information and communication technologies. The perspective of practice theory and the concepts of being a body, having a body and the instrumental body were used to analyse…

  6. Information Literacy Skills: Teacher Understandings and Practice

    Probert, Elizabeth


    This article reports on a project, involving three New Zealand schools, which investigated teachers' understanding of information literacy and their associated classroom practices. Recently published work, while lamenting school students' lack of information literacy skills, including working with online resources, provides little research…

  7. Language Teachers Making Sense of Exploratory Practice

    Hanks, Judith


    This article critically examines the implementation of Exploratory Practice in an English for academic purposes (EAP) context in a British university. The innovation involved challenges as well as opportunities for uniting learning, teaching and research. Particular emphasis is given to two teachers, who are the focus of this article: the story of…

  8. Examining Reflective Practice: Insights from Pre-Service Teachers, In-Service Teachers and Faculty

    Fox, Kathy R.; Campbell, Monica; Hargrove, Tracy


    This study examines reflective practice of pre-service teachers, in-service teachers and teacher educators. Using Schon's in, on and for practice conceptual framework, the study addresses the following questions: Is there a disconnect between what teachers do, faculty require, and students perceive as reflective practice? What types and methods of…

  9. Teachers' Perceptions and Practices of STEAM Education in South Korea

    Park, HyunJu; Byun, Soo-yong; Sim, Jaeho; Han, Hyesook; Baek, Yoon Su


    This study examined teachers' perceptions and practices of science, technology, engineering, arts, and mathematics (STEAM) education in South Korea, drawing on a survey of teachers in STEAM model schools. Results showed that the majority of Korean teachers, especially experienced teachers and male teachers, had a positive view on the role of STEAM…

  10. Assessment and pedagogical practices of teachers.

    Juan Quevedo Toro


    Full Text Available The evaluation should become a dynamic process of school life in any educational institution with the primary purpose to understand and assess their practical and academic, social and pedagogical relations, educational discourse, actions and decisions conducive to transform reality and praxis pedagogical. In this sense, the Pedagogical Project Bread teacher training has allowed reconceptualize and evaluative and educational recontextualise light of qualitative practices, integrated, personal and social, exceeding the quantitative conception, before qualifying and only rote knowledge . The project constitutes the optimal space for future teachers articulate evaluative theory and practice related to pedagogy and his knowledge of this discipline. He then conceives of evaluation as the opportunity to learn to understand and understanding to transform our educational and institutional realities.

  11. How Five Master Teachers Teach about Climate Chang

    Bloch, L.


    The AGU Position Statement, "Human-Induced Climate Change Requires Urgent Action," calls on scientists to "[work] with stakeholders to identify relevant information, and [to convey] understanding clearly and accurately, both to decision makers and to the general public". Everyday, K-12 teachers communicate with an important segment of the general public, and they represent important stakeholders with unique needs. The terms 'global warming', 'greenhouse effect', and 'climate change' appear nowhere in the 1996 National Science Education Standards, but under the Next Generation Science Standards, millions of teachers- most of whom have little to no experience teaching about climate change- will be required to cover the topic. This presentation discusses research conducted with five veteran public school teachers, each of whom has been teaching about climate change for many years. The group comprises three high school teachers, a middle school teacher, and an elementary school teacher. The study examined: 1) What these teachers teach about climate change; 2) How they teach about climate change; 3) What resources they use in teaching and learning about climate change; and 4) How they think the scientific community can support teachers in their efforts to teach about climate change. The teachers varied in their teaching practices and in their conceptions of 'climate change', but they all said that the academic community can support climate change education by developing locally relevant educational resources. Scientists working with K-12 teachers can build on the work of these master teachers, and attendees can access detailed descriptions of all of the lessons and the associated learning materials.

  12. Leading for Change: How Leadership Style Impacts Teachers' Experience

    Procek, Cara


    This research study explored how one middle school in a suburban New Hampshire town translates existing models of leadership into practice and how teachers experience these differences in practice. The research examined how school leaders balance formal and cultural models of leadership to affect change on a day-to-day level. In addition, the…

  13. "I Took This Picture Because?…?": Accessing Teachers' Depictions of Change

    Parker, Melissa; Patton, Kevin; Sinclair, Christina


    Background: Achieving teacher change and the lofty goals of educational reform initiatives necessitates professional development (PD) designed to help teachers rethink their practice. A key implication for physical education, therefore, is that PD must be organized in ways that utilize teachers' voice, providing opportunities for teachers to build…

  14. How an Orientation to Learning Influences the Expansive-Restrictive Nature of Teacher Learning and Change

    Feeney, Eric J.


    This study examined teachers' learning situated in a school to reveal factors that support and hinder learning in the workplace. The investigation analyzed teachers' orientation to learning, examining beliefs, practices, and experiences about teachers' learning in relation to change in the workplace. A hypothesis is that teacher learning and…

  15. Referents for changing a science curriculum: A case study of one teacher's change in beliefs

    Tobin, Kenneth G.; Tippins, Deborah J.; Hook, Karl


    This interpretive investigation of curricular change involved Karl, a middle school science teacher. Initially, he made sense of his and student roles in terms of objectivism and the teacher having control. When Karl had opportunities to observe the teaching of a colleague he began to consider changes in his teaching. The referents used to frame alternative teacher and student roles were students having greater autonomy for their actions and constructivism. However, constraints, such as shortage of time and beliefs of colleagues and students favored the retention of traditional practices. Although Karl's commitment to change was sufficiently strong to ensure that changes would be attempted, old belief sets and associated practices, restraints, and new belief sets and associated practices co-existed in a dialectical relationship. Effecting meaningful change necessitated teacher learning and sustaining of new equilibria between a complex array of interacting sociocultural factors.

  16. Reflective Practice: The Teacher in the Mirror

    Rayford, Celese Raenee


    With the enactment of the "No Child Left Behind Act of 2001," administrators have faced extreme pressure to provide professional development to teachers to enhance their skill and knowledge base, make school improvements, and increase student achievement. Research indicated that critical reflection leads to lasting school change and professional…

  17. Challenges in Enacting Core Practices in Language Teacher Education: A Self-Study

    Peercy, Megan Madigan


    In this study, I explore my practices as a teacher educator in one course both before and after returning to the K-12 classroom to teach secondary language learners for one academic year. By examining the intersection of self-study and practice-based teacher education, I illustrate how I used self-study as a mechanism for innovation and change and…

  18. Considering the Impact of Preservice Teacher Beliefs on Future Practice

    Thomas, Cathy Newman


    Preservice teacher beliefs merit additional attention from special education teacher-educators. Given current policy and reforms aimed at improving outcomes for students with disabilities and increasing the adoption of evidence-based practices, teacher-educators should recognize the barrier that preservice teacher beliefs can pose and consider…

  19. The Variation in Teachers' Grading Practices: Causes and Consequences.

    Bonesronning, Hans


    Discusses causes and consequences of teachers' grading practices, which vary greatly among Norwegian uppersecondary schools. Introduces an alternative to easy grading, in which rent-seeking students allocate time to affect the teacher's grading. Shows that teacher's grading is systematically associated with teacher characteristics. Hard grading…

  20. Teacher Efficacy Measurement and Change.

    Guskey, Thomas R.

    Research on the concept of teacher efficacy spans over 20 years, but much remains to be learned. Although precise definitions of the concept have always been problematic, in general, teacher efficacy is defined as teacher's belief or conviction that they can influence how well students learn (T. Guskey and P. Passaro, 1994). Efforts to clarify the…

  1. Communication in the classroom : practice and reflection of a mathematics teacher

    Martinho, Maria Helena; Ponte, João Pedro da


    This paper discusses the conceptions, practices and reflections about practices of a basic education mathematics teacher in Portugal with respect to communication in the mathematics classroom. It also addresses their change through her work on a collaborative project. The case study of this teacher was carried out as part of a long term (one year and a half) collaborative project involving a researcher and three mathematics teachers. The case pro-vides evidence of the relevance of such a proj...

  2. Student Teachers' Management Practices in Elementary Classrooms: A Qualitative Study

    Hildenbrand, Susan M.; Arndt, Katrina


    This qualitative study of four student teachers completing certification in elementary and special education investigated the classroom management practices of the student teachers. This is an important area of study because management practices are essential for an effective classroom, and student teachers often lack confidence and skill in the…

  3. Developing Fundamental Principles for Teacher Education Programs and Practices

    Korthagen, Fred; Loughran, John; Russell, Tom


    Traditional approaches to teacher education are increasingly critiqued for their limited relationship to student teachers' needs and for their meager impact on practice. Many pleas are heard for a radical new and effective pedagogy of teacher education in which theory and practice are linked effectively. Although various attempts to restructure…

  4. Yemeni Teachers' Beliefs of Grammar Teaching and Classroom Practices

    Ezzi, Nemah Abdullah Ayash


    Beliefs of in-service English teachers about grammar learning/teaching and the influence of such beliefs on their classroom practices remain relatively unexplored. More precisely, this study explores English teachers' beliefs about grammar learning and teaching. It throws light on the teachers' actual practices in the classrooms of 7th -12th…

  5. Portfolio assessment: practice teachers' early experience.

    Spence, William; El-Ansari, Walid


    Experience was recognised to be a vital source of learning as long ago as 1762 [Emile, Everyman, London, 1993] and reflection on practice experience may be one way forward in addressing nursing's anxieties concerning the practice theory gap. However, despite the acceptance that subjectivity in the process seems inevitable and potentially important, little is understood of the practitioner's experience of practice assessment. Two questionnaires sought the views of specialist community nursing practitioner (SCNP) programme (United Kingdom Central Council for Nursing, Midwifery and Health Visiting (UKCC) 2001) practice teachers (PTs) on the introduction of the portfolio approach to practice assessment. These were distributed to 62 and 76 PTs and the response rates were 32% and 50%, respectively. Responses of those PTs from the three specialisms participating in the piloting of the portfolio approach were compared with those using an existing approach. An action research method was adopted which attempted to use established theory to explain the challenges presented by the introduction of this approach and ultimately to raise the PT group's awareness of assessment issues. Both qualitative and quantitative data were collected and the findings support the use of the portfolio approach to practice assessment. The PT experience of portfolio use was found to be a largely positive one. PTs reported the utility of the portfolio in prompting student self-evaluation of learning. Concerns were expressed by PTs around the quality of portfolio evidence although many felt that it had promoted students' reflection on practice. Inter-PT reliability in practice assessment was identified as a topic for PT continuing professional development. Many sources of evidence, including patient feedback, were used by PTs in their assessment of students although PTs using the portfolio approach used less first-hand experience of students' practice in their assessments of competence, relying more

  6. Recruitment Practices And Institutional Change

    Holm, Anna; Ulhøi, John Parm

    Up to now, there has been little research on recruitment practices from an organizational perspective, and in part it lags behind practice. This paper attempts to rectify this by studying recent changes in the recruitment practices of Danish organizations. We employ new institutional theory...... as a theoretical lens in order to understand how shared rules, norms and beliefs guide recruitment professionals in their choice of recruitment tactics and ways of performing recruitment tasks. Our findings suggest that recruitment practices have been strongly influenced by changes in the labour market, technology......, and individuals’ social cognition. Among other things, this is reflected in the use of online recruitment and employer branding. The study concludes that the recruitment field has transformed and reviewed its practices due to institutional changes in how individuals search for employment and expect to be hired....

  7. The Teacher's Reflective Practice Handbook: Becoming an Extended Professional through Capturing Evidence-Informed Practice

    Zwozdiak-Myers, Paula


    What do we mean by reflective practice? What does it involve? How can it help you develop as a teacher? "The Teacher's Reflective Practice Handbook" is an essential source of advice, guidance and ideas for both student and practising teachers. Helping you to translate pedagogical knowledge into practice, this "Handbook" guides you through studying…

  8. Supporting Teacher Change Through Online Professional Development

    Charlotte J. Boling


    Full Text Available This multiple case study examines elementary teachers’ experiences as they participated in the online professional development course, Cognitive Literacy Strategies for the Elementary Classroom. This study explores teacher change and the elements necessary to facilitate the change. Issues concerning content, the change process, the online learning environment, and technology are examined. Findings indicate that online learning is a viable means of providing professional development and facilitating teacher change.

  9. Continuous Professional Development of English Language Teachers: Perception and Practices

    AbdulRahman Al Asmari


    Full Text Available Professional development is considered as an essential element in enhancing the teaching and learning process to ensure student learning. Professional development can also be deemed as a cornerstone of teacher professionalism and quality. The governments and educational institutions invest significantly in Continuous Professional Development (CPD to improve teacher quality and to meet the changing needs of the students. To uncover the perceptions and practices of professional development in Saudi Arabia, a survey was conducted at Taif University English Language Centre. The sample consisted of 121 English language teachers from various countries and having varied educational and academic experiences. The survey comprised items relevant to learning approaches, concept of professional development, perceptions and feedback on CPD. The respondents supported lifelong learning and experiential learning leading towards learner centered approach. They perceived the CPD as a challenge to their existing knowledge and classroom practice. However, they expressed their concerns regarding indigenization of activities in CPDs, institutional support in conducting classroom activities, and follow up activities. Keywords: Professional development, Teacher perception, ELT in Saudi Arabia 

  10. Dimensions of Teacher Self-Efficacy for Inclusive Practices among Mainland Chinese Pre-Service Teachers

    Malinen, Olli-Pekka; Savolainen, Hannu; Xu, Jiacheng


    Five hundred fifty mainland Chinese university students were given a questionnaire that contained a Teacher Efficacy for Inclusive Practices (TEIP) scale. The purpose of the study was a) to test the factor structure of teacher self-efficacy for inclusive practices, b) to investigate the relationship between teacher self-efficacy for inclusive…

  11. Teacher Preparation in Malaysia: Needed Changes

    Goh, Pauline Swee Choo; Blake, Damian


    The article attempts to present personal views of some changes that are needed to be made within teacher education in Malaysia. It uses one teacher education university as a point of reference to forward concerns. The university remains anonymous as it is not the intent of the article to critique the university but rather to highlight the more…

  12. Teachers' Perceptions of Curricular Change

    Rulison, Sheila R.


    The purpose of this study was to examine teachers' perceptions of curricular change and how teachers in one high school in the southwestern United States viewed the potential effects of the implementation of Common Core State Standards. Surveys, focus group sessions, one-on-one interviews, and various observational techniques were used to…

  13. Changing work practices in design

    Bødker, Keld; Kensing, Finn; Simonsen, Jesper


    The chapter reflects on activitites in three IT-organizations to change work practices in early design activitites. The activitites in the three organizations were related to introducing a new method for design in an organizational context, developed by the authors (Kensing et al., 1998a...... by ethnographic approaches, and by Scandinavian participatory design approaches. The MUST method supports - by its conceptual framework, its techniques, and tools - ways of repre-senting current work and the envisioned IT systems. We have participated in designing IT support for 9 people on an editorial board......-designers’ current work practices, propose changes, teaching, supervision, and coaching – and to evaluate the method in close cooperation with the designers in the three projects . In this chapter we reflect on our experiences in relation to method dessimination, i.e. changing work practices of designers doing real...

  14. The Practical Turn in Teacher Education: Designing a Preparation Sequence for Core Practice Frames

    Janssen, Fred; Westbroek, Hanna; Doyle, Walter


    Amid calls for more practice-based teacher education, this article presents a concrete illustration of a practice-based bridging strategy for preparing high school biology teachers to enact open-inquiry labs. Open-inquiry labs were considered a core practice frame that served as a context for identifying core practices and for giving coherence to…

  15. Teacher Education for Inclusive Practice--Responding to Policy

    Alexiadou, Nafsika; Essex, Jane


    This article draws on research in one teacher education course in England and examines the ways in which the programme prepares student-teachers for inclusive practice in science teaching. We frame our analysis by drawing on aspects of institutional mediation of official policy in teacher education, as well as theories around inclusion and…

  16. Making Philosophy of Science Education Practical for Science Teachers

    Janssen, F. J. J. M.; van Berkel, B.


    Philosophy of science education can play a vital role in the preparation and professional development of science teachers. In order to fulfill this role a philosophy of science education should be made practical for teachers. First, multiple and inherently incomplete philosophies on the teacher and teaching on what, how and why should be…

  17. Consistencies and Inconsistencies Between Science Teachers' Beliefs and Practices

    Mansour, Nasser


    To gain a better understanding of teachers' beliefs about teaching, as compared with their in-reality classroom practices, case studies were constructed with four science teachers in different schools in Egypt. The main aims of this article were to provide an answer to the research question, 'To what extent do science teachers' beliefs correspond to their practices?' and to explore the contextual factors that can explain the difference, the consistency or inconsistency, between teachers' beliefs and practices. The study collected data for each teacher using semi-structured interviews, notes taken while observing classes, and teachers' notes, journals, and lesson plans concerned with STS lessons. The data were analysed using the constant comparative method around common themes, which were identified as distinctive features of teachers' beliefs; these same themes were then compared with their practices. Results showed that a few of the in-service science teachers' pedagogical beliefs aligned with constructivist philosophy. Some of the teachers' beliefs were consistent with their practices, especially the traditional beliefs, while some of teachers' practices were conflicted with their beliefs in different contexts.

  18. Teacher Education: Interface Between Practices and Policies: The Malaysian Experience 1979-1997.

    Ratnavadivel, Nagendralingan


    Describes preservice teacher education in Malaysia, focusing on the interface between policies and practices as orchestrated by the Teacher Education Division of the Ministry of Education. Looks at changes in the political, economic, and sociocultural spheres, both locally and internationally, that have helped ensure qualitative and quantitative…

  19. Question Asking in the Science Classroom: Teacher Attitudes and Practices

    Eshach, Haim; Dor-Ziderman, Yair; Yefroimsky, Yana


    Despite the wide agreement among educators that classroom learning and teaching processes can gain much from student and teacher questions, their potential is not fully utilized. Adopting the view that reporting both teachers' (of varying age groups) views and actual classroom practices is necessary for obtaining a more complete view of the phenomena at hand, the present study closely examines both cognitive and affective domains of: (a) teachers' views (via interviews) concerning: (1) importance and roles of teacher and student questions, (2) teacher responses, and (3) planning and teacher training; and (b) teachers' actual practices (via classroom observations) concerning: (1) number and (2) level of teacher and student questions, as well as (3) teachers' responses to questions. The data were collected from 3 elementary, 3 middle, and 3 high school science teachers and their respective classroom students. The findings lay out a wide view of classroom questioning and teachers' responses, and relate what actually occurs in classes to teachers' stated views. Some of the study's main conclusions are that a gap exists between how science researchers and teachers view the role of teacher questions: the former highlight the cognitive domain, while the latter emphasize the affective domain.

  20. Learning to Get It Right: Understanding Change Processes in Professional Development for Teachers of English Learners

    Choi, Daniel Sung-Yeol; Morrison, Peggy


    A professional development program for US teachers in the state of Oregon was the context in which this study took place. This five-year hybrid (online and face-to-face) program assisted experienced teachers to adapt their practice to meet the needs of language minority and immigrant students. The positive changes in teacher perceptions and…

  1. Policy to Practice: TAFE Teachers' Unofficial Code of Professional Conduct--Insights from Western Australia

    Martin, Tess


    Although there has been substantial research and reform in Vocational Education and Training (VET) over the past 30 years, it is argued that this has ostensibly had limited effectiveness on practices in TAFE colleges. Many policy changes during this period have not resulted in the requisite changed practices by TAFE teachers. This paper reports on…

  2. Winds of Change in Teachers' Classroom Assessment Practice: A Self-Critical Reflection on the Teaching and Learning of Visual Literacy in a Rural Eastern Cape High School

    Mbelani, Madeyandile


    The year 2006 saw the implementation of a new curriculum for teaching English First Additional Language (FAL) in grades 10-12 in South African high schools. The curriculum includes the teaching and assessment of visual literacy--a challenge for teachers whose apartheid-era teacher education did not address visual literacy at all. The article is a…

  3. Examining Science Teachers' Development of Interdisciplinary Science Inquiry Pedagogical Knowledge and Practices

    Chowdhary, Bhawna; Liu, Xiufeng; Yerrick, Randy; Smith, Erica; Grant, Brooke


    The current literature relates to how teachers develop knowledge and practice of science inquiry, but little has been reported on how teachers develop interdisciplinary science inquiry (ISI) knowledge and practice. This study examines the effect of university research experiences, ongoing professional development, and in-school support on teachers' development of ISI pedagogical knowledge and practices. It centers on documenting diverse teachers' journeys of experiencing ISI as well as developing knowledge of ISI. It was found that there was variation in ISI understanding and practice among the teachers as a result of the combination of teachers' experiences, beliefs, and participation. Thus, in order to help teachers develop ISI knowledge and pedagogy, barriers to ISI knowledge development and implementation must also be addressed. Professional developers must articulate clear program goals to all stakeholders including an explicit definition of ISI and the ability to recognize ISI attributes during research experiences as well as during classroom implementation. Teachers must also be held accountable for participation and reflection in all aspects of professional development. Program developers must also take into consideration teachers' needs, attitudes, and beliefs toward their students when expecting changes in teachers' cognition and behavior to teach inquiry-rich challenging science.

  4. Teachers' Professional Learning: The Role of Knowledge Management Practices

    Niehoff, Karissa


    This qualitative study explored the degree to which knowledge management strategies addressed teacher professional learning at the high school level. In the setting of a Connecticut public high school, interviews were conducted which explored teacher perceptions of knowledge sharing practices in the school and how those practices influenced their…

  5. The Practical Audio-Visual Handbook for Teachers.

    Scuorzo, Herbert E.

    The use of audio/visual media as an aid to instruction is a common practice in today's classroom. Most teachers, however, have little or no formal training in this field and rarely a knowledgeable coordinator to help them. "The Practical Audio-Visual Handbook for Teachers" discusses the types and mechanics of many of these media forms and proposes…

  6. Fostering Teacher Candidates' Reflective Practice through Video Editing

    Trent, Margaret; Gurvitch, Rachel


    Recently, interest in using video to promote the reflective practice in preservice teacher education has increased. Video recordings of teaching incidents inspire the reflective practice in preservice teachers by allowing them to analyze instruction and view teaching in an objective light. As an extension of video recording, video editing has…

  7. Developing fundamental principles for teacher education programs and practices

    Korthagen, F.; Loughran, J.; Russell, T.


    Traditional approaches to teacher education are increasingly critiqued for their limited relationship to student teachers’ needs and for their meager impact on practice. Many pleas are heard for a radical new and effective pedagogy of teacher education in which theory and practice are linked effecti

  8. Changing Work Practices in Design

    Bødker, Keld; Kensing, F.; Simonsen, Jesper


    The paper presents lessons learned in relation to changing work practices in design. We describe method dissemination activities in three IT-organisations in relation to introducing a method for design in an organisational context. From the activities a number of lessons are drawn....

  9. Changing practice: An evaluation of the impact of a nature of science inquiry-based professional development programme on primary teachers

    Clíona Murphy; Greg Smith; Janet Varley; Özge Razı


    This study investigates how a two-year continuing professional development (CPD) programme, with an emphasis on teaching about science through inquiry, impacted the experiences of, approaches to and attitudes towards teaching science of 17 primary teachers in Dublin. Data sources included interview, questionnaire and reflective journal strategies. Data gathering focussed primarily on enabling teachers to reflect on their experiences of teaching about science through inquiry while implementing...

  10. Improving classroom practices: the impact of leadership, school organizational conditions, and teacher factors

    Sleegers, P.J.C.; Oort, F. J.; Peetsma, T.T.D.; Thoonen, E.E.J.


    Schools are challenged to improve classroom practices as they are expected to enhance students’ motivation. While leadership, school organizational conditions and teacher factors are considered essential for improving classroom practices, more should be known about the interplay between school internal conditions and their development over time to explain teacher learning and change. This book describes a study that gains more insight into the impact of leadership, school organizational condi...

  11. Teacher Factors and Perceived Assessment Practices Needs of Social Studies Teachers in Cross River State, Nigeria

    Ekuri, Emmanuel Etta; Egbai, Julius Michael; Ita, Caroline Iserome


    This study evaluated perceived assessment practices needs among social studies teachers in Cross River State, Nigeria, in relation to some teacher factors (attitude towards social studies, sex, teaching experience and educational qualification). Subjects who participated in this study were 297 social studies teachers (144 males and 153 females)…

  12. Video Use in Teacher Education: A Survey of Teacher-Educators' Practices across Disciplines

    Arya, Poonam; Christ, Tanya; Chiu, Ming Ming


    Video methods utilize tenets of high quality teacher education and support education students' learning and application of learning to teaching practices. However, how frequently video is used in teacher education, and in what ways is unknown. Therefore, this study used survey data to identify the extent to which 94 teacher-educators used video in…

  13. Practice research under changing conditions

    Dreier, Ole

    research in critical psychology is based on a science of the subject – as opposed to the science of control dominating psychology. Of course, projects involve many subjects with diverse perspectives on the issues at hand. Descriptions of practices from subject positions previously considered negligible......The tradition of practice research emerged in critical psychology in Germany and Denmark about twenty-five years ago. It emphasizes the relevance of knowledge - above all knowledge for change - by researching exemplary scopes of possibilities for agents in particular kinds of situations. A key...... feature in its emergence and development was a reinvigorated alliance between psychological researchers and practitioners in the pursuit of that goal. This close alliance affected the perspectives of knowledge in the projects and it had advantages and drawbacks on their processes and outcomes. Practice...

  14. Theory and Practice on Teacher Performance Evaluation

    Yonghong, Cai; Chongde, Lin


    Teacher performance evaluation plays a key role in educational personnel reform, so it has been an important yet difficult issue in educational reform. Previous evaluations on teachers failed to make strict distinction among the three dominant types of evaluation, namely, capability, achievement, and effectiveness. Moreover, teacher performance…

  15. Mentoring: Immigrant Teachers Bridging Professional Practices

    Peeler, Eleanor; Jane, Beverley


    New teachers who enter Australian educational systems must acquire suitable knowledge that enables them to function effectively as a teacher in this country. For immigrant professionals new to the system mere transfer of knowledge does not suffice and does not satisfy their professional perception of self. Teachers who are born and trained…

  16. Theory and Practice on Teacher Performance Evaluation

    Cai Yonghong; Lin Chongde


    Tcacher performance evaluation plays a key role in educational personnel it has been an important yet difficult issue in educational reform.Previous evaluations on teachers failed to make strict distinction among the three dominant types of evaluation,namely,capability,achievement.and effectiveness.Moreover,teacher performance evaluation was usually restricted to task performance,neglecting contextual performance.Most researches done in teachers'evaluation were only about college teachers.This Paper suggests that teacher performance evaluation should find its theoretical foundation in teacher performance constructs.After making literature review,critical case study,critical interview,and qualitative research,the authors propose a new construct of teacher performance and make necessary analysis for the construct of reliability and validity in empirical approaches.

  17. PCK to practice: Two experienced high school chemistry teachers' pedagological content knowledge in their teaching practice

    Boesdorfer, Sarah B.

    Pedagogical content knowledge has been defined by Magnusson, Krajcik, and Borko (1999) and others for the purpose of understanding science teachers' knowledge and teaching practice. It is hoped that by improving our understanding of science teachers' PCK, we can improve the education and practice of science teachers. Research describing all domains of a teacher's PCK and its use in the practice of teaching has not been well established. The purpose of this study is to understand how two experienced secondary chemistry teachers' PCK manifests itself in their daily teaching practice. For each teacher, observations, interviews, and class documents were utilized to provide a detailed description of the five domains for PCK as defined by Magnusson et al. Both teachers were well regarded in their schools, but one teacher's PCK was found to be significantly more consistent with our current understanding of science teaching and learning. Along with the comparisons of the two teachers' knowledge, this research found that the teachers' knowledge and their enacted knowledge did not always correspond---suggesting the importance of observations for understanding PCK's influence on teaching practices. In addition, this study supports the importance of clearly defining a teacher's orientation toward science teaching in understanding a teacher's PCK. Both teachers' orientations toward science teaching were found to greatly influence their knowledge and actions in the other PCK domains. Finally, this study suggests that a teacher's knowledge of science curriculum should not be defined only as the knowledge of goals and objectives because this narrow definition of curriculum does not allow a complete understanding of the teacher's knowledge nor how their knowledge affects their practice. These conclusions have implications for future research and teacher educators.

  18. Teacher education policies, practices, and reform in Scotland: Implications in the Indian context

    Pradeep Kumar Misra


    Full Text Available India, a country of 1.27 billion, nowadays needs reforms, improvements, and new approaches in teacher education to cater to the demands of changing economy and society. This call to improve teacher education becomes more significant considering the fact that 50% of India’s current population is below the age of 25 and over 65% below 35. There are two ways to proceed in this direction. First, making an internal review and assessment of present scenario of teacher education and suggesting need-based measures. The second one is to learn from those countries that have recently reviewed their teacher education systems and are continuously working for the betterment of teacher education. Following second approach, present paper analyzes teacher education policies, practices, and reform in Scotland, argues that concerns and commitments to reform teacher education in India and Scotland are similar, and suggests implications of Scottish experiences in the Indian context.

  19. Teacher change in the context of a proof-centered professional development

    Soto, Osvaldo D.


    Though it is widely acknowledged that teachers' knowledge of mathematics is a cornerstone on which their instructional practices are based, little research exists documenting the impact of changes in teachers' mathematical content knowledge on their teaching practices. As proving is a central activity in the study of mathematics, a teacher's proof schemes (in the sense of Harel and Sowder, 1998) enable and constrain instructional approaches. For professional developers hoping to better unders...

  20. Science Teachers' Perspectives about Climate Change

    Dawson, Vaille


    Climate change and its effects are likely to present challenging problems for future generations of young people. It is important for Australian students to understand the mechanisms and consequences of climate change. If students are to develop a sophisticated understanding, then science teachers need to be well-informed about climate change…

  1. The Use of Cooperating Teachers in Teaching Practice or Supervising Prospective Graduate Teachers the Professional Way.

    Falayajo, Wole


    Three reasons for using cooperating teachers in teaching practice are described: professionalization of teaching; involvement of teachers in participating schools to alleviate staff load in teaching institutions; and teaching practice as a period of training for students and less of an exercise in awarding grades. (MLW)

  2. Investigating Practices in Teacher Education That Promote and Inhibit Technology Integration Transfer in Early Career Teachers

    Brenner, Aimee M.; Brill, Jennifer M.


    The purpose of this study was to identify instructional technology integration strategies and practices in preservice teacher education that contribute to the transfer of technology integration knowledge and skills to the instructional practices of early career teachers. This study used a two-phase, sequential explanatory strategy. Data were…

  3. Listening to Teachers: Teachers' Perceptions of Reflective Practices in a Metropolitan School District

    Carlton, Simyka Marie


    Effective professional development is a key component in improving teachers' practices in the educational setting. Although there is current literature related to professional development, there is limited information on teachers' perceptions of reflective practices as forms of professional development. The purposes of the study were to identify…

  4. Reshaping teacher thinking, planning and practice using embedded assessment: Case studies of three middle school science teachers

    Jeranyama, Letina Ngwenya

    At the dawn of the 21st century the science education community is seeking ways of improving science education to produce a scientific literate citizenry. They have put forth new goals. Teachers are key to all efforts to improve schools, that without their full participation, any move to reform education nor matter how well intentioned is doomed to failure. The changes in the goals of science education imply that teachers have to change the way they teach science. Some scholars have suggested that one way to help teachers attain the reform goals is by using embedded assessment. Embedded assessment is defined as a cyclical and ongoing process whereby teachers gather data about students' understanding as they teach, they analyze the data formally or informally and use the analysis to plan or adjust teaching immediately, for the next hour, day, topic, unit or year. The next day's activities also include embedded assessment and so the cycle repeats itself. This study investigates how teachers make sense of embedded assessment, how embedded assessment looks in practice, how it influences teachers and their classroom environments and the challenges teachers face as they use embedded assessment. Three middle school science teachers were involved in the study. Data were collected through semi-structured interviews with open-ended questions, participant observations and professional development conversations. Data were analyzed using the qualitative method of constant comparative analysis. The findings indicate that teachers passed through different stages in conceptualizing embedded assessment. This conceptualization influenced the way embedded assessment looked in the classroom. Embedded assessment took many forms and shapes in the teachers' classrooms. Embedded assessment influenced the teachers' perspectives about the curriculum, students, teaching, assessment, planning and reflection in ways that enabled the teachers to be investigators of their students' understanding

  5. Does a University Teacher Need to Change e-Learning Beliefs and Practices When Using a Social Networking Site? A Longitudinal Case Study

    Scott, Karen M.


    While much of the e-learning development at universities in the past 15 years has been on institutionally supported Learning Management Systems (LMSs), alternative educational technologies are being taken up following the rapid growth in emerging technologies, including social networking sites (SNSs). While teachers may choose educational…

  6. Investigating teachers' practices of creative thinking skills in Qatari preschools

    Al-Thani, Tamader Jassim


    The purpose of this study was to investigate pre-school teachers' pedagogical practices in the context of promoting students' creative thinking skills in the classroom. A total of 80 female preschool teachers completed a 30-item, creative thinking skills questionnaire. Results showed that teachers differed significantly in using creative thinking skills according to their qualifications and in service training. Findings also indicated a significant interaction between the variables of qualifi...

  7. Walk the Talk: Teachers as Leaders in Climate Change Education

    Warburton, J.; Bartholow, S.; Larson, A.


    The notion of teachers as leaders and communicators is not new but rather it has been limited in scope. Teachers have long served as team leaders, department chairs, and curriculum developers. But what happens when you go beyond these typical roles in professional development? Can teachers become lead communicators beyond the classroom? Can they become leaders of change on important topics like the climate? For nearly a decade, PolarTREC (Teachers and Researchers Exploring and Collaborating), funded by the National Science Foundation, has been teaming teachers with research projects in all fields of polar science. Teachers participate in hands-on field research experiences in the polar regions which focus heavily on climate change and climate science. Administrated by the Arctic Research Consortium of the United States, the goal of PolarTREC is to invigorate polar science education and understanding by bringing K-12 educators and polar researchers together. The program fosters a teacher and researcher network, which accelerates the cross-pollination of knowledge in science practices, findings, and classroom implementation throughout disciplines. Evaluation data exposes a crucial dynamic that increases the potential for a successful climate change science campaign. Data indicates that teachers can tackle challenges such as reframing climate change science to better address the need for a particular campaign, as well as garnering the science project the necessary support through effective, authentic, and tangible communication efforts to policymakers, funders, students, and the public. Researchers reported the value of explaining their science, in-situ, allowed them to reframe and rework the objectives of the science project to attain meaningful outcomes. More than half of the researchers specifically noted that one of the strengths of the PolarTREC project is its benefit to the scientific process. The researchers also viewed PolarTREC as an essential outreach

  8. Mathematics Pedagogical Change: Rethinking Identity and Reflective Practice

    Walshaw, Margaret


    This article deals with issues that are central to changed mathematics pedagogical practice. It engages general debates about teaching reflexivity and within that, more specific debates in relation to identity. It uses theoretical concepts derived from Lacanian psychoanalysis as a way of understanding what structures a teacher's narrative about…

  9. Theory in Educational Research and Practice in Teacher Education

    Higgs, Leonie G.


    A problem in education, that has long concerned philosophers of education, is the problem of the relationship between theory and practice in educational research and practice. Despite the fact that much has been written on the relationship between theory and practice in education, it would seem that teachers continue to cling to an image of theory…

  10. The impact of federal policy on teachers' use of science manipulatives: A survey of teacher philosophy and practices

    Helgoe, Catherine A.

    Recently, educators in public K-12 schools have added testing of science knowledge to the measures of Adequate Yearly Progress required by the federal No Child Left Behind (NCLB) legislation. Research of the impact of NCLB policy on general teaching practices had credited the policy with improving instruction; however, negative impacts noted included the concern that teachers "teach to the test," narrowing the curriculum. Testing as an assessment strategy was not advocated by the professional educators and scientists responsible for the National Science Education Standards (NSES). Results from previous studies pointed to a potential conflict between the NCLB reforms and the National Science Education Standards science standards, in which teachers might reduce or eliminate hands-on activities and other constructivist practices in order to focus class time on other topics and tasks. Most research on NCLB policy, however, had not evaluated instructional practices regarding science education. This study examined the relationship among teacher beliefs, specifically the strength of their constructivist versus traditional beliefs, teachers' responses to NCLB policy, and teachers' use of constructivist practices in the form of manipulatives. This study showed that national policy did have an impact on teachers; however, that impact was not specific to the hands-on practices in science education. Teachers who responded to this survey had found many benefits in student learning using manipulatives and those positive impacts on their students justified the increased use of manipulatives in the classroom. The strength of teachers' constructivist beliefs showed a weak positive correlation to choices related to curriculum priorities, learning goals and advantages in using manipulatives. However, a relationship to beliefs was not found in the changes teachers made to various instructional practices, or in how they viewed certain manipulative materials, or in how they viewed

  11. School Culture: Teachers' Beliefs, Behaviors, and Instructional Practices

    Hongboontri, Chantarath; Keawkhong, Natheeporn


    This mixed-methods research project documents the school culture of Hope University's Language Institute and reveals the reciprocal relationship between the school culture and the instructional practices of the English as a foreign language (EFL) teachers in this particular institute. Altogether, 62 EFL teachers agreed to complete a…

  12. Modeling Teacher Beliefs and Practices in Context: A Multimethods Approach

    Nishino, Takako


    This study investigates the relationship among Japanese high school teachers' beliefs, their practices, and socioeducational factors regarding communicative language teaching (CLT). A multimethods approach was used consisting of a survey, interviews, and class observations. A Teacher Beliefs Questionnaire was sent to 188 randomly selected Japanese…

  13. Grappling with Social Justice: Exploring New Teachers' Practice and Experiences

    Philpott, Rhonda; Dagenais, Diane


    This qualitative study examines the narratives of 27 new teachers as they grapple with social justice in the context of their classrooms. Informed by pedagogical perspectives regarding social justice education and new teacher mentorship, this research is framed by theories of communities of practice and professional knowledge landscapes. At the…

  14. Mothers' Trust toward Teachers in Relation to Teaching Practices

    Lerkkanen, Marja-Kristiina; Kikas, Eve; Pakarinen, Eija; Poikonen, Pirjo-Liisa; Nurmi, Jari-Erik


    This study examined the extent to which mothers' trust toward the classroom teacher of their child in first grade is related to observed teaching practices in Finland and Estonia. Sixty-six teachers (32 in Finland, 34 in Estonia) were observed using the Early Childhood Classroom Observation Measure (ECCOM; Stipek & Byler, 2004). Mothers in Finland…

  15. Practice Makes Perfect? Learning to Learn as a Teacher

    Hagger, Hazel; Burn, Katharine; Mutton, Trevor; Brindley, Sue


    The context of this research is one in which teachers are now expected to equip their pupils with the disposition and skills for life-long learning. It is vital, therefore, that teachers themselves are learners, not only in developing their practice but also in modelling for pupils the process of continual learning. This paper is based on a series…

  16. Assessing Pre-Service Teachers' Quality Teaching Practices

    Chen, Weiyun; Hendricks, Kristin; Archibald, Kelsi


    The purpose of this study was to design and validate the Assessing Quality Teaching Rubrics (AQTR) that assesses the pre-service teachers' quality teaching practices in a live lesson or a videotaped lesson. Twenty-one lessons taught by 13 Physical Education Teacher Education (PETE) students were videotaped. The videotaped lessons were evaluated…

  17. Emergent Literacy: Preschool Teachers' Beliefs and Practices

    Sandvik, Jenny Miglis; van Daal, Victor H. P.; Adèr, Herman J.


    The present study reports on the construction of a research instrument developed to examine preschool teachers' beliefs and practices in relation to emergent literacy. A 130-item survey (Preschool Literacy Survey, PLS) was completed by a total of 90 preschool teachers in Norway. Items were grouped into homogenous scales, and the relationship…

  18. Reforming Professional Development: Focusing on Teachers' Practices

    Leach, Laura M.


    The purpose of this position paper was to study professional development, specifically looking at teachers' practices. After problems with a recent charter renewal for a small charter school and conversations with teachers and administration, professional development arose as an area that needed improvement. A model for professional…

  19. An Analysis of Teacher Practices with Toddlers during Social Conflicts

    Gloeckler, Lissy R.; Cassell, Jennifer M.; Malkus, Amy J.


    Employing a quasi-experimental design, this pilot study on teacher practices with toddlers during social conflicts was conducted in the southeastern USA. Four child-care classrooms, teachers (n?=?8) and children (n?=?51) were assessed with the Classroom Assessment Scoring System -- Toddler [CLASS-Toddler; La Paro, K., Hamre, B. K., & Pianta,…

  20. Assessing Preschool Teachers' Practices to Promote Self-Regulated Learning

    Adagideli, Fahretdin Hasan; Saraç, Seda; Ader, Engin


    Recent research reveals that in preschool years, through pedagogical interventions, preschool teachers can and should promote self-regulated learning. The main aim of this study is to develop a self-report instrument to assess preschool teachers' practices to promote self-regulated learning. A pool of 50 items was recruited through literature…

  1. Reflective Teaching Practices in Turkish Primary School Teachers

    Tok, Sukran; Dolapcioglu, Sevda Dogan


    The objective of the study is to explore the prevalence of reflective teaching practices among Turkish primary school teachers. Qualitative and quantitative research methods were used together in the study. The sample was composed of 328 primary school teachers working in 30 primary education institutions in the town of Antakya in the province of…

  2. Reflective Practice in Nigeria: Teachers' Voices and Experiences

    Hyacinth, Timi; Mann, Steve


    This article presents data collected in a qualitative study of Nigerian English language teachers working in Nigeria. Many of these Nigerian teachers have not had a formal introduction to reflective practice. Most of them work in conditions of constraint and challenge, experiencing a lack of resources, support and often working with large classes.…

  3. Teachers Planning and Implementing ICT-Based Practices

    Tubin, Dorit; Edri, Sisi


    Introducing Information Communication Technology (ICT) into schools heightens uncertainty due to the complexity and ambiguity of the process. By decomposition, articulation, and rationalization of ICT-based practices, teachers can better integrate it into the classroom; however, as literature deals with teachers' management of ICT integration,…

  4. Teacher education and pedagogical practice: analysis on the nature of teacher knowledge

    Camila Macenhan


    Full Text Available This paper deals with teacher knowledge, with the aim of unveiling, through inferential interpretations, the teacher knowledge of the early childhood teacher when facing pedagogical practice. The investigation involved four early childhood education teachers, employed observations and interviews as data collection and relied on content analysis (BARDIN, 2011 to treat the empirical information. The foundations used in the research involve studies of Tardif (2002, Gauthier et al. (2006 and Gimeno Sacristán (1999. The results show that teacher knowledge originates both from teacher education courses and their personal and professional experiences. The aforementioned moments provide elements that constitute knowledge learning sources that, in turn, go through development processes and are mobilized during teaching practice so as to influence their practice and receive interference from it.

  5. A narrative inquiry into novice science mentor teachers' mentoring practices

    Naseem, Samina

    Many teacher education programs hire new mentors every year to work with their student teacher population. The literature about teacher mentoring suggests the importance of relevant and ongoing professional development (PD) for teacher mentors at all levels. However, it is much more commonly the case that most teacher mentors volunteer and do not have access to PD. Past research about mentoring provides a descriptive sense of the practices of experienced mentors, especially within a PD context, but little is known about how novice mentors, who are mentoring for the first or the second time, with no prior PD related to mentoring articulate their work as mentors. Using the telling form of narrative inquiry, my study documented how four novice science mentors (NSMs) who had no prior mentoring-related PD articulated the work of mentoring through the stories they told about their past experiences as learners and teachers. The term learner included experiences that the NSMs had before school through K-12 and in their teacher education programs. The experiences as a teacher referred to NSMs' in-service experiences -- teaching, coaching, and mentoring (if any). Each NSM was interviewed once a month for a period of five months. The interviews captured experiences of the NSMs since their childhood to present day experiences as teachers to summarize the experiences that informed their current mentoring practices; to document salient mentoring practices they employed; to identify sources and factors that shaped those practices, and to understand mentoring from mentor teachers' perspectives. Clandinin and Connelly's (2000) three commonplaces (temporality- sociality- place ) framework was used for structuring interview questions and analyzing data. The NSMs employed number of practices discussed in the literature. The study found that the most influential life experiences were upbringing, student teaching, teaching, prior mentoring, and coaching. By taking temporality into

  6. Reflective Practice in the Design Studio and Teacher Education.

    Waks, Leonard J.


    Discusses Donald Schon's framework on reflective practice, focusing on his concept of design. Critically assesses the conceptual fit between Schon's framework and teacher training. Suggests that the fit seems forced. (CMK)

  7. Exploring teacher's instructional design practices from a systems design perspective

    Hoogveld, Bert; Paas, Fred; Jochems, Wim; Van Merriënboer, Jeroen


    Hoogveld, A. W. M., Paas, F., Jochems, W. M. G., & Van Merriënboer, J. J. G. (2002). Exploring teacher's instructional design practices from a systems design perspective. Instructionals Science, 30, 291-305.

  8. Teacher Leadership: Everyday Practices Surrounding Work- Related Stress

    Chiweshe Nigel


    Full Text Available This interpretivist study contributes to our scholarly understanding of how everyday practices surrounding work-related stress in education affect teacher leadership and successful learning outcomes. Insights are drawn from our long-standing engagement in the field where we observed how teaching staff, students, and management interacted. These observations were supplemented by in-depth interviews with 20 teaching staff. Our findings reveal competing demands and practices across the individual intrapersonal environment and the work related environment. There were three key themes that emerged in answer to the core research question: 1 the role of relational practices in managing teacher burnout, 2 the role of surveillance practices in education and 3 the role of assimilating practices in education. Drawing insights from these practices, we develop a conceptual framework that will help us to see relations at work anew, and develop a deeper understanding of ‘sickies’, motivation, learning outcomes and teacher leadership opportunities in education

  9. How to Improve Teaching Practices: The Role of Teacher Motivation, Organizational Factors, and Leadership Practices

    Thoonen, Erik E. J.; Sleegers, Peter J. C.; Oort, Frans J.; Peetsma, Thea T. D.; Geijsel, Femke P.


    Purpose: Although it is expected that building schoolwide capacity for teacher learning will improve teaching practices, there is little systematic evidence to support this claim. This study aimed to examine the relative impact of transformational leadership practices, school organizational conditions, teacher motivational factors, and teacher…

  10. From Reflective Practice to Practical Wisdom: Toward a Post-Foundational Teacher Education

    Mustafa Yunus Eryaman


    The authors situate this paper within ongoing debates in related areas such as reflective practice, critical pedagogy, practical wisdom and critical theory. First, the authors identify some of the problems in the present notions of reflective teaching and progressive teacher education. They analyze and compare the traditional-technical and interpretive literature on teaching and teacher education. None of these conceptions deal with teaching and teacher education in a reflexive way. Some pro...

  11. The evolution of feedback practice of a mathematics teacher

    Santos, Leonor; Pinto, Jorge


    This study was done in the context of a project on learning assessment practices. It aims to understand the professional development of a math’s teacher, regarding her practice in feedback production over a period of three years. Following an interpretive methodology, the data was collected from documents and interviews and the data analysis was done from pre-defined categories supported by the theoretical framework. This study shows that the teacher gives increased importance to feedback as ...

  12. The relationship of science teachers' beliefs and practices

    Varrella, Gary Frank


    The relationships between constructivist and Science-Technology-Society (STS) teaching practices and teachers beliefs are the focus of this dissertation. This study is founded on the premise that individual teacher's beliefs are strong indicators of their instructional choices and teaching habits. The basic research premise is: the more complete and complex the individuals' belief structure about constructivist and STS teaching, the more expert and consistent the teacher is in the complementary constructivist teaching practices. This triangulation study used quantitative and qualitative methods. Three instruments were used: the Science Classroom Observation Rubric and Teaching Practices Assessment Inventory, from the Expert Science Teacher Educational Evaluation Model (ESTEEM), and the Science Teacher Beliefs About the Learning Environment Rubric (developed by the author). The results yielded significant multiple regression analysis regarding the relationships between beliefs and practices in constructivist/STS science teaching not documented elsewhere. Statistically significant factors contributing to expertise included the value teachers placed on their students as individuals whose ideas and contributions to the class are important, teachers' commitment to work as partners with students in the learning environment, and the importance of context, i.e., instruction which is personally relevant and meaningful. No differences were found related to gender or total years of teaching experience. A cross-case methodology was used to explore data from open-ended interviews and for examination of teachers' written comments regarding their interactions with students in the learning environment. Expertise was also shown to be linked to teachers with a commitment to life-long learning and to years of participation/leadership by teachers in state and national reform movements. Qualitative data corroborated these findings, providing a rich and authentic background to the

  13. Global change and Canadians: A teacher's guide

    A report called Global Change and Canadians has been produced by the Royal Society of Canada to answer basic questions being asked about global change issues. A teacher's guide is presented to help teachers make effective use of the report in developing programs with students concerning global change. A basic set of teaching and learning activities related to the major topics in the report is provided, curricular connections between global change topics and school programs are suggested, and some additional resources on global change are listed. The guide is divided into six chapters, each corresponding to the chapters of the global change report. Each chapter contains a summary of the major concepts from the report, some of the learning outcomes that occur when those concepts are addressed, a series of suggested activities or ideas, and a guide for assessing students' abilities relative to the concepts of the chapter. The topics of the chapters cover the nature of global change, the importance of global change to Canada, the causes of global change, the consequences of global change (including climate change and the greenhouse effect), the effects of global change on society, and Canadian responses to global change. 64 refs., 3 figs

  14. Changing Roles and Identities in a Teacher Driven Professional Development Community

    Van Dusen, Ben


    In a climate where teachers feel deprofessionalized at the hands of regulations, testing, and politics, it is vital that teachers become empowered both in their own teaching and as agents of change. This physics education research study investigates the Streamline to Mastery professional development program, in which the teachers design professional development opportunities for themselves and for fellow teachers. The research reported here describes the process of teacher professional growth through changes in roles and identities. Videos, emails, and interviews were analyzed to glean insight into practice and participation shifts as these physical science teachers formed a community and engaged in their own classroom research. Implications for the role of PER in teacher professional development and teacher preparation will be discussed.

  15. Teaching as practice: Blending the intellectual and moral in pursuit of science teachers' practical knowledge

    Salloum, Sara Labib

    This study aimed to (a) explore and understand the intricacy of science teaching as a morally committed practice engaging teachers' practical knowledge; (b) explore science teacher practical knowledge by probing and understanding teachers' interpretations, commitments, and dialectic interactions between them; and (c) scrutinize science teachers' actions in terms of their interpretations and commitments as they go about realizing 'internal goods' of their practice and resolving dilemmas of everyday science teaching practice. Case studies of three physical science teachers in different socioeconomic contexts in Lebanon were conducted using ethnographic methods of indepth dialogues, observation, and artifact analysis. An interpretive approach to data analysis was adopted to ensure that the generated themes and assertions reflected participant teachers' interpretation and commitments. A commitment of preparing students for the official exams and doing well in them prevailed across the three contexts. This commitment originated from the teachers' interpretations of their duty as 'good' teachers who will not let students and the school down. In the public schools, teachers saw that students' passing the Brevet exams gains them a right of passage to a safe zone. In the private school, the teacher saw her duty to have student attain high grades in preparation for their future educational and career plans. Each teacher's case was described in terms of a teacher's standing commitments, associated interpretations, and manifestations in action. A characterization for each teacher's practice was offered in light of interactions between commitments, interpretations and actions. Characterizations that emerged included: a disciplining governess, role model with missionary tendencies, and good employee with a mission. The concept of gap-closing (between interpretations and commitments) was used to explain development of teachers' practical knowledge. Nature of gap closing and its

  16. The Artist-Teacher in the Classroom and Changes in the Teacher-Student Relationship, with Reference to the Issue of Censorship

    Stanhope, Clare


    This article examines a case study of an A-Level student's work and how the inclusion and integration of my own practice as artist-teacher into the classroom has changed the teacher-student relationship, resulting in a more collaborative environment. It investigates how the mutual sharing of practice supports opportunities for pupils to discuss…

  17. Classroom Practices of Primary and Secondary Teachers Participating in English in Action: Second Cohort (2013)

    Woodward, Clare; Burton, Sonia; Power, Tom; McCormick, Robert; Siddique, Md. Ashraf


    Executive summary a) Background The purpose of this study was to ascertain whether there had been changes in the classroom practice of teachers and students participating in English in Action (EIA) over the period of the 2012–13 intervention (Cohort 2). Previous research in language teaching has established that when teachers take up most of the lesson time talking, this can severely limit students’ opportunities to develop proficiency in the target language (Cook 2008), while a gener...

  18. Effectiveness of design: training university teachers through integration of theory and practice

    Rump, Camilla Østerberg; Christiansen, Frederik V; Evans, Robert Harry;

    sustainable improvement in student learning outcomes, such courses must be designed in a way which results in a conceptual change in the participant teachers’ conception of teaching, from a teacher focused to a student focused conception. It has been shown, that on the average, teacher training c...... elements resulting in successful integration of theory and practice, and to some success in initiating educational development. Discussions of how to assess long term effects are anticipated....

  19. The teacher as interface : teachers of EFL in ICT-rich environments : beliefs, practices, appropriation


    The present thesis is a study of teachers of English as a Foreign Language (EFL) and their encounters with Information and Communication Technologies (ICTs): how teachers perceive the impact of such technologies on education and on their specific subject domain, and how they practice in learning environments where ICTs are integrated. This is the phenomenon that is being researched.

  20. Transforming Teacher Education through Clinical Practice: A National Strategy to Prepare Effective Teachers

    Education Digest: Essential Readings Condensed for Quick Review, 2011


    The education of teachers in the United States needs to be turned upside down. Teacher education must shift away from emphasizing academic preparation and course work loosely linked to school-based experiences to programs fully grounded in clinical practice and interwoven with academic content and professional courses. This clinically based…

  1. Views of Prospective Teachers versus Practicing Teachers about Science, Technology and Society Issues.

    Zoller, Uri; Ben-Chiam, David


    Assesses and profiles the science technology, and society (STS) views, positions, beliefs, attitudes, and literacy of social studies and science prospective teachers and of practicing secondary school social studies and science teachers. Significant differences between the aforementioned groups are discussed. (ZWH)

  2. Why Programming Matters: "Aporia" and Teacher Learning in Classroom Practice

    Reid, Jo-Anne


    In this paper JoAnne Reid explains why she is confident about the benefits of programming, and uses this opportunity to reflect upon Garth Boomer's influence on her own teaching practice. Reid adds "I think more theoretically about programming in my own situation of practice--teacher education." Using Boomer's own work on…

  3. Alignment of Human Resource Practices and Teacher Performance Competency

    Heneman III, Herbert G.; Milanowski, Anthony T.


    In this article, we argue that human resource (HR) management practices are important components of strategies for improving student achievement in an accountability environment. We present a framework illustrating the alignment of educational HR management practices to a teacher performance competency model, which in turn is aligned with student…

  4. Practices for Developing Reflective Thinking Skills among Teachers

    Rieger, Alicja; Radcliffe, Barbara J.; Doepker, Gina M.


    In this article, the authors advocate the practice of reflection and reflective thinking skill development. More specifically, they offer definitions of reflection, identify reasons that may inhibit preservice teachers' reflection, and suggest practices that specifically encourage reflection on teaching among preservice and inservice…

  5. Novice teacher action: Exploring secondary science teachers' actions through practical reasoning

    Kern, Anne Liu

    A great deal is known about how students learn and how teachers teach, however, anyone who has ever been a teacher knows that the act of teaching is rarely predictable---what works for one group of students may not work for another. There are powerful strategies and detailed curricular guides to help teachers, but variation among individuals and situations cause teachers to employ these strategies and materials in ways that allow them to accommodate their specific classroom. This study examines novice teachers' reasoning about their classroom practice, including their intentions for instruction, and choices they make. The research questions driving this study were: (1) What instructional strategies and activities do novice physical science teachers enact in their science classroom? And (2) What is their reasoning for enacting particular instructional strategies and activities? Case studies of four beginning high school science teachers were constructed from observations of particular topics taught in a physical science course and from interviews during and after teaching of those topics. Analysis and interpretation of the data were conducted within a practical reasoning theoretical framework. Major understandings from this study were: (1) uncertainty demanded teachers to reason through actions; (2) context influences action; (3) the discipline of science is shaped for particular instructional circumstances; and (4) a "collegial other" provides more than support. Additionally, groundwork is laid to consider the process of becoming a reasoning practitioner for novice teachers in the secondary science classroom. This research informs our understanding of the complex nature of teaching and provides implications for teacher education.

  6. Principal and Teacher Perceptions of Change Implementation Practices in 2007 and 2008 Small Learning Communities Grant Recipient High Schools in Florida

    Bristo, Benjamin Judd


    Leading through change is a difficult process. School leaders who hope to create meaningful, long-term change must be cognizant of numerous factors. This study was undertaken with the hope of increasing educational leaders' awareness of how their decisions are viewed by those who follow them. Case studies revealed pertinent data within two schools…

  7. Documenting Elementary Teachers' Sustainability of Instructional Practices: A Mixed Method Case Study

    Cotner, Bridget A.

    School reform programs focus on making educational changes; however, research on interventions past the funded implementation phase to determine what was sustained is rarely done (Beery, Senter, Cheadle, Greenwald, Pearson, et al., 2005). This study adds to the research on sustainability by determining what instructional practices, if any, of the Teaching SMARTRTM professional development program that was implemented from 2005--2008 in elementary schools with teachers in grades third through eighth were continued, discontinued, or adapted five years post-implementation (in 2013). Specifically, this study sought to answer the following questions: What do teachers who participated in Teaching SMARTRTM and district administrators share about the sustainability of Teaching SMARTRTM practices in 2013? What teaching strategies do teachers who participated in the program (2005--2008) use in their science classrooms five years postimplementation (2013)? What perceptions about the roles of females in science, technology, engineering, and mathematics (STEM) do teachers who participated in the program (2005--2008) have five years later (2013)? And, What classroom management techniques do the teachers who participated in the program (2005--2008) use five years post implementation (2013)? A mixed method approach was used to answer these questions. Quantitative teacher survey data from 23 teachers who participated in 2008 and 2013 were analyzed in SAS v. 9.3. Descriptive statistics were reported and paired t-tests were conducted to determine mean differences by survey factors identified from an exploratory factor analysis, principal axis factoring, and parallel analysis conducted with teacher survey baseline data (2005). Individual teacher change scores (2008 and 2013) for identified factors were computed using the Reliable Change Index statistic. Qualitative data consisted of interviews with two district administrators and three teachers who responded to the survey in both

  8. Teacher's Experiences in PBL: Implications for Practice

    Alves, Anabela C.; Sousa, Rui M.; Fernandes, Sandra; Cardoso, Elisabete; Carvalho, Maria Alice; Figueiredo, Jorge; Pereira, Rui M. S.


    Project-Based Learning (PBL) has been implemented in the first year of the Industrial Engineering and Management programme at the University of Minho, Portugal, since 2004/2005. The purpose of this paper is to analyse and discuss teachers' experiences in PBL in this programme and to explore its implications for student learning and for teaching…

  9. Practical Aspects in L3 Teacher Training.

    Virkkunen, Anu

    A discussion of issues in third-language instruction and language teacher training focuses on the situation in Finland, where a second and third language is required of all students and it is possible to study as many as six languages in addition to the native language. The Finnish school system is explained, noting that second and third languages…

  10. Enhancing Student Teacher Reflective Practice through Poetry

    Cowin, Kathleen M.


    This article describes a seminar process in which poetry is used with student teachers to provide a focal point for reflection and introspection. Through this reflection process, students have been able to reflect deeply and personally on their student-teaching experiences, on their own personalities in the context of those experiences, and on…

  11. Science Teachers Sharing Artifacts from Practice like Students’ Tablet Productions

    Nielsen, Birgitte Lund


    Research looking into the spreading of practices supporting students’ high-level use of ICT for multimedia productions etc. is discussed together with research emphasizing core features of effective professional development for teachers (TPD), as high quality TPD is claimed to be a crucial factor...... to support the success of integrating technology. Experiences from a large-scale, long-term TPD project for primary and secondary science teachers supporting the teachers in trying out innovative practices and new ICT tools in own classes, and in sharing artifacts from these trials in teacher...... networks, are discussed. A case of a teacher’s first experiences from facilitating her students’ productions with the tablet application Explain Everything are used to discuss both the students’ and the teachers’ meaning making, and spreading to more cautious colleagues....

  12. "Teachers' Voices for School Change": An Introduction to Educative Research.

    Jacobs, Mary-Ellen


    Reviews a book, "Teachers' Voices for School Change" by Andrew Gitlin, on educative research and teacher voice, examining the educative research process which grounds reflection in the life histories of teacher researchers, presenting four case studies on educative research, and reflecting on the educative research process itself. Teacher voice…

  13. Promotion of scientific literacy: Bangladeshi teachers' perspectives and practices

    Sarkar, Mahbub; Corrigan, Deborah


    Background: In Bangladesh, a common science curriculum caters for all students at the junior secondary level. Since this curriculum is for all students, its aims are both to build a strong foundation in science while still providing students with the opportunities to use science in everyday life - an aim consistent with the notion of scientific literacy. Purpose: This paper reports Bangladeshi science teachers' perspectives and practices in regard to the promotion of scientific literacy. Sample: Six science teachers representing a range of geographical locations, school types with different class sizes, lengths of teaching experience and educational qualifications. Design and method: This study employed a case study approach. The six teachers and their associated science classes (including students) were considered as six cases. Data were gathered through observing the teachers' science lessons, interviewing them twice - once before and once after the lesson observation, and interviewing their students in focus groups. Results: This study reveals that participating teachers held a range of perspectives on scientific literacy, including some naïve perspectives. In addition, their perspectives were often not seen to be realised in the classroom as for teachers the emphasis of learning science was more traditional in nature. Many of their teaching practices promoted a culture of academic science that resulted in students' difficulty in finding connections between the science they study in school and their everyday lives. This research also identified the tension which teachers encountered between their religious values and science values while they were teaching science in a culture with a religious tradition. Conclusions: The professional development practice for science teachers in Bangladesh with its emphasis on developing science content knowledge may limit the scope for promoting the concepts of scientific literacy. Opportunities for developing pedagogic


    Gabriela V. KELEMEN; Fausto PRESUTTI; Norel, Mariana


    The training of future preschool and primary school teachers at a high quality level is a main goal of our institution and all our efforts are channelled towards fulfilling it. Being a teacher is a science, a science based on competences acquired while attending well-structured lectures that mingle theoretical knowledge with practical assignments. Students acquire knowledge, abilities and develop field related competences during initial training but three years of study are not enough. The La...

  15. Nurse teachers' constructions of reflection and reflective practice

    O'Connor, Aideen; Hyde, Abbey; Treacy, Margaret P.


    This article concerns the meanings that a sample of nurse teachers ascribed to the concepts of reflection and reflective practice as aspects of an undergraduate nursing curriculum. It represents one of the major findings in a qualitative study that set out to explore nurse teachers’ perceptions and experiences of using reflection with diploma nursing students in the Republic of Ireland. Eleven nurse teachers were interviewed intensively, and data were analysed using a strategy ...

  16. Partnership for practice change and knowledge development

    Larsen, Stina Meyer; Stokholm, Gitte; Madsen, Anette Judithe;


    and various practice fi elds and (B) to develop students ’ competences in practice research and collaboration, thus building up a framework in which research-based change in occupational therapy practice can be pursued through students ’ practice research. The practice research undertaken in the students...... and the students ’ bachelor ’ s theses. Results of the evaluations showed that (A) the developed institutional partnerships promoted the goals of the initiative, including research-based proposals for change in the practice fi eld and that (B) the students acquired competences in practice research and collaboration...

  17. Narratives from History Teachers in Londrina- Parana: their knowledge and practices.

    Eline Andréa Dornelas


    Full Text Available The ideas presented in this research seek to analyze how the changes in relation to the teaching of history, which occurred in the 1990s, have affected the training of history graduate teachers today. The current literature carries a diversity of theoretical and methodological approaches when investigation this theme, highlighting the concern and understanding of how knowledge is built and used by the teacher in the classroom. Narratives guided the methodological approach to this study from history the seven teachers in Londrina- Parana and the data for the research was collected through a questionnaire. From these results, a database was generated which enabled the articulation of the knowledge areas deployed by teachers during their pedagogical actions, i.e. their knowledge and practices. Thus, understanding teacher education as a broad and complex process, which involves various types of knowledge and skills will enable a framework for the professional who intends to pursue the teaching profession.Addressing teacher training and teaching history means rethinking the political, social, economic and cultural context in addition to the technological advances, and the "new teacher profile" of the present day. To understand how history is "taught", how a teacher appropriates the various tools available to them to establish the relationship between history and historical sources to aid this process, is the challenge of understanding the relationship between thought and action, theory and practice, i.e. how to reconstruct the ways of thinking about the processes of teaching and learning history.

  18. Linking Theory to Practice: Understanding How Two Reading Recovery Teachers' Reflections Inform Their Teaching Practices

    Mays, Lydia Criss


    Using a grounded theory approach to investigate the multidimensional reflections of two Reading Recovery teachers, this inquiry responds to calls for research on reflection and provides information for the field of education in understanding the nature of teachers' reflections and how they inform teaching practices. Reading Recovery is a…

  19. Teachers' Reflective Practice in Lesson Study: A Tool for Improving Instructional Practice

    Gutierez, Sally Baricaua


    In teacher education, a collection of research has established the importance of reflection in professional development. Lesson study, a popular professional development in Japan, incorporates reflection in one of its stages to enhance teachers' capacity to look into their enacted practices to improve their research lessons. However, there appear…

  20. Exploring Teacher Beliefs and Classroom Practices through Reflective Practice: A Case Study

    Farrell, Thomas S. C.; Ives, Jessica


    This article presents a case study that explored and reflected on the relationship between the stated beliefs and observed classroom practices of one second language reading teacher. The findings of this study revealed that this particular teacher holds complex beliefs about teaching reading that were evident to some extent in many of his…

  1. Teacher education and the challenges of the reflexive practice

    Maria Regina Peres


    Full Text Available This article approaches the importance of teacher practice and their initial and continuing education in the light of the challenges offered by the critical reflexive proposal. The aims of this study were to investigate the underlying assumptions regarding teachers’ current education and practice, to research and analyze the major difficulties found in the development of teaching practice, to comprehend and analyze the complexity inherent to the teacher’s performance in the initial years of elementary school. A bibliographic research and a qualitative research with elementary school teachers were therefore developed. The results indicate that although teachers believe the learning process to be continuous, they do not invest in this type of education. Furthermore it was found that teachers’ critical reflexive attitudes are blended with eproductivist attitudes.

  2. Greek Pre-Service Kindergarten Teachers' Beliefs about and Practices of Developmentally Appropriate Practices in Early Childhood Education

    Rentzou, Konstantina; Sakellariou, Maria


    The continuum of beliefs reported by Greek pre-service kindergarten teachers and how those beliefs relate to classroom practices are explored in this article. Considering the potentially important influence of teachers' beliefs on their practices, the level of early childhood teachers' beliefs about developmentally appropriate practices (DAPs) and…

  3. Online information seeking practices of biology teachers and the perceived influences on instructional planning

    Perrault, Anne Marie

    databases, and listservs). This study's findings point to a recursive process in which teachers are engaged in ongoing online information seeking practices; continually learning and fostering new knowledge; integrating the learning into their instructional planning practices; changing their teaching strategies; and going back online to search for information and resources and begin the cycle again.

  4. Trends in teachers' recommendations for changing elementary and junior-high school science programs

    Stronck, David R.

    Since 1978 many studies have called for changes in the practices of science teaching. These changes in instruction will occur only when the teachers decide to change their practices. This study uses surveys to consider the question of what were the trends in the teachers' recommendations for changes in elementary and junior-high school science programs between the years of 1978 and 1982. Large samples of teachers in British Columbia, Canada, responded anonymously to questionnaires in these years: 3040 teachers in 1978 and 1631 in 1982, with return rates ranging from 77.5% to 85%. These teachers described themselves as shifting their classroom practices toward ones that emphasize passive learning and memorization. The British Columbia Science Assessments recommend more inservice programs to stop this trend. There were very few differences in the teachers' recommendations for changes in the schools. The elementary-school teachers had major changes in their rankings of only two activities: they increased their ranking of activity-centered learning and reduced their ranking of outdoor education.

  5. Facing Global Sustainability Issues: Teachers' Experiences of Their Own Practices in Environmental and Sustainability Education

    Sund, Louise


    Over the last 20 years, international organisations and national governments have stressed the need for education policies to be (re)oriented towards social change, sustainability and preparing students for life in a global society. This area of pedagogy is not problem free. When policy is turned into practice teachers need to take a number of…

  6. Examining Malaysian Teachers' Online Blogs for Reflective Practices: Towards Teacher Professional Development

    Nambiar, R. M. K.; Thang, S. M.


    Blogs are commonly used for online interaction because of their ease of use and access, which allow people to gather in a virtual space to share knowledge, experiences and practices. Teachers can also use blogs as an avenue to think, reflect and respond to views and comments regarding pedagogical practices and difficulties, thereby developing…

  7. The Impact of Mathematics Professional Development on Elementary Teachers' Mathematics Content Knowledge for Teaching and Implementation of Innovative Pedagogical Practices

    Oleson, Vicki


    This study sought to understand the process of change elementary teachers experienced as they participated in mathematics professional development. This investigation explored the impact of mathematics professional development on teachers' content knowledge for teaching, their ability to implement innovative pedagogical practices, and the…


    Лела Б. Вуковић


    Full Text Available Contemporary concepts in the field of professional teacher development emphasize a proactive teacher role and the dimension of individual responsibility for the process of improving one’s knowledge and skills. These concepts also indicate a change in the position of teachers, from passive recipienst of the demands and challenges in the sphere of educational process, to reflexive practitioners, team workers and creators of their own paths to professional development in the context of a new educational paradigm. The purpose of this research is to offer, within a theoretical and an empirical framework, a dual approach to the professional teacher development as a determining factor in the improvement of the school practices and to indicate that the teachers’ self-evalutation of their teaching competences is a key factor in their professional development. The results show that a majority of the 70 investigated secondary school vocational teachers confirm that they form their individual professional development plans based on the results of the teacher competence self-evaluation, whereas at the same time they state that the self-evaluation of competence is a determining factor of both processes, that is, of the professional teacher development and of the improved school practice.

  9. Exploring new teachers' understandings and practice of social justice education

    Philpott, Rhonda Joy


    This qualitative study examines the narratives of twenty-seven new teachers on the construction of their understandings of social justice and how they inform/influence their practice as they begin their careers. This research is framed by sociocultural theories , theories of agency and praxis , communities of practice and professional knowledge landscapes. As well, this study is informed by pedagogical and philosophical perspectives of social justice education that examine how teachers’ belie...

  10. Teacher Workshops in the US: Goals, Best Practices and Impact

    Hörst, S. M.


    The goal of the workshop is to educate the teachers on a few focused topics so that they can transfer the knowledge they gain to their students. We will recruit scientists who are attending the meeting to participate in the workshops and will also pair the teachers with scientists in the field who can serve as a resource for the teacher and their class throughout the school year. The scientists can answer questions the teachers may have, be available to do video lectures or interactive question and answer sessions over skype, and work with the teachers to develop hands-on classroom activities. We will partner closely with EPO professionals in NASA's Science Mission Directorate to ensure that best practices for the workshops are employed, including ensuring that the workshop and workshop materials are designed within the framework of the state standards, surveying participating teachers before the workshops about their needs and goals, assessing the participants pre-workshop knowledge, and engaging participants as learners during the workshop [1]. The impact of the workshop will be increased by providing the teachers and students with a scientist who will serve as a long-term resource. We will maintain contact with the teachers after the workshop to ensure that the scientists are still actively engaged in their classroom and to collect feedback. References [1] Shupla C, et al. (2011) Lessons Learned: Best Practices in Educator Workshops. 42nd Lunar and Planetary Science Conference, no. 2828. EPSC Abstracts Vol. 6, EPSC-DPS2011-1775, 2011 EPSC-DPS Joint Meeting 2011 c Author(s) 2011

  11. Assessing Teacher Change in Facilitating Mathematizing in Urban Middle Schools: Results of an Effective Professional Development Program

    Tarlow, Lynn D.


    This study documents the change in teaching practices of a group of mathematics teachers in urban middle schools as they participated in a program of professional development to promote standards-based learning environments. The teachers made a shift in their classroom practice from a traditional, didactic lecture approach towards a role of…

  12. Working Downstream: A Beginning EL Teacher Negotiating Policy and Practice

    Malsbary, Christine Brigid; Appelgate, Mollie H.


    This case study describes how a beginning teacher struggled to meet her students' needs in an ESL classroom. Her struggle demonstrated the interrelated nature of policy and practice: Policy effects in her school isolated her and made her feel solely responsible for the achievement of her newly arrived English-learning (EL) students. Her case…

  13. Beginning Teachers' Challenges in Their Pursuit of Effective Teaching Practices

    Confait, Steve


    This article explores the context and experiences of three beginning teachers in their effort to improve their teaching and to implement and align themselves with their schools' expectations of effective teaching practices. Research findings emerging from a sociocultural-ethnographic framework revealed that participants challenged their own…

  14. An Idealistic View of Teaching: Teacher Students' Personal Practical Theories

    Maaranen, Katriina; Pitkäniemi, Harri; Stenberg, Katariina; Karlsson, Liisa


    Personal practical theories (PPTs) are built based on underlying beliefs, experiences, values and conceptions regarding 'good teaching'. Having a vision of teaching and valuing the work may have a strong effect on one's sense of identity, resilience and commitment. This study focused on Finnish teacher students' (N = 84) PPTs constructed during…

  15. Encouraging a Culture of Research in Practicing Teachers in Singapore

    Ebbeck, Marjory; Chan, Yvonne Yoke Yin; Yim, Hoi Yin Bonnie


    Upgrading the status of early childhood teaching and improving job satisfaction are areas of concern to practitioners, policy makers and other stakeholders in the early childhood field. Ways to upgrade practicing teachers, including their involvement in research, is an on-going challenge. This paper reports on a research in Singapore where a…

  16. Putting Writing Research into Practice: Applications for Teacher Professional Development

    Troia, Gary A., Ed.; Shankland, Rebecca K., Ed.; Heintz, Anne, Ed.


    What are the most effective methods for teaching writing across grade levels and student populations? What kind of training do teachers need to put research-validated methods into practice? This unique volume combines the latest writing research with clear-cut recommendations for designing high-quality professional development efforts. Prominent…

  17. Beauty: A Concept with Practical Implications for Teacher Researchers

    Winston, Joe


    Hillman's (2001) simple affirmation that "an idea of beauty is useful, functional, practical" is one this article attempts to pursue with teacher researchers in mind, based on the belief that to move from the "re"pression of beauty to its "ex"pression--or, at the very least, to its articulation--will enlighten rather than distract individuals. The…

  18. Teachers' Perceptions of Greek Special Education Policies and Practices

    Miller, Kevin J.; Morfidi, Eleni; Soulis, Spyros


    Special education teachers and related service providers were interviewed for their perspectives on Greek special education policies and practices and how these influenced their job preparation and duties. Specifically, they were asked about the impact of the following on their jobs: Greek law related to the education of students with…

  19. Zen and the Art of Reflective Practice in Teacher Education.

    Tremmel, Robert


    Connects reflection-in-action to Zen teachings; argues that teacher education programs rely on narrow conceptions of reflection that ignore the need to prepare the mind. Suggests that teaching the art of paying attention is a way to nurture reflective practice. (SK)

  20. Turkish Prospective English Teachers' Reflections on Teaching Practice

    Yildiz, Mine; Geçikli, Merve; Yesilyurt, Savas


    This study is an attempt to present the reflections of prospective English teachers in Turkey on teaching practice over their experiences and perceptions. A mixed-method research design was conducted through the use of a questionnaire involving a 5-Likert scale and one open-ended question. The participants were 120 senior students at ELT…

  1. Exploring Teachers' Narratives of Inclusive Practice in Higher Education

    Savvidou, Christine


    The need for knowledge and understanding of inclusive practice is now required in higher educational contexts as increasing numbers of students with special educational needs enter the university system. This has implications for university teachers whose background knowledge and experience of teaching students with special educational needs is…

  2. Promising Teacher Practices: Students' Views about Their Science Learning

    Moeed, Azra; Easterbrook, Matthew


    Internationally, conceptual and procedural understanding, understanding the Nature of Science, and scientific literacy are considered worthy goals of school science education in modern times. The empirical study presented here reports on promising teacher practices that in the students' views afford learning opportunities and support their science…

  3. Teacher Practices and Middle-School Science Achievements

    Odom, Arthur L.; Stoddard, Elizabeth R.; LaNasa, Steven M.


    We report on the construction and application of an instrument entitled the "Science Achievement Influences Survey" to assess combined effects of student attitudes about science, peer interaction, and home support, and the frequency of student-centred and teacher-centred instructional practices on student achievement. Controlling for pre-test…

  4. Science Teachers' Elicitation Practices: Insights for Formative Assessment

    Ateh, Comfort M.


    In evaluating teachers' instructional decisions during instruction, it is clear that the nature of their elicitation is crucial for student learning. When instructional decisions are informed by information about students' conceptual understanding, significant learning is possible. This article examined the elicitation practices of two high school…

  5. Student teachers' practical knowledge, discipline strategies, and the teacher-class relationship

    Jong, Romina Janny de


    Social aspects of the learning environment, also called classroom climate, are important for students’ cognitive and affective learning outcomes. In this thesis the classroom climate is operationalised by means of two components: the teacher-class relationship and classroom discipline. The teacher-class relationship is described with the dimensions of control and affiliation, and classroom discipline is described with sensitive, directive and aggressive discipline strategies. Practical knowle...

  6. Theory and practice in mathematics teacher education

    Østergaard, Kaj


    ATD, it is illustrated with an example on addition of fractions how the notions didactic transposition and praxeology can be used to analyze the theory-practice relation in this situation. Building on this analysis the two models are combined into a more comprehensive model for describing and...

  7. Situating teacher learning in the practice of mathematics and science teaching

    Hartman, Monica Louise

    Education reforms propose new content and pedagogy for students. Making such reforms possible in schools depends on creating new content and pedagogy for teachers' learning. This study investigated an approach to support teachers' learning which has been rapidly growing in popularity. Specifically, the study was designed to learn how a collaborative professional development experience, situated in teachers' own practice, might help elementary teachers develop knowledge for teaching. Eleven fourth and fifth grade teachers from two public schools participated in this professional development which was modeled after Japanese Lesson Study. A qualitative research methodology of critical inquiry was used to analyze the data. The researcher was both designer and participant. This intervention gave these teachers opportunities to learn content, pedagogy, and skills for collaborative inquiry, but not all the teachers continued their involvement. Challenges of time, talk and individualism were problems for all and were among the main reasons teachers in one group gave for leaving the program. Three characteristics of the teachers who completed the project included: (a) dissatisfaction with the learning outcomes of their students; (b) participation with colleagues in social activities throughout the school year; (c) an existing trusting relationship with the program facilitator. The features of this new pedagogy of professional development require teachers to break from typical orientations to practice. This produces a paradox. On one hand, many American teachers do not have the skills needed to be expert at this, for the professional culture does not support such work. On the other hand, if teachers are not given opportunities to collaborate in meaningful ways, the skills they need cannot develop. Although, these teachers were not yet experts in this collaborative inquiry process, the skills required began to develop in the course of engaging in this professional development

  8. Teacher Education in England: Analysing Change through Scenario Thinking.

    Halstead, Valerie


    Examines changes in England's teacher education over the past 30 years, identifying key changes and relating them to the Association for Teacher Education in Europe's axes of idealism/pragmatism and individualism/social cohesion. These changes are also seen in the contexts of changes made in school and university education. Extracts from political…

  9. Growing rural doctors as teachers: a rural community of medical education practice.

    Maley, Moira A; Lockyer-Stevens, Vanessa L; Playford, Denese E


    This reflective work considered the journey of rural doctors from diverse backgrounds as teachers and academics during the establishment and rapid expansion of an Australian rural clinical school. The observed social and academic processes are analysed in the context of social learning theory. The extent to which the theoretical social processes match observations during a period of transformational change indicates how social learning processes contributed to the outcome. Ten areas of thematic teacher concerns were identified during teachers' professional development and the strategies used to address these declared. Despite the concurrent evolution of both the overall organisation (teacher environment) and teachers' task (curriculum approach), a community of rural educational practice (CREP) formed and thrived. It adopted a culture of sharing experiences which enabled ongoing knowledge brokering, engaged experts and transformed members. Critical reflection resulting from engagement in mutual activity and a supporting culture of enablement driven by senior leadership was central to success. A generic framework for building a successful CREP includes, leadership that 'enables' its members to flourish, a rural academic identity with a 'Community of Practice' governance, internal benchmarking by members to measure and refine practice, critical reflection 'in' and 'on' academic practice, vertical and horizontal mentoring. PMID:20874009

  10. Changing Patterns of Teacher Education in Australia

    Aspland, Tania


    This paper is designed to portray the historical development of teacher education in Australia. The paper is presented in three parts, each of which represents a "turn" in the evolution of teacher education. The first details the historical development of teacher education prior to the establishment of the first teachers college in…

  11. Secondary Physical Science Teachers' Conceptions of Science Teaching in a Context of Change

    Taylor, Dale L.; Booth, Shirley


    Pre-service teachers enter initial teacher education programmes with conceptions of teaching gleaned from their own schooling. These conceptions, which include teachers' beliefs, may be resistant to change, which is a challenge in contexts where teacher educators hope that teachers will teach in ways different from their own schooling. Conceptions of teaching found in different cultural and disciplinary contexts have contextual differences but have resonances with the results of research into teacher beliefs. Our sample of eight South African secondary physical science teachers was schooled in a system which encouraged knowledge transmission, but they were prepared in their initial teacher education for a learner-centred approach. After they had taught for a few years, we explored their conceptions of science teaching, using phenomenographic interviews. Four conceptions emerged inductively from the analysis: transferring science knowledge from mind to mind; transferring problematic science knowledge from mind to mind; creating space for learning science knowledge and creating space for learning problematic science knowledge. Internally these conceptions are constituted by three dimensions of variation: the nature of the science knowledge to be learnt, the role of the students and the role of the teacher. Media and practical work play different roles in the external horizon of these conceptions. These conceptions reflect the disciplinary context as well as the emphases of the sample's initial teacher education programme. This suggests that initial teacher education can significantly shape teachers' conceptions of teaching.

  12. Teacher Leadership: What Are Teachers Currently Practicing and What Do They Want to Practice?

    Sides, Lindsey Rutherford


    School leadership theory has evolved since the 1980s from the traditional, hierarchical model to a democratic vision of leadership as an organizational phenomenon (Ogawa & Bossert, 1995). When classroom teachers are engaged in leadership activities, collective empowerment takes root and teachers' commitment to school goals increases. The purpose…

  13. Assessment of general education teachers' Tier 1 classroom practices: contemporary science, practice, and policy.

    Reddy, Linda A; Fabiano, Gregory A; Jimerson, Shane R


    Progress monitoring is a type of formative assessment. Most work on progress monitoring in elementary school settings has been focused on students. However, teachers also can benefit from frequent evaluations. Research addressing teacher progress monitoring is critically important given the recent national focus on teacher evaluation and effectiveness. This special topic section of School Psychology Quarterly is the first to showcase the current research on measuring Tier 1 instructional and behavioral management practices used by prekindergarten and elementary school teachers in general education settings. The three studies included in the special section describe the development and validation efforts of several teacher observational and self-report measures of instruction and/or behavioral management. These studies provide evidence for the utility of such assessments for documenting the use of classroom practices, and these assessment results may be leveraged in innovative coaching models to promote best practice. These articles also offer insight and ideas for the next generation of teacher practice assessment for the field. Finally, the special topic is capped by a commentary synthesizing the current work and offers "big ideas" for future measurement development, policy, and professional development initiatives. PMID:24341924

  14. Beginning Science Teachers' Use of a Digital Video Annotation Tool to Promote Reflective Practices

    McFadden, Justin; Ellis, Joshua; Anwar, Tasneem; Roehrig, Gillian


    The development of teachers as reflective practitioners is a central concept in national guidelines for teacher preparation and induction (National Council for Accreditation of Teacher Education 2008). The Teacher Induction Network (TIN) supports the development of reflective practice for beginning secondary science teachers through the creation…

  15. "Everything Goes Smoothly": A Case Study of an Immigrant Chinese Language Teacher's Personal Practical Knowledge

    Sun, Dekun


    Much of teacher knowledge research in teacher education has focused on Western views of teacher knowledge. By reporting on a case study of an immigrant Chinese language teacher's personal practical knowledge in teaching secondary school students, this paper presents an Eastern view of teacher knowledge, and illustrates how knowledge and identity…

  16. Senior science teachers' experience of teaching in a changing multicultural classroom: A case study

    Ryan, Mark

    Demographic changes within the US are bringing significant changes in the cultural make-up of the classrooms in our schools. Results from national and state assessments indicate a growing achievement gap between the science scores of white students and students from minority communities. This gap indicates a disconnect somewhere in the science classrooms. This study examines the teacher's perspective of the changing learning environment. The study focuses on senior teachers with traditional Midwestern backgrounds and little multicultural experience assuming these teachers had little or no education in multicultural education. Senior teachers are also more likely to have completed their science education within a traditional Universalist perspective of science and likewise have little or no education in multicultural science. The research method was comparative case studies of a purposeful sample of nine science teachers within a community experiencing significant demographic change, seven core senior teachers and two frame of reference teachers. The interviews examined the teachers' awareness of their own cultural beliefs and the impact of those beliefs on classroom practices, the teachers' understanding of cultural influences on the students' academic performance, and the relationships between the teachers' understanding of the cultural aspects of the nature of science and their classroom practices. Analysis of the interview data revealed that the teachers maintain a strong, traditional Midwestern worldview for classroom expectations and they are generally unaware of the impact of those standards on the classroom environment. The teachers were supportive of minority students within their classroom, changing several practices to accommodate student needs, but they were unaware of the broader cultural influences on student learning. The teachers had a poor understanding of the nature of science and none of them recognized a cultural element of NOS. They maintained a


    Binetska, Daria


    In the article the general importance of teaching practice students future foreign language teachers. Using the problematic during the teaching practice of students. The formation of research skills of future foreign language teachers in the internship.

  18. Changes in Nordic Teaching Practices

    Schnack, Karsten; Carlgren, Ingrid; Klette, Kirsti; Mýrdal, Sigurjón; Simola, Hannu


    can be seen as continuity in the pedagogical ideas?at the same time the meaning of individualisation changes along with other changes in school and society. While in Sweden and Norway the appearance of self?regulatory individualised ways of working in the end of the twentieth century is quite strong......In this article the theme of individualisation of teaching is described and analysed. In the light of a fairly long tradition of a comprehensive school system embracing the idea of individualisation, we expected this to be an important aspect of ongoing changes in Nordic schools. Individualisation...

  19. Assessing the Impact of Lesson Study on the Teaching Practice of Middle School Science Teachers

    Grove, Michael C.

    Despite wave after wave of educational reform in the United States our students continue to lag behind their peers in other industrialized countries on virtually all measures of academic achievement. Effective professional development (PD) is seen as a key to improving instructional practice and therefore student learning, but traditional forms of PD have been wholly unsuccessful in changing teaching practice. Over the last two decades an emerging body of research has identified some key features of effective PD that seem to create meaningful change and improvement in instructional practice. Some of this research highlights the promise of adapting Japanese lesson study (LS) to the American context as a means of incrementally improving instruction. Much of the existing research around LS is descriptive in nature and offers little insight into if and how participation in LS impacts subsequent instructional practice. This study utilized case study methodology to examine the instructional practice of one group of four middle school science teachers before, during, and after participation in LS. The study attempted to identify specific learning outcomes of a LS process, to identify influences on teacher learning during LS, and to identify subsequent changes in the instructional practice of participants resulting from participation in LS. Key findings from the study include significant teacher learning derived from the LS process, the identification of influences that enhanced or inhibited teacher learning, and clear evidence that participants successfully integrated learning from the LS into subsequent instructional practice. Learning outcomes included deepening of subject matter knowledge, increased understanding of student thinking and abilities, clarity of expectations for student performance, recognition of the ineffectiveness of past instructional practice, specific instructional strategies, shared student learning goals, and an increased commitment to future

  20. Examining My Assessment Literacy Instruction Practices with Teacher Candidates

    Mary Rice


    Full Text Available In this self-study, the author examines her teacher education practices in preparing teacher candidates to assess the literacy of English learners (ELs. According to Lee (2007, disciplinary literary is essential to supporting students in becoming active in democratic pursuits. Conceptualizing literacy in this broader way for teacher candidates and then promoting the exclusive use of tools like fluency exercises and comprehension inventories for their classroom practice seems like a mixed message. The author identified three concepts from the course materials that she determined were important for teacher candidates to consider in assessing literacy development in ELs. These were (a notions of ELs preexisting literacy in their native languages, in particularly in content area subject matter for curriculum-making, (b fundamental understandings about second language acquisition, and (c knowledge of measurement practices as an avenue for advocacy. These three ideas framed the literature reviewed for this study and positioned the author to use narrative accounts of her teaching as data which yielded findings.

  1. A Longitudinal Study of Change in Preservice Teachers' Personal Epistemologies

    Walker, Sue; Brownlee, Jo; Whiteford, Chrystal; Exely, Beryl; Woods, Annette


    There is strong evidence to show that beliefs about knowing and knowledge held by individuals (personal epistemologies) influence preservice teachers' learning strategies and learning outcomes (Muis, 2004). However, we know very little about how preservice teachers' personal epistemologies change as they progress through their teacher education…

  2. Geography Teachers and Curriculum Making in "Changing Times"

    Mitchell, David


    This paper explores the controls and influences over geography teachers' curriculum making. A tension is identified between the teacher's agency to "make" a geography curriculum and a controlling social-economic climate of accountability, performance pressure and technological change which limits the teacher's agency. The paper argues…

  3. Linking Teacher Beliefs, Practices and Student Inquiry-Based Learning in a CSCL Environment: A Tale of Two Teachers

    Song, Yangjie; Looi, Chee-Kit


    The links uncovered by research connecting teacher beliefs to classroom practice and student inquiry-based learning are tenuous. This study aims at examining (a) "how" teacher beliefs influenced practices; and (b) "how" the influence on practices, in turn, impacted student inquiry learning in a CSCL environment. Through a fine-grained comparative…

  4. Change in science teaching behaviors: Evaluating the impact of a collaborative learning network at the level of practice

    Carroll, Teresa Mae

    This study reports the results of research designed to explore the impact of a science and technology collaborative network called the Kansas Collaborative Research Network (KanCRN) on the teaching practices of Kansas City, Kansas elementary and middle school science teachers. Research questions were developed around the theory that collaborative networks provide teachers the kind of support they need to create contexts conducive to change. Hence, research questions first dealt with determining whether teachers, who had participated in the network for two years, reported changes in their teaching practices. Subsequent questions asked teachers to describe these changes and to describe the role KanCRN played in the change process. Analysis, during the first phase of the investigation, was based on the KanCRN Teacher Practice Survey Data. Data analysis revealed that change in teacher practice had occurred. The second phase of the investigation sought to build a descriptive picture of the role KanCRN played in the change process. Interview data revealed that teachers described changes in their teaching practices concurrent with those specified by science education reform documents. KanCRN teachers also noted personal changes in pedagogical skill, and science content knowledge. These changes served as a catalyst for the behavioral changes cited. Moreover, teachers expressed changes in their views of the nature of science that also transferred to the types of classroom teaching behaviors now employed. Teachers credited network participation as the force behind the change. Teachers cited (a) challenging pedagogical and technological training, (b) interactive real world experiences with science content, (c) progressive technological tools and materials, and (d) personal guidance from mentors who respected and valued teachers as knowledgeable professionals critical for promoting change. One conclusion drawn from this study is that collaborative networks are capable on

  5. Pedagogical Approaches to Exploring Theory-Practice Relationships in an Outdoor Education Teacher Education Programme

    Clayton, Kathleen; Smith, Heidi; Dyment, Janet


    Understanding theory-practice relationships in pre-service teacher education is an enduring concern for many teacher educators. Drawing on data from an investigation into the theory-practice nexus in an outdoor education teacher education programme, this article examines pedagogical approaches to exploring theory and practice with pre-service…

  6. Towards Competence-based Practices in Vocational Education – What Will the Process Require from Teacher Education and Teacher Identities?

    Säde-Pirkko Nissilä


    Full Text Available Competence-based education refers to the integration of knowledge, skills, attitudes and interactivity as the intended outcomes of learning. It makes use of lifelong learning and lifelike tasks in realistic settings and requires the cooperation of teachers. This research was prompted by the desire to explain why collegial cooperation often seems to be problematic in schools and universities. Are there certain social structures or behavioural patterns that influence the cooperative culture in teacher communities? The research material was collected in 2013 and 2014 in Oulu, Finland. The target groups were both newly qualified and experienced vocational teachers at all educational levels (N=30. The data collection methods were open questions in interviews and questionnaires. The research approach and analysis methods were qualitative. The theoretical background is in humanistic-cognitive and experiential learning as well as in dynamic epistemic conceptions. The findings show that the prevailing model in teacher communities is individualistic, discipline-divided and course-based, especially among older teachers. The obstacles refer to teachers’ self-image and a deeply rooted fear of criticism or revelation of incompetence. The promoters of cooperation were connected to the changing practices and desire of sharing with colleagues.

  7. ICT Practice in Morocco’s innovative teachers

    Ahmed Lablidi


    Full Text Available The integration of Information and communication technology (ICT in Moroccan schools forms one of the strategic levers of Ministry of National Education (MNE to improve the quality of teaching and learning. Thus, the training teacher actions to the use of ICT in the classroom, the creation of institutional structures and the introduction of incentives for innovation in ICT accounted for the actions taken by the MNE to support teachers and help them to appropriate ICT tools and using them in their courses. Some teachers have more or less successful betting. This observation led us to question ourselves about the integration process of ICT which enabled them to distinguish themselves from the masses. The laid hypothesis is that the ICTs appropriation and their use in teaching practices is the result of a process that is located on a continuum ranging from non-use of ICT in their regular use.

  8. Avoiding Practice Shock: Using Teacher Movies to Realign Pre-Service Teachers' Expectations of Teaching

    Delamarter, Jeremy


    Pre-service teachers often have unrealistic expectations of teaching. They often create an inspiration/content dichotomy in which they expect relational activities to trump content delivery. Unchecked, these misaligned expectations can lead to practice shock, the disorienting and sometimes traumatic identity crisis that often occurs during the…

  9. The Trainee Teacher and His Practice Class. Fifty Pointers for the Student-Teacher.

    Rees, Alun L. W.


    This handbook, based on the author's experience of supervising the English practice-classes of trainee teachers, was originally compiled for the specific use of students at the National University of Trujillo, Peru, and consists of a list of pointers embracing the most prevalent of trainees' shortcomings observed over a period of years at all…

  10. The Discrepancy between Teachers' Beliefs and Practices: A Study of Kindergarten Teachers in Hong Kong

    Chan, Wai Ling


    This study examines the discrepancy between teachers' beliefs and practices in Hong Kong kindergartens and the factors that influence this discrepancy. Three kindergartens, considered by the Hong Kong Education Bureau to be of varying quality, were chosen from different areas of Hong Kong. Questionnaires about teaching beliefs were administered to…