International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Teaching methods
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505 items
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The purpose of this study was to investigate how participation and reification of ideas about mathematics teaching are constituted in on-line discussions when prospective primary mathematics teachers analyzed video-cases about mathematics teaching. Prospective teachers enrolled in a mathematics methodology course participated in two virtual learning environments that integrated the analysis of video-clips, on-line discussions and writing essays about key aspects of mathematics teaching.
Published: 2010
Updated: Sep. 05, 2010
312
In this study, the authors described an action research project enacted by a veteran Kindergarten teacher (Sarah) in the context of a professional development program. Over the course of a year, Sarah collaborated with other teachers in a small group to investigate how to use “Science Talks” to promote student learning in Kindergarten classrooms. Based on a rich set of data sources, the authors concluded that Sarah’s action research improved student learning and led to her own professional growth.
Published: 2010
Updated: Sep. 05, 2010
313
This study describes the development of two instruments, the Principles of Scientific Inquiry- Teacher (PSI-T) and the Principles of Scientific Inquiry-Student (PSI-S), to investigate the extent to which students are engaged in scientific inquiry. As a result of the instrument development process employed, each finalized instrument consisted of 20-items separated into five categories. Based on the analyses completed, the instruments appear to be useful instruments for use in comprehensive assessment packages for assessing the extent to which students are experiencing inquiry in science classrooms.
Published: 2010
Updated: Aug. 29, 2010
314
In this paper, the author examines taken-for-granted teacher education practices. Furthermore, the author also challenges the deficit model of instruction, which views future teachers as nonparticipants in the creation of the language of their own education. In the examination of these ideas, the author suggests that critical self-narratives are an essential part of professional growth and humanistic pedagogy. At the end, the author describes six personal pedagogical principles that function as the fertile ground in which coconstructed education can flourish.
Published: 2009
Updated: Aug. 29, 2010
315
This research examines perceptions of special education teachers pertaining to mathematics instruction as learners and teachers throughout a semester-long mathematics methods course. The participants were eighteen alternate-entrant special education teachers who were enrolled in the required elementary school mathematics methods course for their program of study. Data were collected via mathematics autobiographical narratives, recollections of the participants’ experiences as K-12 learners of mathematics, and information pertaining to elements of their ideal mathematics classroom.
Published: 2009
Updated: Aug. 29, 2010
316
This study aimed to investigate the views of prospective teachers on the use of advanced calculators with Computer Algebra Systems (CAS) in algebra instruction. Participants in this study were secondary prospective mathematics teachers at a university in Ankara, Turkey. The students in this study had no prior experience with CAS. An open-ended questionnaire and group interviews revealed prospective teachers’ views and beliefs about when and why they prefer three possible uses of CAS— black box, white box, or Symbolic Math Guide (SMG).
Published: 2010
Updated: Aug. 24, 2010
317
This documentary account describes professional development for teachers in the USA serving culturally and linguistically diverse students. The goal of the project was to monitor effectiveness of training in Sheltered Instruction Observation Protocol (SIOP) and to assess the value of cognitive coaching. Findings indicated workshops were effective and produced strong commitment to the model, but resulted in a disappointing level of implementation without a coaching phase.
Published: 2010
Updated: Aug. 22, 2010
318
The current study explores macro-level computer-supported collaborative learning scripts as a pedagogical method to facilitate collaboration. This case-study examines the difference between the “ideal” script and the “actual, realized” script to find out how collaboration differs between different groups. This study demonstrates that macro-scripts support collaboration by introducing the reason for interaction and by helping students solve learning tasks.
Published: 2010
Updated: Aug. 22, 2010
319
The main goal of this study was to determine pre-service teachers' use of reading strategies in their own readings. In addition, pre-service teachers' use of these strategies in their future teaching practices was also investigated. The subjects for this study were 505 pre-service teachers enrolled in one of the major universities in Ankara. The results of the study revealed that pre-service teachers employed 28 out of 38 reading strategies most of the time.
Published: 2010
Updated: Aug. 22, 2010
320
The article describes Kuhn’s (1970) claim that textbooks are good 'pedagogical vehicles' for the perpetuation of ‘normal science’. However, Collins (2000) has found out a fundamental contradiction with respect to what science could achieve (create new knowledge) and how we teach science (authoritarian). The author claims that despite the reform efforts, students still have naïve views about the nature of science. The author suggests that the teacher by 'unfolding' the different episodes can emphasize and illustrate how science actually works, and this will show to the students that they need to go beyond ‘normal science’ as presented in their textbooks.
Published: 2010
Updated: Aug. 22, 2010