International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Teaching methods
Page 47/51
505 items
461
In this study, the authors determined the effectiveness of the inquiry-based Itakura method for mediating alternate conceptions of preservice elementary teachers. The authors investigated alternate conceptions in the expansion of solids due to heating. There was a significant increase in participants’ immediate learning gains after participating in the Itakura method.
Published: 2008
Updated: Feb. 04, 2009
462
This study explore what elementary teachers know about student science misconceptions and how teachers address student misconceptions in instruction. The sample included 30 teachers from California with at least 1-year of experience teaching grades 3, 4, and 5.
Published: 2008
Updated: Feb. 04, 2009
463
The paper presents a reciprocal model of mentoring as an alternative approach to more traditional mentoring models. A mentor, experienced with online course delivery and pedagogy, worked with six online instructors over two academic terms within a reciprocal mentorship model. The model was designed to build a collaborative learning relationship which would benefit each partner. The mentoring was scheduled on a just-in-time basis in response to each online instructor's needs.
Published: 2008
Updated: Feb. 02, 2009
464
In this paper, some of the ways in which thinking about chaos theory can help teachers and student-teachers to accept uncertainty and randomness as natural conditions in the classroom are considered. The author suggests that teacher educators should help students to accept the complexity and unpredictability of teaching as natural conditions and become 'agents of chaos' in the classroom.
Published: 2008
Updated: Feb. 02, 2009
465
The authors observed teacher–student interactions in urban elementary schools. The participants were 39 students exhibiting high externalizing behavior problems and 59 students exhibiting average behavioral adjustment. Findings are discussed in terms of how different instructional contexts place unique demands and offer distinct affordances for students with behavior problems.
Published: 2008
Updated: Jan. 28, 2009
466
In the current study, the authors examine student teachers’ learning approaches in the context of case-based assessment. Hereto, they investigated the direct effects of the student teachers’ general beliefs on the cognitive demands of assessment on their learning approaches. Also the student teachers’ perceptions of the cognitive demands of the case-based assessment instrument were considered as a mediating variable. The results indicate that the student teachers’ perception of the deep-level demands of the OverAll Test mediates the effect of their beliefs on the adoption of deep approaches to learning.
Published: 2008
Updated: Jan. 26, 2009
467
In this article, the authors present a situated case-based knowledge framework to explain the development of prospective teachers’ knowledge and beliefs. The framework includes conceptual case knowledge, strategic case knowledge, and the shared identities and beliefs of practicing teachers. In addition, the authors summarize findings from a study wherein the situated case-based knowledge framework was applied to support prospective teachers’ learning.
Published: 2008
Updated: Jan. 26, 2009
468
The article is based on a research and development project conducted in a Norwegian lower secondary school. The purpose of the text is to show how a project involving a researcher and a teacher team encourages the teachers to reflect on teaching processes. Furthermore, the text also aims to show what the form and content of such reflection processes could be.
Published: 2008
Updated: Jan. 21, 2009
469
This study investigated the effect of problem posing on the pre-service primary teachers' understanding of fraction concepts enrolled in two different versions of a methods course at a university in Turkey. In the experimental version, problem posing was used as a teaching strategy. Results showed that problem posing had a positive impact on the pre-service teachers' knowledge and views about what it means to know mathematics.
Published: 2009
Updated: Jan. 15, 2009
470
The usage of portfolio methods to document professional development in teaching is increasing in Germany, but despite its proliferation, the issue of how the effects of portfolio methods can be determined has received little attention. In this two-part study, the attitudes of both pre-service teachers and teacher educators toward portfolio are investigated and an attempt is made to identify the effects of portfolio on the competences and attitudes of the pre-service teachers. Results suggest that the efficiency of the portfolio method depends both on personal competences and on the framing within the training program.
Published: 2009
Updated: Jan. 15, 2009