International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Content
Page 1/1
6 items
1
This article describes qualitative case studies of two teachers who integrated student-created digital documentaries into their social studies classrooms. To examine the interplay of pedagogy, content, and technology, the authors focused on the teachers' pedagogical aims and sought evidence of the extent to which those aims were influenced by the integration of technology. Thornton's (2001a) concept of the teacher as curricular gatekeeper and Mishra and Koehler's (2006) Technological Pedagogical Content Knowledge framed the study.
Published: 2008
Updated: Dec. 31, 2008
2
This mixed method case study provides insights about how the professional development of middle school teachers is facilitated through their participation in content-focused online communities of practice. A key finding from this research reveals that the online community provided teachers with enhanced opportunities to share ideas, to discuss issues, and to make new connections with colleagues as well as with their principal.
Published: 2008
Updated: Nov. 03, 2008
3
A scale was created to examine preservice elementary teachers comfort about reforms teaching methods, assessment techniques, classroom management techniques, and science content. The study included 166 participants from three American universities. Analysis revealed correlations among confidence levels with assessment techniques, classroom management, teaching methods' and science methods.
Published: 2008
Updated: Oct. 24, 2008
4
The article examines what science content teachers need to know in order to teach what students need to learn. Four standards documents and analysis of all four are identified in the article.
Published: 2008
Updated: Oct. 06, 2008
5
The article explores the impact of the No Child Left Behind (NCLB) Act on US schools. The findings suggest that California has a well-qualified teacher workforce that is equitably distributed across the state. Other findings suggest that student background factors other than teacher quality are the key determinants of school success. Those findings bring into question to what extent teachers need to improve their subject skills, so that they may help close the achievement gap in California schools.
Published: 2008
Updated: Apr. 08, 2008
6
An examination of knowledge prioritisation in secondary physical education teacher education courses
The article describes a study designed to examine which knowledge is prioritized by student-teachers, school-based mentors and university tutors, working on three secondary education physical education teacher education courses. Results reveal that content knowledge was seen as having greater importance for student-teachers and mentors. University tutors conceptualized knowledge more broadly. The authors suggest that student-teachers may focus excessively on subject content knowledge and not enough on other knowledge bases.
Published: 2008
Updated: Mar. 31, 2008