tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Technical writing skills are vital to professional engineers, but many engineering students find them difficult to master. This paper presents a case study carried out among ~300 first and second year engineering students who had little previous experience in technical writing. The aim was to support them to write better technical reports. Students were asked to write an 800-word report following an experimental laboratory and to include written reflection on their work. This improved writing skills (as measured by mark awarded and by questionnaires completed by students before and after the activity) by encouraging self-regulation and had the additional benefit that students were more satisfied with and engaged with the feedback they received on their work. Link til… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract In this study, we examine the short-term effects of an intervention aimed at developing teachers’ responsive pedagogy in mathematics. The study analyses how an emphasis on responsive pedagogy in 9th grade classrooms over a period of seven months might strengthen students’ feedback, self-regulated learning, self-efficacy and achievement in mathematics. Nine schools attended as intervention group (N = 40 classes; 1003 students). 11 compatible schools (N = 37 classes; 896 students) were recruited as a control group. Students responded to a pre-post questionnaire and conducted a pre-post achievement test. Results show small, significant differences between the total scores for the pre- and post-measures in the intervention group for the variables elaboration, task value motivation, effort and persistence, self-efficacy and self-conception. Significant differences between… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The present study identifies ways of how meaning-oriented learning is enhanced in academic primary teacher education, a new route to the teaching profession in the Netherlands. Meaning-oriented learners are generally described in the literature as being capable to regulate their own learning, to understand a topic thoroughly, to form their own opinion about it and to draw their own conclusions. Semi-structured interviews were held with both student teachers (n = 32) and educators (n = 18) who participated in this new route. Interviewees perceived common ways of enhancing meaning-oriented learning, such as encouraging students to structure, relate and critically process knowledge. Other ways are related to the development of students’ professional identity as an academic primary teacher in general, for example, through… Continue Reading →
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