tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The reliance on teaching assistants (TAs) for inclusion is discussed in relation to the quality of instructional support. Swiss policy stipulates two distinct models for TAs working in mainstream classes: they can either be employed to work with a particular pupil with special educational needs (SEN) or be employed as a general aide to provide support for the whole class. This article describes a study investigating teachers’ and TAs’ interactions with pupils during individual seatwork based on observational video data and examining how these reflect the roles foreseen for TAs. The analysis is based on videos of 90 minutes in each of the 31 primary school classes with TA and teacher being present. Results of the video analysis of… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Background: Creativity is an important skill for the future society and developing students’ creativity is an important part of science education. Working on a creative science project may help developing students’ creative abilities, and the interaction between teacher and students during the work on defining a problem and solving the problem, is an ideal forum for supporting students’ creativity. Purpose: The purpose of the study is to get insight into how teachers respond to students’ creative ideas during the works on a creative science project, and how the interaction between teacher and students may support or inhibit students’ creative abilities. Design and methods: Data in this study consist of 49 video-recorded interactions between two teachers and student groups… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT We present an empirically based model for teaching about planning in pre-service science teacher education as part of on-campus courses. Planning is usually taught through the introduction of theoretically based planning models, but these models commonly assume a linear idea of planning that does not match how teachers go about planning. We examined how pre-service middle school science teachers planned a 20-minutes microteaching lesson on sustainable development. Six groups of pre-service teachers’ conversations were video recorded, transcribed, and analyzed through practical epistemology analysis and deliberative educational questions, with the aim of extracting empirically based components of a model for teaching about planning. Our results confirm that the pre-service teachers’ planning did not constitute a linear process. However, it… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study explores preschool teachers’ considerations regarding their work with curriculum content areas and examines possible relationships with their professional competence and group size. Drawing on Bronfenbrenner’s ecological systems theory and mixed-methods analytical procedure, this study analyzes 698 preschool teachers’ considerations on a set of 12 curriculum content areas. The results revealed reading and writing as the two least emphasized content areas. No significant relationship was found among preschool teachers’ ratings of these content areas, their professional background, and group size. Prominent in preschool teachers’ reasoning for rating reading and writing as least emphasized, is a child-directed approach implying that these content areas are not involved in their professional assignment and therefore included merely as a response to… Continue Reading →
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eric.ed.gov har udgivet: Emerging research from across the nation demonstrates that school working conditions–time, teacher empowerment, school leadership, professional development, and facilities and resources–are critical to increasing student achievement and retaining teachers. The existing national data regarding working conditions impact on student achievement and teacher turnover provided a meaningful impetus for the Clark County School District of Nevada (CCSD) and its schools to conduct a survey to gather data with which to inform local working condition reform strategies. By placing the perceptions of Clark County educators at the center of school and district efforts to better recruit and retain teachers, the goal is to create a stable teaching force that allows for a high quality teacher in every classroom across the district. Analysis of the approximately 8,500 survey responses (representing… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Personal experiences and histories shape teacher identities to a great extent. In the domain of personal experience, however, little is known about how experiences of failure shape the process of becoming a teacher. Gaining this insight, however, is important as failure may define teachers and their work, which can further undermine their resilience. This study examines how 45 pre-service subject teachers make sense of failure with regards to their identity as teachers. The findings reveal various understandings of failure, from both learner and teacher perspective and pre-service teachers’ understanding that the relation between learner and teacher failure is inextricable. Failure is seen as a non-dismissible aspect in their future work as teachers. These findings suggest that experiences and… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This exploratory, embedded single study examined the experiences of middle grades teacher design teams over 10 months as they were immersed in the development of interdisciplinary curriculum units using a backward design framework. The teachers were supported by a researcher-practitioner partnership and situated in a middle level school structure that valued teachers’ engagement with curriculum design. Most notably, we found that the teachers experienced productive struggle throughout their design process and, as a result, shifted their pedagogical design capacity from adapting or offloading to improvising their curriculum. These findings are particularly significant to middle grades education because of the importance of curricular learning experiences for young adolescents that are challenging, exploratory, integrative, and diverse. Teachers can better create these… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT In recent years, the concept of ‘worldview’ has resurfaced into the forefront of the international debate among scholars of religious education. With this study, we aim to contribute to the discussion with empirical material having a focus on worldview education in whole school education. The study deals with the Finnish teachers’ perceptions of worldview education in basic education. Teachers (N = 110) responded to a questionnaire concerning their experiences on how they feel about worldview education, how they deal with it and where does worldview education take place in schools according to teachers. The questionnaire included both quantitative and qualitative sections. According to the results, it appears that teachers consider worldview education to be relatively important in schools and… Continue Reading →
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eric.ed.gov har udgivet: This article reports on a study that investigated the causes underlying a sample of eighteen third-year Australian pre-service primary teachers’ negative beliefs and anxiety about mathematics. It was found that most of the participants’ maths-anxiety could be attributed to their primary school experiences in learning mathematics. Situations such as teaching mathematics or being evaluated in mathematics were noted as particularly stressful and mathematical topics such as algebra, space and number sense were specifically identified to cause maths- anxiety. The paper concludes with a brief discussion about the implications of these findings for an ensuing program whose purpose is to help these pre-service teachers address their negative beliefs and anxieties about mathematics. [For complete proceedings, see ED489597.] Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article explores how preschool teachers, over time, collectively manage teaching as a new part of their mission. The study’s empirical data consist of two related but temporally separated sets of data containing collegial discussions among preschool teachers; talks during a development process and group interviews with the same preschool teachers six months later. Through a theory-driven analysis, using the theoretical concept of teacher agency, different ways of achieving teacher agency are brought into light. When tensions appear, the preschool teachers achieve teacher agency by using professional core values in order to make adjustments, additions or changes to school policy. These professional core values consist of for example, sensitivity to the interests and needs of children, the ambition… Continue Reading →
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