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Search Results for 'Learning strategies' (Keyword)
26 items found 1 / 3
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1   |   From section ICT & Teaching
Educating for Digital Futures: What the Learning Strategies of Digital Media Professionals Can Teach Higher Education
This paper investigates how universities might engage more effectively with the imperative to develop students’ twenty-first century skills for the information society. It examines learning challenges and professional learning strategies of successful digital media professionals. The results of this study assert that the university maintains an important place in professional learning, particularly for the acquisition of generic/transferable capabilities such as critical thinking. However, the universities need to consider new pedagogic affordances of digital technology in the educational space. The author concludes that this study used the learning challenges and strategies of digital media professionals to investigate what students in the information society should be learning, and how they learn best in the digital age.
Publication Year: 2016    |    Updated in ITEC: January 11, 2018
2   |   From section ICT & Teaching
Framing Pre-service Teachers’ Professional Learning Using Web2.0 Tools: Positioning Pre-service Teachers as Agents of Cultural and Technological Change
This paper addresses key issues in pre-service teachers’ professional learning. The argument explores pre-service teachers’ learning and practice, which is both informed by technology and which uses technologically enhanced practices in classrooms as learning and teaching strategies.
Publication Year: 2013    |    Updated in ITEC: September 5, 2016
3   |   From section Professional Development
Teaching Strategies for Building Student Persistence on Challenging Tasks: Insights Emerging from Two Approaches to Teacher Professional Learning
This article reports on two approaches to teacher professional learning in which the use of challenging tasks was the focus. In the first case, two full days of professional learning were followed by the opportunity to teach up to ten challenging tasks. In the second case, teachers observed three lessons built around challenging tasks taught by members of the project team. This article describes the professional learning approaches, illustrates the kinds of tasks involved, and discusses similarities and differences in the data within and between the two groups of teachers. It also discusses affordances and limitations of the two professional learning approaches.
Publication Year: 2014    |    Updated in ITEC: July 4, 2016
4   |   From section Instruction in Teacher Training
On the Effectiveness of Supplemental Instruction: A Systematic Review of Supplemental Instruction and Peer-Assisted Study Sessions Literature Between 2001 and 2010
This article presents a systematic review of the literature between 2001 and 2010 regarding the effectiveness of Supplemental instruction (SI). The findings of the review are consistent with claims validated by the U.S. Department of Education in the 1990s that participation in SI is correlated with higher mean grades, lower failure and withdrawal rates, and higher retention and graduation rates.
Publication Year: 2014    |    Updated in ITEC: May 18, 2015
5   |   From section Instruction in Teacher Training
Practicalising Theoretical Knowledge in Student Teachers’ Professional Learning in Initial Teacher Education
The current study aimed to investigate the professional learning of student-teachers in Bachelor of Education programmes. The findings suggest a typology of different approaches of practicalising theoretical knowledge which reflect how student-teachers make personal interpretations of theoretical knowledge and develop their own teaching pedgagogies in school contexts. The three approaches to practicalising theoretical knowledge include the Procedural Approach, the Reflective-adaptive approach, and the Reflective-theorising approach. The authors conclude that the different approaches of practicalising theoretical knowledge and suggested ways of maximising professional learning are derived from empirical findings in a programme which tends to put emphasis on professional learning in the higher education context as compared to the school-based context.
Publication Year: 2012    |    Updated in ITEC: February 15, 2015
6   |   From section Theories & Approaches
Mobilising Teacher Education: A Study of a Professional Learning Community
This article reports on an initial study of a professional learning community (PLC) of educators who are investigating mobile devices in their teaching. The research examined two conjectures: firstly, that a professional learning community would enrich understanding of teaching with mobile technologies; and secondly, that these technologies would enhance teaching. The findings indicate that progress towards an enriched engagement with m-learning may be promoted by the establishment of a PLC. The existing professional relationships facilitated community formation and enhanced the sense of commitment, risk-taking, shared responsibility and purpose. In addition, the results also indicate the contribution of mobile learning to teaching.
Publication Year: 2013    |    Updated in ITEC: August 13, 2014
7   |   From section Theories & Approaches
Learning Trajectory Based Instruction: Toward A Theory of Teaching
The authors propose a theoretical connection between research on learning and research on teaching through recent research on students’ learning trajectories (LTs). The authors consider how LTs provide specificity to four highly used frameworks for examining mathematics teaching, namely mathematical knowledge for teaching, task analysis, discourse facilitation practices, and formative assessment.
Publication Year: 2012    |    Updated in ITEC: August 23, 2013
8   |   From section Professional Development
The Impact of Professional Development: A Theoretical Model for Empirical Research, Evaluation, Planning and Conducting Training and Development Programmes
In this article, the author presents several international trends regarding the provider, the participants, the aims the contents and the methods that found in professional development programmes. In conclusion, the author suggests several recommendations to progress matters and links made with school and leadership effectiveness issues.
Publication Year: 2011    |    Updated in ITEC: August 19, 2013
9   |   From section Research Methods
Visualizing Community: Understanding Narrative Inquiry as Action Research
Author Vera Caine
Throughout the school year, the author invited all 14 children in a Grade Two/Three learning strategies classroom to participate in a visual narrative inquiry. The intention was to explore children’s knowledge of community in artful ways, and through this to more deeply attend to the children’s thoughts of community. The use of visual narrative inquiry within a classroom opened up the possibility for a deeper understanding of the children’s understanding of community, and the possibility to challenge the mandated curriculum, as well as to change classroom practices.
Publication Year: 2010    |    Updated in ITEC: June 22, 2012
10   |   From section Theories & Approaches
Learning to Teach in the Figured World of Reform Mathematics: Negotiating New Models of Identity
In this article the authors analyze three episodes from an elementary mathematics teacher education class: two where students were positioned as children learning mathematics and a more extended one where students were positioned as teachers. The instructors presented the figured world of reform pedagogy in at least two ways over the course of the semester: by describing it and approximating it in class activities. The authors propose that by recognizing certain models of identity for children learning math, students in Mathematics for Elementary Teachers drew on corresponding models of identity for elementary mathematics teachers.
Publication Year: 2011    |    Updated in ITEC: May 15, 2012
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