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Search Results for 'Expertise' (Keyword)
25 items found 1 / 3
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1   |   From section Theories & Approaches
Building Adaptive Expertise and Practice-Based Evidence: Applying the Implementation Stages Framework to Special Education Teacher Preparation
In this paper, the authors describe a capstone project that meets these needs and prepares pre-service special educators for their role in the development of practice-based evidence. These aims align well with the Council for Exceptional Children’s Professional Standards. To describe this project and how it meets these aims, the authors used the Implementation Stages framework. Outcomes reflect an increase in pre-service special educators’ ability to research and design usable interventions based on evidence-based practices.
Publication Year: 2015    |    Updated in ITEC: March 19, 2017
2   |   From section Beginning Teachers
Keeping an Eye on Learning: Differences Between Expert and Novice Teachers’ Representations of Classroom Management Events
In this study, the authors created a coding scheme using grounded theory to analyze expert and novice teachers’ verbalizations describing classroom events and their relevance for classroom management. Four categories of codes emerged. These referred to perceptions/interpretations, thematic focus, temporality, and cognitive processing expressed. Mixed-method analysis of teachers’ verbalizations yielded a number of significant effects related to participants’ expertise levels. Notably, teachers’ cognitive processing diverged significantly based on expertise level.
Publication Year: 2015    |    Updated in ITEC: November 9, 2016
3   |   From section Trends in Teacher Education
Toward Professionalisation or De-Professionalisation? Teacher Education Over the Past 40 Years: A Japanese Retrospection
In this article, the author discusses how to enhance Japanese teacher education. After sketching teacher education from the mid-1940s to the 1960s, he sums up the main topics people discussed through each decade of the 1970s, 1980s, 1990s. The author concludes by proposing an ideal network for promoting teaching expertise. He proposed establishing education networks in which universities, junior colleges, schools, education authorities, youth and children, teachers, parents and communities could join together with equal partnership to discuss almost all of local education plans. The author hopes that in such ways, all teachers could be educated, trained and recruited as independent intellectuals who could serve education within the national–international–global contexts of higher education-based teacher education.
Publication Year: 2014    |    Updated in ITEC: October 4, 2016
4   |   From section Instruction in Teacher Training
Developing Preservice Teachers’ Expertise in Equitable Assessment for English Learners
This study examines the development of preservice secondary science teachers’ understanding about equitable assessments (EA) as a result of instruction during a methods course and their subsequent use of EA, while planning a science unit without prompting. The author concludes that preservice teachers gained in the following domains of knowledge introduced earlier: (1) knowledge and beliefs about diverse learners, (2) knowledge and beliefs about EA strategies, and (3) skills in modifying assessments for English language learners. They displayed relevant knowledge, but did not enact it as well when it came to planning units.
Publication Year: 2014    |    Updated in ITEC: September 15, 2016
5   |   From section Mentoring & Supervision
Supporting Mathematics Instruction with an Expert Coaching Model
Author Drew Polly
This paper presents findings from a study in which the author served as an expert coach and provided ongoing support to four elementary school teachers related to employing standards-based pedagogies in their mathematics classrooms. In addition to assisting teachers, the author examined which supports they sought and the impact of them on mathematics instruction.
Publication Year: 2012    |    Updated in ITEC: July 3, 2016
6   |   From section Teacher Educators
Teaching About Teaching Science: Aims, Strategies, and Backgrounds of Science Teacher Educators
This study focuses on the specific expertise that science teacher educators (TEs) bring into teacher education. The authors were interested to gain insight into teacher educators' aims for teaching about science teaching, and how their expertise has developed on the basis of their professional background and experiences. The findings reveal similarities among the concerns of these TEs and yet considerable diversity among their approaches.
Publication Year: 2013    |    Updated in ITEC: December 29, 2015
7   |   From section Mentoring & Supervision
Opportunities to Develop Adaptive Teaching Expertise during Supervisory Conferences
The purpose of this study was to identify the supervision styles and types of discourse used when addressing or failing to address the three specific problems. The findings suggest that student teachers and supervisors do not use critical discourse to capitalize on opportunities to develop adaptive teaching expertise. The author used three problems - (1) unquestioned familiarity, (2) dual purposes, and (3) context- as a framework to learn how university-based supervisors helped student teachers engage in conversations around these common experience-based problems.
Publication Year: 2012    |    Updated in ITEC: December 9, 2014
8   |   From section Professional Development
What about Language While Equitably Assessing Science?: Case Studies of Preservice Teachers’ Evolving Expertise
The goal of this article was to explore the ways in which language played a role in the teachers’ evolving expertise and enactment of equitable science assessment. The findings revealed that the teachers became more knowledgeable about the role of language in assessment and incorporated scientific discourse while assessing in their teaching practicum. Yet, the teachers did not adopt a permanent and individualized stance toward how to address language while assessing, instead straddling opposing decisions. The author referred to this straddling as a “tension.” Two tensions emerged.
Publication Year: 2013    |    Updated in ITEC: November 4, 2014
9   |   From section Theories & Approaches
What Is Design Thinking and Why Is It Important?
Design thinking is generally defined as an analytic and creative process that engages a person in opportunities to experiment, create and prototype models, gather feedback, and redesign. The literature has identified several characteristics that a good design thinker should possess. The authors’ overarching purpose is to identify the features and characteristics of design thinking and discuss its importance in promoting students’ problem-solving skills in the 21st century.
Publication Year: 2012    |    Updated in ITEC: July 23, 2014
10   |   From section Theories & Approaches
The Concept of Coherency in Teaching: Forging an Idea from Professional Literature – A Case Analysis and a Discussion with Experts
The goal of this article is to increase the authors' understanding of the concept ‘coherency in teaching’ as part of the search for a good teacher. The article exposes the concept of coherency in teaching gradually starting with a theoretical review, continues with a practical example, and ends with an analysis of the significance of coherency in teaching. The concept of coherency in teaching shows it is not sufficient to examine the qualities that make a teacher effective and good at teaching as separate components, but the way these components are linked to each other is also important and has the function of outlining teachers’ constant search for adjustments while retaining their ability to teach.
Publication Year: 2011    |    Updated in ITEC: January 17, 2014
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