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Search Results for 'Workshops' (Keyword)
20 items found 1 / 2
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1   |   From section Multiculturalism & Diversity
Making It Better for Lesbian, Gay, Bisexual, and Transgender Students through Teacher Education: A Collaborative Self-Study
In this self-study, two educators – a university professor and a classroom teacher, who facilitated a workshop titled “Sexual Diversity in Secondary Schools” in a faculty of education in a mid-sized Ontario city – reflect on the feedback provided by teacher candidates on workshop evaluation forms in relation to their experiences as teacher educators delivering the workshops. The authors conclude that the two-hour Sexual Diversity in Secondary Schools workshop that they presented in a Bachelor of Education program is one example of how LGBT issues might be taught to teacher candidates. Through this self-study, they came to better understand their students and ourselves. They discovered that teacher candidates are increasingly receptive to discussion of LGBT issues, particularly when portrayed in a manner that is respectful and open.
Publication Year: 2012    |    Updated in ITEC: January 29, 2017
2   |   From section Teacher Educators
Towards Contextual Experimentation: Creating a Faculty Learning Community to Cultivate Writing-to-Learn Practices
In order to explore ways to integrate new pedagogical practices, five faculty members created an informal faculty learning community focused on writing-to-learn practices, an inquiry and process-based writing pedagogy. The findings reveal that participation in a faculty learning community provided an engaging and effective way to learn and make use of new pedagogical practices. Participants gained practical adaptive strategies from each other, felt supported in their experimentation with the new practices, and analyzed more deeply the ways in which the new practices could be integrated into their teaching.
Publication Year: 2016    |    Updated in ITEC: December 7, 2016
3   |   From section Instruction in Teacher Training
Bilingual Pairs in Teacher Education: Exploring WILD Strategies in an Environmental Education Workshop
In this research, the authors narrate the results of a linguistically accommodated environmental education workshop in which monolingual and bilingual preservice teachers were exposed to instruction in English and Spanish. The authors contend that environmental initiatives, such as Project Wildlife in Learning Design, can promote an understanding of interdependence as a construct that is permeated by caring behaviors that are socially and linguistically situated.
Publication Year: 2014    |    Updated in ITEC: December 7, 2016
4   |   From section Preservice Teachers
Prospective Primary Teachers' Beliefs about Mathematics
The purpose of this study was to explore factors contributing to the effectiveness of a mathematics content-focused intervention designed to nurture positive mathematical beliefs. Utilising interviews, concept mapping, workshop observations and document analysis, shifts in the mathematical beliefs of prospective primary teachers were revealed. The role of the mathematics education tutors was critical in contributing to the development of positive beliefs.
Publication Year: 2014    |    Updated in ITEC: November 9, 2016
5   |   From section Teacher Educators
‘Collaborative Critique’ in a Supervisor Development Programme
This article explores one workshop, ‘Research Communication in the Multicultural Academy’ (RCMA), as a case study demonstrating how collaborative critique can be implemented. 'Collaborative critique’ is an approach designed to be collaborative in that participants work together to create meaning through discussion and debate stimulated by narrative, case studies and role plays. The authors frame the discussion with four categories: context, construction, collaboration and conversation. The authors acknowledge that collaborative critique can leave some programme participants with a certain amount of confusion. They conclude that confusion, complexity, critique and corroboration, while unsettling and challenging, can be harnessed to work in conjunction with the context, construction, collaboration and conversation that are central to academic development programmes.
Publication Year: 2013    |    Updated in ITEC: November 2, 2015
6   |   From section Beginning Teachers
Everybody’s Problem: Novice Teachers in Disadvantaged Mexican Schools
This article explores the difficulties that novice teachers confront at two economically, socially, and academically disadvantaged schools in the state of Nuevo Leon, Mexico. The difficulties these teachers face include issues related to parent involvement, resources, students’ basic learning background, teaching strategies for students with particular needs, discipline, work overload, and career preparation and curricular reform.
Publication Year: 2014    |    Updated in ITEC: March 13, 2015
7   |   From section Teacher Educators
Academic Work and Proletarianisation: A Study of Higher Education-based Teacher Educators
The main purpose of this article was to understand the activities, social organisation and material conditions of higher education- based teacher educators. The article also explored the teacher educators’ own accounts of their work. This study shows how, under conditions of academic capitalism, these teacher educators were denied opportunities to accumulate research publications and grants and were proletarianised.
Publication Year: 2014    |    Updated in ITEC: March 4, 2015
8   |   From section Instruction in Teacher Training
“Touch It Lightly”: Israeli Students’ Construction of Pedagogical Paradigms About an Emotionally Laden Topic
The purpose of this study is to examine the pedagogical paradigms that preservice teachers construct regarding the teaching of the Holocaust and the identification of trends in the development of these paradigms over their 3-year college program.The authors conclude that the findings reveal that preservice teachers actively engage in pedagogical content knowledge (PCK) relating to emotionally charged topics, and they heavily base their constructions on prior beliefs as well as the educational program to which they have been exposed.
Publication Year: 2012    |    Updated in ITEC: December 16, 2014
9   |   From section ICT & Teaching
Ready for Robotics: Bringing Together the T and E of STEM in Early Childhood Teacher Education
This article reports a study in which 32 early childhood educators participated in an intensive three-day professional development workshop with the goals of: increasing teachers’ knowledge about robotics, engineering and programming, and pedagogies for teaching them in the early childhood classroom. Results show a statistically significant increase in the level of knowledge in all the three areas of technology in general, pedagogy, and robotics content knowledge after participation in the institute.
Publication Year: 2013    |    Updated in ITEC: June 25, 2014
10   |   From section Professional Development
The Impact of Professional Development on Elementary Teachers’ Strategies for Teaching Science with Diverse Student Groups in Urban Elementary Schools
The purpose of this study was to examine teachers’ reported instructional strategies for promoting science learning while supporting English language development during science instruction with diverse student groups, especially English Language Learners (ELLs), in urban elementary schools. The findings reveal that teachers across three grade levels consistently indicated similar strategies to promote science learning, such as making connections to prior knowledge or real world experiences and engaging in hands-on activities. However, teachers at all three grade levels did not report more sophisticated inquiry-based strategies. Although the reported strategies were similar in frequency across grade levels, there were significant differences among grade level and by years of teacher participation.
Publication Year: 2013    |    Updated in ITEC: May 12, 2014
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