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Search Results for 'Models' (Keyword)
192 items found 1 / 20 Go to page 
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1   |   From section Professional Development
A Model of Professional Development: Teachers’ Perceptions of their Professional Development
The purpose of this study was to examine the manner in which teachers, who were engaged in an organisational change, perceived their own professional development process. Furthermore, the study conceptualised the manifestation of these perceptions in the development patterns exhibited among the teachers. The findings identified two dimensions that teachers referred to in their professional development stories: the professional development motivation (intrinsic/extrinsic) and types of aspirations (lateral/vertical). These dimensions together create four patterns of development. This study highlights that teachers’ professional development occurs throughout their career over an extended period of time, and that it requires conditions which correspond to their world views.
Publication Year: 2016    |    Updated in ITEC: January 11, 2018
2   |   From section Preservice Teachers
Prospective Teachers’ Conceptions and Values about Learning from Teaching
The purpose of this study was to examine prospective elementary teachers’ conceptions and values about the learn-from-teaching (LFT) skills and model hold about these skills. The authors argue that PTs had a high level of procedural knowledge. However, their conceptions were not always productive in terms of promoting systematic lifelong learning. In The authors try to explain why PTs may have held these conceptions by suggesting three conjectures.
Publication Year: 2015    |    Updated in ITEC: December 11, 2017
3   |   From section Professional Development
Dual-Mode Teacher Professional Development: Challenges and Re-Visioning Future TPD in Indonesia
Author Ari Widodo
This article is based on a two-year project. The purpose of this project was to develop a teacher professional development (TPD) model in Indonesia. The findings show that most teachers prefer face-to-face participation as the mode of TPD. Even so, a number of teachers preferred online TPD. This research suggests that a dual-mode TPD combining complementary face-to-face and online sessions should be the best TPD model. Furthermore, the teachers in this study perceived TPD as a government-owned project rather than as the facilitation of their professional development.
Publication Year: 2013    |    Updated in ITEC: November 12, 2017
4   |   From section Research Methods
Proximal Ethnography: ‘Inside-Out-Inside’ Research and the Impact of Shared Metaphors of Learning
This article investigates the way Higher Education (HE) students use metaphors to make tangible the lived and living experience of learning. It provides a contemporary development of the ethnographic paradigm by offering a new model termed ‘proximal ethnography’ to capture the sense of inside-out-inside research, of being what one has studied. In this innovative model, the researcher shares the same experiences as the observed but does so outside their specific domain. The findings reveal that students possessed a hierarchy of motivating drivers; some of these remained stable while others fluctuated. Students' acceptance of this instability helped them succeed on their course.
Publication Year: 2013    |    Updated in ITEC: September 12, 2017
5   |   From section Preservice Teachers
An Embedded Professional Paired Placement Model: “I Know I Am Not An Expert, But I Am At A Point Now Where I Could Step Into The Classroom And Be Responsible For The Learning”
The authors present a sustainable and innovative model for pre-service teacher paired professional placements called the Teaching School model. The Teaching School model was piloted initially in partnership with a Metropolitan University and a P-12 College located in Melbourne’s northern suburbs in 2013. The authors present evidence of success through the voices of pre-service teachers, mentor teachers and school principals to demonstrate the success of professional experience model.
Publication Year: 2015    |    Updated in ITEC: August 14, 2017
6   |   From section Theories & Approaches
Using Vygotsky’s Zone of Proximal Development to Propose and Test an Explanatory Model for Conceptualising Coteaching in Pre-service Science Teacher Education
In this study, coteaching between pre-service and in-service teachers is used to lessen the gap between theory and practice, to develop reflective practice and to develop pedagogical content knowledge. Explanatory frameworks have been proposed for coteaching. The authors also suggest that Vygotsky’s zone of proximal development helps to propose a more nuanced developmental and learning explanatory framework which provides pedagogical structures for implementation and highlights the importance of the social environment for learning.
Publication Year: 2015    |    Updated in ITEC: August 14, 2017
7   |   From section Teacher Education Programs
A Technology Integration Education (TIE) Model for Millennial Preservice Teachers: Exploring the Canonical Correlation Relationships Among Attitudes, Subjective Norms, Perceived Behavioral Controls, Motivation, and Technological, Pedagogical, and Content Knowledge (TPACK) Competencies
The authors used canonical correlation analysis (CCA) to test the relationships among five of the 12 constructs in the technology integration education (TIE) model developed by Holland and Piper (2014). Technology integration education (TIE) model: Millennial preservice teachers' motivations about technological, pedagogical, and content knowledge (TPACK) competencies.
Publication Year: 2016    |    Updated in ITEC: July 6, 2017
8   |   From section Theories & Approaches
Toward a Model of Explaining Teachers’ Innovative Behavior: A Literature Review
In this systematic literature review, the authors develop a preliminary model of factors that enhance innovative behavior in educational organizations. Similar to findings of studies in other human behavior fields, self-efficacy plays an important role as well as a variety of individual and environmental factors. Based on this review, the authors urge for more systematic research on teacher innovative behavior to enhance the future quality of education.
Publication Year: 2015    |    Updated in ITEC: March 29, 2017
9   |   From section Instruction in Teacher Training
Student Teachers’ Team Teaching: Models, Effects, and Conditions for Implementation
In an attempt to provide alternative models of field experience in teacher education, this review study elaborates team teaching. First, the literature will be explored in order to search for team teaching models that can be used during field experiences in teacher education. The study categorises the wide variety of team teaching models into five models, which differ in the degree of collaboration, i.e. the observation, coaching, assistant teaching, equal status, and teaming model. These models can act as a guide when implementing student teachers’ team teaching during field experiences. Empirical research on student teachers’ team teaching shows its advantages and disadvantages for the student teachers, their mentors and the learners in their classroom.
Publication Year: 2014    |    Updated in ITEC: March 26, 2017
10   |   From section Trends in Teacher Education
21st Century Change Drivers: Considerations for Constructing Transformative Models of Special Education Teacher Development
In this paper, the authors briefly address persistent and unresolved challenges. They identify contemporary change drivers, and discuss ways in which teacher education professionals could leverage the drivers to inform the development of 21st century models for special education teacher development aimed at improving outcomes for students with disabilities.
Publication Year: 2016    |    Updated in ITEC: January 31, 2017
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