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Search Results for 'Teaching and learning' (Keyword)
43 items found 1 / 5
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1   |   From section Preservice Teachers
Pre-service Teachers’ Use of Tools to Systematically Analyze Teaching and Learning
In this study, the authors explore how pre-service teachers who were introduced to a framework for analyzing teaching in a video-based teacher education course. The authors drew on this tool to analyze their own practice after the conclusion of the course. The findings reveal that providing pre-service teachers with tools to analyze teaching can support them in learning to systematically study teaching and learning. In addition, the authors identified the ways that participants construct substantive analyses that meet this criteria. Moreover, they identified alternative approaches participants use for analyzing practice.
Publication Year: 2014    |    Updated in ITEC: January 14, 2018
2   |   From section Theories & Approaches
Knowing and Understanding More About Teaching and Learning as an Activity
In this article, the author is talking about non-formal education. The goals, content, methods of teaching, ways of achievement measuring, and all the other aspects of non-formal education can differ widely. Also, teachers working in non-formal education can be very different from each other from many aspects, e.g., the training they got before starting any type of non-formal teaching. They can also be different if they had or still have any experience in mainstream education ("schooling"). We should pay much more attention to non-formal education than we did typically, i.e., without thinking that non-formal education would be better than formal education or the opposite. They are different, but based on the same roots. There are dozens of crucial issues such as What kinds of knowledge can be constructed in non-formal education?
Publication Year: 2017    |    Updated in ITEC: September 12, 2017
3   |   From section Research Methods
Research Ethics in Teaching and Learning
This article has explored the question of whether student research undertaken in the context of taught modules should be subject to RE review. The authors contend that the RE review of in-class research involving human subjects will protect researchers, participants and the institution, serve to engender a strong RE culture within universities and ensure that students graduate with an ethical awareness not always evident in recent generations. The authors outline a number of mechanisms that can plausibly be used to address the issues of resource constraints that limit most REC’s in the contemporary environment. Of particular note are their novel suggestions of asynchronous review and the inclusion of students in the oversight process, with due safeguards built in.
Publication Year: 2014    |    Updated in ITEC: December 6, 2016
4   |   From section Preservice Teachers
Pre-service and In-service Teachers’ Beliefs about Teaching and Learning Chemistry in Turkey
The purpose of this study was to investigate different aspects of teacher beliefs in Turkey in the case of chemistry education, including any differences existing between in-service and pre-service teachers. The results showed that both pre-service and in-service teachers in Turkey hold very traditional views when it comes to the teaching and learning of chemistry. These beliefs are characterised by high levels of teacher-centredness, a transmissionoriented understanding of learning, and a strong focus on pure subject-matter learning. On the other hand, the part of the study examining the nature of good education showed that both groups of teachers value more modern ideas when it comes to teaching and learning in general.
Publication Year: 2013    |    Updated in ITEC: March 8, 2016
5   |   From section Preservice Teachers
Student Teachers’ Development of Learning-Focused Conceptions
This study investigated how to educate student teachers to develop a focus on student learning during teacher education. The designed learning environment characterized by the use of authentic contexts, authentic tasks and reflective dialogues. The study indicates that it is possible to change student teachers’ conceptions in a relative short period of time, even though there were substantial differences between student teachers. More specifically, six student teachers developed more constructivist and less transmissive conceptions as a result of the designed learning environment. The other four student teachers showed the same change in the drawings, and also developed more or maintained constructivist conceptions as shown in the metaphors, but maintained or showed less constructivist conceptions in the questionnaires.
Publication Year: 2013    |    Updated in ITEC: September 2, 2015
6   |   From section Professional Development
Collaboration as a Form of Professional Development: Improving Learning for Faculty and Students
This article describes a multiyear collaboration between two faculty members. that began with a training relationship and expanded into co-teaching. From this experience, the authors widened their knowledge of resources, added to their teaching repertoire, and created new projects and assignments. Over time, this professional experience has grown into an exchange of roles and responsibilities. The authors conclude with a list of specific lessons learned or tips for other faculty considering such collaboration.
Publication Year: 2013    |    Updated in ITEC: June 23, 2015
7   |   From section Preservice Teachers
Ethical Issues in the Teaching and Learning of Health Topics in Schools: The Conceptions of Teacher Trainees
The purpose of this paper was to examine the aspects that health education teacher trainees saw as ethically-related within the teaching and learning of health education. The findings showed that ethics was related to three themes: subject matter, ethical teacher and learning spaces. The authors conclude that the study gives some insights into how teacher trainees reflect on and express ethical aspects related to their future work. Furthermore, teacher trainees should become aware of how their perspectives may influence their teaching practices, since the teacher’s ways of seeing something may very well have an association with the way she or he will organize classroom practices.
Publication Year: 2013    |    Updated in ITEC: March 16, 2015
8   |   From section Preservice Teachers
Why Change to Active Learning? Pre-service and In-service Science Teachers’ Perceptions
This paper explores pre-service and in-service science teachers’ perceptions on active learning. The paper also examines the effectiveness of active learning by pre-service science teachers in the Irish second level classroom through a two-phase study. The test results show a significant difference between traditional teaching and active learning. However, overall analysis indicates that the majority of teachers in the study were not convinced of the value of this way of teaching.
Publication Year: 2014    |    Updated in ITEC: January 19, 2015
9   |   From section Instruction in Teacher Training
Assessment for Learning and Teacher Learning Communities: UK Teachers’ Experiences
This article explores the experiences of secondary teachers in four London schools. These teachers participated in Teacher Learning Communities, defined as meetings in which professional learning was supported as they learned about Assessment for Learning (AfL). The author concludes that both AfL and Teacher Learning Communities rely for their success on sustained critical reflection among their participants, which can be inhibited where the above limitations apply.
Publication Year: 2013    |    Updated in ITEC: December 19, 2014
10   |   From section Instruction in Teacher Training
Integrating Physics and Literacy Learning in a Physics Course for Prospective Elementary and Middle School Teachers
In this article, the authors aimed to document how they are teaching the course and to share examples of what students are learning. They describe a course, involving collaboration among physics, science education, and literacy faculty members and two graduate assistants. The course emphasized questioning, predicting, exploring, observing, discussing, writing, and reading in physical science contexts. The authors conclude that integrating physics and literacy learning can help students perceive science to be an ideal context to foster learning across the disciplines.
Publication Year: 2013    |    Updated in ITEC: September 10, 2014
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