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Search Results for 'Teachers' (Keyword)
99 items found 1 / 10
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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 Theories & Approaches
Teachers’ Engagement with Research Texts: Beyond Instrumental, Conceptual or Strategic Use
Author Tim Cain
This article analyses data from two studies in English comprehensive schools, in which teachers were given research reports about teaching gifted and talented students, and supported over a 12-month period, to incorporate findings into practitioner research projects of their own devising. The findings revealed that the teachers used research in instrumental and strategic ways, but only very occasionally. More frequently, their use of research was conceptual. Within this category, research influenced what teachers thought about, and how they thought.
Publication Year: 2015    |    Updated in ITEC: September 5, 2017
3   |   From section ICT & Teaching
Preparing Teachers to Integrate Technology Into K–12 Instruction: Comparing a Stand-Alone Technology Course With a Technology-Infused Approach
In this article, the authors compared the effectiveness of learning technological, pedagogical, and content knowledge (TPACK) domain knowledge in a new technology-infused approach for teaching technology to teacher candidates with a more traditional, stand-alone course. In the new approach, learning to use technology is infused into program methods courses. Candidates all improved their TPACK domain scores.
Publication Year: 2015    |    Updated in ITEC: August 10, 2017
4   |   From section Instruction in Teacher Training
Collaboration Beyond the Classroom Walls: Deepening Learning for Students, Preservice Teachers, Teachers, and Professors
This paper describes an action research project in the preparatory school English classroom of first author. She described how she used a social networking platform to allow for collaboration with a preservice teacher in the hopes of making student literary analysis more authentic for her high school seniors. Web 2.0 tools can be used to expose more students to a community that guides them through the shift to college discourse. The implications of this partnership are explored within this project.
Publication Year: 2012    |    Updated in ITEC: July 23, 2017
5   |   From section Instruction in Teacher Training
Describing Profiles of Instructional Practice: A New Approach to Analyzing Classroom Observation Data
In this article, the authors outline the application of latent class analysis (LCA) to classroom observational instruments. This analysis offers diagnostic information about teachers’ instructional strengths and weaknesses, along with estimates of measurement error for individual teachers, while remaining relatively straightforward to implement and interpret.
Publication Year: 2015    |    Updated in ITEC: April 30, 2017
6   |   From section Instruction in Teacher Training
Examining the Task and Knowledge Demands Needed to Teach with Representations
In this study, the authors examine the task and knowledge demands for teaching integer operations with representations by analyzing teaching practice. Based on their analysis, the authors organize the generated knowledge components using the Mathematical Knowledge for Teaching framework. They conclude by drawing implications for teacher educators and curriculum developers.
Publication Year: 2014    |    Updated in ITEC: December 7, 2016
7   |   From section Theories & Approaches
Neuropedagogy in Teacher Education
Over the last two years, a unique model for exploring teaching and learning has been created at Achva Academic College. This model, which is based on brain research findings and is called "The Achva Neuropedagogy Model", focuses on teachers' teaching processes and on pupils' learning processes. It works toward implementing the brain research findings so as to ameliorate teaching and learning via a dialogue between neuropedagogy and educators, teachers, and principals. The experts, who hail from the fields of psychology, pedagogy, and brain research, present educators with relevant biological-neurological-psychological information, and the educators propose possible applications based on this information.
Publication Year: 2016    |    Updated in ITEC: June 21, 2017
8   |   From section Theories & Approaches
What Is Reflection? Looking for Clarity in an Ambiguous Notion
The purpose of this article is to look for clarity about what reflection is, what it is not, and how it works, by closely revisiting the seminal works of Dewey, Schön, and Wertheimer. It is argued that reflection is a descriptive notion—not a prescriptive one—and that it refers to the thinking process engaged in giving coherence to an initially unclear situation.
Publication Year: 2015    |    Updated in ITEC: October 5, 2016
9   |   From section Theories & Approaches
Caring Relationships in School Staff: Exploring the Link between Compassion and Teacher Work Engagement
In this article, the authors used a moderated-mediation model to examine the direct and indirect effects of compassion and teacher work outcomes such as emotional vigor, burnout, organizational commitment, and job satisfaction. This study demonstrates that everyday acts of compassion generate feelings that seep into individuals’ attitudes and outcomes. The findings revealed that expressions of compassion toward teachers to be positively associated with key teacher work outcomes including emotional vigor, organizational commitment, and job satisfaction, and negatively associated with teacher burnout. Furthermore, the findings indicate that compassion may serve a major role in teachers’ coping abilities with student-misbehavior stress.
Publication Year: 2016    |    Updated in ITEC: June 28, 2016
10   |   From section ICT & Teaching
Composing With New Technology: Teacher Reflections on Learning Digital Video
This research examined how 240 teachers in 15 classrooms described their experiences of their learning to compose with digital video (DV). The findings described composition connections they made between print and video, successes and frustrations they experienced in learning DV, additional technical instruction they wanted, and the curricular relevance they perceived with DV in the classroom.
Publication Year: 2015    |    Updated in ITEC: January 10, 2016
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