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Last update in this section: September 27, 2017
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Theories & Approaches
Teachers’ Professional Knowledge for Teaching English as a Foreign Language: Assessing the Outcomes of Teacher Education
This paper offers a conceptualization and operationalization of the professional knowledge of future middle school teachers for teaching English as a foreign language (TEFL), whom the authors directly assessed using tests developed by the research group. The authors conclude that test score differences by phase and program as shown in this study are well aligned to certain priorities laid down in the initial teacher education curriculum. The authors consider this as evidence for the curricular validity of the tests. The authors suggest that the tests could be used to inform about learning progress of student teachers throughout their teacher preparation program.
Publication Year: 2016    |    Updated in ITEC: September 27, 2017
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
Teachers’ Engagement with Research Texts: Beyond Instrumental, Conceptual or Strategic Use
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
Teachers and School Research Practices: The Gaps between the Values and Practices of Teachers
This article explores the research practices used by teachers and their schools. It also investigates the value that teachers attribute to those research practices. In conclusion, this study reveals that teachers are interested in research and research practices and value these things even if they are unable to engage with them in their daily work.
Publication Year: 2015    |    Updated in ITEC: September 5, 2017
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