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Last update in this section: January 30, 2018
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Instruction in Teacher Training
Post-Lesson Observation Conferencing of University Supervisors and Physical Education Teacher Education Students
This study aimed to examine post-lesson observation conferencing discourse between university supervisors and physical education teacher education students. The authors conclude that the university supervisors demonstrated a collaborative style of conferencing that allowed preservice teachers plenty of opportunities to speak. Many factors impacted the time spent conferencing with the most important being time constraints. However, it was found that the supervisors recognized the importance of these constraints and have taken steps to allow for adequate time.
Publication Year: 2012    |    Updated in ITEC: January 11, 2018
Creating Hybrid Spaces for Talk: Humor as a Resource Learners Bring to Informal Learning Contexts
In this article, the author focuses on recognizing humor as a powerful resource for newcomers in social settings like museums. The author discusses humor as a tool families use to help themselves feel more comfortable in museums, but also to help merge their everyday agendas with those of the museum. She used exemplars of family humor come from two different research studies conducted in different institutions. The author demonstrates that the humor seen functioned as a way to involve others, to ease the tension of not knowing a new setting, language, practice, or content, as well as to help shift authority from mediator to parent, or from parent to child.
Publication Year: 2014    |    Updated in ITEC: January 11, 2018
The Need to Prepare Prospective Teachers to Engage in Mathematics Consultations
This study aimed to understand the characteristics of the questions and responses of prospective teachers (PTs) who engaged in a mathematics-specific consultation about how to meet the mathematics learning needs of a student with special education needs (SEN). The findings reveal that elementary PTs did not maximise the potential of questioning and responding stages of the consultations. The authors found that elementary PTs rarely asked about how the SEN affected the mathematics learning. They also rarely attended to either the mathematics content or the student engagement in the mathematical practice.
Publication Year: 2016    |    Updated in ITEC: December 11, 2017
Skill Based Teacher Education in Blended Learning Scenarios
This article describes a project, which focuses on supporting competencies, which foster the ability to act in school settings by using a blended-learning scenario. The authors conclude that this project combines theoretical and practical learning by repeatedly putting students into situation, which let them prepare lessons based on their didactical knowledge, give lessons at school and reflect on them both independently as well as cooperatively in an online environment. The authors indicate that the competencies that are intended to be fostered are reflective competence and media competence in order to support students’ ability to act in school settings. During the process of this blended learning scenario, students tend to blend self-reflection and the reflection of others. In addition, students gain new awareness and knowledge by dealing with their own video material as well as material of others.
Publication Year: 2017    |    Updated in ITEC: December 11, 2017
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