Showing papers in "Teaching and Teacher Education in 1995"

TL;DR: In this paper, a review of literature on reflection is provided, in particular focusing on strategies which assist its development in preservice programs and a framework for types of reflection as a basis for further research development in teacher education is proposed.

TL;DR: This article examined the influence of these relationships on learning to teach and suggested changes in the roles of the university supervisor and cooperating teacher designed to maximize the likelihood that student teaching will be teacher education and will help student teachers explore new ways of teaching.

TL;DR: In this article, the authors outline one approach to developing preservice teachers as reflective practitioners by developing a pattern of focusing on what they feel they are supposed to say in order to please supervisors and lecturers.

TL;DR: This article explored the kinds of interpretative frameworks that university professors use in constructing and implementing pedagogical content knowledge (PCK) and found that these professors not only construct and use generic PCK in very similar ways but also apply generic content knowledge in ways that reflect Rubin's (1989) notion of "pedagogical intelligence" and Porter and Brophy's (1988) insights on good teaching.

TL;DR: In this article, the authors used the teacher trainees' responses to open-ended questions to determine their motives for choosing a career in teaching and found that extrinsic motives were the main determinants for trainees to choose teaching.

TL;DR: In this paper, the purpose of a qualitative interview study was to illuminate mentor and intern participants' relationships in one state-mandated beginning teacher internship program, and they analyzed interview data from 29 mentors and interns using within-and cross-case analysis and generated categories and properties with supporting interview excerpts to show how mentors and intern interpreted and adapted their roles.

TL;DR: This article investigated what teachers understood from reading and writing about a case, compared to what they thought when also discussing it, and found that discussion is a crucial variable in teachers' learning from cases.

TL;DR: The authors explored the applicability of Donald Schon's notion of reflective practice for student teachers in practicum settings, guided by three questions: What do student teachers reflect upon? What precipitates reflection? and What factors enhance or constrain reflection.

TL;DR: The authors examined preservice teachers' attitudes about and awareness of aspects of multicultural teaching and learning and found that most respondents are aware of many issues related to multicultural education and anticipate having culturally diverse students in their classrooms.

TL;DR: One hundred and sixty-two secondary teachers were followed through a postgraduate certificate in education course at a university department of education in England to identify, using a variety of methods, changes in their thinking about the teaching and learning process and initial training course as discussed by the authors.

TL;DR: The authors found that the developmental nature of learning to teach is reflected in students' analyses of events embedded in cases and that case-based pedagogy provides opportunities to further encourage the development of professional reasoning in prospective teachers.

TL;DR: The authors explore an alternative to the dominant authority of positivism in teacher education research and curricula through the conceptualization of narrative authority, which is rooted in the personal practical knowledge of teacher education students, university teachers and classroom teachers as they interact within the contexts of education.

TL;DR: Teaching portfolios have been used in the preservice teacher education program at Monash University to help student teachers to reflect on their learning about learning and teaching and to help them to convey this to others as mentioned in this paper.

TL;DR: In this paper, the effects of metacognitive instruction in mathematics on low-achieving third to eighth grade students were investigated in two elementary schools from the same district with a majority of Hispanic population.

TL;DR: This paper investigated the phenomenon of stress among a group of preschool teachers and found that time pressures, meeting children's needs, dealing with non-teaching tasks, maintaining early childhood philosophy and practice, meeting personal needs, issues with parents of the children, interpersonal relationships, and attitudes and perceptions about early childhood programs were the major sources of stress for this particular group of teachers.

TL;DR: This paper examined the reasons for entry, work perceptions, and future career plans of 272 preservice teachers who entered a highly selective graduate teacher education program in 1987 and 1988 and found that these talented students are entering the profession mainly for altruistic reasons and have fairly realistic views of working conditions; however, many plan to remain only if they derive the expected satisfaction from working which children.

TL;DR: The authors examined how student teachers' classroom practice was influenced by the advice and support provided for them by their teacher training tutors and their school teacher mentors, and found that tutors had a considerable influence upon determining the content of the curriculum taught by students, but less on deciding how to teach (methods and approaches) where tutors were also influential.

TL;DR: This article examined the difficulties these women encountered, focusing on their own perceptions of those problems, and identified alternative patterns of supervision which might have allowed these capable women to do more than "survive" their initial teaching experiences, and argued for more gender-balanced conceptions of teachers' growth and development.

TL;DR: In this article, a teacher's narratives describe what she knows from caring and being in relationship with her students -her relational knowing (Hollingsworth et al., 1993, 1994), and how this knowledge alters her pedagogy and the curriculum that is constructed with each student.

TL;DR: This paper examined the context in urban high school physical education classes that influenced teachers' conceptualizations of realistic educational goals for their students and identified inconsistencies between the school's educational mission and the students' aspirations for the future.

TL;DR: This paper explored how, following a change in teaching positions, Kerrie, an experienced, expert teacher in her former position, grappled with a set of three problems, and their efforts to resolve these problems are considered in relationship to recent research on expertise in teaching, particularly the work of Bereiter and Scardamalia that suggests expertise is an outcome of progressive problem solving.

TL;DR: The authors describe how five classroom teachers make sense of their role as mentors in support of novices as they learn to teach, and reveal that four of the five mentors played prominent roles as teacher educators, and developed collaborative relationships within the professional development school context between mentors, prospective teachers, and university faculty through sustained interactions, shared professional responsibility and respect.

TL;DR: In this paper, the authors examined the subject-pedagogical content knowledge transformation process associated with the teachers' curricular decision-making in secondary physical education and found that teachers shared a common subject content knowledge base but demonstrated a personalized content knowledge repertoire.

TL;DR: In this paper, a Neo-Vygotskian model which incorporates understandings of teaching and learning is offered as a possible framework for initial training partnership, and data collected from an early years teaching school-university partnership programme illustrate discussion of the framework.

TL;DR: The authors explored the ways teachers in "literature-based" language arts programs keep track of and make sense of children's literate development and of their own professional effectiveness in teaching children to read and write.

TL;DR: This article examined changes in middle school student teachers' knowledge structures and beliefs related to class management during the final semester of their teacher education program and found that initially student teachers are concerned with establishing and enforcing rules They expressed discomfort with their authoritarian roles During the middle of student teaching preservice teachers began to make connections among the variables that contribute to class managers.

TL;DR: In this paper, qualitative and quantitative data were collected to investigate the development of teacher candidate knowledge about classroom management within an elementary teacher education program, and interviews revealed patterns of cognitive change over a two-quarter sequence of courses.

TL;DR: This paper examined how a teacher structured the learning environment to foster critical thinking with a group of at-risk students in a nontraditional classroom setting and found that student scores increased significantly on a critical thinking test and the teacher used certain behaviors significantly more than others.

TL;DR: This paper describe three prospective teachers' responses to three cases used in an introductory teacher education course designed to challenge their entering beliefs about teaching, although each prospective teacher learned new ideas about teaching that were compatible with her initial beliefs.

TL;DR: This article reported data from a 2-year ethnographic study of a teacher education program located in the U.S.A. The research findings reveal that preservice teachers experience and ultimately adopt a meritocratic and hegemonic system of schooling in which academic performance is viewed in terms of individual abilities and based on mainstream norms.