Search results for " teacher."
showing 10 items of 712 documents
Teaching particle physics to high school teachers
2017
In Norway, particle physics is part of the high school curriculum in physics which introduces the need for good university teaching in particle physics without the usual technical approach. Given how much conflicting information and inaccurate explanations there are on the subject; how should we teach this to people without much knowledge in mathematics? By carefully explaining the fundamental consepts of the theory it is fully possible to achieve an appreciation of particle physics without much mathematics. Through the use of analogies, such as an analogy between the freedom in choosing timezone and the freedom in choosing phase angle, one can introduce gauge theory and hence show the unde…
Guiding Student Thinking Through Teacher Questioning When Learning with Dynamic Representations
2021
Dynamic representations (e.g., dynamic geometry software GeoGebra for mathematics learning and PhET simulations for science learning) offer excellent opportunities for students to conduct investigations and to formulate explanations for the visualized phenomena. In order for this to be effective, students need guidance, for example, for planning their investigations and reflecting on their actions. One way to support students is by prompting them by using questions that are adapted to the students’ current situation. This chapter focuses on how pre-service teachers provide guidance for students through questioning and by both structuring and problematizing student learning. Data comes from …
Integrated initial and continuing training as a way of developing the professional agency of teachers and student teachers
2020
In this paper, we discuss training aimed at supporting the professional agency of teachers and student teachers. Drawing on socio-cultural and post-structural theories, we conceptualize professional agency as achieved by participation in professional practices. We employ our conceptualization in an analysis of a Finnish pilot training that combined initial and continuous training for preschool and primary school teachers. We argue that the practices of reflection and collective enquiry inherent in the model offer a fruitful starting point for further efforts to understand how to support the development of the professional agency of teachers and student teachers simultaneously. peerReviewed
Physical education student teachers' perceptions of applying knowledge and skills about emotional understanding studied in PETE in a one-year teachin…
2013
Background: Recently, there has been growing interest in the emotional aspects of teaching and learning in general education and in physical education (PE). Scholars have argued that high-quality teaching and learning depend on a teacher's knowledge of students' emotions (Hargreaves 1998, 2000, 2002; McCaughtry 2004; McCaughtry and Rovegno 2003; Owens and Ennis 2005; Poulou 2007; Sutton and Wheatley 2003). To this end, three course modules in social and emotional learning (SEL) were added to the degree programme for PE students in Finland. Purpose: The purpose of this study was to examine student teachers' retrospective perceptions of implementing social and emotional strategies to build em…
Bullying in Students Who Stutter: The Role of the Quality of the Student–Teacher Relationship and Student’s Social Status in the Peer Group
2020
Children who stutter are at risk of being excluded, rejected, or bullied at school because of their impairment. The aim of the current research is to assess the relationship between students and te...
The challenge for school-based teacher educators : establishing teaching and supervision goals
2019
School-based teacher educators (SBTEs) should be able to set goals in two roles – as a teacher and as a supervisor of student teachers. The purpose of the study was to investigate school-based teacher educators’ teaching and supervising goals and to identify how teachers in the role of supervisors perceived university expectations. Thematic analysis indicated that teachers have difficulty establishing goals for themselves as teachers and supervisors. Their teaching goals proceeded from curricula and focused on their pupils’ cognitive development, whilst their perceptions about supporting pupils’ social development were vague. Teachers were unaware of what exactly universities expected of th…
The Press as a Resource for Promoting Sustainability Competencies in Teacher Training: The Case of SDG 7
2022
Given the seriousness of the socio-environmental situation we are facing, this study aims to contribute to the involvement of teachers in education for sustainability through the use of non-formal education, particularly the press. The main objectives of the present study are to analyse the use of the press in science education, as well as the design, implementation and evaluation of tools aimed at teachers and trainee researchers in order to encourage and promote attention to the Sustainable Development Goals (SDGs) and more specifically SDG 7 (clean and affordable energy for all) in science education. The proposals are carried out using a constructivist methodology in sessions structured …
Web tools per promuovere l’apprendimento collaborativo nella formazione iniziale dei futuri insegnanti
2017
L’approccio flipped può risultare una valida proposta didattica in quanto promuove le forme collaborative di apprendimento. L’apprendimento collaborativo, che trova le sue radici nella teoria socioculturale e nella teoria sociocognitiva, per decenni è stato un pilastro della formazione negli USA. Attraverso il lavoro di ricerca si è voluto descrivere lo sviluppo della competenza digitale nei futuri insegnanti, promuovendo al contempo lo spirito collaborativo e la capacità di mobilitazione delle proprie risorse cognitive, emotive e creative. Si è inteso altresì osservare e rilevare il grado di collaborazione, la capacità di richiedere aiuto, l’ impegno motivato e la costanza dei futuri inseg…
Attitudes toward technological resources in the classroom of the future teachers
2015
La importancia de la formación y las actitudes de los futuros docentes frente la integración de las Tecnologías de la Información y la Comunicación (TIC), es un factor fundamental y clave para el desarrollo y aprendizaje del alumnado en las aulas. El objetivo de este estudio es analizar las actitudes hacia los recursos tecnológicos en el aula, reto al que deben enfrentarse el profesorado y los futuros docentes en su tarea cotidiana de enseñar. Hemos considerado tres dimensiones para el análisis: la primera hace referencia a la práctica en las aulas, la segunda está relacionada con el aprendizaje del alumnado y la última hace referencia a la valoración que los y las futuros/as docentes hacen…
Pre-service Teacher Training in STEM: a Teaching Experience
2018
El objetivo de este trabajo es evaluar el diseño de la asignatura TIC como recurso didáctico en ciencias y matemáticas impartida en el grado en Maestro/a en Educación Primaria de la Universitat de València, durante los cursos 2013-14 y 2014-15, a partir del análisis de los trabajos del alumnado y de sus respuestas a un cuestionario. La finalidad de la asignatura es formar a maestros del ámbito STEM capaces de abordar una enseñanza integrada de las ciencias y las matemáticas mediante las Tecnologías de la Información y la Comunicación (TIC). Los resultados muestran un elevado interés del alumnado por el enfoque de la materia, el diseño de actividades y el trabajo cooperativo. No obstante, se…