Search results for "Teaching method"
showing 10 items of 407 documents
Preservice teachers’ perspectives about coherence in their teacher education program
2019
While different countries have inherited different methods of teacher preparation, all countries aim for coherent programs, i.e. university-based courses are aligned with classroom practice. Yet, m...
Opportunities to Study, Practice, and Rehearse Teaching in Teacher Preparation: An International Perspective
2020
BackgroundAround the world, policy makers and teacher educators are paying increasing attention to how teacher candidates learn to study and enact teaching and to grounding preparation more deeply in teachers’ classroom practice. Evidence from the United States and the Netherlands suggests that efforts to tie preparation to practice may significantly impact pupils’ learning. However, the nature of teacher candidates’ opportunities to study, practice, and rehearse teaching remains underexplored, especially in international studies.PurposeOur research analyzes opportunities to study, practice, and rehearse teaching in teacher education coursework in five different programs in five countries. …
Teaching self-regulation strategies via an intelligent tutoring system (TuinLECweb): Effects for low-skilled comprehenders
2018
Ambitious and ambiguous: shifting purposes of national testing in the legitimation of assessment policies in Norway and Sweden (2000–2017)
2018
This article promulgates a conceptual framework for researching various roles of educational assessment emphasised in governments’ assessment policies as a basis for comparing policy-making related...
How teachers’ practices and students’ attitudes towards technology affect mathematics achievement: results and insights from PISA 2012
2018
The present work seeks to deepen the impact of factors linked to the characteristics of teaching practices and students' attitudes towards the use of technology on their performance in mathematics in the process of teaching-learning in the Spanish context. In this sense, this study is a secondary analysis of the PISA 2012 data. Therefore, it is an ex post facto design. Regarding the attitudes and the contextual variables, the results do coincide with the accumulated evidence. However, once these contextual effects have been controlled for, the negative relationship found between the pedagogic strategies used by the teachers and the mathematics score cannot but convey perplexity, since the r…
Opportunities to enact practice in campus courses: Taking a student perspective
2018
The aim of this article is to explore similarities and differences in teacher candidates’ perceptions of their opportunities to enact practice in university courses in five teacher education programmes, located in Norway, Finland, USA, Cuba, and Chile. Paper and pencil surveys were distributed among candidates (N = 488) to measure their perception of their opportunities to enact practice in campus courses. Across programmes, the students report the least opportunity to examine transcripts of classroom talk or student discussions. They report the most opportunity to talk about their field placement and to plan for their teaching. Using Analysis of Variance, differences between the programmes…
Building bridges – between the pre-service teachers’ school experiences and the teaching of an educational content. A narrative approach
2019
Pre-service teachers carry with them various school experiences when attending a teacher education programme. Often teacher educators tend to ignore these first-year-student’s previous knowledge an...
Developing social competence and other generic skills in teacher education : applying the model of integrative pedagogy
2016
The purpose of the study was to examine how social competence and other generic skills can be developed in teacher education using a pedagogical model called Integrative Pedagogy. This model is based on the idea of integrating the four basic components of expertise: Theoretical knowledge, practical knowledge, self-regulative knowledge, and sociocultural knowledge. The subjects of the study were 95 student-teachers. The data were collected with questionnaires. In addition to social skills, the student-teachers reported learning of domain-specific skills, generic academic skills, skills for acting creatively in different situations and development of independence. We conclude that the model o…
Dialogic Tensions in Pre-Service Subject Teachers’ Identity Negotiations
2020
This study explores how five pre-service subject teachers from different disciplines made sense of and characterized their teacher identity after completing their yearlong pedagogical studies. Leaning on the Bakhtinian dialogical approach and socio-culturally oriented discourse analysis, we examine how the students negotiated multiple voices in their narratives (interviews) and how they positioned themselves in relation to these voices. In the students’ identity negotiation, the Discourse based on participatory pedagogy and education responsibility contradicted with the Discourse of traditional pedagogy that the students had as a cultural resource from their own youth. These different Disco…
A theory of recognition as framework for religious education. Reading Axel Honneth from a pedagogical and theological perspective
2018
Experiences of withheld and of granted recognition constitute an integral part of everybody’s learning biography, as the experience of recognition is crucial to all processes of socialisation and i...