02 אוגוסט טל': , פקס: דואר אלקטרוני: TI: JN: DA: PG: PB: - PDF

Description
להזמנת מאמר אנא פנה/פני למידעניות במרכז המידע טל': , פקס: דואר אלקטרוני: מעודכן לתאריך ט ו אב תשס ד 02 אוגוסט 2004 Teacher education: dilemmas and prospects British

Please download to get full document.

View again

of 9
All materials on our website are shared by users. If you have any questions about copyright issues, please report us to resolve them. We are always happy to assist you.
Information
Category:

Screenplays & Play

Publish on:

Views: 16 | Pages: 9

Extension: PDF | Download: 0

Share
Transcript
להזמנת מאמר אנא פנה/פני למידעניות במרכז המידע טל': , פקס: דואר אלקטרוני: מעודכן לתאריך ט ו אב תשס ד 02 אוגוסט 2004 Teacher education: dilemmas and prospects British Journal of Educational Technology 2004 VO: 35 NO: (1) Blackwell Publishing Ltd. Writing from Sources: The Effect of Explicit Instruction on College Students Processes and Products Rachel Segev-Miller L1-Educational Studies in Language and Literature 2004 VO: 4 NO: (29) Kluwer Academic Publishers Writing from sources, or discourse synthesis'', is a common but cognitively demanding reading writing task requiring students to select, organize, and connect content from source texts as they compose their own new texts. The purpose of the present study was to investigate the effect of explicit instruction of relevant strategies and assessment criteria on the subjects' discourse synthesis processes and products. The subjects, 24 in-service teachers enrolled in the researcher's course on Reading and writing to learn'', were assigned the same discourse synthesis task a review of the literature at the beginning and at the end of the course. They were required to document their two performances of the task by means of a process log, to assess their pre and post instruction processes and products, and to discuss the differences between these. The findings obtained from a content analysis of the subjects' process log summaries and criterial self-assessments of products indicated significant improvement in the subjects' post instruction discourse synthesis processes and products. discourse synthesis (or, writing-from-sources); explicit instruction; intertextual processing strategies; knowledgetelling and knowledge-transforming; literacy; reading writing connections; self-assessment; teacher education Diverse Approaches to the Diversity of Learning Styles in Teacher Education Andrea Honigsfeld; Marjorie Schiering Educational Psychology 2004 VO: 24 NO: (21) The goal of this paper is to present the findings of a new research project on teacher candidates' learning style preferences and the implications thereof for their teaching styles. The researchers utilized two different learning-style assessment instruments based on Dunn and Dunn's learning style model--one paper and pencil and one online learning style assessment instrument to identify course participants' learning styles. Within the same institution of higher education, the learning style concept was introduced and operationalized in two different ways. Using a combination of quantitative and qualitative approaches, teacher candidates' individual and group learning style profiles and their reflections on their own learning and teaching styles are discussed. Exploring the Relationship between Cognitive Style and Teaching Style Carol Evans Educational Psychology 2004 VO: 24 NO: (22) To a great extent the nature of the relationship between the cognitive style of a student teacher and their predominant teaching style in the classroom has been ignored by educational research. This study used an opportunist sample of 84 trainee teachers studying for one year full time for a Post Graduate Certificate in Education, in a range of subject specialist areas, based at a single English university. Students' cognitive styles were assessed, and those with more extreme cognitive style scores were selected to participate in semi-structured interviews. A subject specialist mentor had been assigned to each student; 77% (n=59) completed a questionnaire on their perceptions of the teaching style of their PGCE student. Statistically significant differences in approaches to learning and teaching were identified between the four cognitive styles. Gender differences were also noted with analytic-verbaliser females adopting the most analytical style in the classroom and wholist-imager males the most wholist style. Qualitative analysis identified differences in approach to teaching between the students with more extreme cognitive styles. Wholists were more sensitive than analytic students to situational factors such as the culture of the school, support from the mentor, and in their ability to accept criticism. Further research is recommended to verify such findings. In this respect, a longitudinal study focusing on changes in cognitive style and approach in the classroom could be fruitful. Consequently, universities need to adopt varied teaching and assessment tools varied in order to accommodate the continuum of cognitive styles. The early experience of intercultural teacher education in Hong Kong C. Y. Yuen Intercultural Education (16) This paper draws conclusions from a pioneering project that has offered a systematic institute-school support scheme for the education of newly arrived students from mainland China (NAS) in six Hong Kong primary schools. It begins with an overview of the monocultural nature of Hong Kong education and its early experience in educating the NAS. An analysis of the project is then given, highlighting the way in which the six schools have responded to the challenges and opportunities for managing the diverse learning needs of the NAS, with particular emphasis on professional development for teachers. Finally, the project has served to clarify a future direction for teachers to facilitate their work in the intercultural classroom, with regard to the specific nature of Hong Kong. Crossing borders: reflections on the professional journey of a teacher educator in diaspora Funmi Amobi Intercultural Education (12) Teacher education programs endeavor to prepare pre-service teachers to teach in culturally diverse classrooms. These days, the canon of the teacher education field includes more than cursory attention to cultural diversity: the aspiration of sensitizing the awareness of neophytes to the variegated dimensions of diversity which define their prospective students is constantly featured as one of the central themes in the mission statements of many colleges of education. Infusing cultural diversity in teacher education can be informed by the experiences of foreign-born scholars in the field: the way these scholars have shaped their academic communities and how the scholars themselves have been shaped by those communities. In this self-exploratory paper, a foreign-born and bred teacher educator reflects on her pathway to academia in the USA, the cultural principles and intellectual tools that prepared her to cross literal and metaphoric borders, the bumps and triumphs along the way, and the symbiotic impact of her border-crossing. Training teachers in peer-assessment skills: effects on performance and perceptions Dominique Sluijsmans; Saskia Brand-Gruwel; Jeroen van Merrienboer; Rob Martens Innovations in Education & Teaching International 2004 VO: 18 NO: (20) Routledge This paper focuses on two increasingly important issues in teacher education: the design of more skill-based education and the involvement of students by means of peer assessment. Ninety-three student teachers were trained in one important peer-assessment skill, namely 'defining performance criteria'. This training, which consisted of four peerassessment tasks, was integrated in an existing course. Half of the group was trained in the skill of 'defining criteria' (experimental groups) and the other half was not (control group). By working on the peer-assessment tasks, student teachers in the experimental group learned to define performance criteria for a course content-related product. The effects of the training on students' ability to define criteria and the effects on the content-related skill were examined. Findings show that the student teachers from the experimental group scored significantly higher on the use of criteria, but did not surpass the control group on the content-related task performance. The development and validation of a framework for teaching competencies in higher education Dineke E.H. Tigelaar; Diana H.J.M. Dolmans; Ineke H.A.P. Wolfhagen; Cees P.M. van der Vleuten Higher Education 2004 VO: 48 NO: (16) Kluwer Academic Publishers In higher education, approaches to teaching are becoming more student-centred, which demands different teaching competencies. Therefore, it is necessary to have an adequate framework of teaching competencies that can be used for evaluation purposes. The weaknesses of the existing frameworks are that they do not pay attention to the person as teacher, they are too narrowly defined, they are not validated and they are not adjusted to modern approaches to teaching. The aim of this study was to develop and validate a framework of teaching competencies in higher education. A framework for teaching competencies was therefore constructed containing the following domains: The Person as Teacher, Expert on Content Knowledge, Facilitator of Learning Processes, Organiser and Scholar/Lifelong Learner. The framework was validated using a Delphi method. Educational experts (N = 63) were asked: ``How important are the following teaching competencies in each domain for an experienced teacher in higher education?'' A confirmatory factor analysis was conducted to assess the adequacy of the domains. After two rounds, the shift in ratings was minimal, so the results were considered stable. The response rate was 82%. From the original list with 134 items, 30 items were omitted because many experts failed to respond to them. The experts reached consensus on 61 out of the resulting 104 items (59%). A confirmatory factor analysis on the three best scoring items in each domain confirmed the model. A framework of teaching competencies was developed and validated that can be used as a starting point for teacher evaluation in higher education. Delphi method; student-centred approaches to teaching; teaching competencies Immigrant teachers: stories of self and place Freema Elbaz-Luwisch International Journal of Qualitative Studies in Education 2004 VO: 17 NO: (28) Taylor & Francis Teachers' lives have been the focus of much recent research on teaching, and we now have rich, detailed understandings of how teachers develop a 'teaching self,' in the context of concrete details of biography, school settings, relationships and educational systems within which teachers work. What we lack is a sense of the teacher in a place--a specific location that holds meaning, that matters to those who inhabit it. The concept of 'place' has been neglected in contemporary education, yet it seems to be an important one for postmodern times. This article will examine the stories of immigrant teachers in Israel, people who have undertaken to teach in a culture different from the one in which they themselves were educated. Teachers who have made a transition from one cultural setting to another are likely to have developed an awareness of teaching and schooling in the new culture that other teachers may not have. Their stories reveal what it means in the chosen culture to tell one's story and give an account of one's career and work as a teacher. The stories of seven immigrant teachers, in dialogue with the researcher's story, highlight losses and gains in the journey toward a new teaching self, and reveal something of what the process of finding or making a place for oneself--both in the new culture and as a teacher--is like. Post-lesson debriefing: delayed or immediate? An investigation of student teacher talk Mary Williams; Alison Watson Journal of Education for Teaching: International Research and Pedagogy 2004 VO: 30 NO: (12) This paper seeks to evaluate a specific implementation of a reflective approach to teacher education in a pre-service course in teaching English to speakers of other languages (TESOL) in a UK university. This implementation is the use of delayed debriefing (supervisory conference) after lesson observation, providing the student teacher with support for reflection in the form of a time delay and completion of a structured journal. Six delayed debriefing events are compared with six immediate debriefing events from another institution providing a course leading to the same award. Three analyses of student teacher talk in the debriefing events are presented: topic initiation, modal verb use, and types of 'reasoning' talk. The analyses offer some evidence of a higher level of reflective analysis by the student teacher in delayed debriefings. Regulation and autonomy in teacher education: government, community or democracy? Richard Bates Journal of Education for Teaching: International Research and Pedagogy 2004 VO: 30 NO: (14) Current attempts in industrialised countries to regulate teacher education in increasingly prescriptive ways raise profound social, ethical and pedagogical issues. This paper looks at the challenge such prescriptions pose and suggests that such regulation serves the democratic state less well than a more autonomous form of education. The implications of this alternative for teacher education are explored. Learning to Teach Sport Education: Misunderstandings, Pedagogical Difficulties, and Resistance McCaughtry N.; Sofo S.; Rovegno I.; Curtner-Smith M. European Physical Education Review 2004 VO: 10 NO: (21) SAGE Publications This study used cognitive developmental theory to analyze how teachers learn to teach sport education. Two groups of undergraduate pre-service teachers were studied, one group during their secondary methods and corresponding fieldteaching courses, the other during an independent teaching course. Data were collected through ethnographic observations and interviews, and analyzed using constant comparison. Findings revealed that the teachers encountered three pitfalls in learning to teach sport education. First, group one teachers struggled with the tactical instruction in sport education and, in response, retreated to the safety of decontextualized skill drills or non-instructional games. Second, group one teachers, in their descriptions of future pedagogical intentions, expressed resistance, for a number of reasons, to incorporating most of the unique characteristics of sport education into their future secondary classrooms. Third, group two teachers misunderstood the role of skill development in sport education. The discussion centers on mechanisms of knowledge acquisition related to learning sport education, and recommendations for teacher educators and future research. cognitive; developmental learning theory; teacher education and preparation Accounting Education Through an Online-Supported Virtual Learning Environment Broad M.; Matthews M.; Mcdonald A. Active Learning in Higher Education 2004 VO: 5 NO: (17) SAGE Publications A shift in emphasis from teaching to learning in the UK higher education sector has resulted in universities considering more efficient learning and teaching strategies. This has included embracing and adopting new technologies, such as the Internet, as an aid to more effective learning and teaching for the student and the teacher. This strategy has not yet been pedagogically proven, however, it is one that many higher education institutions are currently pursuing, or are seriously considering. This article considers the effectiveness of Web-based learning and teaching on a second year unit of a BA (Hons) Accounting degree, and appraises whether it could provide the appropriate medium to create an efficient and robust learning environment for accounting students. The study was implemented as a result of a successful collaborative bid to the university s Learning and Teaching Development Fund, which consisted of staff from Academic Services and the School. Changes in the learning styles (Honey and Mumford, 1992) of students were evaluated and it is suggested that an integrated virtual learning environment, as discussed in this article, could engender a move to more autonomous learning by students. IVLE; learning resources; learning styles; library; Web Research Report Palmer D. International Journal of Science Education 2004 VO: 26 NO: (14) Taylor & Francis The construct of situational interest involves the identification of classroom factors that arouse student interest, but previous research has focussed on non-science domains such as reading or mathematics. The first aim of this study was to identify the sources of situational interest in a science content/methods course for primary teacher education students. The second aim was to investigate whether sustained situational interest could positively influence students' attitudes towards science. Data were obtained by formal surveys, informal surveys and individual interviews. The results indicated that situational interest was generated by factors such as novelty, meaningfulness and involvement, and positive attitude change did occur. Students as partners in evaluation: student and teacher perspectives Giles A.; Martin S.; Bryce D.; Hendry G. Assessment & Evaluation in Higher Education 2004 VO: 29 NO: (5) Most course evaluation in higher education is designed and conducted by university staff and rarely are students given central responsibility for planning and implementing an evaluation. Involving students as partners in educational evaluation may offer them authentic ways to develop professional skills. We describe an 'education option' that involved five students in designing and conducting an evaluation of the Virtual Anatomy Tutor (VAT), an online learning resource for medical students, and report both student and staff reflections on the process. The experience gained by the five students can be transferred to other settings which provide opportunities for student designed and conducted evaluation of learning resources. The dynamics of school-based learning in initial teacher education Fan Tang S.Y. Research Papers in Education 2004 VO: 19 NO: (20) Routledge Student teachers' learning in the field experience is seen as being at the heart of their professional training in initial teacher education. This paper reports a qualitative case study of preservice student teachers' learning experiences in school placements in Hong Kong. A multi-case study was conducted in a concurrent teacher education programme for secondary school teachers, with the examination of seven student teachers' professional learning journeys over two years. Methods of data collection included interview, field observation, document analysis and audio-recording of supervisory conferences. Progressive focusing characterized the research process. Student teachers' professional learning is conceptualized as learning how to frame teaching situations. By exploring pre-training influences, the teacher education programme and the student teaching context, the paper seeks to examine the dynamics and complexity of learning how to frame teaching situations. It develops an integrated framework for understanding student teachers' professional learning as the dynamic interaction of the teaching self, knowledge construction in the teaching repertoire and the framing process. This framework can be used as an analytical tool for understanding the dynamics and complexities of student teachers' professional learning and exploring the contribution of coursework and fieldwork to such learning in initial teacher education. The findings of the study reveal that the strength of the teaching self, the richness of the teaching repertoire and the appropriate mix of challenge and support in the student teaching context are important variables that constitute student teachers' productive learning experiences. Implications for practices in initial teacher education are discussed. Initial teacher education; Student teachers; Student teaching; Professional learning; Teaching self; Teacher knowledge Effective partnership? perceptions of PGCE student teacher supervision Christie F.; Conlon T.; Gemmell T.; Long A. European Journal of Teacher Education 2004 VO: 27 NO: (15) Towards diversity
Related Search
We Need Your Support
Thank you for visiting our website and your interest in our free products and services. We are nonprofit website to share and download documents. To the running of this website, we need your help to support us.

Thanks to everyone for your continued support.

No, Thanks