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"Incidentes críticos do processo ensino-aprendizagem do curso de graduação em enfermagem segundo a percepção de alunos e professores" ; Critical Incidents of the teaching-learning process in the Nursing course, through the perception of students and teachers.

Zani, Adriana Valongo
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 26/04/2005 PT
Relevância na Pesquisa
46.31%
O processo ensino-aprendizagem é complexo e apresenta várias incógnitas, principalmente quando se pensa na avaliação de sua qualidade. Sendo assim, o objetivo deste estudo foi identificar os fatores que interferem positivamente ou negativamente no processo ensino-aprendizagem, segundo a percepção de alunos e professores do curso de graduação em Enfermagem. A metodologia utilizada foi um estudo descritivo com abordagem qualitativa através da técnica de incidentes críticos. Fizeram parte do estudo 36 professores e 140 alunos do curso de graduação em enfermagem de uma Universidade particular do Município de Londrina- PR. Após a análise dos dados pode-se observar que os alunos indicaram 918 incidentes críticos, sendo 319 com referências positivas e 599 com referências negativas, a categoria que mais obteve referências negativas 317 e positivas 118 esteve relacionada à conduta do professor, em seguida a categoria demonstração de interesse pelo auto-aprendizado com 122 incidentes, sendo 72 com indicação de referências positivas e 45 negativas. No que tange aos 250 incidentes críticos referidos pelos professores, 64 apresentaram indicação positivas e 186 negativas, sendo a interação com o grupo a categoria que recebeu maior número de referências...

Estágio supervisionado de Ciências Biológicas: aproximações entre o legal e o real

Sposito, Neusa Elisa Carignato
Fonte: Universidade Estadual Paulista (UNESP) Publicador: Universidade Estadual Paulista (UNESP)
Tipo: Tese de Doutorado Formato: 161 f.
POR
Relevância na Pesquisa
46.42%
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES); Pós-graduação em Educação para a Ciência - FC; Este estudo trata do estágio supervisionado realizado por dezenove licenciandos do Curso de Licenciatura de Ciências Biológicas, da UNESP - Bauru, no segundo semestre de 2006 em três diferentes Escolas de Educação Básica, públicas. O objetivo da pesquis foi verificar se a efetivação do estágio supervisionado poderia ocorrer em atendimento às determinações das Diretrizes Curriculares Nacionais para a Formação de Professores (DCNs) no que se refere à parceria entre as instituições formadoras: a Universidade e a Escola de Educação Básica. Essa legislação propõe um acordo preliminar entre as diferentes instituiçõe de ensino e, em decorrência desse acordo, a elaboração de um projeto de estágio com ações de mútua colaboração entre elas. Há necessidade de se pesquisar sobre esse assunto, em especial na Licenciatura em Ciências Biológicas, diante do pouco que foi publicado até agora, em virtude de a lei estar em fase de implementação, por exemplo. A presente pesquisa teve três etapas: a preliminar (momento da apresentação da pesquisadora às duas diretoras e uma vice-diretora das três escolas de educação básica do estágio supervisionado propriamente dito...

Portfolios reflexivos na formação inicial de professores: um estudo na formação inicial de professores de Biologia e Geologia ao nível do estágio pedagógico integrado

Grilo, João Maria Aranha
Fonte: Universidade de Évora Publicador: Universidade de Évora
Tipo: Dissertação de Mestrado
POR
Relevância na Pesquisa
46.37%
A presente investigação procura explorar implicações do uso de portfólios reflexivos na formação inicial de professores, na realidade sociocultural específica do nosso país, fazendo-o quer da perspectiva do professor em formação, quer da perspectiva da instituição que opta pela sua implementação. No ano lectivo 2000/01, os professores de um Núcleo de Estágio da Licenciatura em Ensino de Biologia e Geologia da Universidade de Évora desenvolveram um portfólio reflexivo como parte da sua formação e avaliação. O portfólio substituiu o dossier de estágio. Foi usado como modelo o Science Teaching Portfolio do BEST Profiram do Connecticut State Department of Education (EUA). A promoção de uma prática reflexiva e o contributo para uma avaliação mais formativa, autêntica, dinâmica e participada, parecem ser, para o professor em formação, as principais vantagens desta metodologia. A instituição de formação deve proceder a uma implementação cuidada que envolva a clara definição de objectivos, estrutura e formas de avaliação do portfólio, num processo negociado que apele à colaboração entre todos os intervenientes e em que a adequada formação destes assume um papel crucial. *** - Abstract - Reflective Portfolios in Initial Teacher Education a Study with Biology and Geology Teachers at the Student Teaching Level: - The objective of this study is to explore the implications of reflective portfolios use in Initial teacher training in the Portuguese sociocultural reality. These implications were studied from two different perspectives: the student teachers perceptions of the portfolio development process and the institution perceptions about portfolios in is Initial teacher training program. In the 2000-2001 school years...

The Use of E-supervision to Support Speech-Language Pathology Graduate Students during Student Teaching Practica

Carlin, Charles H.; Boarman, Katie; Carlin, Emily; Inselmann, Karissa
Fonte: University Library System, University of Pittsburgh Publicador: University Library System, University of Pittsburgh
Tipo: Artigo de Revista Científica
Publicado em 19/12/2013 EN
Relevância na Pesquisa
46.02%
In the present feasibility study, e-supervision was used to provide university liaison supervision to speech-language pathology (SLP) graduate students enrolled in student teaching practica. Utilizing a mixed methodology approach, interview and survey data were compared in order to identify similarities and differences between in-person and e-supervision, and guide future practice. Results showed e-supervised graduate students perceived that they received adequate supervision, feedback, support, and communication. Further, e-supervision provided additional benefits to supervisors, children on the caseload, and universities. Despite the benefits, disadvantages emerged. Implications for future practice and limitations of the study were identified.

Refletindo as pr??ticas sociais: a contribui????o do ensino de Hist??ria para a constru????o da cidadania

Martins, Everton Bandeira; Laborde, Andr?? Luiz Portanova
Fonte: Universidade Federal do Rio Grande Publicador: Universidade Federal do Rio Grande
Tipo: Artigo de Revista Científica
POR
Relevância na Pesquisa
46.09%
A partir do desenvolvimento do Estagio Supervisionado no Ensino Fundamental II, notouse a necessidade da cria????o de um espa??o extra, para ser utilizado na constru????o da rela????o entre o professor/estagi??rio e os alunos. Por tal foi oferecido aos alunos um curso de extens??o intitulado, ???Refletindo as pr??ticas sociais: a contribui????o do ensino de Hist??ria para a constru????o da cidadania???, pelo Centro de Pesquisa de Hist??ria Social e Cultural (CEPEHSC) da FURG. Tal atividade garantiu resultados significativos no desenvolvimento dos conte??dos. Desta forma este artigo pretende relatar como surgiu tal atividade, como foi aplicada e qual a relev??ncia da mesma para a disciplina de hist??ria. Desta forma buscando auxiliar futuros acad??micos na tarefa do est??gio de conclus??o de curso.; From the development of the Supervised Training in Elementary School II, it was possible to notice the need of an extra area, to be used for relation building between teacher/teacher-to-be and students. Therefore, the Research Center of Social and Cultural History (CEPEHSC) of FURG (Federal University of Rio Grande) offered to the students an extension course entitled ???Reflecting social practices: the contribution of History Teaching for citizenship building???. This activity ensured significant results in the development of contents. Therefore...

Designing effective experiences for preservice inclusion teachers for co-teaching : an action research study

Hildenbrand, Susan M. ; Mock, Martha
Fonte: University of Rochester. Publicador: University of Rochester.
Tipo: Tese de Doutorado Formato: Number of Pages:viii, 179 leaves
ENG
Relevância na Pesquisa
46.48%
Thesis (Ed. D.)--University of Rochester. Margaret Warner Graduate School of Education and Human Development, 2009.; The passage of current educational legislation such as the Individuals with Disabilities Education Act (IDEA) and the more recent No Child Left Behind (NCLB) Act has increased the desire for greater inclusion of students with disabilities in regular classrooms. Serving the need of all students in inclusive classrooms presents great challenges to educators. Related literature suggests that one way to overcome this inclusion challenge involves having two teachers (a general educator and a special educator) co-teach in inclusive classrooms; however, research also suggests that many teachers do not feel prepared to co-teach effectively. More specifically, the literature reveals that preservice teachers rarely practice co-teaching as part of their student teaching experience - something that is arguably an important component of teacher preparation. Employing action research as a methodology, this study was completed to explore how to best include a co-teaching student teaching placement experience in an inclusion elementary teacher preparation program, in order to better prepare inclusion pre-service teachers for co-teaching. The project included an intervention that provided both a solo and co-teaching student teaching placement for each of the eight participants. Another part of this project involved designing sections of the accompanying student teaching seminar in order to specifically address issues related to co-teaching. Data from these experiences were collected and analyzed to learn more about the benefits and limitations of these interventions. The following research questions guided this study: 1. What are the needs and concerns of student teachers as they co-teach in an inclusive placement? 2. What strategies help student teachers be more successful and comfortable in an inclusive...

System Approach for Better Education Results (SABER) : What Matters Most in Teacher Policies? A Framework for Building a More Effective Teaching Profession

World Bank
Fonte: Washington, DC Publicador: Washington, DC
EN_US
Relevância na Pesquisa
36.5%
The document is organized as follows. Section one provides an overview of the general approach, main components and objectives of the framework, as well as an explanation of the evidence base that supported its development. Section two focuses on the first component of the framework, and describes the categories that are relevant to produce a comprehensive descriptive account of the teacher policies that are in place in a given education system. Section three, in turn, focuses on policy guidance. It reviews those policies that, based on the available evidence to date, are known to matter most to improve student outcomes. It describes in detail the evidence supporting each of these policies, as well as the ways in which high performing education systems combine them to ensure outstanding student outcomes. The document concludes presenting an account of how the framework is expected to evolve as new evidence on teacher policies becomes available.

Problem??tica de los alumnos de magisterio durante el pr??cticum: estudio en la Facultad de Educaci??n y Humanidades de Melilla

Epelde Larra??aga, Amaya
Fonte: Universidad de Granada Publicador: Universidad de Granada
Tipo: Artigo de Revista Científica
SPA
Relevância na Pesquisa
46.21%
Aunque algunas investigaciones demuestran que los a??os de experiencia mejoran la actividad docente del profesorado, la nueva sociedad exige que se acorte cada vez m??s la distancia entre el profesor novel y experto, con una preparaci??n ??ptima universitaria que permita que de manera r??pida y eficaz se adapte a la ense??anza. En este trabajo, se pretende estudiar la problem??tica que presenta el estudiante de Magisterio de la Facultad de Educaci??n y Humanidades de Melilla en la realizaci??n del Pr??cticum, y para ello se ha elaborado un cuestionario que ha sido cumplimentado por estudiantes y egresados de la Facultad. Como resultado se ha obteniendo una clara carencia de profesionalizaci??n. Ante lo que concluimos, que tres meses de Pr??cticum no son suficientes para solventar estos problemas, que consideramos deben ser resueltos antes de la finalizaci??n de la carrera; Although some research studies show years of experience improve a teacher???s teaching; today???s society requires the distance between the new and expert teacher, to get shorter and shorter, with optimum university training, enabling a quick efficient manner to adjust to teaching. The aim of this paper is to study the problems of the Teacher Training student from the Education and Humanities Faculty of Melilla during work experience. To this effect a survey has been created which students and Faculty graduates have completed. The result of this has been a clear lack of professionalization. Whereby we have concluded three months??? student teaching practice is insufficient to solve these problems...

Mathematics Teaching Experiences of Elementary Preservice Teachers with High and Low Mathematics Anxiety during Student Teaching: A Multiple Case Study

Nisbet, Leslie
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
66.29%
This study investigated the teaching experiences of six elementary preservice teachers (EPTs), three with high mathematics anxiety and three with low mathematics anxiety, during their student teaching semester. The EPTs were selected from an initial pool of 121 EPTs who took the Abbreviated Mathematics Anxiety Scale. The cases were compared in a cross case analysis to highlight mathematics teaching experiences among EPTs. Data sources included EPT and researcher journal entries, interview transcripts, pre-lesson surveys, field notes, lesson plans, and artifacts of observed lessons. Data were coded using Shulman’s content knowledge, Graeber’s mathematics pedagogical content knowledge, and mathematics anxiety characteristics. Findings revealed both similarities and differences across EPTs as related to four major categories: (a) planning and resources used, (b) role of the cooperating teacher, (c) content knowledge, and (d) pedagogical content knowledge. All EPTs used mostly direct instruction and relied on the course textbook and their respective cooperating teacher as their primary resources for planning. Additionally, across participants, the cooperating teacher influenced EPTs’ perceptions of students and teaching. Also, EPTs with high mathematics anxiety were weaker with respect to content knowledge and pedagogical content knowledge. Findings suggest a need to re-design methods courses to address improving the pedagogical content knowledge of EPTs with mathematics anxiety. Findings also suggest a need to develop content specific mathematics courses for EPTs to improve their content knowledge. Future studies could include a longitudinal study to follow highly anxious EPTs who take content specific elementary mathematics courses to observe their content knowledge and mathematics anxiety.

Preparing Culturally Responsive Literacy Teachers: Investigations of Whiteness in a Literacy Methods Course

Royster, Kelly Berghoff
Fonte: [Bloomington, Ind.] : Indiana University Publicador: [Bloomington, Ind.] : Indiana University
Tipo: Doctoral Dissertation
EN
Relevância na Pesquisa
46.39%
Thesis (Ph.D.) - Indiana University, School of Education, 2013; Teacher education programs across the United States must prepare teachers who have the content area knowledge, pedagogical expertise, and cultural competence needed to teach an increasingly diverse student population. One consistent suggestion for programs committed to preparing culturally responsive teachers is to incorporate investigations of Whiteness into all aspects of teacher education. While investigations into Whiteness are now relatively common in multicultural coursework, they are still an anomaly in methods courses. This dissertation addresses this gap in the research by exploring what happens when pre-service teachers encounter investigations of Whiteness in their literacy methods course. Using sociocultural theory, critical multiculturalism, culturally responsive teaching frameworks, and critical literacy theory, this qualitative study considers how pre-service teachers' knowledge and teaching actions align with transformationist teaching practices (G. R. Howard, 2006) - those practices aimed at interrupting Whiteness and generating equitable learning opportunities for all students. Focusing on a group of pre-service teacher interns enrolled in an intensive six-week literacy methods course infused with investigations into Whiteness...

Investigation of training and development options for research and teaching animal users: a case study

Whittaker, A.; Noonan, D.; Chew, F.
Fonte: Institute of Animal Technology of Great Britain Publicador: Institute of Animal Technology of Great Britain
Tipo: Artigo de Revista Científica
Publicado em //2012 EN
Relevância na Pesquisa
46.05%
Laboratory Animal Science is a rapidly evolving field encompassing a range of diverse discipline areas. With Russell and Burch's "Three R's" providing a fundamental tenet to this science, focus has been on, and will continue to surround, how institutions and individuals can further contribute to these principles. As laboratory animal professionals much of our activity in this area surrounds the use of refinement strategies. An impor tant contributor to refinement is staf f competence. Whilst the definition of competence causes considerable controversy, it is widely accepted that formal education or training is an important component of "competence" attainment. Legislative instruments per taining to animal research and teaching throughout the world are placing increased emphasis on this aspect of refinement; necessitating institutions to examine their mechanisms for achieving this amongst their staff members, and being able to document this level of attainment. Modern research institutions typically have to contend with issues such as high staff turnover (especially amongst students and visiting academic staff), resourcing constraints and short term studies. These, along with numerous other factors, make implementation of such mechanisms problematic to achieve in a consistent and timely fashion. The purpose of this article is to describe the processes instigated at our institution at the University of Adelaide...

Teaching as part of the PhD: the Harvard experience

Wilkinson, James
Fonte: Universidade Nacional da Austrália Publicador: Universidade Nacional da Austrália
Tipo: Working/Technical Paper Formato: 22141 bytes; application/pdf
EN_AU
Relevância na Pesquisa
46.25%
I would like to start by thanking Dean Ray Spear, Margot Pearson, and John Clanchy for their warm hospitality during this, my first visit to Australia and to the ANU. I'm always aware when I lecture outside the United States that the problems we deal with may not be similar to those you face, and that the solutions we have come up with may not be applicable to conditions elsewhere. But I hope nevertheless that some of what I have to say will find resonance with you at a university where, as at Harvard, Ph.D. students are often simultaneously engaged in teaching and research.

Let me introduce my topic by giving you a little background about Harvard University and its graduate school. Then I'll say something about teaching by graduate students and the role of the Derek Bok Center in offering them training. Finally, l would like to raise two broader issues concerning the way graduate students learn and the responsibility the university has for fostering that learning.

What is our situation? Harvard University has approximately 6,000 undergraduates - fewer than the ANU - and 11,000 graduate students. That latter number looks high. However, most of those graduate students are in professional schools of law, medicine, and business. Actually...

Inside Indonesia's Mathematics Classrooms : A TIMSS Video Study of Teaching Practices and Student Achievement

World Bank
Fonte: World Bank Publicador: World Bank
Tipo: Economic & Sector Work :: Other Education Study
ENGLISH
Relevância na Pesquisa
36.54%
The following report is the first of a two-stage video study to examine teaching practices and activities in Indonesian classrooms. The first stage is linked to results of the 2007 Trends in International Mathematics and Science Study (TIMSS) where 100 of the 150 classes that participated in the TIMSS examination also participated in this additional video study component. The second stage will also involve 100 classes that will participate in the 2011 exam. The second phase will follow the same methodology, allowing for comparison across years, but will also involve more in-depth analysis of the links between teaching practices and student outcomes and how teaching practices are influenced by teachers' belief systems and subject content knowledge. Indonesia has been a committed participant in the TIMSS, Program for International Student Assessment (PISA) and the Progress in International Reading Literacy Study (PIRLS) international standardized student examinations for many years and is one of the few non-OECD (Organization for Economic Cooperation and Development) countries to participate so fully. Indonesian student performance in these examinations has been relatively low...

Perscrutando diários de aulas de matemática do estágio supervisionado da licenciatura em matemática : reorientando histórias e investigações; Peering into class diaries about a student teaching course in a preparation of mathematics teachers program : reorienting stories and investigations

Marcos Antonio Gonçalves Júnior
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 23/03/2015 PT
Relevância na Pesquisa
66.42%
De 2008 a 2010, recebi, em minhas aulas de matemática, alunos de um curso de licenciatura que cursavam o Estágio Supervisionado II. Supervisionei-os em seu estágio e orientei-os em seu Trabalho Final de Curso. Tal processo me levou a desenvolver com eles um trabalho conjunto, olhando nossas aulas numa perspectiva de investigação-ação e colaboração. Assim, juntos, escrevemos um diário de aula descritivo e reflexivo sobre as aulas em todas as etapas do estágio: observação, semirregência e regência. Passados alguns anos, passei a perscrutar esses diários de aula, procurando investigar esse processo de formação, narrando-o, contando sobre o processo de constituição identitária dos futuros professores, descrevendo o trivial simples do dia a dia da sala de aula, bem como as tensões da prática de colaborar e investigar a própria prática. Em certa altura, por figurar como personagem nas histórias que contava, dei-me conta de que não investigava os estagiários, mas, sim, a mim mesmo, minhas contradições, minhas identidades no papel de professor de matemática, de supervisor (formador de professores) e de pesquisador em Educação Matemática. Desse modo, desenvolvi uma investigação sobre mim mesmo, por meio de uma pesquisa narrativa em que meus "eus" são objeto de estudo. Por meio de uma conversa comigo mesmo...

A redação no ENEM e a redação no 3º ano do ensino médio : efeitos retroativos nas práticas de ensino da escrita; Writing in the ENEM exam and writing at the third grade of high school : washback on teaching practices

Monica Panigassi Vicentini
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 03/06/2015 PT
Relevância na Pesquisa
46.07%
O Exame Nacional do Ensino Médio passou a ser um mecanismo único de acesso ao ensino superior em 2009 e, como tal, tornou-se um exame de alta relevância para aqueles que almejam uma vaga no ensino superior público. Essa nova condição dá ao exame potencial para exercer efeitos no ensino que o precede. Esse impacto é um fenômeno denominado pela literatura de "efeito retroativo". O fenômeno é de grande interesse de pesquisadores da área de avaliação, na medida em que permite entender melhor a relação de exames com práticas de ensino e com a aprendizagem, com implicações para o aprimoramento dos exames. Apesar de alguns estudos sobre efeito retroativo terem sido realizados em contexto brasileiro, há uma lacuna no que se refere ao efeito retroativo da prova de redação do ENEM no processo de ensino e aprendizagem. Dessa forma, esta dissertação procurou suprir essa lacuna, investigando a influência desse exame nas práticas de ensinar de duas professoras de terceiro ano do ensino médio, sendo uma delas do ensino público e a outra do ensino privado. Escolhemos o terceiro ano por ser de conhecimento geral que essa etapa do ensino básico é diretamente influenciada pelos vestibulares. Com a proposta de uma pesquisa qualitativa de cunho etnográfico...

The Impact of the Student Teaching Internship on Preservice Teachers' Beliefs about the Importance of Home-School Partnership Activities and on Their Teaching Self-Efficacy

Rosenthal, Amy Roth
Fonte: University of Florida; University of Florida ( [Gainesville, Fla.] ) Publicador: University of Florida; University of Florida ( [Gainesville, Fla.] )
Tipo: Artigo de Revista Científica Formato: 1 online resource (13 p.)
Publicado em //2014 ENGLISH
Relevância na Pesquisa
46.09%
In the series University of Florida Digital Collections.; Includes vita.; (Bibliography) Includes bibliographical references.; (Source of Description) Description based on online resource; title from PDF title page.; (Source of Description) This bibliographic record is available under the Creative Commons CC0 public domain dedication. The University of Florida Libraries, as creator of this bibliographic record, has waived all rights to it worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law.; (Statement of Responsibility) by Amy Roth Rosenthal.; (Thesis) Thesis (Ph.D.)--University of Florida, 2014.; (Local) Adviser: SMITH-BONAHUE,TINA M.; (Local) Co-adviser: KRANZLER,JOHN H.; (Electronic Access) RESTRICTED TO UF STUDENTS, STAFF, FACULTY, AND ON-CAMPUS USE UNTIL 2015-12-31

A rubric for scoring teaching philosophy statements

O'Loughlin, Valerie Dean; Braun, Mark; Subino Sullivan, Carol; Kearns, Katherine D.
Fonte: Journal on Excellence in College Teaching Publicador: Journal on Excellence in College Teaching
Tipo: Artigo de Revista Científica
EN_US
Relevância na Pesquisa
46.34%
This is Appendix B, which is available only online and is not included in the print version of the Kearns et al. (2010) article.; The authors created a valid and reliable teaching statement scoring rubric to investigate and document the progression of graduate student instructors as scholarly teachers. Using the rubric, they detected significant positive changes between students’ draft and final teaching statements, particularly in criteria related to describing teaching methods and student assessment methods and in explaining those methods with respect to learning goals. However, student writing about teaching assessment methods remained unchanged. Unlike self-assessment writing tools, this rubric can be useful for faculty mentors and instructional consultants who wish to quantify the scholarly progression of writers and modify mentoring practice accordingly.

Effective teaching strategies in mathematics and science

Snider, Leslie
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Masters Project Formato: 13034160 bytes; application/pdf
EN_US
Relevância na Pesquisa
46.17%
Seven teaching strategies identified by Sousa (2001) were examined to develop implications to improve teaching in classrooms for deaf students. A literature review and an analysis of my student teaching experience and two videotapes of experienced teachers were related to Sousa's work. These analyses support the recommendations of Sousa that more active, student-centered activities are more effective with deaf learners. Recommendations are provided to teachers based on the literature review.

Learning to teach: examining the benefits and challenges of coteaching during student teaching

Kotch-Jester, Stephanie A.
Fonte: University of Delaware Publicador: University of Delaware
Tipo: Tese de Doutorado
Relevância na Pesquisa
66.34%
Vukelich, Carol; Scantlebury, Kathryn; Decades ago, the educational reform movement initiated discussions about teacher preparation. Several findings concurred that teaching programs failed to prepare teacher candidates for the realities of the classroom by not providing ample time or experience in the classroom (Bullough, 1990; Guyton & McIntyre, 1990; Griffin, 1989; Lanier & Little, 1986). Many teacher education programs also fail to support inquiry-oriented teaching and reflection (Howey & Zimpher, 1989). Today, researchers continue to question the traditional methods of teacher preparation, including the lack of preparation to teach in collaborative settings (Parker, Allen, McHatton & Rosa, 2010; Dieker & Murawski, 2003; Fennick & Liddy, 2001). My research explores the implementation of coteaching within national and international contexts as well as examining a self-designed coteaching model within an elementary student teaching experience. Teacher candidates' and cooperating teachers' perceptions of the coteaching experiences are captured through focus group interviews and individual interviews. The results of these findings are aimed at improving the University of Delaware Elementary Teacher Education program's student teaching experience.; University of Delaware...

Developing a cognitive theory from student teachers' post-lesson reflective dialogues on secondary school mathematics

Nyaumwe,Lovemore J; Mtetwa,David K
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2011 EN
Relevância na Pesquisa
46.43%
This article describes phases of post-lesson reflective dialogues that were enacted by secondary school mathematics student teachers with their peers. Five pairs of student teachers on 12 weeks of teaching practice provided data through lesson assessments, post-lesson reflectivedialogues, and end-of-teaching-practice reflective interviews. A cognitive theory of collaborative reflection with a peer that encapsulates phase characteristics of a post-lesson reflective dialogue is proposed. Dialogue at each of the phases of the theory may not easily change student teachers' conceptions of teaching, but could provide a platform and structure for reviewing, modifying, or even maintaining teaching cognitions. While the older and more familiar 'apprenticeship' models are based on an expert teacher coaching a novice student teacher instructional skills, this fresh 'social' model is based on novice student teachers and their peers coaching each other teaching skills. An important implication of this observation is that current discourse on strategies for improving the quality of student teaching may move towards a consideration for a fresh school attachment model.