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Perfis de gestão de sala aula, indisciplina percebida e perceção de eficácia do professor; Teachers’ classroom management styles, teachers’ perceived classroom misbehavior and teachers’ perceived self-efficacy

Silva, Elisabete Regina Pereira da
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Trabalho de Conclusão de Curso
Publicado em //2014 POR
Relevância na Pesquisa
36.6%
Dissertação de mestrado integrado em Psicologia; A ocorrência de comportamentos desajustados em sala de aula constitui um dos principais problemas enfrentados pelos professores. No presente estudo investigou-se a relação entre o perfil de gestão de sala de aula e o grau de indisciplina percebida pelo professor; o poder preditivo do perfil de gestão de sala de aula e da experiência profissional relativamente à perceção de indisciplina; o grau de indisciplina percebida em diferentes ciclos de escolaridade; e a variação da autoeficácia percebida do professor em função do perfil de gestão da sala de aula. Participaram no presente estudo 600 professores do 2.º e 3.º Ciclos do Ensino Básico, os quais preencheram um Questionário de Dados Sociodemográficos, um Questionário de Indisciplina Percebida, a Behavior and Instructional Management Scale; Teacher Sense of Efficacy Scale. Os resultados mostram que a perceção de indisciplina e a perceção de eficácia variam em função do perfil de gestão de sala de aula e que a experiência profissional e o ciclo de escolaridade não influenciam a perceção de indisciplina por parte do professor.; Students’ classroom misbehaviors are one of the main challenges for teachers. The present study investigated the relationship between teachers’ classroom management styles and teachers’ perceived classroom misbehavior; the predictive power of teachers’ classroom management style and teachers’ experience regarding perceived classroom misbehavior; perceived classroom misbehavior in different grade levels; and teachers’ perceived self-efficacy on the basis of teachers’ classroom management styles. Six-hundred 5th through 9th grade teachers participated in the study. Participants filled a Socio-demographic Questionnaire...

Teachers’ Views of School-Based Professional Learning in Six High-Performing, High-Poverty, Urban Schools

Reinhorn, Stefanie Karchmer
Fonte: Harvard University Publicador: Harvard University
Tipo: Thesis or Dissertation; text Formato: application/pdf
EN
Relevância na Pesquisa
26.09%
Policy makers, practitioners and scholars agree that teachers need sustained job-embedded professional learning experiences to help students meet the demands of new accountability systems, higher education, and the workforce (Smylie, Miretzky, & Konkol, 2004; Valli & Buese, 2007). Research shows that job-embedded learning for teachers can improve student performance (Parise, & Spillane, 2010). Although, researchers generally agree about the core features of effective professional development (Cohen & Hill, 2001; Desimone, 2011), their findings do not provide sufficient guidance to practitioners and policy makers in designing and implementing on-the-job learning opportunities (Hill, Beisiegel, & Jacob, 2013). This dissertation is a qualitative, comparative case study embedded in a larger study, “Developing Human Capital Within Schools,” conducted by the Project on the Next Generation of Teachers. I analyzed collected documents and data from 142 semi-structured interviews of administrators and a diverse sample of teachers from six high-performing, high-poverty schools within one city. Three of the schools are state-authorized charter schools (one a restart of an underperforming school) and three are district schools (one traditional and two former turnaround). In this study...

Exploring teachers’ experience of implementing a whole class vocabulary intervention in disadvantaged secondary schools

Greene, Eimear
Fonte: University of Limerick Publicador: University of Limerick
Tipo: info:eu-repo/semantics/masterThesis (taught); all_ul_research; ul_theses_dissertations
ENG
Relevância na Pesquisa
26.37%
non-peer-reviewed; Background: Collaborative practice between teachers and speech and language therapists (SaLTs) can augment secondary school students’ vocabulary learning through whole class interventions. Research that explores teachers’ experiences of implementing collaborative language interventions is relatively rare. The current study sought to explore teachers’ perceptions of the process and outcomes of a whole class Vocabulary Enrichment Programme (VEP) with first year students attending disadvantaged secondary schools. Aims: To describe teachers’ views on the process and outcomes of implementing a whole class VEP, including their experiences of collaborating with a speech and language therapist (SaLT), the positive and challenging activities within the VEP and possible barriers and facilitators to effectively teaching the VEP. Methodology: Eight teachers from two secondary schools participated in semi-structured interviews within two months of completing the intervention. Eight questions relating to the research aims were used to guide the semi-structured interviews. Thematic analysis was performed on the resulting transcribed data. Results: Teachers’ perceived that liaison with the VEP SaLT was an important element of the intervention. Teachers’ highlighted the necessity of vocabulary learning for students and indicated that the multidimensional nature of the learning objectives in the VEP broke down barriers to language learning for students...

The Relationship of Instructor Technical Literacy to the Academic Performance of Students in Career Academies

Gomez, Jorge
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
26.04%
Career Academy instructors’ technical literacy is vital to the academic success of students. This nonexperimental ex post facto study examined the relationships between the level of technical literacy of instructors in career academies and student academic performance. It was also undertaken to explore the relationship between the pedagogical training of instructors and the academic performance of students. Out of a heterogeneous population of 564 teachers in six targeted schools, 136 teachers (26.0 %) responded to an online survey. The survey was designed to gather demographic and teaching experience data. Each demographic item was linked by researchers to teachers’ technology use in the classroom. Student achievement was measured by student learning gains as assessed by the reading section of the FCAT from the previous to the present school year. Linear and hierarchical regressions were conducted to examine the research questions. To clarify the possibility of teacher gender and teacher race/ethnic group differences by research variable, a series of one-way ANOVAs were conducted. As revealed by the ANOVA results, there were not statistically significant group differences in any of the research variables by teacher gender or teacher race/ethnicity. Greater student learning gains were associated with greater teacher technical expertise integrating computers and technology into the classroom...

Infant, primary and secondary teachers’ conceptions of learning and teaching and their relation to educational variables

Martín, Elena; Pozo, Juan Ignacio; Mateos Sanz, María del Mar; Martín, Ana; Pérez Echeverría, María del Puy
Fonte: Fundación Universitaria Konrad Lorenz Publicador: Fundación Universitaria Konrad Lorenz
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
26.25%
It has been established that teachers' conceptions of learning and teaching influence their instructional practices. Several authors maintain that these conceptions are based on certain implicit assumptions that give rise to different theories. Our view is that people have multiple alternative theories which they use depending on the context and the demands of the task. The main purpose of this study was to find out whether such representational plurality exists in teachers' conceptions and, if it does, whether this plurality can lead to the identification of different representational profiles. We were also interested in studying some of the teaching practice variables that might influence the nature of the representational profiles. Our results, obtained by means of a dilemma questionnaire answered by 1074 teachers from different educational levels and knowledge domains and with different ranges of experience, are consistent with the assumption of representational plurality, as they show that the same teacher may hold different conceptions that set up a conceptions profile. Moreover, the combination of the responses in each profile is not random. Teachers at the more advanced levels and with more teaching experience manifested more traditional conceptions. Furthermore...

A Study of Teachers' Espoused Instructional Beliefs

Gach, Lauren Sherrill
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
46.7%
The purpose of this study was to investigate teachers’ espoused instructional beliefs and whether they differed in relation to schools’ socioeconomic status, extent of teachers’ educational background, or extent of teachers’ classroom experience. The study comprised a total of 242 Miami-Dade County public school educators who responded to a thirty-nine question Likert scale, Literacy Instructional Practices Questionnaire. Eighteen schools, three from each of the six regions, were purposively selected based on the socioeconomic status of students. Nine participants were interviewed using semi-standardized interview procedures and open-ended questioning techniques. Multivariate Analysis of Variance (MANOVA) results revealed that teachers’ espoused beliefs concerning the instruction of literacy and forces and influences affecting instruction do not significantly differ depending on schools’ socioeconomic status, extent of teachers’ educational background, or extent of teachers’ classroom experience. The majority of teachers appear to follow a top-down generated direct instruction model. Generally, students are taught as a whole class and ability grouped for specific skill instruction utilizing commercially produced reading and language arts texts. There was no evidence of a relationship between teachers’ espoused beliefs concerning the model of instruction that they practice or teachers’ espoused beliefs concerning research and its application to practice and the three independent variables. Interview data corroborated much of the information garnered through the questionnaire. However...

Teachers' perceptions of the usefulness of Individual Education Plans (IEP)

Kreutzer, Renee C
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
26.09%
Since 1997 federal special education policy mandated that all classroom teachers take part in planning and implementation of Individualized Education Plans (IEP) for students with disabilities. This legislation has given teachers new responsibilities because it requires greater participation in the IEP process. The purpose of this study was to examine teachers' perceptions of the usefulness of Individualized Education Plans (IEP). ^ Eighty seven certified Miami-Dade County Public School teachers, 60 general education teachers and 27 special education teachers were surveyed using an updated version of Rheams' (1989) The Teacher Perceptions of the Usefulness of IEPs. Subjects completed a survey form containing a demographic cover page, 18 Likert-scale statements and 3 open ended questions. This study looked at differences in perceptions by teacher group affiliation (general and special), grade level taught (elementary and secondary), and years of experience (<=5 and >5 years). The dependent variables were teacher preparedness; feasibility of IEP implementation; relevancy of IP to classroom instruction; and legal, professional and personal accountability with regard to the IEP. ^ Results of the Multivariate Analysis of Variance (MANOVA) revealed that (a) special education teachers held a more positive perception of overall IEP usefulness than general education teachers...

A study of teachers' espoused instructional beliefs

Gach, Lauren Sherrill
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
36.67%
The purpose of this study was to investigate teachers' espoused instructional beliefs and whether they differed in relation to schools' socioeconomic status, extent of teachers' educational background, or extent of teachers' classroom experience. The study comprised a total of 242 Miami-Dade County public school educators who responded to a thirty-nine question Likert scale, Literacy Instructional Practices Questionnaire. Eighteen schools, three from each of the six regions, were purposively selected based on the socioeconomic status of students. Nine participants were interviewed using semi-standardized interview procedures and open-ended questioning techniques. ^ Multivariate Analysis of Variance (MANOVA) results revealed that teachers' espoused beliefs concerning the instruction of literacy and forces and influences affecting instruction do not significantly differ depending on schools' socioeconomic status, extent of teachers' educational background, or extent of teachers' classroom experience. The majority of teachers appear to follow a top-down generated direct instruction model. Generally, students are taught as a whole class and ability grouped for specific skill instruction utilizing commercially produced reading and language arts texts. ^ There was no evidence of a relationship between teachers' espoused beliefs concerning the model of instruction that they practice or teachers' espoused beliefs concerning research and its application to practice and the three independent variables. Interview data corroborated much of the information garnered through the questionnaire. However...

Factors affecting the alignment of *grades and reading scores for third-grade students on the Florida Comprehensive Assessment Test

Dittmar, Kristine L
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
16.17%
The purpose of this study was to aid in understanding the relationship between current Reading report card grading practices and standards-based state standardized testing results in Reading and factors associated with the alignment of this relationship. Report card and Florida Comprehensive Assessment Test (FLAT) data for 2004 were collected for 1064 third grade students in nine schools of one feeder pattern in Florida's Miami-Dade County Public Schools. A Third Grade Teacher Questionnaire was administered to 48 Reading teachers. The questionnaire contained items relating to teachers' education, teaching experience, grading practices, and beliefs about the FCAT, instructional Reading activities, methods, and materials. ^ Findings of this study support a strong relationship between report card grades and FCAT Reading achievement levels. However, individual school correlational analysis showed significant differences among schools' alignment measures. Higher teacher alignment between grades and FCAT levels was associated with teachers spending more time on individualized methods of Reading instruction and to teachers feeling there was not enough time to teach and help individual students. Lower teacher alignment of grades and achievement levels was associated with teachers taking homework into account in the final Reading grade. Teacher alignment of grades and achievement levels was not associated with teacher beliefs concerning the FCAT...

Learning from the Best : Improving Learning Through Effective Teacher Policies

Vegas, Emiliana; Ganimian, Alejandro; Jaimovich, Analia
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Brief; Publications & Research
ENGLISH
Relevância na Pesquisa
25.96%
An education system is only as good as its teachers. Both developed and developing countries have increasingly become concerned with increasing the effectiveness of their teachers. Successful education systems achieve the eight SABER-Teacher teacher policy goals in different ways, but they all produce superior student and teacher performance. The World Bank has studied top-performing systems. These systems are particularly effective at attracting the best individuals to the teaching profession and preparing them exceptionally. Once teachers enter the profession, the system grants them ample discretion to decide how to best achieve superior student performance and focuses on supporting them rather than trying to steer them in any particular direction. Finland provides a good example of this type of system. These systems also place considerable trust in teachers. Such systems are built on the notion that excellent teaching is not the responsibility of a single instructor, but rather, of the profession as a whole. Thus...

Nigeria : Bauchi Teachers

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
26.11%
Research suggests that teacher quality is the main school-based predictor of student achievement and that several consecutive years of outstanding teaching can offset the learning deficits of disadvantaged students (Hanushek and Rivkin, 2006; Nye et al, 2004; Park and Hannum, 2001; Rivkin et al, 2005; Rockoff, 2004; Sanders, 1998; Sanders and Rivers 1996; and Vignoles et al, 2000). However, it is not yet clear exactly which teacher policies can raise teacher effectiveness (Goldhaber, 2002 and Rivkin et al, 2005). Thus, devising effective policies to improve teaching quality remains a challenge. The eight policy goals includes the following headings: setting clear expectations for teachers; attracting the best into teaching; preparing teachers with useful training and experience; matching teachers' skills with students' needs; leading teachers with strong principals; monitoring teaching and learning; supporting teachers to improve instruction; and motivating teachers to perform.

Nigeria : Anambra Teachers

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
26.11%
Research suggests that teacher quality is the main school-based predictor of student achievement and that several consecutive years of outstanding teaching can offset the learning deficits of disadvantaged students (Hanushek and Rivkin, 2006; Nye et al, 2004; Park and Hannum, 2001; Rivkin et al, 2005; Rockoff, 2004; Sanders, 1998; Sanders and Rivers 1996; and Vignoles et al, 2000). However, it is not yet clear exactly which teacher policies can raise teacher effectiveness (Goldhaber, 2002 and Rivkin et al, 2005). Thus, devising effective policies to improve teaching quality remains a challenge. The eight policy goals includes the following headings: setting clear expectations for teachers; attracting the best into teaching; preparing teachers with useful training and experience; matching teachers' skills with students' needs; leading teachers with strong principals; monitoring teaching and learning; supporting teachers to improve instruction; and motivating teachers to perform.

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
26.1%
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...

EDUCATION WITHOUT MARGINS: AN EXPLORATION OF SIX TEACHERS’ UNDERSTANDINGS AND ENACTMENT OF EQUITY AND INCLUSIVE EDUCATION IN DIVERSE URBAN CLASSROOMS

Daoust, AMY
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
26.09%
Context: According to the Organization for Economic Co-operation and Development (OECD), approximately 40,000 immigrant students enter into the Canadian public school system each year; of those students, 80% are non-English speaking and 90% will attend schools in Montreal, Toronto, or Vancouver (OECD, 2011). As a result of this level of immigration, the Greater Toronto Area (GTA) is one of the most richly diverse communities in the world. While visible minorities account for 20.6% of the total Canadian population, 46% of the GTA are visible minorities (Statistics Canada, 2014). Diversity is also increasing in relation to religion, language, and Aboriginal peoples, as well as same-sex marriages (Statistics Canada, 2014). Purpose: The purpose of this qualitative study is to explore how in-service teachers’ identities impacts their practice in diverse urban classrooms, as well as to identify what types of professional development and school initiatives, if any, are occurring to address equity issues. Method: The conceptual framework for this study views equitable reform across the following three levels: the macro/institutional (school structure), micro/personal (teacher identity), and meso/instructional (practices). Six one-hour, semi-structured interviews were conducted with teachers who are currently working in diverse urban communities in the GTA. Data were first coded deductively to explore the extent to which the data were consistent with variables arising from the literature and the conceptual framework. Following deductive coding analysis...

Effect of clinic experience on pre-service professionals perceptions of applied special needs services

Carpenter,Chris; Cai,Sean
Fonte: Universidade Federal de Santa Catarina Publicador: Universidade Federal de Santa Catarina
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/04/2011 EN
Relevância na Pesquisa
46.14%
With the understanding that the attitudes and expectations a teacher carries into the classroom directly affect student achievement, this study was administered to evaluate the cognitive affect that clinical experience incorporating individuals with disabilities had on pre-service exercise science professionals. University Students with and without experience in an adapted clinical environment were given surveys covering attitudes and perceptions towards classroom atmosphere, teachers' instructional techniques, inclusion, and self-efficacy. Data were analyzed and used to determine pedagogical implications. Findings suggest that pre-service educators tend to feel unprepared and ill-equipped to work in an inclusive educational environment. Therefore, pre-service teacher programs should ideally include coursework in adaptive education and experiential components such as practicum, field experience, and clinical experience. In addition, a school-university collaborative relationship can facilitate beneficial outcomes to future educators as well as special needs populations.

Primary teachers' insights on the use of the internet in their english as a foreign language lessons: a research case study

Ram??rez Verdugo, Dolores; Alonso Belmonte, Isabel
Fonte: Universidad de Granada Publicador: Universidad de Granada
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
66.32%
While language teachers are progressively aware of the potential benefits of technology in foreign language instruction, one challenge they face is how to implement effective technology-based language tasks. This paper reports on the results from a case study on the instructional experience of a group of teachers in a research project aimed at investigating the effects of Internet-based instruction on six year old children???s linguistic outcome in English as a foreign language. The analysis of pre- and post- questionnaires provides data on the teachers??? expectations, achievements and the difficulties they came across when using Internet-based tasks in the EFL classroom.; A la vez que el profesorado de idiomas se va concienciando de las potenciales ventajas de la tecnolog??a en la ense??anza de lenguas extranjeras, se enfrenta al desaf??o de llevar a clase tareas eficaces basadas en el uso de la tecnolog??a. Este art??culo presenta los resultados de un estudio de caso sobre la experiencia de un grupo de profesores en un proyecto de investigaci??n sobre los efectos de la ense??anza a trav??s de Internet en la producci??n ling????stica en ingl??s de ni??os de seis a??os. El an??lisis de los cuestionarios pre y post test proporciona datos sobre las expectativas de los profesores...

Assessing instructional strategies at Barbados Community College hospitality institute in a dynamic global environment

Young-Lovell, Juiann
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Tese de Doutorado
EN_US
Relevância na Pesquisa
36.39%
Today, there are educational institutions whose offerings highlight the value of a blended learning experience. Such organizations design their curricula to enhance students' knowledge, skills and attitudes. These institutions integrate several elements into the learning experience. The subject mater is taught, provision is made for students to practice and this all takes place in the traditional or virtual classroom or in a real world setting. Instructional practice is the bridge between the student and the teacher. At the Barbados Community College Hospitality Institute (BCCHI), there is no evidence that the faculty has conducted formal assessment of the organisation's instructional practices and no evidence of the existence of a review and improvement system of their instructional practice. This document examines one element of the learning environment - instructional strategies- at the (BCCHI) and seeks to present how best it facilities student learning. This study has the distinct aim of acquiring a better understanding of instructional practice at BCCHI and its influences on student learning. To this end a survey was conducted among 65 students, 21 instructors and the administration of the Institute. Findings of the study show that a coherent approach to instructional practice exists. Teachers are aware of the general knowledge...

A multilevel structural analysis of predictors of urban teacher effectiveness

Jones, Akisha R.
Fonte: University of Delaware Publicador: University of Delaware
Tipo: Tese de Doutorado
Relevância na Pesquisa
16.5%
Farley-Ripple, Elizabeth; A framework for teacher quality was developed to examine attributes of urban teachers in relation to their impact on student learning, understanding the role and value teachers play in improving student learning and the unique challenges of urban schools. This framework considers direct relationships between teacher attributes and teacher effects; mediation, which may help explain relationships between teacher attributes and teacher effects; and contextual effects, which consider the nested nature of educational data. Using data from the Measures of Effective Teaching (MET) study, I establish a sample of urban teachers from the six MET districts working in schools with at least both 60% minority and 60% low-income student populations. A multilevel structural modeling (MSEM) is employed to examine urban teacher characteristics and qualifications as predictors of teacher effects estimated using value-added modeling, with measures of pedagogical content knowledge and instructional practices as mediators. Using significant attributes resulting from MSEM analyses, I predict the impact on student learning of making specific improvements to the qualifications and characteristics of the urban teacher workforce. Findings suggest that improving instructional quality among urban teachers is likely to have the largest impact on student learning. Teachers' pedagogical content knowledge in math was also found to have significant impacts...

Effect of clinic experience on pre-service professionals perceptions of applied special needs services. DOI: 10.5007/1980-0037.2011v13n2p145; Efeitos da experiência clínica na percepção de profissionais do pré-atendimento na utilização de serviços especiais. DOI: 10.5007/1980-0037.2011v13n2p145

Carpenter, Chris; University of Akron.Department of Sport Science & Wellness Education. Ohio, OH. USA.; Cai, Sean; University of Akron.Department of Sport Science & Wellness Education. Ohio, OH. USA.
Fonte: Universidade Federal de Santa Catarina. Florianópolis, SC. Brasil Publicador: Universidade Federal de Santa Catarina. Florianópolis, SC. Brasil
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; "Avaliado por Pares",; Descriptive; Avaliado por Pares; Descritivo Formato: application/pdf; application/pdf
Publicado em 15/02/2011 POR; ENG
Relevância na Pesquisa
46.14%
With the understanding that the attitudes and expectations a teacher carries into the classroom directly affect student achievement, this study was administered to evaluate the cognitive affect that clinical experience incorporating individuals with disabilities had on pre-service exercise science professionals. University Students with and without experience in an adapted clinical environment were given surveys covering attitudes and perceptions towards classroom atmosphere, teachers’ instructional techniques, inclusion, and self-efficacy. Data were analyzed and used to determine pedagogical implications. Findings suggest that pre-service educators tend to feel unprepared and ill-equipped to work in an inclusive educational environment. Therefore, pre-service teacher programs should ideally include coursework in adaptive education and experiential components such as practicum, field experience, and clinical experience. In addition, a school-university collaborative relationship can facilitate beneficial outcomes to future educators as well as special needs populations.; Considerando que as atitudes e expectativas que o professor tem na sala de aula afetam diretamente o desempenho do aluno, este estudo teve como objetivo avaliar o efeito cognitivo da experiência clínica acumulada no atendimento com sujeitos portadores de necessidade especiais por profissionais de ciências do exercício. Estudantes universitários com e sem experiência em atividades laborais adaptadas participaram do estudo. Foram fornecidas informações que abrangiam as atitudes e percepções sobre o ambiente da sala de aula...

When teacher clusters work: selected experiences of South African teachers with the cluster approach to professional development

Jita,Loyiso C; Mokhele,Matseliso L
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/06/2014 EN
Relevância na Pesquisa
26.32%
Recent scholarship on teacher professional development has shown renewed interest in collaborative forms of teacher learning. Networks, communities of practice and clusters are related concepts that describe forms of collaboration between schools and/or teachers that encourage such learning. In South Africa, teacher clusters represent a relatively recent and popular experiment in teacher professional development. However, there is no verdict yet about their effectiveness. While the utility of such collaborative structures for teacher learning is fairly well established in many developed countries, we still know very little about how the intended beneficiaries (the teachers) experience these non-traditional structures of professional development. Using qualitative data from a large-scale research project, we explore teachers' perspectives on what constitutes a successful clustering experience, and the kinds of professional development benefits they derive from their participation therein. Our major findings are twofold: First, clusters seem to enhance teachers' content knowledge and pedagogical content knowledge. Second, and somewhat unexpectedly, the teachers identified another set of benefits, the so-called "process benefits" that include collaboration...