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Lindh, Simon, und Nisan Nalbantic. „”Nyckeln till att få hjälp är att vara en del av hjälpen” : En studie om gymnasieelevers delaktighet i pedagogiska utredningar och åtgärdsprogram“. Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-22084.
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Elever är experter över sin egen skolsituation (Skolverket, 2014) och har en lagstadgad rätt att uttrycka sina åsikter om sin egen skolgång (Unicef, 2018). Syftet med studien är att öka kunskapen om gymnasieelevers delaktighet i pedagogiska utredningar och upprättande av åtgärdsprogram genom att synliggöra elevens egna perspektiv. I denna kontext definieras delaktighet som en informell samspelsprocess där eleven upplever möjlighet att påverka sitt handlade och inflytande i aktiviteter och beslutsprocesser. Det empiriska materialet grundar sig på sju kvalitativa intervjuer som bearbetades utifrån ett fenomenologiskt och holistiskt perspektiv. Resultatet analyserades genom en tematisk analys och därefter genom Bronfenbrenners ekologiska systemteori. Ur resultatet framträder en komplex sammanflätning av en rad olika förhållanden som på olika sätt påverkar elevens upplevda delaktighet. En slutsats är att elever påverkas av sin omgivning, både direkt av sin närmiljö och indirekt av de olika faktorer som påverkar elevens skolgång och livssituation. Ytterligare en slutsats är att eleverna upplever att delaktigheten i utredningar och processen runt de åtgärder som fattas gällande elevens skolgång är viktig och är direkt kopplad till relationen med lärare, specialpedagoger och kommunikation däremellan. Specialpedagogens roll framträder som särskilt viktig för elevens syn på delaktighet, vilket styrker studiens relevans inom det specialpedagogiska området.Students are experts of understanding their own education (Skolverket, 2014) and are legally entitled to express their opinions concerning their own education (Unicef, 2018). The purpose of this study is to increase the knowledge about student participation for upper secondary school students in relation to pedagogical investigations and individual educational plans by making the students’ own perspective visible. In the context of this study, participation is defined as an informal process of interaction where the students experience opportunities to influence their education by taking part in decision making and participation in educational activities. The empirical material is based on seven qualitative interviews that were processed using a phenomenological and holistic perspective. The results were initially analyzed through a thematic analysis and then through Bronfenbrenner’s ecological systems theory. The result shows a complex intertwining of a number of different factors that affected the students’ perceived participation in different ways. The conclusion shows that students are affected by their surroundings, both directly by their immediate environment and indirectly by various factors that affect the students’ education and environment. An additional conclusion is that the students experience participation as an important part of pedagogical investigations and the processes surrounding the measures taken regarding the students’ education. This is directly linked to their relationship to teachers, special educators and their shared communication. The role of the special educator appears to be particularly important for the students’ view of participation, which strengthens the relevance of this study in the field of special education.
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Sotiriou, Asimina. „A Pedagogical Investigation into Training Practices of Academic Librarians“. Thesis, Manchester Metropolitan University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504537.
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Cassidy, Tania G., und mikewood@deakin edu au. „Investigating the pedagogical process in physical education teacher education“. Deakin University. School of Scientific and Developmental Studies, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.154748.
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The study investigated two main questions: the first focused on the factors that enabled and constrained student teachers' engagement of a socially critical pedagogy in physical education teacher education (PETE); the second centered on gaining insight into the usefulness of knowledgeability as a concept for analysing student teachers engagement of a socially critical pedagogy. At the time of writing this thesis empirical analyses of socially critical pedagogies in physical education were rare in the educational literature. The study provided an alternative way of analysing student teachers engagement of a socially critical pedagogy in PETE. Alternative in that it avoided recycling and reproducing the dualism between agency and structure (Aronowitz and Giroux, 1985) that is prevalent in much of the physical education literature.
Conversational interviews were conducted with four student teachers and their teacher educators throughout the duration of a one-semester PETE unit in an Australian university. Observations were made of the lecture and practical sessions and a document analysis was conducted of all unit learning resources. The analytical frame used in the study was structuration theory (Giddens, 1979, 1984). This framework was useful because it gave primacy to the duality of structure which recognised the structural properties of social systems are both the medium and outcome of practices that constitute those systems (Giddens, 1979, p.69).
The pedagogical intentions of the teacher educator co-ordinating the PETE unit were to change the orientations of the student teachers towards primary school physical education by encouraging them to adopt different lenses through which to examine pedagogical practices. These lenses highlighted the questions central to those with socio-critical intentions, eg. power, social injustice and diversity. Data generated from conversations with, and observations of, the student teachers, indicated that the actualisation of the teacher educator's intentions were somewhat limited.
Despite this, adopting structuration theory as the explanatory framework for the study proved generative at a number of levels. Broadly, structuration theory was useful because it highlighted the way that student teachers' engagement with a socially critical pedagogy is contingent upon particular (idiosyncratic) dialectics of agency and structure. Using the duality of structure as an analytical tool illustrated the way student teachers' were influenced by structural factors as well as the way these structural factors were in turn constituted by the action of the student teachers. Also, by utilising structuration theory as an explanatory framework, the concept of knowledgeability was identified as a useful concept for analysing student teachers' engagement with a socially critical pedagogy in PETE. What is more, the study highlighted the reflexivity of the self and social knowledge, both characteristics of late modernity, as being integral to the way the student teachers engaged with the socially critical pedagogy of EAE400.
Not only did the study highlight the reflexivity of the self but it also provided insight into the reflexivity of social knowledge. Much of the socially critical work in physical education implicitly adopts a linear approach to change. Given the findings of the study it might be useful for future developments to consider change as circular. The thesis concludes by suggesting that given the reflexivity of social knowledge, socially critical perspectives might be more readily engaged if the PETE content was incorporated into student teachers existing knowledge frameworks rather than viewed as a replacement for such frameworks.
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CLUA, LUCIANA ROCHA MARIZ. „MANSÃO DE QUELÍCERA: AN INVESTIGATION ABOUT DIGITAL GAMES WITH PEDAGOGICAL PURPOSES“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=21738@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
A presente pesquisa propõe uma análise e reflexão acerca dos jogos eletrônicos com fins pedagógicos e para isto, utiliza a metodologia do estudo de caso, tendo como objeto de pesquisa o jogo eletrônico Mansão de Quelícera, criado para apoiar o ensino de artes plásticas para o ensino médio e fundamental. Este estudo se preocupa com o projetar de um jogo eletrônico e para tal, traz questões teóricas para dar uma base a discussão entre o que foi projetado para o jogo, revelando aspectos particulares de sua elaboração, com o uso pelos alunos jogadores e a visão que estes têm deste objeto de pesquisa. Para coletar dados para analisar esta questão, foi realizada a pesquisa de campo. Nela, o jogo foi testado na prática em duas fases distintas, uma de pré-teste com até 27 estudantes e outra de análise mais profunda, de teste com 4 alunos. Participaram da pesquisa de campo, estudantes da Escola Municipal Artur Ramos, entre 10 e 11 anos, do 5º ano do Ensino Fundamental I. Das observações de uso do jogo com os alunos surgiram algumas questões que serviram de norteadoras para uma entrevista com o desenvolvedor do jogo, a qual é descrita na análise de campo desta presente pesquisa. Com a reflexão do que foi apresentado na pesquisa, foram apontados requisitos importantes para o projeto de novos jogos com fins pedagógicos.
The present research proposes an analysis and reflection about digital games with pedagogical purposes. It is based on a case study methodology and has as an object of research the game Mansão de Quelicera, which was created with the purpose of helping to teach plastic arts for the fundamental and medium stage of the Brazilian school system. This study observes the project process of a videogame development. Because of this, it brings into consideration theoric topics in order to fundament the discussion about what had been projected for the game, presenting some particular aspects of its elaboration with the usage of the student players and the vision that they have about the subject of research. For collecting the analysis data for this matter, it was made a field research, which consisted on testing the game into two different stages: one as a previous test with up to 27 students and other for deeper analysis, with only 4 students. Students from the 5th grade, between 10 and 11 years old from the Arthur Ramos Municipal School participated on this field research. From the observations of the students’ usage of the game, some questions where formulated and gave the direction for an interview with the developer of the game. This interview is described at the field analysis of the present research. Based on the reflection of what is presented in the research, it is pointed important requirements for the project of new games with pedagogical purposes.
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Abedin, Babak Information Systems Technology & Management Australian School of Business UNSW. „Investigating non???pedagogical sociability of asynchronous computer supported collaborative learning environments“. Awarded by:University of New South Wales. Information Systems, Technology & Management, 2009. http://handle.unsw.edu.au/1959.4/44577.
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While technologically Computer Supported Collaborative Learning (CSCL) systems have been considerably improved, previous studies have shown that the social aspect of CSCL is often neglected or assumed to happen automatically just by creating such virtual learning environments. Several studies on the other hand showed sociability of CSCL environments strongly relate to online learning enjoyment and effectiveness of learning. Social interactions in CSCL can be broadly categorized as pedagogical/on-task and non-pedagogical/non-task interactions. Accordingly, this thesis investigates the non-pedagogical sociability of CSCL environments and primarily demonstrates that non-pedagogical/non-task interactions do occur in these environments. In addition, this thesis operationalizes the notion of non-pedagogical sociability of CSCL environments and determines factors that impact on it. A multi method approach for data collection and analysis is used. Results of a content analysis extend the Transcript Analysis Tool (TAT) instrument, the tool used for the content analysis, and show the presence and pattern of a substantial amount of nonpedagogical social exchanges occur in both virtual task-related as well as non-taskrelated spaces. The findings from the survey data, on the other hand, support the SIP theory and SIDE theory predictions and revealed that the sense of cohesion and awareness of others significantly impact on the non-pedagogical sociability of CSCL. Furthermore, the study demonstrates that the perception of self-representation and perception of compatibility affect the sense of cohesion and awareness of others and indirectly contribute to the perceived non-pedagogical sociability of the environment. The findings of this thesis can be used in future research for investigating the relationship between the non-pedagogical sociability of CSCL and other CSCL factors. It also provides CSCL lecturers and facilitators with a conceptual model by which sociability can be explicitly addressed in their course planning and delivery processes. From a practical point of view, this study develops and validates an instrument that guides required changes in the CSCL for improving the non-pedagogical social functionality of the environment. The findings also stress the importance of virtual spaces in CSCL design exercises in order to provide opportunities for students to have non-task discussions and to reflect on their own and others??? experiences and ideas.
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Lee, Yeung, und 李陽. „An investigation of 21st century skills in innovative pedagogical practices using technology“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42182542.
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Sabree, Benjamin David. „A Pedagogical Investigation of the Development of General Relativity Using Differential Forms“. Case Western Reserve University School of Graduate Studies / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=case1212173046.
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Owens, Tessa. „An investigation into the pedagogical beliefs and online teaching practices of university teachers“. Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/9885.
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A gap between university teachers’ beliefs and practices has been identified in the literature (see Murray and Macdonald, 1997; Prosser et al, 2003; Dunkin, 2002; Samuelowitz and Bain, 2001; Jelfs et al, 2006; and Richardson et al, 2007). This literature indicates that a teacher may claim to hold beliefs that students learn through a process of social construction but their practices when they teach reveal that they adopt more of a ‘transmission’ mode. This is considered to have an impact upon the quality of the student learning experience (Prosser and Trigwell, 1999). Due to the increased use of online learning environments in higher education this thesis extends the research on beliefs and practices; specifically examining the relationship between pedagogical beliefs and online teaching practices. The thesis reports findings from two surveys: firstly a group of 32 teaching ‘experts’, known as National Teaching Fellows and second a survey of over 529 university teachers from across the UK, who have no expert teacher status, described here as non-experts. Both groups answered questions on their beliefs and online teaching practices, using a revised version of an instrument devised by Norton et al (2005). The thesis finds a gap between all teachers’ pedagogical beliefs and online teaching practices; however it is found that expert teachers’ beliefs and practices are more closely aligned than non‐expert teachers’ beliefs and practices. The implications of these findings are that in order to ensure quality student learning experiences, university teachers should pursue formal teaching qualifications and become more involved in ongoing development events. It is acknowledged that these recommendations should work in concert with university progression and promotion policies.
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Lee, Yeung. „An investigation of 21st century skills in innovative pedagogical practices using teachnology [sic]“. Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42182542.
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Agsebat, H. B. „An investigation into student and teacher attitudes towards pedagogical translation at Benghazi University“. Thesis, Liverpool John Moores University, 2018. http://researchonline.ljmu.ac.uk/9624/.
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This study investigates the attitudes of university lecturers and undergraduate students in regards to translation as a university subject and its role in enhancing students' English as foreign language at Benghazi University. The study examines the skills and linguistic aspects that lecturers and students believe are developed through pedagogical translation. A student survey was implemented on 400 students to measure their attitudes. In addition, a semi-structured interview was conducted on 6 university lectures. A mixed-methods approach was adopted using both quantitative and qualitative research methods to gain richer data and improve the validity and reliability of the study. The findings of the study revealed that students and their lectures believe that translation has enhanced their English language in general. In addition, they believe that it has specifically developed their reading and writing more than their speaking and listening skills. Lectures and students reveal that pedagogical translation has improved their grammar and language use of vocabulary and collocations. Moreover, they consider that implementing contrastive analysis in pedagogical translation classes has raised students' awareness of mother tongue interferences. Furthermore, students and their lecturers believe that several linguistic aspects were enhanced, such as cohesion, coherence, genres, registers, language dialects as well as form and meaning. Students and lecturers also believe that their cultural awareness was developed. In conclusion, students and lecturers believe that translation could be an effective tool in learning English as a foreign language. The study contributes to the literature of pedagogical translation and foreign language teaching and learning settings.
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McMillan, Paul. „Weaving a pedagogical web : a qualitative investigation of secondary physical education teachers' practice“. Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22843.
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While the close investigation of teachers’ classroom practice received considerable attention in the 1960s and 1970s, fine-grained observational studies of classrooms have progressively disappeared from the research landscape. Research in recent decades has tended to have a restricted focus of attention, concentrating on the objective measurement of ‘effective’ teaching to identify forms of classroom practice that can raise educational standards. This research agenda has been increasingly critiqued for oversimplifying the complex nature of classroom life, but capturing a more complete picture presents a number of challenges. There is a need for researchers to provide a fine-grained account of teachers’ practices in the classroom while giving a sense of the purposes framing these actions together with an alertness to salient contextual influences. The study presented in this thesis set out to engage with all these challenges and provide a ‘fresh’ interpretation of teachers’ day-to-day practices in comparison to many past studies. Given the intent to capture both teachers’ practices and how they framed these actions, Robin Alexander’s definition of ‘pedagogy’, which highlights the need for researchers to adopt a ‘bigger picture’ perspective, was an appropriate heuristic guide for this study. Six teachers of physical education working in different secondary school contexts participated in this study and a key concern in sampling was the desire to recruit highly competent practitioners. A pilot study and conversations with a number of key informants ensured the participants chosen were highly skilled teachers. This study was conducted in two inter-related phases. The first phase of the research involved tracking these teachers in their school context and 88 lesson observations were conducted to view them ‘in action’ with classes. The second phase involved conducting a semi-structured interview with each teacher to explore the insights gained about their practice during the observation phase of the research. A theoretical framework – featuring five framing categories and a ‘teacher-pupil power dynamic’ element – was constructed to encapsulate the main findings from the observation and interview research. The five framing categories represent the patterns of classroom interaction identified in this study, i.e.: teacher-directed, teacher-guided, pupil-led, pupil-initiated, and teacher-pupil negotiated practice. There was a degree of variation in all the participant teachers’ practices that were observed in this study, contrasting markedly with research in the physical education literature reporting an over-use of ‘direct’ teaching. The ‘teacher-pupil power dynamic’ derived from observation and interview work and is composed of two related dimensions. The first dimension captures the ‘fine-tuned’, ‘negotiated’ and ‘responsive’ nature of these teachers’ practices and highlights how teachers and pupils simultaneously shape classroom events. The second dimension encapsulates the core factors – respect, familiarity, time, and context – shaping teacher-pupil relationships and the decisions made about classroom practice. The thesis sets out how the teachers in this study carefully enacted a repertoire of teaching approaches by: ‘fine-tuning’ practice in advance of lessons taking place; ‘responding’ to situations in the immediate act of teaching; ‘negotiating’ the learning intentions for lessons with the pupils; and making judgements about practice against the changeable nature of teacher-pupil relationships. These insights contribute to the education and physical education literature by presenting a dynamic picture of classroom life and suggest that a more responsive, interactive form of teaching was displayed by these teachers than is revealed in the majority of past research studies. The central insights gained from this study contribute to research on pedagogy by providing a close analysis of the micro-interactions that take place in school classrooms and the influences shaping these interactions. A related and equally important contribution to pedagogy emerged from the sustained period spent observing these teachers, which developed a deep understanding of their teaching actions over time and across different physical activities and stages of schooling. The teachers in this study both responded to, and shaped, the dynamics of the classroom; and the interactive forms of teaching that they displayed are not adequately captured in existing definitions of pedagogy. Accordingly the thesis presents an expanded version of Alexander’s definition of pedagogy that foregrounds the dynamic nature of teacher-pupil relationships.
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McCracken, Ila Moriah. „Locating place in writing studies an investigation of professional and pedagogical place-based effects /“. Fort Worth, Tex. : Texas Christian University, 2008. http://etd.tcu.edu/etdfiles/available/etd-05052008-154224/unrestricted/McCracken.pdf.
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Bucci, Terri Teal. „Expert mathematics teachers' parallels to worldviews : investigating pedagogical responses to novice mathematics teachers' concerns /“. The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488186329503314.
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Hsueh, Su-Ling. „An Investigation of the Technological, Pedagogical and Content Knowledge Framework in Successful Chinese Language Classrooms“. Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2693.pdf.
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Klenowski, Val. „An investigation of student self-evaluation as an authentic pedagogical practice : processes, possibilities and realities“. Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10019212/.
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This thesis investigates student self-evaluation in leamer-centred contexts to acquire a deeper understanding of the processes involved. The study describes, analyses and interprets student self-evaluation processes using qualitative, case study research design. Questions of how students go about self-evaluating their experiences of learning and teaching, and how teachers attempt or succeed in integrating experiences of this type of evaluation into their teaching practice, are the focus of this study. The conditions under which these processes are promoted are explored in a secondary school in Western Australia and in a comprehensive secondary school and a Further Education College in London. The constraints that exist in the implementation of these processes are also discussed. The impetus for this research stemmed from a lack of theory on feedback and fonnative assessment in the classroom. It also delived from the perceived potential of the involvement of students in the self-evaluation process as a means to improved learning outcomes. Student self-evaluation, as an authentic pedagogical practice, shifts the evaluative focus to learning itself, and the supportive processes associated with it, rather than focusing simply on the measurement of that learning. Student self-evaluation processes are therefore considered as a fonnative process leading to self-development. It is a process of identifying the value of the teaching and learning expelience for the individual student. This study contributes knowledge about the fonnative purposes of self-evaluation procedures and their links with learning. The potential exists for student selfevaluation processes to harness student ownership and control of their own work, influence the strategies they use in learning, and impact on their confidence, selfesteem and thus the quality of the learning they achieve. Student self-evaluation also supports the development of skills cun•ently being demanded of students to succeed in the twenty first century. This research provides a rationale for sustaining current efforts to transform assessment and evaluation practices despite the antithetical context.
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Ansari, Komal. „The pedagogical praxis of creativity : an investigation into the incipience of creative writing in USJP“. Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/595705.
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Creative Writing as a teachable artistic practice, and reinforcing its identity with an appropriate pedagogical approach, has been a vibrant research area for some years now. Yet, despite a strong increase in writing courses all over the globe, there has been little research into how creative practitioners can actually contribute to facilitate the process of skill development in higher education learners, especially in the public sector universities across Sindh, Pakistan. In an effort to introduce Creative Writing as an academic discipline to government universities in Sindh, the present research sought to observe the impact of a training programme on English fiction on a sample of native learners. A total of thirteen students volunteered for this project. The research sample was selected from a population of second year undergraduates, enrolled in literature courses at the Institute of English Language and Literature (IELL) in the University of Sindh, Jamshoro, Pakistan (USJP); wherein Creative Writing had hitherto been a non-existent area of studies. Students were offered a twenty-nine session modular-workshop, aimed at exploring and expediting their artistic abilities in the short time span of a single semester. To ensure the trustworthiness of findings, the entire procedure was documented under the guidance of the researcher’s supervisory team. A post-workshop evaluation survey was also used for attaining student feedback. The setup of assessment items and analysis constructs of students’ narrative portfolios were adapted from validated sources and aligned with the context of this study. However, neither the feedback nor the assessment of students’ work was counted as the findings of this research. Unlike non-artistic inquiries, the post-training creative output gathered from project participants was interpreted as the final research outcome. Methodologically, this process was conducted following a matrix of three practice-oriented research paradigms; whereas “performative research” was selected as the principle data creation and presentation strategy. The resulting research insight has exhibited an in-depth understanding of approaches that could facilitate fiction composition abilities of learners from different language backgrounds, while writing in English. It also allows practitioners to consider non-typical methods of research to contribute holistically to the existing body of knowledge in the field.
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Evans-Hall, Kellie-Ann Renee. „Prison Education: An Investigation of Pedagogic practices in Jamaican prisons“. Thesis, University of Warwick, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488492.
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This study examines prison education within the Jamaican context with a view to uncovering, identifying and analysing key pedagogic techniques used by prison educators. Foucault was used as a theoretical framework for analysing the prison's role in society and the role of education in the prison context in order to focus on prison pedagogies.
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Mokotedi, Rosinah Thando. „An investigation into pedagogical knowledge and teaching practices of reading among primary school teachers in Botswana“. Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/9522.
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The thesis focuses on teachers’ pedagogical subject knowledge and teaching of reading in English as a second language (L2) in Botswana Primary Schools. The participants consisted of ten teachers from four lower primary classrooms setting. To carry out the research, I adopted the qualitative methodology. The three modes of inquiry used in the study are semi-structured interviews, classroom observations and stimulated recall interviews. All the data were transcribed, coded and analysed qualitatively. For organisation purposes, the NVivo 8 software package was used in handling the interview data gathered from the study. The findings revealed that teachers’ classroom practices were not always consistent with their pedagogical subject knowledge. They demonstrated having knowledge on how reading ought to be taught and it was observed that in most cases, their beliefs were not put into their classroom practices. This research highlighted the importance of the phonics instructions in teaching early reading, which most of the teachers’ practices revealed that they lack confidence in teaching. Therefore, this seems to have an impact on the learners in lower classes because this level is considered the foundation, which needs solid base of reading strategies. Most recent studies have revealed that a lack of phonics based on reading instructions leave learners without important decoding skills necessary in recognizing letter/sound relationships in reading. It emerged that most of the activities observed focussed on word level because more emphasis was placed on decoding than comprehension. Although the study indicates that teachers face a number of challenges, which might have an impact in practising their espoused beliefs, it seems that they did not get proper foundation from pre-service training with phonics instructions. Hopefully the insights presented in this study can lead to increased awareness of how reading can be effectively taught and how teachers base classroom practices on their experiences and the contexts within which they work.
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Bulut, Aykut. „Investigating Perceptions Of Preservice Mathematics Teachers On Their Technological Pedagogical Content Knowledge (tpack) Regarding Geometry“. Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614704/index.pdf.
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The aim of this study is to investigate perceptions of preservice mathematics teachers&rsquotechnological pedagogical content knowledge (TPACK) regarding geometry. In addition, the purpose is to examine the relationships among the components of TPACK. Moreover, possible gender and year of enrollment differences related to preservice mathematics teachers&rsquo
technological pedagogical content knowledge dimensions are examined. This research study has been conducted with 780 preservice mathematics teachers who are enrolled in elementary mathematics education department of Education Faculties of seven public universities located in Central Anatolia. Perceived TPACK regarding geometry instrument has been developed to collect data. In order to determine the levels of preservice mathematics teachers&rsquo
perceptions related to TPACK in geometry, descriptive information have been used. The results indicate that preservice mathematics teachers&rsquo
perceptions of TPACK related to geometry is higher than moderate. Furthermore, correlational analysis was conducted to identify the relationship among dimensions of TPACK. Positive significant correlations among the components of the TPACK framework were found in correlational analysis. Besides, two-way MANOVA has been conducted to investigate a possible relationship between demographic information of preservice elementary mathematics teachers and their perceptions of TPACK. According to the MANOVA results, there are statistically significant differences between male and female preservice mathematics teachers in favor of male participants in three components of TPACK, namely technological knowledge, technological pedagogical knowledge and technological pedagogical content knowledge in favour of males.
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Tepsuriwong, Saowaluck. „An investigation into learner's reading strategies in performing pedagogic reading tasks“. Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339952.
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Stenfalk, Mikaela. „School + Museum : An investigation into two pedagogic institutions and their architecture“. Thesis, KTH, Arkitektur, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-214404.
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This project is an investigation into two pedagogic institutions - a school (for adults) and a museum (for temporary exhibitions) - and how they can interact, complement, and merge together in their common aim to educate society. In the book Beyond Learning: Democratic Education for a Human Future, Gert J. J. Biesta (Professor of Education and Director of Research at Brunel University in London) presents an alternative view on education. He states that the aim of education is to create democratic citizens, which happens best through interaction with others. The educator’s responsibility is therefore to create rooms of otherness and difference, which eventually also becomes the responsibility of the architect. As the goal is to expose different groups of people to each other, combining a school for adults and a museum should be positive. Especially since both groups visit the building with a similar mindset: to learn something. It is, however, then important that these two groups (the students and the museum visitors) also interact. Because of this, the flexibility of the building and the communication spaces becomes highly important, and became the origin of the building’s design. The plan arrangements are made to offer various possibilities of opening or closing walls in order to crate interesting paths for exhibitions throughout both communication spaces and classrooms. Depending on the situation, the building may transform between almost completely exhibition space and solely classrooms. This opens the opportunity for the school to exhibit their student’s work, and become more public, while the museum broadens its reach to people whom may not have visited the exhibition otherwise.Det här projektet är en undersökning av två pedagogiska institutioner - en kommunal vuxenskola och ett museum - och hur de två kan interagera, komplettera och sammansmälta i deras gemensamma intresse att utbilda samhället. I boken Beyond Learning: Democratic Education for a Human Future, presenterar Gert J. J. Biesta (Professor i Education and Director of Research vid Brunel University in London) ett alternativt synsätt på utbildning. Han menar att utbildningens mål är att skapa demokratiska medborgare, vilket bäst sker genom interaktion med andra som är olika en själv. Utbildarens ansvar är därför att skapa sådana rum för möten av olikheter, vilket därmed också blir ansvaret för arkitekten. Eftersom att målet är att utsätta olika grupper av individer för varandra borde en kombinerad skola och museum vara positivt. Speciellt när båda grupperna skulle besöka byggnaden med liknande inställning: för att lära sig något. Det är däremot väldigt viktigt att dessa två grupper (skolans elever och museets besökare) också interagerar. På grund av det blir byggnadens kommunikationsytor extremt viktiga och var därför utgångspunkten för byggnadens utformning. Planlösningen är utformade för att skapa så många olika rumsligheter som möjligt, med hjälp av öppningsbara väggar. Detta skapar en flexibilitet och byggnaden kan anpassas för att skapa spännande utställningsytor såväl som välfungerande klassrum och kommunikationsytor mellan dem. Utefter efterfrågan kan byggnaden transformeras från nästan enbart utställningsytor till enbart utbildningsytor. Detta öppnar inte bara för att byggnaden kan användas nästan dygnet runt, utan också för en ny typ av skola. En skola där elever får utrymme att ställa ut sina arbeten för allmänheten och ett museum som kan nå ut till samhällsgrupper som annars kanske aldrig skulle besökt museet.
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Gendron, Marie-Josée. „An investigation of pedagogical expertise in the planning practices of professors with varying degrees of teaching experience /“. Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=68093.
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The role of teaching experience has been acknowledged in the development of pedagogical expertise, however, past research has failed to specify the relationship between experience and expertise. The ill-defined nature of the teaching task has led researchers to inadequately define pedagogical expertise directly in terms of years of teaching experience. Moreover, the literature on pedagogical expertise is primarily based on data from school teachers, who typically are not subject matter experts in the topics they teach. This study attempted to establish the differences and similarities between experienced and inexperienced university professors in the planning and delivery of teaching and the extent to which these activities and processes resembled expert characteristics. Indices of teaching effectiveness were derived from both theoretical and empirical sources and applied to the practices of 11 university professors, ranging in experience from 1 to 30 years. After the conduction of a lecture, subjects were interviewed and asked to elaborate on planning decisions made prior to teaching and to trace the events of the class. Protocols were then analyzed for the presence of characteristics of pedagogical expertise as defined above. Important differences were revealed between the teaching practices of experienced and less experienced professors which involved: (1) automaticity of activities, (2) teaching a lecture as part of the global task of teaching, (3) knowledge integration, (4) flexibility of plan implementation, (5) use of planning notes, (6) time management, and (7) reflections. Important group similarities were also revealed. Implications for the development of pedagogical expertise are discussed.
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Ongel, Sevinc. „Investigation of the theoretical pedagogical knowledge of preservice teachers in a post-bachelor degree teacher education program“. Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5fnum=osu1064406604.
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Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains xiii 111 p.; also contains graphics. Includes abstract and vita. Advisor: David L. Haury, College of Education. Includes bibliographical references (p. 84-89).
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Riggall, Anna M. Y. „Challenging 'quality' : an investigation of theoretical and pedagogical conceptualisations of 'quality' in the primary school in England“. Thesis, Oxford Brookes University, 2015. https://radar.brookes.ac.uk/radar/items/d68bd878-9235-43b0-9507-d751904d04bd/1/.
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This thesis challenges the way the concept of quality is understood, approached and defined. The concept of quality has fascinated me for over a decade. Initially I was shocked by the importance of the concept and the complete absence of any clear understanding about what it means. In recent years I have become increasingly concerned about the emphasis on simple outcome oriented definitions – the acceptance that quality can be measured solely in terms of pupils test scores. The literature depicts the concept of quality as complex and elusive in equal measure, compounded by narrow interpretations that focus on pupil outcomes as an overly simplistic (and problematic) definitional approach. It also suggests ways of approaching the concept that offer broader more humanist interpretations but these do not feature in the dominant definitions. Quality as a concept has received attention from the academic world but the literature is complex and contradictory. I argue that quality is typically treated as abstract but defined as concrete – it has become reified. The evidence would suggest that quality is in fact contested, poorly defined and hard to debate. This has been associated with problematic positioning of teachers and pupils – separately and in relation to each other In my quest to challenge the concept of quality my intentions have been threefold: 1) to explore the literature and reveal weaknesses or gaps in the current understandings; 2) then, to reawaken interest in less prevalent ways of investigating or understanding the concept; and finally, 3) to experiment with investigating quality through interaction in particular. I have done this in four ways: 1) through exploring the way that the concept of quality has been understood and defined in text (the academic literature) arriving at two conceptual frameworks; 2) through exploring with staff and pupils in four English primary schools how they understand the concept of quality (talk) by collating the views 45 staff members and 97 pupils; 3) through observing and interpreting the interactions and enactments of four teachers and four pupils (interaction); and through critical consideration of a connection I think may exist between the work of research-engaged schools and an alternative approach to defining quality that has been proposed but ignored in the literature. Inspired by post-structuralism and social constructionism, with influences from interpretivism and discourse analysis the thesis combines an analysis and synthesis of literature with two phases of empirical work that were conducted in four primary schools in England. The thesis contributes to knowledge theoretically and empirically. First, through the development of two conceptual frameworks from a synthesis of literature; secondly, by privileging in-school voices and exploring what quality means to staff and pupils; and thirdly, by investigating the concept of quality through observation of teacher/pupil interaction and enactment.
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Smith, Matthew T. „An investigation into the epistemological trajectories of PGCE student teachers as predicated by their espoused pedagogical beliefs“. Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7917/.
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Postgraduate trainee teachers undergo profound shifts in their pedagogical understanding and practices through the year that they are taught at a UK Higher Education Institution. Using an ‘explanatory sequential design’ mixed methods approach in a paired pre–post data retrieval scheme, this longitudinal study investigated the espoused pedagogical beliefs of three cohorts of PGCE trainees at the onset, and toward the end, of their studies in a primary initial teacher education department in a major HEI in the UK, with corroborative results and discussion from further cohorts. Using an adaptation of the ‘practices’ scale of Swan (2006), trainees’ pedagogical beliefs were charted and described on a created continuum running from transmissionist to child-centred through answering 25 items, and shifts from pre-course to post-course were investigated on two fronts – individually and for each ‘practice’ under study. Two general principles are represented in the data: trainees seem to either make rather more radical shifts towards child-centeredness or more slight shifts towards a more teacher centred orientation. The average shift documents a significant trend towards a greater learner-centrism across all cohorts in the longitudinal study, which was further explained and substantiated by the qualitative comments from participants in the Community of Inquiry sessions that were run.
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Jedrosz, Aleksander. „An investigation into secondary school teachers' and pupils' perceptions of science : pedagogical activities in different teaching spaces“. Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/an-investigation-into-secondary-school-teachers-and-pupils-perceptions-of-science-pedagogical-activities-in-different-teaching-spaces(4952378f-18fa-45a3-86f7-da5187f016b6).html.
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Using case study and a mixed methods approach this study considers the perceptions of secondary school teachers and pupils about the location and space in which science lessons are taught and how different lesson venues impact on pupils' behaviour and learning. Activity Theory is used as a conceptualisation. The science lesson is the Activity at the centre of this and consideration is given to the different influences that different factors have on the lesson. New-build schools of the 21st Century, many of which were built as part of the Building Schools for the Future (DfES 2003, 2004) initiative were often designed with limited specialist science accommodation and this impacts on where else science teaching happens. Three schools were identified in the north-west of England where teaching occurs in the three distinct and different types of accommodation: school science laboratories, open spaces where multiple groups of pupils can be taught simultaneously by individual teachers and generic classrooms. After initial approaches to the three science departments a total of 14 teachers and 293 were recruited to take part in the research. Field work data were collected in a range of modes: photography, individual teacher interviews; small group pupil interviews and lesson visits during which activity data were collected. Pupils in the classes that were visited also completed a questionnaire and a total of 293 of these were collected. Findings suggest that though teachers understand the role of practical work in the science curriculum the inclusion of practical tasks in the lessons visited was limited; though more practical activities were incorporated into school science laboratory based lessons little practical work happened when lessons were based in open spaces and none when lessons were timetables in classrooms. Teachers state a preference to teach in laboratories for a range of reasons including: ability to engage with practical activities; the enclosed space of the laboratory reduces/eliminates extraneous distractions/noise when compared to teaching in open spaces; it feels appropriate to teach science in specialist accommodation. Pupils overwhelmingly enjoy science lessons especially when practical work in included and so have a preference to being taught in science laboratories. Using the conceptualisation of Activity Theory and considering the various factors that affect an Activity it is clear that the Tools/Artefacts, the venue, are/is the most influential single factor when it comes to teachers planning science lessons and pupils engaging in these. Recommendations for the management of open spaces for teaching science are offered for a range of time scales including immediate action, gradual actions which require some planning and distant, long term, actions as well as it a range of levels embracing whole school, departmental, individual teacher level and pupil level.
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Roettinger, Theresa Marie. „Investigating the relationships among primary teachers' math profile, math teaching efficacy, and math content pedagogical knowledge“. W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618606.
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Kindergarten, first and second grade teachers play an important role in the development of a student's understanding of mathematics. Consequently, in order to improve student achievement in mathematics, it is important to investigate the relationships that may exist among primary teachers' math profile, math teaching efficacy, and math pedagogy and content knowledge. Participants completed an online survey that included the Math Teaching Efficacy Belief Instrument (MTEBI) and Math Knowledge for Teaching (MKT) items. Participants provided math profile data through academic demographic questions.;Two-hundred seven respondents completed the survey. Analysis of the data included descriptive statistics, chi-square test of independence, and Spearman rho correlations. The descriptive statistics of this sample population indicated varied math professional learning experiences, reserved mathematic teaching efficacy and little expertise in the knowledge of third grade mathematics. Relationships between frequency of math professional learning and math teaching efficacy emerged as statistically significant and merit further investigation. Additional statistically significant relationships occurred between math content knowledge and math teaching efficacy. The strength of these relationships was moderate and warrant further investigation.
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Reséndez, Joey (José Luís). „An Investigation of Multiple Articulation as Applied to Saxophone Literature and Its Performance: An Historical and Pedagogical Approach“. Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505205/.
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Multiple articulation is a technique that is becoming commonplace in the saxophone literature. This study provides a detailed explanation of how produce the technique. Its application to saxophone literature is explored with musical examples and commentary by the author. A compilation of pedagogical viewpoints regarding multiple articulation from educators spanning the last century is provided.
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Gustavsson, Linda. „Pedagogisk utredning som arbetsredskap En innehållsanalys med hermeneutisk ansats Pedagogical investigation as a working tool. An hermeneutic analysis“. Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27338.
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Sammanfattning/abstractLinda Gustavsson (2015). Pedagogisk utredning som arbetsredskap. En innehållsanalys medhermeneutisk ansats. Pedagogical investigation as a working tool. An hermeneutic analysis.Specialpedagogprogrammet, Skolutveckling och ledarskap, Lärande och samhälle, MalmöhögskolaBakgrundDet saknas forskning om pedagogiska utredningar och om i vilken utsträckning utredningenkan vara ett användbart redskap för pedagoger. Därför undersöks mallar för pedagogiskutredning närmare i den här studien.Studiens syfte är att undersöka utredningsmallar som används för att kartlägga en elevsskolsituation innan ett eventuellt åtgärdsprogram upprättas. Detta för att se hur mallensutformning påverkar beskrivningen av elevens skolsituation och behov av stöd i utredningen.Följande frågeställningar ligger till grund för studien:• Hur beskrivs lärmiljön, undervisningens innehåll och metoder?• Hur beskrivs elevens behov av särskilt stöd?• På vilket sätt avspeglas elevs och vårdnadshavares medverkan?TeoriStudien utgår från systemteoretiskt tänkande, eftersom det i utredningar av elever i behov avsärskilt stöd behövs ett helhetsperspektiv. En gren av systemteorin är Bronfenbrennersutvecklingsekologi, som bidrar med en modell för att analysera eleven ur etthelhetsperspektiv. Även olika specialpedagogiska perspektiv bidrar till att ge en nyanseradbild av hur utredningsmallarna förhåller sig till styrdokumenten.MetodStudien utgörs av en kvalitativ textanalys med en hermeneutisk ansats. Hermeneutikensallmänna tolkningslära ligger till grund för studien. Det är förståelsen av ett budskap som ärcentral, inte förklaringen. Textanalysen bygger på en systematiskt beskrivning av innehållet i utredningarna, utifrån ett kodningsschema. De kodningsenheter som hittats har sedan använtsi analysen av materialet.ResultatDet är en av fem skolor som kartlägger lärmiljön i den pedagogiska utredningen. De flestaifrågasätter inte skolans sätt att organisera sin verksamhet. Det finns beskrivningar av vilkaolika arbetssätt och metoder som används på tre av skolorna, men dessa beskrivningar är inte tydliga. I kartläggningen på individnivå framkommer i alla utredningar vari elevenssvårigheter ligger. Det finns inga utredare som ingående har studerat och/eller analyserat delärsituationer som fungerar för eleverna. Vad eleven behöver stöd i eller med, uttrycks i mereller mindre omfattning i alla utredningar. I vilka situationer eller lärmiljöer eleven behöverstöd beskrivs mindre utförligt, men dock i fem av elva utredningar. Hur eleven ska få stöd,genom vilka metoder och/eller arbetssätt uttrycks i alla utredningar utom två. Beskrivningarnaär dock inte alltid särskilt tydliga med hur det ska gå till, alltså vilka metoder och arbetssättsom ska användas.Det är inte så enkelt att en utredningsmall är bra eller dålig, eller att pedagoger antingen harett kategoriskt eller ett relationellt perspektiv, utan det kan vara en kombination. Huruvida enelevs skolsituation och behov av särskilt stöd beskrivs på skol-, grupp- och individnivå kanbero på faktorer på flera olika nivåer.För att klara av att utreda på skol-, grupp- och individnivå måste specialpedagogen varamedveten om att det kan krävas ett långsiktigt utvecklingsarbete för att lyckas. Här ingår även handledning av pedagoger där specialpedagogen bör lyfta fram de kategoriska och relationella perspektiven för att de som arbetar i skolan ska få syn på sina egna positioner och förhållningsätt.Nyckelord: behov av särskilt stöd, dokumentanalys, pedagogisk utredning, skol-, grupp- ochindividnivå, systemteoriSummary / abstractLinda Gustavsson (2015). Pedagogical investigation as a working tool. An hermeneutic analysis. Special education program, School Development and Leadership, Learning and Society, Malmö UniversityBackgroundThere is an immanent lack of research on pedagogical investigations and it is unknown to which extent these investigations are useful tools for educators. Therefore, this study examines models of pedagogical investigations in more detail.The study targets investigation templates that are used to identify a student's situation at school before an action plan is established. The underlying reason is to observe how the template's design affects the description of the student's situation at school and how it shapes the need for assistance in the investigation.The study is based on the following research questions:• How are the learning environment, teaching content and methods described?• How are the student's special needs described?• How is student and guardian involvement covered?TheoryThe study follows a system theory approach, because a holistic perspective is necessary when investigating students in need of special support. The branch of system theory that this study focuses on is Bronfenbrenner’s ecology of development, which offers a model for analyzing students from a holistic perspective. In addition, the application of various perspectives of the field of special-need education contributes to a balanced picture of how the investigation templates relate to policy documents.MethodThe study analyses the texts qualitatively following a hermeneutic approach. General hermeneutic ideas of how to interpret and analyze texts are therefore the basis of this study. Accordingly, the comprehension of a message and not its explanation is the focus of this study. The analysis is built on a systematic description of the content of the investigations using a coding scheme. The coding units /items that are found are used in the further analysis of the material.ResultsOne of five schools maps the learning environment in the pedagogical investigation. Most schools do not question their ways of organizing their activities. Three schools describe the different approaches and methods they are using, but these descriptions are not extensive. The student’s source of difficulties is generally found on the individual level. Investigators do usually not examine or analyze learning situations that have turned out to been functionally adequate for the students. Possible tools or areas that students need support with are expressed in all investigations. The learning situations or environments that could be improved are however only described to a lesser extent (5 out of 11 schools). Methods, procedures and ways of organizing activities to support students are mentioned in all the investigations but two. The descriptions are however often rather unspecific on questions such as on how to do what.Neither are inquiry templates thoroughly good or bad, nor do teachers have either categorical or relational perspectives. Instead it is often a combination of factors on multiple levels that causes a student to be described at school, group and/ or individual levels.To be able to investigate at school, group and individual level a special-need educator needs to be aware that it may require a long-term developmental work in order to succeed. This also includes the supervision of educators. Special-need teacher should highlight the categorical and relational perspectives to those who work in school so that own roles and activities can be assessed with critical self-reflection.Keywords: document analysis, educational assessment, school, group and individual level, special needs, system theory
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Akkus, Recai. „Investigating the changes in teachers' pedagogical practices through the use of the Mathematics Reasoning Heuristic (MRH) approach“. [Ames, Iowa : Iowa State University], 2007.
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Fracchiolla, Claudia. „investigating a redesigned Physics course for future elementary teachers“. Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32885.
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Doctor of PhilosophyCurriculum and Instruction Programs
Jacqueline D. Spears
There is a growing concern that the number of students graduating with a STEM major in the U.S. is insufficient to fill the growing demand in STEM careers. In order to fulfill that demand, it is important to increase student retention in STEM majors and also to attract more students to pursue careers in those areas. Previous research has indicated that children start losing interest in science at the elementary level because science is taught with a focus on learning vocabulary and ideas rather than learning through inquiry-based techniques. A factor that affects the quality of science education at the elementary level is the preparation of elementary teachers. Many elementary teachers feel unprepared to teach science because they lack adequate content knowledge as well as the pedagogical content knowledge (PCK) for teaching the subject. Previous studies of teacher preparation in science identified some areas with which pre-service teachers need assistance. One of these areas is understanding children’s ideas of science. To address that issue, this dissertation investigates whether the use of an instructional approach that teaches physics phenomena along with an understanding of how children think about the physical phenomena promotes changes in students’ knowledge of children’s ideas and use of those ideas in instructional and assessment strategies. Results indicated that students who were explicitly exposed to knowledge of children’s ideas more often incorporated those ideas into their own microteaching and demonstrated higher levels of sophistication of knowledge of children’s ideas, instructional strategies, and assessment strategies that incorporated those ideas. This research explores an instructional model for blending physics content and pedagogical content knowledge.
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Bishop, Keith. „An investigation into the role of subject matter knowledge in the development of novice science teachers' pedagogical content knowledge“. Thesis, University of Bath, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340942.
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Yamashita, Miki. „Japanese International Graduate Students in U.S. Higher Education Classrooms: An Investigation of their Pedagogical and Epistemological Challenges and Supports“. PDXScholar, 2009. http://pdxscholar.library.pdx.edu/open_access_etds/3338.
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International students have long been an important part of the U.S. higher education community, but generally they have received inadequate attention in the classroom. Also, American teaching and learning strategies have not taken full advantage of international diversity. The purpose of this narrative study was to qualitatively understand the experiences of Japanese graduate students in U.S. higher education classrooms. The study highlights the challenges that Japanese graduate students faced due to cultural differences, pedagogical differences, and language problems and provides a number of suggestions for faculty, domestic students, and institutions to help create a more welcoming environment for Japanese graduate students.
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Ng, Weng Kei Kei. „An investigation into non-native English teachers' attitiudes towards pedagogic models of pronunciation teaching“. Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953429.
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Lin, Shaojuan. „Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching“. PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/283.
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Previous research indicates that former schooling is an important factor to shape teachers' beliefs about teaching; teachers change the way they teach when their beliefs about foreign language teaching change. However, little research has discovered direct evidence concerning the processes that effect change in teacher beliefs. This study investigated the relationship between teachers' pedagogical paradigms and practices in Chinese language classrooms. Specifically, a qualitative analysis of educated teachers born in China examined how early pedagogical frames were formed, and then transformed in the context of American classrooms. Results of this study indicate that early schooling, language learning, and initial teaching experiences have a powerful effect on Chinese teachers' epistemological beliefs and pedagogical practices. Indeed, embedded and unexamined beliefs can inhibit effective teaching of Chinese language and lead to traditional behaviorist-centered learning approaches. However, these data indicate that critical reflection on preconceptions, beliefs, values, principles, and practices can become a precursor for constructivist and transformational Chinese language teaching and learning. The Lin Transformational Teaching and Professional Development Model demonstrates how traditional Chinese language approaches can be transformed into more effective epistemological and pedagogical strategies through assessment and reframing, consideration of cultural contexts, incorporation of diversity, and inclusion of continual professional reflection. Implications of the Lin Model to increase teacher competence and learner proficiency are recommended in four areas (individual professional development, collaborative professional development, teacher training programs, and students of Chinese) and are applicable to three different types of departments: foreign languages and literatures, applied linguistics, and education.
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Promyod, Nattida. „Investigating the Shifts in Thai Teachers' Views of Learning and Pedagogical Practices While Adopting an Argument-Based Inquiry Approach“. Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4900.
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The purpose of this study was to investigate the shift of Thai teachers' views of learning and their pedagogical practices from the traditional approach to be more centered on an argument-based inquiry approach (ABI) in Thai classrooms, where teachers and learners have long been familiar with the lecture-based tradition. Other than examining the changes, the study further explored the relationship throughout the ABI implementation phase with a specific focus on driving questions, problem solving and reasoning, and establishing a supportive learning environment.
The study was conducted in Thailand with five physics teachers. Data collection involved classroom observations and teacher interviews. The constant comparative method was employed throughout the data analysis process. The research questions that guided this study were: (1) What changes occurred in teachers' pedagogical practices and views of learning throughout the implementation phase of the argument-based inquiry approach? (2) If change did occur, what was the relationship of the change among the observed criteria (questioning, problem solving, and the establishing of a supportive learning environment)?
The results revealed that after fourteen weeks, the three teachers who expressed a positive attitude toward the ABI approach and expressed their willingness to practice started to shift their practices and views of learning toward a student-centered model. Although each teacher exhibited a different starting point within the three observed criteria, they all began to shift their practices first, before reflecting on their beliefs. In contrast to these teachers, the other two teachers were impeded by several barriers and therefore failed to implement the approach. These positive attitude, willingness, and shift of practice appear to be connected and necessary for change.
The study highlights that in order to support the implementation of the ABI approach, especially in a large class size cultural setting, opportunities for teachers to be challenged in both classroom and cognitive spaces, where they are immersed in authentic practices and be able to reflect on their own actions as well as their existing beliefs, are crucial. However, to advance the dimensions of this issue, long-term professional development and a longitudinal study observing a large class size cultural settings are suggested.
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Hamilton, Christina. „An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender“. Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc500063/.
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The purpose of this study was to determine what relationships exist between the age, rank, and gender of university faculty in teacher education and their technological pedagogical content knowledge. The survey instrument used was the Survey of Teacher Educators’ Technological Pedagogical Content Knowledge (TPACK) which is an adaptation of the Survey of Preservice Teachers’ Knowledge of Teaching and Technology developed by Schmidt. A total of 347 public Texas university teacher education faculty members participated in the study. Multiple regressions were utilized and the effect size was considered to determine the strength of the relationship between the variables. A statistical significance was found relating to the age, rank, and gender of the university teacher educator faculty member and their technological knowledge (TK). Based on the information provided for the b weights, age was found to be the best predictor of their technological knowledge (TK). The discriminant analysis identified what relationship exists between the ages of university teacher education faculty technology knowledge. The results of the discriminant analysis indicate the range 20-30 and 60+ contribute equally to teacher educators’ technological knowledge. Although no statistically significant results were determined with respect to the correlations between gender, age, and rank and technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge, the descriptive data does suggest that some insight maybe gained from further analysis.
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Dahné-Branting, Elin, und Anette Olsson. „Elevbeskrivningar i pedagogiska utredningar : Att göra en synvända!“ Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-154068.
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Enligt svensk skolas styrdokument ska pedagogiska utredningar syfta till att ge en helhetsbild av elevers skolsituation på skol-, grupp-och individnivå. Denna kvalitativa textstudie avser söka förståelse för hur elever beskrivs i pedagogiska utredningar med hjälp av systemteoretiska tankegångar och specialpedagogiska perspektiv. Vi menar att systemteori som paraplybegrepp bidrar till att påvisa betydelsen av att se elevers skolsituation ur flera perspektiv och kontexter för att bidra till inkluderande arbetssätt. Studien bygger på analys av tjugo pedagogiska utredningar från tre svenska kommuner. Både ett kategoriskt och ett relationellt perspektivsyns i vår analys. Dock visar resultatet att en röd tråd mellan beskrivningar av syfte, elev samt åtgärder saknas i dokumenten. Vidare saknas beskrivningar av relationer och samspel runt eleven i de pedagogiska utredningar som analyserats. Tidigare forskning som presenteras i studien pekar på värdet av att belysa elevers olika kontexter samt att pedagogers syn på elevers olikheter är avgörande vid ett inkluderande arbete. Vidare visar studier vikten av gemensamma förhållningssätt inom personalgrupper i pedagogiska verksamheter.In accordance with the Swedish School ́s governing documents, pedagogical investigations should provide an overall picture of the pupils’ school situation at both school-, group-and individual level. This qualitative text study aims at seeking understanding of how students are described in pedagogical investigations using system theory and perspectives on special education. We argue that using system theory as an umbrella concept helps showing the importance of seeing students’ school situations from multiple perspectives and context to contribute to inclusive work methods. The study is based on analysis of twenty pedagogical investigations form three Swedish municipalities. Both a categorical and a relative perspective appear in our analysis, however, the result shows that a line of argument between descriptions of purpose, student and actionsis missing in the documents. Furthermore, descriptions of relationships and interactions around the student are lacking in the pedagogical investigations analysed.
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Birch, Antony. „Pedagogic development work : an investigation using activity theory into ICT in primary schools (1999-2003)“. Thesis, Manchester Metropolitan University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426933.
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Adams, Siân Ellis. „An investigation of the deconstruction and reconstruction processes within the context of reflective pedagogical practice and within the content of play“. Thesis, University of Leicester, 2000. http://hdl.handle.net/2381/30961.
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Stewart, Joyce. „Investigating relationships between mathematics teachers' content knowledge, their pedagogical knowledge and their learnes' achievement in terms of functions and graphs“. Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1100.
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This study used diagnostic tests, questionnaires and interviews to investigate explore teachers’ subject content knowledge (SCK) and pedagogical subject knowledge (PCK). It also explored teachers’ and learners’ misconceptions within the topic of graphicacy and how teachers’ SCK and PCK possibly affect learner achievement. A small sample of teachers were drawn from the Keiskammahoek region; a deep rural area of the Eastern Cape. These teachers were part of the Nelson Mandela Metropolitan University (NMMU) Amathole Cluster Schools Project who were registered for a three-year BEd (FET) in-service programme in mathematics education. As part of the programme they studied mathematics 1 and 2 at university level and received quarterly non-formal workshops on teaching mathematics at FET level. The findings of this study suggest that teachers with insufficient SCK will probably have limited PCK, although the two are not entirely dependent on each other. In cases where teachers’ displayed low levels of SCK and PCK, their learners were more likely to perform poorly and their results often indicated similar misconceptions as displayed by their teachers. This implies that we have to look at what teachers know and what they need to know in terms of SCK and PCK if we are to plan effectively for effective teacher development aimed at improving learner performance.
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Stockwell, Rose Ann. „An exploratory study investigating the factors which explain Abu Dhabi Education Council's (Adec) English curriculum choice in grade 10/11 public high schools and the challenges its implementation poses for teachers“. Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/17338.
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This study focuses on the factors which explain Abu Dhabi Education Council’s (Adec) English curriculum choice in grade ten and eleven public high schools in the United Arab Emirates (UAE). It investigates the challenges its implementation poses for teachers personally and professionally. The study is exploratory and interpretive and is based on the perceptions of 12 male teachers; 6 Arab teachers of English and 6 “native” English speaking teachers at 3 boys’ public high schools in the Abu Dhabi emirate. Data were gathered through lengthy semi-structured interviews with teachers, analysis of Adec curriculum and assessment documentation as well as open, non-participant classroom observations. The findings show the current curriculum, modelled on that used in NSW mainstream schools in Australia up until the end of 2014 is an inappropriate choice for students learning English as a foreign/second language in a school environment where all other subjects are taught in Arabic. This in turn provides a range of challenges for teachers who are unable to implement the course content as it was intended or the learner / learning-centred pedagogical approaches promoted by the curriculum and assessment documentation. The study recommends a realistic assessment of students’ language needs be undertaken as a top priority and, based on these findings, English classes streamed according to students’ language proficiency; with curriculum and assessment designed to reflect the various stages of learning. Ability grouping would enable specialist teachers to target areas of strength and weakness, thus countering the boredom and frustration currently experienced by many students. The study also recommends future stakeholder consultation, an in-depth orientation for newly hired teachers and professional development for incumbent teachers in scaffolded language instruction.
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Mohamad, Fitri Suraya. „Investigating beliefs and evidence of Technological Pedagogical Content Knowledge (TPCK) in the training of teachers for educational techology in Malaysian universities“. Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10019942/.
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This research explores narratives and artefacts that reflect personal conceptions and interpretations about Teacher knowledge and the integration of Constructivism, specifically in the teaching and learning of Educational Technology, in teacher education programmes in Malaysian universities. Two key theories, Mishra & Koehler's TPCK model, and Argyris & Schon's Reflective Learning theory, were utilised as research tools to provide a protocol to acquire, analyse and discuss beliefs and actions about technology in education. Guided by gaps and inconsistencies revealed in reviewed current literature, this thesis produced an adapted version of the TPCK framework and developed a methodological approach to map espoused theories and theories-in-action of reflective narratives and classroom artefacts. New types of teacher knowledge were subsequently introduced with the inclusion of Constructivism into the original framework, allowing closer contextual analysis of how the learning theory was perceived and used when teaching and learning about technology integration. A pilot study explored the feasibility of using the proposed methodological design, subsequently proving its usefulness to capture categories and map findings from the research. A second study was undertaken to capture a larger variety of data at one university. Comparable analyses were produced from both studies, revealing complex relationships between espoused theories and theories-inaction held by teacher educators and their student teachers. Conclusively, the research has illuminated that Technology Knowledge was consistently over-emphasised in the teaching and learning of the observed Educational Technology courses, neglecting crucial exposure to and training of other knowledge types advocated in the TPCK framework. Though deemed highly relevant by participants, the research has also revealed that Constructivism was conceptualised at a cursory level and it was not applied in practice in any of the observed Educational Technology courses.
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Savas, Meltem. „Investigating Pre-service Science Teachers“. Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613819/index.pdf.
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The purpose of this study was to investigate the preservice science teachers&rsquoperceived technological pedagogical content knowledge (TPACK) on genetics. More specifically, the purpose was to examine the relationships among the components of TPACK and genetics knowledge of the preservice science teachers. Moreover, findings the effect of the demographic information on perceived TPACK was also aimed. This study was conducted with preservice science teachers who were enrolled in elementary science education department of Education Faculties of eight public universities located in Central Anatolia. 1530 preservice science teachers participated to the study. There were two instruments used in this research which were perceived TPACK questionnaire, which was later adopted by the researcher as perceived TPACK on genetics, and genetic concepts test. v Data were analyzed by using descriptive and inferential statistics. In order to answer the first research question, descriptive information about the components of TPACK was given. Correlational analyses were used to identify the relationship between each component of the perceived TPACK on genetics and their genetic knowledge. Another correlational analysis was conducted for the third research question which seeks the relationships among the components of the TPACK. Moreover, MANOVA was conducted to investigate the impact of gender and year of enrollment on perceived TPACK on genetics of preservice science teachers. The results revealed that genetic knowledge was correlated with each component except the perceived project specific technology knowledge. Moreover, there were positive significant correlations among the components of the TPACK. According to the MANOVA results, the mean scores of male and female preservice science teachers differ in five components of TPACK, namely project specific technology knowledge, pedagogical knowledge, pedagogical content knowledge, technological content knowledge and technological pedagogical content knowledge. The results of MANOVA for year of enrollment revealed that the mean ETK, GTK, PSTK, and CK scores of participants with different year of enrollment differ significantly.
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Kellogg, Matthew S. „Preservice Elementary Teachers‟ Pedagogical Content Knowledge Related to Area and Perimeter: A Teacher Development Experiment Investigating Anchored Instruction With Web-Based Microworlds“. Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1679.
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Practical concepts, such as area and perimeter, have an important part in today's school mathematics curricula. Research indicates that students and preservice teachers (PSTs) struggle with and harbor misconceptions regarding these topics. Researchers suggest that alternative instructional methods be investigated that enhance PSTs' conceptual understanding and encourage deeper student thinking. To address this need, this study examined and described what and how PSTs learn as they engage in anchored instruction involving web-based microworlds designed for exploring area and perimeter. Its focus was to examine the influences of a modified teacher development experiment (TDE) upon 12 elementary PSTs' content knowledge (CK) and knowledge of student thinking (KoST) regarding principles, relationships, and misconceptions involving area and perimeter as they develop simultaneously in a problem-solving environment.
The learning of meaningful mathematics is a personal and independent activity, as one struggles to create and reason through their own mathematical realities and misconceptions. This study describes PSTs' reasonings, misconceptions, and difficulties as they grappled with new knowledge or reconciled new knowledge with prior understandings. Quantitative and qualitative research methods, including case-subject analysis, were used. Instructional sessions similar to Steffe's (1983) teaching episodes comprised this study's intervention.
Results indicate that prior to intervention most of the PSTs possessed a procedural knowledge of area and perimeter and were bound by a dependency on formulas; their KoST pertaining area and perimeter was relatively underdeveloped. They seemed unaware of prevalent misconceptions students acquire while working with these concepts (specifically, units of measure and perceived relationships). The PSTs displayed an ineffective use of drawings to support their responses. Their preoccupation with finding what they judged as "the answer" to various problem-solving situations hindered their ability to properly diagnose and address student thinking and limited their meaningful interaction with the microworlds (MWs). A majority of PSTs felt the MWs were a valuable learning tool for themselves but not for their future students. The planned intervention played a role in the PSTs becoming more perceptive of the difficult mathematics involved with area and perimeter and better equipped to anticipate and address those difficulties with future students.
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Kung, Fan-Wei. „Investigating the effects of conversational shadowing for EFL learners' listening and speaking competence in a TOEFL iBT preparation course : pedagogical effectiveness and washback“. Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707806.
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This study investigates the effectiveness of conversational shadowing and washback in a TOEFL iBT preparation course for English as a Foreign Language (EFL) learners. An experimental design was proposed with 52 EFL learners from a TOEFL iBT preparation course at an educational institute in Taiwan who were further divided into the control and experimental groups for 12 weeks based on the learning of conversational shadowing through the teaching-to-the-test approach. During this time, the experimental group received the intervention of conversational shadowing while the control group did not. To further assess learners’ progress, the pre- and post-tests based on the institutional TOEFL iBT listening and speaking assessments were administered and analyzed quantitatively along with the pre- and post-questionnaires before and after this study, followed by a series of semi-structured interviews along with the researcher’s field notes for more qualitative data that added more depth to this investigation pertaining to learners’ confidence, learning motivation, and attitudes based on the instruction of conversational shadowing. This study concludes with several essential pedagogical implications from the data collected and analyzed. The results indicated that conversational shadowing not merely improved EFL learners’ English listening and speaking competence, but also strengthened their confidence, learning motivation, and attitudes based on the pre- and post-tests as well as pre- and post-questionnaires. Several salient reasons were further identified by the participants that facilitated their English learning based on such a learning approach. While learners’ valued the instruction of conversational shadowing, the teaching-to-the-test approach used in this study was deemed ineffective with regard to their English learning nowadays. The existence of a negative washback effect in class was also found to undermine students’ L2 development with a few reasons identified at the same time that highlighted the needs for more communicative language learning in an EFL context.
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Wright, Thomas David Jr. „Investigating Teachers' Perspectives on the Impact of the Lesson Study Process on Their Mathematical Content Knowledge, Pedagogical Knowledge, and the Potential for Student Achievement“. ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/906.
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This mixed methods case study investigated mathematics teachers‘ perspectives of the effects of the Lesson Study Process on their content knowledge, pedagogical knowledge, and the potential for students‘ achievement. The population was 55 teachers from elementary, middle, and secondary schools in a metropolitan area. The three research questions guiding this study were: (1) What are the perspectives of teachers on the impact of the Lesson Study Process on their mathematical content knowledge? (2) What are the perspectives of teachers on the impact of the Lesson Study Process on their pedagogical knowledge? (3) What are the perspectives of teachers on the potential impact of the Lesson Study Process on their students‘ achievement? Literature pertaining to constructivism, teacher professional development, and Lesson Study was reviewed. Data from surveys, questionnaires, and focus group sessions were examined both quantitatively and qualitatively to determine common categories, themes, and connections to each of the research questions. The teachers believed that their mathematics content knowledge was positively affected in the areas of deeper understanding which led to an increase in self-confidence. The teachers also believed that their pedagogical knowledge was enhanced in the areas of planning and attention to student thinking. Finally, the teachers mentioned five areas for potential improvement in students‘ achievement. They included: students‘ increased conceptual understanding of the topics taught during the research lessons, planning lessons more thoroughly by making them relevant to the students‘ daily lives and planning it within the context of the state‘s curriculum, shifting the focus of an in-class observation from the teacher‘s performance to student thinking, and a similar shifting of the manner in which students are assessed—from right/wrong answers to seeking thought processes whereby the student may correct misunderstanding.
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Chopey-Paquet, Mary. „Investigating teacher partnerships for CLIL developing a model for subject-content and language teacher pedagogic collaboration towards integration“. Thesis, University of Aberdeen, 2015. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=225777.
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Many CLIL settings organise parallel teaching through the target language (subject-content courses) and formal teaching of that language (language courses) with separate teachers in the CLIL learners' timetable. Yet so far, CLIL literature has tended to maintain a 'teachers-are-expected-to-work-together' assumption without delving into the complexity as to how. This study has aimed to theorise and problematize the nature and processes of pedagogic collaboration between subject and language teachers for the integration of content and language. A theoretical investigation critically draws upon existing literature (from: CLIL; generic teacher collaboration and professional development; ESL/EAL; Academic Literacies; pluriliteracies development…). It constructs a conceptual framework as a working model from a sociocultural perspective. Qualitative (social) constructivist inquiry (case study approach in French-speaking Belgian secondary CLIL) provides the model testing and feedback. The database constructs a mosaic of perceptions and experience of subject and language teacher collaboration from all levels of secondary CLIL education. The findings indicate that teachers interpret successfulness of pedagogic collaboration as being important for meeting their 'shared' learners' needs. Teachers also perceive their own need to better understand how to work collaboratively and progress in effectiveness pedagogically for their CLIL learners' benefit. Nevertheless, data show they regret the difficulty with which to realize such successful collaboration sustainably. The findings imply necessary top-down and bottom-up engagement and clearer understandings of teacher collaboration in CLIL. Institutional and organisational factors and conditions are crucial. But collaboration must also be actively cultivated through principled professional learning. Creating Integration Space and developing realistic approaches, guidance and practical tools with and for language and subject-content teachers (and other players) are required. Providing insight into the complexity of such pedagogic partnership, the research identifies interacting issues, factors and conditions underlying the development of CLIL teacher collaboration towards integration and proposes a two-part dynamic model as a conceptual tool.
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Contreras, Francia Jose Natividad. „Teachers' ways of knowing and teaching: A classroom investigation of one experienced teacher's use of his knowledge of both mathematical and pedagogical representations about algebraic multiplication /“. The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487946103565456.
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Rodrigues, Stella Maria Fernandes Marques. „Professional and pedagogical implications of training in thinking skills interventions : investigating primary school teachers' attitudes and beliefs about teaching thinking in England and in Portugal“. Thesis, University of Newcastle Upon Tyne, 2006. http://hdl.handle.net/10443/469.
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This small-scale multiple case study is an investigation into the perceptions of primary school teachers in the Northeast of England regarding the impact of training in Thinking Skills interventions. This study also outlines a research that examined the views Portuguese primary school teachers have on teaching thinking in a primary school setting. It attempts to identify teachers' views on how teaching thinking can ultimately improve children's attainment. It also aims at ascertaining the influences, limitations, and pedagogical implications that affect the way teachers perceive their professional development. Data were gathered through semi-structured interviews, questionnaires, non-participant observations and analysis of documentary evidence. Data was collected from 14 English teachers and seven headteachers, and 10 Portuguese teachers, all with different professional experiences. A small group of English children were also interviewed in order to obtain their views on "Thinking lessons". Models of professional development were analysed to investigate how teachers' professional needs are met by existing policies and how teaching thinking slots in. Questions were raised about the impact the theoretical principles of Thinking Skills programmes had on practical teaching and classroom dynamics. The report concludes that the training received by the English participants was considered to be valuable and to make a substantial contribution towards the improvement of the teaching and learning processes in their classrooms. It also shows that there is scope for improvement in Portuguese primary schools, as teachers propose ways in which the implementation of Thinking Skills interventions might be approached. Findings were analysed qualitatively in relation to the relevant literature and inferences were made on the data obtained. Conclusions also raised issues for further consideration.