Dissertations / Theses: 'Practice-based teacher education'

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Heaney, Sally. "Change in initial teacher education : a case study." Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361384.

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Wheeler, John J., and Stacy Carter. "An Analysis of Teacher Perceived Barriers to Implementation of Evidence-Based Practices." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2714.

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The results of a qualitative evaluation aimed at determining teacher’s perspectives on barriers to implementing based procedures will be presented. Data analysis revealed several highly pertinent barriers that teachers face in their attempts to implement evidence-based practices in the classroom. Discussion on minimizing these implementation barriers will be provided. Learner Outcomes: Participants will gain an understanding of the most prevalent barriers to implementing evidence-based practices as perceived by teachers. Participants will gain an understanding of the need for increased portability of evidence-based practices within classroom settings for ease and efficiency of use by teachers. Participants will understand strategies for minimizing barriers to implementing evidence-based practices within classrooms for students with developmental disabilities

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Walker-Davidson, Jamie Lea. "An Examination of Evidence-Based Practice (EBP) in Teacher Preparation Programs for Rural School Educators." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10933899.

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The purpose of this study was to examine the perceptions of first-year teachers regarding the use of Evidence-Based Practices (EBPs) within their teacher training programs. Participants in this study included 35 teachers from one of the 46 rural public-school districts in south-central Missouri. The 43 EBPs outlined in Robert Marzano’s (2017) New Art and Science of Teaching: More than Fifty New Instructional Strategies for Academic Success were used to frame the research. A survey with Likert-type statements and open-ended questions regarding EBPs taught in teacher preparation programs was completed by participants. Participants were asked to identify EBP strengths and weaknesses of their preparatory programs. Data revealed participants believed four key areas needed to be covered more in-depth within instructional programs: 1) creating and utilizing assessments, 2) classroom management strategies, 3) engaging and motivating reluctant learners, and 4) time management techniques. Participants also indicated the desire to have spent more time in classrooms completing fieldwork, as they believed this to be a valuable part of the training programs. The data suggested reflective practice of theory and classroom experience should be increased in teacher preparation programs.

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Georgiou, Despoina [Verfasser], and Tina [Akademischer Betreuer] Seidel. "The research-practice gap in teacher education : beliefs, evidence and practice of university-based teacher educators / Despoina Georgiou ; Betreuer: Tina Seidel." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2020. http://d-nb.info/1227839847/34.

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Parkin, Johanna. "The Writing-Based Practice| The Development of Social and Emotional Awareness in Adolescents." Thesis, Gwynedd Mercy University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10616852.

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Although a great deal of research exists regarding various components of the Writing-Based Practice along with best practice of writing instruction, the research that does exist only examines how writing instruction impacts writing. This research study, however, examined whether there is a potential connection between a writing immersion program, the WBP, and growth in both social and emotional awareness. Specifically, the purpose of this Mixed Methods Triangulation Design-Convergence Model (Denzin, 1970; Creswell, Plano Clark, et al., 2003) was to investigate the potential relationship that may exist between the Writing-Based Practice and social and emotional awareness in adolescents.

The study consisted of the following method of data collection for two-hundred and forty-one eighth-grade students: questionnaires and six case studies which involved interviews, observations, and collecting artifacts. This study was conducted at a suburban middle school in southeastern Pennsylvania. All the parents of the eighth-graders were asked to sign a consent form to allow their child to participate. I surveyed only those students whose parents gave permission. Case study participants were selected based on PSSA 2014/2015 results. Data analysis employed the SPSS software to help analyze the quantitative portion of the study while coding. All qualitative data analysis was conducted by the researcher using conventional and summative content analysis. I trained a second coder for each child in the case studies reliability.

Results indicated there was sufficient evidence indicating statistically significant positive change for group interaction, risk-taking, and self-perception when exposed to the WBP over the course of the school year. Additionally, there was sufficient evidence to conclude positive change on both creative and analytical writing style when exposed to the WBP over the course of the school year.

For students to be successful in college and career, social and emotional skills are essential. This research fills a gap in the literature because there is nothing that addresses this problem. If, in fact, the WBP infrastructure does promote social and emotional growth, while also improving writing skills, it is relevant because not only will the students be better prepared for college, career and beyond, they will also grow through self-reflection.

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Deck, Anita Sue. "Enhancing Elementary Teacher Practice Through Technological/Engineering Design Based Learning." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/71656.

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As widespread as Science, Technology, Engineering, and Math (STEM) initiatives and reforms are today in education, a rudimentary problem with these endeavors is being overlooked. In general, education programs and school districts are failing to ensure that elementary teachers who provide children's early academic experiences have the appropriate knowledge of and proclivity toward STEM subjects. This issue is further compounded by the focus centered on mathematics due to accountability requirements leaving very little emphasis on science, and most often, the exclusion of technology and engineering instruction from the curriculum (Blank, 2012; Cunningham, 2009; Lederman and Lederman, 2013; Lewis, Harshbarger, and Dema, 2014; Walker, 2014). At the elementary level, the lack of science instruction and professional development generates a weakness for both pre- and in-service teachers and prompts elevated concerns about teaching science (Goodrum, Cousins, and Kinnear, 1992; Anderson, 2002). Research (Lewis, 1999/2006; Wells, 2014) suggests that one way to address this weakness is through the technological/engineering designed-based approach within the context of integrative STEM education. The purpose of the study was to gain an understanding of change in science instructional content and practice through professional development that educates elementary teachers to implement Technological/Engineering Design Based Learning (T/E DBL) as part of teaching science. The research design was a multiple case study which adhered to a concurrent mixed method approach (Teddlie, and Tashakkori, 2006; Yin, 2003),with four participants who were recruited because of their availability and their grade level teaching assignment that correlated to an analysis of the 2013 science state accountability test, Standards of Learning (Pyle, 2015). Data collected from surveys were analyzed using descriptive and inferential statistics. These data were corroborated with a sweep instrument and assessment rubric analyses, and interview responses to validate the results. Findings from this study revealed that professional development model used in this study was clearly effective in getting elementary teachers to implement T/E DBL. The participants were better able to integrate T/E DBL when planning and designing instructional units and had an improved understanding of the science concepts they were teaching.
Ed. D.

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Pomuti, Hertha Ndategomuwa. "The impact of a practice-based inquiry in-service teacher education model on teachers'understanding and classroom practice." Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/3643.

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Will-Dubyak, Kathryn Deeanne. "Pre-service teacher efficacy development within clinically-based practice| Examining the structures and strategies in the collaborative cohort." Thesis, Montana State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10112068.

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Research indicates that teachers benefit from education coursework in their preparation that provides opportunities to develop and practice pedagogical understandings (Darling-Hammond, 2000, 2006). Research also indicates that opportunities to enact learning from coursework are beneficial in teacher efficacy development within teacher preparation (Tschannen-Moran, 2007). Therefore, teacher education programs need to examine their structures and practices in an effort to provide the opportunities to enact their coursework to develop teachers’ pedagogical understandings and teacher efficacy. What needs to be better understood are the actual structures and strategies within the communities of practice that provide and encourage opportunities for growth of teacher efficacy for pre-service teachers. A case study methodology was used to explore the structures and strategies that pre-service teachers identified as contributing to the development of teacher efficacy within the collaborative cohort during the fall 2015 semester in a teacher education preparation program located in the Rocky Mountain West.

The findings suggest that (a) school communities matter as a context for pre-service teacher efficacy development, (b) purposeful, aligned, situated learning experiences which bridge course and field work contribute to efficacy development, and (c) a mindset of continual professional growth within practice develops confidence.

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Dimock, K. Victoria. "Teacher persistence in the use of curriculum-based telementoring as an instructional practice." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3036592.

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Nguyen, Ngoc Phan Hong. "Note Taking and Sharing with Digital Pen and Paper. : Designing for Practice Based Teacher Education." Thesis, Norwegian University of Science and Technology, Department of Computer and Information Science, 2006. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-10121.

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This thesis is a continuation of my previous work `Supporting Notetaking with Digital Writing System: the case of teacher education. The main goal of this thesis is to design a customized digital pen and paper based note taking system for the practice based teacher education, PPE. This thesis work has further performed a literature review to state the pedagogical objectives of PPE. Literature review on state-of-the-art has also been carried out. Together, these researches have informed the development of deployment scenarios and requirements for the system design. The system design is based on the Logitech io2 system deployed in my previous work. The system design extends the original system with a specialized paper design and a functionality to invoke storing of notes to specified folders at note taking time. The system has been evaluated by both experts and users, and has received positive feedback from both groups. The feedback is presented in this thesis to inform possible further work with this system

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Van, Ingen Sarah. "Preparing Teachers to Apply Research to Mathematics Teaching: Using Design-Based Research to Define and Assess the Process of Evidence-Based Practice." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4799.

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Persistent lack of mathematics achievement and disparity in achievement has led to the publication of research findings related to equitable teaching practices. Although the publication of such research provides insights about approaches for potentially increasing equity in mathematics education, teachers must be able to apply what has been learned from these studies to their classroom teaching practices. Despite the widespread expectation that teachers use research-supported teaching strategies to meet the needs of their diverse classrooms, the research to practice gap persists. Little research is currently available to guide mathematics teacher educators in how to prepare future teachers to apply research to teaching practices. Inspired by advancements in social work and other health-related fields, this study departed from the standard approach of preparing teachers to utilize specific, research- based teaching strategies to preparing teachers to engage in the meta-process of applying research to practice. This meta-process has been defined by the health-related disciplines as the process of evidence-based practice (EBP). This process is explicated in a conceptual framework that is composed of the following five steps. The practitioner (1) formulates an answerable practice question, (2) searches for the best research evidence, (3) critically appraises the evidence, (4) selects the best intervention for a specific practice context, and (5) evaluates the outcome of the intervention. The purpose of this study was to examine the process of preparing preservice elementary teachers of mathematics to engage in the five-step process of EBP. Because this process, which can be conceptualized as a routine of practice, has not been identified for the field of mathematics education previously, it was examined using a design-based research (DBR) methodological approach. There were two objectives to the study: (1) to create an empirically tested teaching intervention that mathematics teacher educators can use to prepare preservice teachers to apply research to teaching practice and (2) to create a system of assessment that supports the teaching of this intervention. The study involved five iterations of the DBR process that permited the intervention to be evaluated and revised after each iteration. Although each iteration is discussed, this study focuses primarily on the process used in the fifth iteration of the DBR process. This iteration took place in the context of a mathematics methods course in a clinically-rich, undergraduate residency program for initial preparation of elementary school teachers. The twelve participants were simultaneously enrolled in the methods course and embedded in co-teaching assignments at an elementary school. The intervention to prepare teachers to engage in EBP included two workshops that were co-facilitated by an education librarian and a mathematics teacher educator and a semester-long Education Research Project. The project required participants to identify a problem of practice related to teaching or learning mathematics, find relevant research to address that problem, create an intervention to apply the research findings to classroom instruction, implement that intervention, and collect data to evaluate the effectiveness of the designed intervention. Instruments used to collect data included: (1) a self-report Information Literacy Questionnaire, (2) a self-report Familiarity with the Process of Evidence-Based Practice in Education Scale, (3) the Education Research Project report, and (4) a standardized performance assessment. The standardized performance assessment was used to assess beginning proficiency with the process of EBP. Generalizeability theory was used to evaluate the reliability of the system created for the standardized performance assessment. The system that included three raters, two tasks, and two scoring occasions was found to be fairly reliable (absolute generalizability coefficient = .81). Results from this study revealed that participants were more successful at creating implementation plans and linking those plans to research than they were at modifying their plans to meet the needs of specific students or evaluating their research implementation. This study contributes to both research and mathematics education communities' understandings about the potential of EBP as a high-leverage routine of practice and the use of generalizability theory in the creation of a reliable assessment to evaluate this routine of practice. This study documents the complexity of the process of linking research to practice and provides an empirically tested conceptual framework for preparing preservice teachers to engage in this complex practice.

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Sawyer, Mary Rachel. "The Effects of Coaching Novice Special Education Teachers to Engage in Evidence Based Practice as a Problem-Solving Process." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1436464651.

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Pae, Holly A. "Effects of faculty senate's site-based management practice on restructuring schools to facilitate inclusion." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=538.

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Thesis (Ed. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains xi, 250 p. Vita. Includes abstract. Includes bibliographical references (p. 205-221).

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Pigman, Ryan. "Special Education Teacher Educators’ Perceptions of High-Leverage Practices inUndergraduate Coursework." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1562964696368288.

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Wolfe, Jennifer. "Teachers of Students with Autism: Shared Experiences with Professional Development." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1338905967.

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Chang, Wen-Chia Claire. "Measuring the complexity of teachers' enactment of practice for equity: A Rasch model and facet theory-based approach." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107345.

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Thesis advisor: Larry H. Ludlow
Preparing and supporting teachers to enact teaching practice that responds to diversity, challenges educational inequities, and promotes social justice is a pressing yet daunting and complex task. More research is needed to understand how and to what extent teacher education programs prepare and support teacher candidates to enhance the achievement of all learners while challenging systematic inequity (Cochran-Smith, Ell, Ludlow, Grudnoff, & Aitken, 2014). One piece of empirical evidence needed is a measure that captures the extent to which teachers enact teaching practice for equity. This study developed an instrument – the Teaching Equity Enactment Scenario Scale (TEES) - to measure the extent of equity-centered teaching practice by applying Rasch measurement theory (Rasch, 1960) and Guttman’s facet theory (Borg & Shye, 1995). The research question addressed whether the TEES scale can measure teachers’ self-reported enactment of practice for equity in a reliable, valid, and authentic manner. This study employed a three-phase design, comprising an extensive process of item development, a pilot study and a final full-scale administration. Fifteen scenario-style items were developed to capture the enactment levels of six interconnected principles of teaching practice for equity. Using the Rasch rating scale model the outcome was a 15-item TEES scale that reliably and validly measures increasing levels of teaching practice for equity progressing through low, moderate, and high levels of enactment. The distribution of the scenarios confirmed their hypothesized order and the instrument development principles of Rasch measurement - unidimensionality, variation and a hierarchical order of the items, as well as a uniform continuum defining the construct. The scale also provides meaningful interpretations of what a raw score means regarding one’s equity-centered teaching practice. The overall findings suggest that the novel approach of combining Rasch measurement and facet theory can be successful in developing a scenario-style scale that measures a complex construct. Moreover, the scale can provide the evidence needed in research on preparing and supporting teachers to teach with a commitment to equity and social justice

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Hudson, Tina, James J. III Fox, and Sara Beth Hitt. "Examining the Use of the MotivAider Self-Monitoring Device to Increase Special Education Teacher Candidates’ use of Evidence-Based Practices and Classroom Research for Students with Learning and Behavior Disorders." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4055.

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Examining the use of the MotivAider self-monitoring device to increase special education teacher candidates’ use of evidence-based practices and classroom research for students with learning and behavior disorders It is critical that practitioners and those in training be informed of and strongly committed to the use of evidence-based practices. This study aims to provide valuable instruction and data collection on special education teacher candidate use of the MotivAider, a self-monitoring device for research and improvement of student behavior.

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Aguiton, Rhonda Lisa. "A Descriptive Study of Teacher Candidates’ Reflective Thinking During Literacy Tutoring Clinical Experiences." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525124978865095.

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Bronstein, Briana M. "EVALUATING THE EFFECTS OF A COMMITMENT EMPHASIS CONSULTATION MODEL TO INCREASE TEACHER IMPLEMENTATION OF AUTISM SPECIFIC ASSESSMENT." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/595908.

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Special Education
Ph.D.
There are several effective treatment methods and evidence based practices (EBP) for teaching children with Autism Spectrum Disorders (ASD). The use of EBPs is federally mandated, but it is often overwhelming for teachers to identify and implement available best practices with fidelity in the absence of ongoing training and support (Alexander, Ayres & Smith, 2015). Teachers often display low implementation fidelity, and, specifically, special education teachers often struggle with progress monitoring and data collection, which are essential elements of EBPs. Although most teachers are familiar with direct and frequent measurement for data collection, less than half reported using this type of progress monitoring in their classroom, stating several barriers including lack of time and knowledge (Wesson, King & Deno, 1984). One way to affect teacher implementation and behavior change is through different consultation styles, including performance feedback or a commitment emphasis approach. Performance feedback is a widely used and effective method to improve teacher implementation and treatment fidelity (Burns, Peters & Noell, 2008; Sanetti, & Kratochwill, 2009; Solomon, Klein & Politylo, 2012). A commitment emphasis model is a social influence strategy, which also shows continuing support for teacher behavior change (Noell et al. 2005). This study evaluated a strategy for increasing teachers’ completion of the Student Learning Profile (SLP), a curriculum-based student assessment that is administered as part of the Strategies for Teaching based on Autism Research (STAR; Arick, Krug, Loos & Falco, 2004), using a randomized control group design to compare a performance feedback model with a commitment emphasis plus prompt model of consultation. Overall, the study found a significant effect for teacher SLP completion at time-point one for teachers’ in the experimental group using a commitment emphasis model, but less so over time. Implications for researchers, clinicians and educators are also explored.
Temple University--Theses

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Raptopoulou, Anastasia Thomai. "Mind the Gap : A qualitative study on preschool teachers’ perception on digital game-based learning." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118785.

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The research reported here is a qualitative case study aimed to identify the position of digital game-based learning (DGBL) in the public and private preschools of Stockholm. The research is placed within the broader framework of digital game-based learning and the practical implementation of digital games in education, while the emphasis of the study is given to the role of the teachers in the practical implementation of digital games into the classroom. The research examines the attitude of the teachers towards digital games and investigates the role of these attitudes in the implementation of DGBL. The empirical findings of the study are analyzed and discussed through the prism of the existing literature on the field.The study shows that the perception of teachers on digital games and on the use of technology in early childhood education is the main factor that influences the implementation of digital games in preschools. The attitudes of the teachers can be distinguished in two categories: the positive teachers and the sceptical teachers. Furthermore, there are several other barriers that prevent the spreading of DGBL in the education institutions. Regardless of the teachers’ stance and the existing barriers, teachers are aware of the existence of digital games applicable to the early childhood education and many of them do make use of them. In this study, the ways of implementation of the digital games are also presented. However, teachers do not discuss digital games with the parents, while the discussion among colleagues is limited. The lack of information and appropriate training reveal a gap between the research community and the educational practice of DGBL.

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Vargo, Zachary Fee. "Comparing the Efficacy of Tablet PC and Teacher Presented Educational Material on the Maintenance of On-Task Behavior for Children with Autism." Youngstown State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1378937470.

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Mussolini, Ana Flávia. "Reflexões de futuros professores de matemática sobre uma prática educativa utilizando planilhas eletrônicas /." Rio Claro : [s.n.], 2004. http://hdl.handle.net/11449/90999.

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Orientador: Miriam Godoy Penteado
Banca: Laurizete Ferragut Passos
Banca: Telma Aparecida de Souza Gracias
Resumo: Esta pesquisa trata da Formação Inicial de Professores de Matemática, em particular sobre o uso de tecnologia informática. Sabendo da problemática existente nos cursos de graduação, como, por exemplo, a desarticulação entre teoria e prática, entre formação universitária e realidade escolar, deteve-se na seguinte questão: "Quais são as perspectivas, expectativas e dificuldades que os futuros professores apresentam quando refletem sobre uma prática educativa utilizando planilhas eletrônicas na escola básica?". A pesquisa contou com a participação de dois futuros professores de Matemática da UNESP de Rio Claro. Foram realizados três encontros de planejamento, dez encontros de intervenção em uma escola pública, e dez encontros de reflexão, que ocorreram sempre após cada intervenção. Os licenciandos tiveram a oportunidade de expor suas idéias sobre as experiências realizadas e, a partir de uma análise à luz do referencial teórico, foram extraindo temas que se referem às suas expectativas, perspectivas e dificuldades. Entre eles, a gestão da sala de aula e a transposição de conteúdo, a complexidade da sala de aula, como eles percebem os alunos, as condições de trabalho na escola, ser professor e o uso de tecnologia informática.
Abstract: This research addresses the pre-service mathematics teacher education, in particular their practice with computer. Considering the problems concerning teacher education courses - as, for instance, the disarticulation between the theory and the practice, and between the university education and the school reality - it was formulated the following research question: "What are the perspectives, expectations and difficulties that the future teachers experience when they reflect on an educational practice using spreadsheets at the basic school?" The research was developed in collaboration with two future mathematics teachers from UNESP at Rio Claro, São Paulo, Brazil. It was organized three planning meetings, ten intervention meetings in a public school, and ten reflection meeting, that always took place right after each intervention meeting. The reflection meetings were videoed and transcribed. The data were analyzed with reference to the literature. Themes were identified that could be referred to their expectation, perspectives, and difficulties. These themes included: the teaching in the classroom and the transposition of the contents; the complexity of the classroom environment; the interaction with the students; the school working conditions; being a teacher; and the use of computers.
Mestre

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Mohammad, Hasibah. "Understanding the impact of a reflective practice-based continuing professional development programme on Kuwaiti primary teachers' integration of ICT." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15932.

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The main theme of the study is exploring and understanding the impact of an innovative continuing professional development model for integrating ICT into classroom pedagogy. The focus is on the relationship between teachers’ beliefs, knowledge and pedagogic practice in the process of developing and adopting new knowledge and skills to cope with 21st century education. The study explores the 'future schools' primary teachers’ education, in-service training, status, beliefs, knowledge, and skills of using ICT in practice in the Kuwait context. The finding from the exploratory study shows that teachers’ lack of Technological, Pedagogical and Content knowledge TPACK and that this impacts on their capacity to improve their pedagogic practice. The study applied a social-constructivist approach to understand the process of change in the nine participants' teachers' beliefs, knowledge through an innovative continuing professional development model, and stimulating teachers to develop a reflective practice skills focusing on improving pedagogic practice and using ICT. A case study approach was used as the methodology of the study to develop an understanding of the process of change in the nine participant teachers' reflection on and experienced of the effects of adopting alternative pedagogic practice and integrating ICT. The numerous small findings from the quantitative and qualitative methods applied to the six months of continuing professional development involving nine primary teachers come under four main themes: 1) In-service teachers' beliefs and knowledge development, 2) Classroom pedagogy for autonomy with ICT integration, 3) Constraints affecting future schools’ teachers' integration of ICT, and 4) The key principles of an RP-BCPD model for teachers CPD in Kuwait. The understandings from the findings of the study show that the quality of the CPD for improving teachers' pedagogic practice is affected by the socio-cultural context of the 'future schools'. The study shows that the nine participant teachers can develop effective alternative pedagogic practice and successfully integrate ICT, when they are empowered to reflect, inquire into their practice, and learn from each other and from cross-cultural best practice. The unique finding of the study indicated that the nine participant teachers experiences some difficulties with engaging in the change process because of classroom cultural context such as: teachers' TPACK knowledge and competences, curriculum overload, and classroom size. Finally, the finding shows that providing the participant teachers with reflective practice as the base of CPD programme within schools context linked learning theory to improve pedagogic practice.

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Simms, Andrea P. "The Relationship Between Teachers' Causal Attributions for Student Problem Behavior and Teachers' Intervention Preferences." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1400093748.

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Mussolini, Ana Flávia [UNESP]. "Reflexões de futuros professores de matemática sobre uma prática educativa utilizando planilhas eletrônicas." Universidade Estadual Paulista (UNESP), 2004. http://hdl.handle.net/11449/90999.

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Made available in DSpace on 2014-06-11T19:24:51Z (GMT). No. of bitstreams: 0 Previous issue date: 2004-10-27Bitstream added on 2014-06-13T19:52:40Z : No. of bitstreams: 1 mussolini_af_me_rcla.pdf: 306703 bytes, checksum: 2844e21933fc8c32b8ed7b5f32ed2d19 (MD5)
Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
Esta pesquisa trata da Formação Inicial de Professores de Matemática, em particular sobre o uso de tecnologia informática. Sabendo da problemática existente nos cursos de graduação, como, por exemplo, a desarticulação entre teoria e prática, entre formação universitária e realidade escolar, deteve-se na seguinte questão: Quais são as perspectivas, expectativas e dificuldades que os futuros professores apresentam quando refletem sobre uma prática educativa utilizando planilhas eletrônicas na escola básica?. A pesquisa contou com a participação de dois futuros professores de Matemática da UNESP de Rio Claro. Foram realizados três encontros de planejamento, dez encontros de intervenção em uma escola pública, e dez encontros de reflexão, que ocorreram sempre após cada intervenção. Os licenciandos tiveram a oportunidade de expor suas idéias sobre as experiências realizadas e, a partir de uma análise à luz do referencial teórico, foram extraindo temas que se referem às suas expectativas, perspectivas e dificuldades. Entre eles, a gestão da sala de aula e a transposição de conteúdo, a complexidade da sala de aula, como eles percebem os alunos, as condições de trabalho na escola, ser professor e o uso de tecnologia informática.
This research addresses the pre-service mathematics teacher education, in particular their practice with computer. Considering the problems concerning teacher education courses - as, for instance, the disarticulation between the theory and the practice, and between the university education and the school reality - it was formulated the following research question: What are the perspectives, expectations and difficulties that the future teachers experience when they reflect on an educational practice using spreadsheets at the basic school? The research was developed in collaboration with two future mathematics teachers from UNESP at Rio Claro, São Paulo, Brazil. It was organized three planning meetings, ten intervention meetings in a public school, and ten reflection meeting, that always took place right after each intervention meeting. The reflection meetings were videoed and transcribed. The data were analyzed with reference to the literature. Themes were identified that could be referred to their expectation, perspectives, and difficulties. These themes included: the teaching in the classroom and the transposition of the contents; the complexity of the classroom environment; the interaction with the students; the school working conditions; being a teacher; and the use of computers.

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Gallucci, Chrysan. "Communities of practice and the mediation of teachers' response to standards-based reform /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7633.

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Surrette, Timothy N. "Beyond Traditional School-Based Teacher Induction." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479820825785625.

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Thieman, Gayle Yvonne. "Factors Influencing Middle School Teachers to Change Classroom Practice in Response to Standards-Based Reform." PDXScholar, 2000. https://pdxscholar.library.pdx.edu/open_access_etds/1461.

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In an environment of systemic educational reform, which emphasizes the alignment of curriculum standards, instructional practices, and assessments, an important question arises: What are the factors which influence teachers to change their classroom practice in response to standards-based reforms ? My study examined the initial legislative model, Washington Education Reform Act HB1209 (1993), and tested other factors that led to changes in classroom practice in three middle schools which are currently implementing HB1209. The case studies included multiple sources of evidence (administrator and teacher interviews, surveys, classroom observations, focus groups, and documents). The data were analyzed for each school individually and across all three schools to clarify the connection between standards-based reform policy, teachers' learning, and changes in classroom practice. The study examined the influence of six teacher factors and four school level factors on familiarity with the reform policy, involvement in educational reform, and changes in classroom. Teacher factors were: (a) present teaching experience; (b) previous teaching experience; (c) pedagogical knowledge needed to implement the reform; (d) involvement in educational reform; (e) sense of empowerment; and (f) self-efficacy. School level factors were: (a) previous educational policies; (b) participation in a collaborative learning group; (c) building level and district administrative expectations and support; and (d) organizational features that enhance time for teachers to learn and collaborate. Both teacher and school level factors were related to familiarity with the policy, involvement in reform, and changes in classroom practice. Teacher factors (involvement in reform, empowerment) predicted more of the variance in familiarity with HB1209 than did school level factors (collegial teams, school reform plan). Contrary to my original hypothesis, knowledge of the reform policy itself was the largest single predictor of involvement in educational reform and of changes in classroom practice. However, while knowledge of the policy was necessary, it was not a sufficient predictor. Teacher factors (staff empowerment, pedagogical knowledge) predicted more of the involvement in reform than did school level factors (time for planning and curriculum development, school reform plan). Teacher factors (involvement in reform) and school level factors (workshops, conversations about practice) were equally predictive of changes in classroom practice.

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Byrd, C. Noel. "Teachers' Perceptions of Educational Research: A Self-Efficacy Perspective." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/26523.

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Educational research contains many data-driven implications for inservice educational professionals including those who work closely with students with disabilities, special educators. Although special education professionals are under increasing directives to make use of this body of literature in the form of evidence-based practices, they historically strive for self-improvement and often look to research information for strategies as well as innovative approaches to help improve student achievement. Therefore, developing a comprehensive understanding of the issues related to the use of and perceived barriers to educational research information is critical to cultivating a more synergistic relationship between academia and inservice educational professionals. The current study queried 130 inservice special education professionals using an online, anonymous survey instrument. Participants were asked to respond to items that related to four main variables that may exert influence over their interaction with educational research information: general perceptions about educational research, perceived barriers to the use of educational research, typical sources of educational research information, and self-efficacy in the context of information literacy. Self-efficacy, as measured by confidence ratings, was investigated through two contexts: (a) finding information (general vs. research information), and (b) specific steps in the information literacy skill set. The resulting data were analyzed using descriptive and inferential statistics including t-tests and Analysis of Variance (ANOVA). Results indicated that teachers generally hold positive perceptions of educational research, use a wide variety of sources for research information, and believe three main barriers exist to their use of research information: time, access, and the manageability of information. Although self-efficacy ratings were higher for finding general information versus research information, no differences were present between the steps of the information literacy skill set.
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Butler, Faith J. "Hollywood films, reflective practice, and social change in teacher education : a Bahamian illustration." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36880.

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This qualitative inquiry explores the use of Hollywood films depicting teachers (teacher-films) as an approach to reflective practice and social change with 60 undergraduate students in a teacher education programme in the Bahamas. In order to facilitate critical reflection on the preservice teachers' perceptions of teaching, on themselves as teachers, and on their teaching experience, a module comprised of five teacher-films (To Sir With Love, Blackboard Jungle, Stand and Deliver, The Prime of Miss Jean Brodie, and SARAFINA!) is designed and employed. The depictions of teaching are deconstructed as a means of introducing the complexity of teaching as well as unveiling the relevance of issues such as class, race, gender, and the politics of power and position to the life of a teacher. Central to the study is exploring how prospective teachers "read" these films and what insights prospective teachers gain from the films.
The study generates four main data sources: (1) transcriptions of audio-taped group discussions with the preservice teachers, (2) the preservice teachers' written responses to questionnaires relating to the teacher-films, (3) reflective journals kept by the preservice teachers, and (4) the preservice teachers' written responses to the entire teacher-film module. The analysis of the data is presented in two parts. First, the preservice teachers' overall response to the teacher-film module is detailed. Next, their close reading of teaching and learning as portrayed in two of the films, The Prime of Miss Jean Brodie and SARAFINA!, is discussed. A number of themes that emerge within the data such as the role, influence, and power of teachers are explored.
This inquiry has revealed how teacher-films can be utilized within teacher education to prompt neophyte teachers to examine their identity as teachers, to scrutinize their perceptions and assumptions, as well as to stimulate questions with regard to the perplexities of teaching. Film pedagogy also has potential to heighten awareness of vital issues of teaching such as race, class, and gender, to provoke self-study, and prompt social change. In addition, educators and researchers can learn much by examining preservice teachers' responses to popular screen images of teachers as well as other popular culture images of teachers. This information can be used to design teacher education curricula that more adequately prepare neophyte teachers for the challenges of teaching.

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Arellanos, Beauregard Nimbe. "Las comunidades de práctica virtuales como estrategia de formación continua para fortalecer la práctica docente en preescolar." Doctoral thesis, Universitat de Barcelona, 2020. http://hdl.handle.net/10803/669984.

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Actualmente, la sociedad requiere que las personas y los diversos tipos de colectivos, trabajen y aprendan en redes y comunidades donde se generen nuevos conocimientos y se fomenten procesos de innovación. La formación continua docente no es la excepción. El desarrollo de comunidades de práctica se presenta como una alternativa para apoyar la formación continua de los docentes, ya que el intercambio constante de conocimientos y prácticas que se establece dentro de ellas las convierte en una herramienta potente para la consolidación de saberes teóricos, para su aplicación ante situaciones concretas y para promover la reflexión necesaria que posibilite pensar y elaborar nuevos saberes entre los maestros que participen en ellas. Bajo esta mirada se realizó esta investigación cuyo propósito principal fue promover y evaluar una comunidad de práctica virtual como estrategia de formación continua entre docentes de educación preescolar en servicio en el Estado de Veracruz, en México, a fin de ofrecer una alternativa que permita fortalecer sus competencias docentes y la práctica que realizan en el aula. Para ello, se implementó una comunidad de práctica virtual teniendo como línea temática el uso de tablets en educación preescolar. Además, como producto de esta comunidad, se obtuvo la página web “Uso de tablets en preescolar”, donde se recoge el fruto de las investigaciones, diálogos y experiencias de las docentes que participaron en la comunidad. Tomando el Modelo CIPP de la investigación evaluativa como guía metodológica para este estudio, se desarrolló y valoró la comunidad de práctica virtual tomando en cuenta las cuatro etapas que propone el modelo: la etapa Contexto, para identificar la necesidad a atender; la etapa Entrada, a fin de conocer los elementos que se deben tener en consideración para ponerla en marcha; la etapa Proceso, para poner en funcionamiento a la comunidad de práctica en sí; y la etapa Producto, donde se valora el resultado de todo el trabajo realizado. Por otro lado, la página web se obtuvo como resultado del desarrollo de las estrategias empleadas en las comunidades de práctica: la gestión del conocimiento, el trabajo colaborativo y la elaboración de productos. Las conclusiones a las que se han arribado apuntan, a grandes rasgos, que si se cuenta con personas que tengan un interés genuino por su propia formación y se establecen algunas condiciones diferentes a las existentes actualmente, referentes al tiempo destinado a la formación, tanto para los participantes como para los coordinadores, las comunidades de práctica virtuales son una estrategia factible en la formación continua docente.
Today, society requires individuals and different types of collectives to work and learn in networks and communities where new knowledge is generated and innovation processes are fostered. Continuous teacher training is no exception. The development of communities of practice is presented as an alternative to support the continuous training of teachers, since the constant exchange of knowledge and practices established within them makes them a powerful tool for the consolidation of theoretical knowledge, for its application in concrete situations and to promote the necessary reflection that makes it possible to think and develop new knowledge among the teachers who participate in them. The main purpose of this research was to promote and evaluate a virtual community of practice as a continuous training strategy for in-service preschool teachers in the State of Veracruz, Mexico, in order to offer an alternative that would allow them to strengthen their teaching skills and the practice they perform in the classroom. To this end, a virtual community of practice was implemented with the use of tablets in preschool education as a thematic line. In addition, as a product of this community, the web page "Use of tablets in preschool" was obtained, where the fruit of the investigations, dialogues and experiences of the teachers who participated in the community is collected. Using the CIPP model of evaluative research as a methodological guide for this study, the virtual community of practice was developed and evaluated, taking into account the four stages of evaluation proposed by the model: the Context evaluation, to identify the need to be met; the Input evaluation, to learn the elements that must be taken into consideration in order to implement it; the Process evaluation, to put the community of practice itself into operation; and the Product evaluation, where the results of all the work carried out are evaluated. On the other hand, the website was obtained as a result of the development of the strategies used in the communities of practice: knowledge management, collaborative work and product development. The conclusions that have been reached point out, broadly speaking, that if there are people who have a genuine interest in their own training and some conditions are established that are different from those that currently exist, regarding the time allocated to training, both for the participants and for the coordinators, virtual communities of practice are a feasible strategy in continuous teacher training.

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Chao, Yan-ki, and 周恩琪. "English teachers' implementation of school-based assessment (SBA): is professional consciousness a determinantof teachers' practice?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45176127.

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Catherine, Evandra. "EFFECTS OF PRACTICE-BASED COACHING INTERVENTION ON PRESCHOOL TEACHERS’ RESPONSES TO BLACK BOYS’ NEGATIVE EMOTION EXPRESSION." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5998.

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Current research indicates that caregivers’ responses and behaviors to young children’s emotion expressions communicate messages that teach young children how to understand, label, recognize and modify emotions in socially desirable ways. This process is referred to as emotion socialization. This topic is timely and relevant due to the large numbers of preschoolers suspended and expelled each year. Several reports indicate that 50,000 preschoolers are suspended each year and that Black boys are the largest recipients of such actions. Black boys comprise just 19% of preschool enrollment, but 45% of male suspensions. In addition, data show that preschool teachers expect challenging behavior to occur when Black boys are present, even when there is no challenging behavior. Cultural and contextual factors such as child’s race/ethnicity, gender, social status, are also influencing differences in preschool caregiver’s emotion socialization behaviors. The goal of this study was to examine whether a professional development (PD) model increases preschool teachers’ use of emotionally supportive responses to the negative emotion expressions of Black boys with low levels of emotional competence. The research design was a multiple-baseline across participants design. There were two Black female teacher participants and the model was implemented in a private not-for profit center and a non-profit center that targeted families and children at risk for developmental delays. Findings from the study showed a functional relation between the PD model and teachers’ use of emotionally supportive instructional practices. Implications for the future include examining the impact of setting on implementation of the PD model using a multiple baseline across settings design and examining the role of teachers’ thoughts and beliefs about negative emotion expressions on teachers’ use of emotionally supportive responses.

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Mills, Sara Rose. "Changing direction : trainee teachers' beliefs about, and perceptions of, creative practice." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15478.

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In recent years there has been increasing interest in developing greater creativity in education. This study focuses on trainee teachers during their initial teacher education and explores their beliefs about and perceptions of developing greater creativity in their practice. The work is located within the context of a school-based initial teacher education course and considers whether and how continuing moves towards school-based training in England can support the impetus towards greater creativity in teachers and their pupils. The study draws from qualitative research undertaken with a small group of trainee English teachers during a one-year School-based Initial Teacher Education course in England. Working from a social constructionist perspective, this research uses the methodology of Action Research. Employing a range of qualitative methods, including discourse analysis of group discussions, individual interviews, a silent discussion, and writing and analysing metaphors, it provides some insight into the trainee teachers’ complex understandings of creativity in the classroom, and how these understandings connect with their developing identity as teachers and with their pedagogy, practice and philosophy. It offers an insight into the trainees’ beliefs about and perceptions of moving towards creativity in their teaching, and the barriers and supports to such practice they encounter, both within the training course and in the partner schools. Reviewing a range of approaches to teaching and learning and considering the trainees’ beliefs and perceptions, the study suggests that agency is central to creativity, and that approaches which support the agency both of trainee teachers and of pupils are most likely to result in greater creativity in the classroom. The study regards creativity as a situated and highly contextual quality, and discusses practical approaches to teaching and learning, gathered under the term Creative Practice, which may be most likely to occasion greater creativity in the classroom. It offers suggestions for teacher educators as to how to better support trainee teachers in moving towards Creative Practice.

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Kapalu, Henry. "The role of school-based studies in developing reflective practice at a Namibian College of Education." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003635.

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This investigation looks at the role played by school-based studies in the development of reflective practice among student teachers at a Namibian college of education. Literature reviewed indicates that reflective practice helps teachers continually grow and enhance their professional insights and practices. The study focused on the perceptions and experiences of a group of teacher educators, support teachers and student teachers involved in a particular teacher education programme. A case study was chosen, and built up using an interpretive paradigm. This enabled the researcher to make meaning of information often taken for granted. Triangulation was used to ensure the development of as broad and authentic a picture of the case as possible. Key findings reveal that despite claims that Namibia’s three-year Basic Education Teacher Diploma programme (BETD) is explicitly designed to facilitate the development of critical reflective and reflexive practice in student teachers, the way in which aspects of the programme are implemented frequently undermines this design intention. A lack of careful and explicit mentoring on the importance of reflection for enhancing teaching, plus a measure of distrust between student teachers and teacher educators prevents college students from fully exploiting the opportunities afforded by school-based studies for the development of reflective skills.

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Apelojg, Benjamin. "Die forschende Lehrerin : wie Studierende lernen ihre eigene Arbeit reflexiv und forschungsgeleitet weiterzuentwickeln." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6738/.

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Im Rahmen der aktuellen Debatte über Veränderungen im Schulsystem rückt auch die Lehramtsausbildung stärker in den Fokus universitärer und öffentlicher Diskussionen. Um Unterricht und Schule weiterzuentwickeln, bedarf es, nach Ansicht des Autors, kompetenter Lehrkräfte, welche reflexiv und forschungsgeleitet ihre Arbeit als einen permanenten Entwicklungsprozess betrachten. Das „Praxisforschen“ ist eine Form des Lehrens und Lernens, mittels dessen die Hochschullehre verbessert werden kann und Lehramtsstudierende gut auf die zukünftigen Anforderungen als Lehrende vorbereitet werden. „Praxisforschen“ bedeutet, anhand konkreter Forschungsfragen Schule und/oder die eigene Unterrichtstätigkeit weiterzuentwickeln. Studierende durchlaufen hierzu einen typischen Forschungsprozess, vom Entwickeln einer Fragestellung bis zur Auswertung und Darstellung der Ergebnisse. Der Artikel beschreibt die Umsetzung des Praxisforschens, wie es momentan in den Begleitseminaren zum Praxissemester an der Universität Potsdam durchgeführt wird und gibt praktische Hinweise für das forschende Lernen mit Studierenden.
The current debate about changes in the school system also approaches teachers' education in public and university discussions. From the author's point of view it is crucial to have competent teachers who are reflexive thus research conducted and acknowledge their work as a permanent process of development, in order to enhance the school and the classes. The "practice research" is a way of teaching and learning by which the higher education can be improved and student teachers are properly prepared for their future as teachers. "Practice research" depicts a course through the typical process of a research project, from the development of the question to the evaluation and the presentation of the (ascertained) results. This article describes the practical implementation of the practice research as it is executed at the University of Potsdam and provides practical hints for working with students.

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Crum, Melissa R. "Creating Inviting and Self-Affirming Learning Spaces: African American Women's Narratives of School and Lessons Learned from Homeschooling." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397824234.

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Hobart, Leigh. "The current context of Queensland primary teacher engagement with professional learning through professional associations." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/46122/1/Leigh_Hobart_Thesis.pdf.

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Engaging Queensland primary teachers in professional associations can be a challenge, particularly for subject-specific associations. Professional associations are recognised providers of professional learning. By not being involved in professional associations primary teachers are missing potential quality professional learning opportunities that can impact the results of their students. The purpose of the research is twofold: Firstly, to provide a thorough understanding of the current context in order to assist professional associations who wish to change from their current level of primary teacher engagement; and secondly, to contribute to the literature in the area of professional learning for primary teachers within professional associations. Using a three part research design, interviews of primary teachers and focus groups of professional association participants and executives were conducted and themed to examine the current context of engagement. Force field analysis was used to provide the framework to identify the driving and restraining forces for primary teacher engagement in professional learning through professional associations. Communities of practice and professional learning communities were specifically examined as potential models for professional associations to consider. The outcome is a diagrammatic framework outlining the current context of primary teacher engagement, specifically the driving and restraining forces of primary teacher engagement with professional associations. This research also identifies considerations for professional associations wishing to change their level of primary teacher engagement. The results of this research show that there are key themes that provide maximum impact if wishing to increase engagement of primary teachers in professional associations. However the implications of this lies with professional associations and their alignment between intent and practice dedicated to this change.

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Hardman, Alison. "Caught between theory and practice? : expert and practitioner views of the contributions made by universities and schools to initial teacher preparation in England." Thesis, University of Derby, 2016. http://hdl.handle.net/10545/618614.

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In November 2010, the coalition government published its seminal The White Paper, The Importance of Teaching. Its recommendations sought to reform Initial Teacher Training (ITT) so that more training was school-based; to create a new national network of ‘Teaching Schools’ that gave outstanding schools in England a leadership role in the initial training and professional development of teachers. This thesis critically analyses the subsequent changes in relationships and tensions between universities and schools as the reforms were implemented. The consequent increase in the number of routes into teaching, coupled with more autonomy devolved to schools in relation to Initial Teacher Preparation (ITP), has served to jeopardise university-based preparation. The changing notions of pedagogy and practice in school-led initial teacher preparation alter the significance of theory in ITP and ultimately question the future for university-led initial teacher education. What constitutes effective teacher preparation is explored through a series of semi-structured interviews drawn from a small, reputational sample across the field of education. This provides the data that reveals a contemporary dichotomy between ‘training’ and ‘education’ that challenges the relevance of a theoretically informed teacher education in favour of ‘on the job training.’ From the discussion of the contested data provided by reputational sample, an outcome of the current changes could result in a peripheral role for universities in ITP. In particular, undergraduate provision, such as the B.Ed, was threatened because it did not provide a sufficient depth of subject knowledge; a shift to post-graduate school-based preparation and a reliance on assessment-only routes renders the role of the universities defunct. The findings from the analysis of the reputational sample were further examined in the workplace through questionnaire given to academics and partnership school mentors working in delivering ITP in an East Midlands University. The tensions between ‘training’ and education and the role of universities in initial teacher preparation were mirrored by teachers and academics. In conclusion, the changes made by the coalition government have made the future of ‘teacher education’ uniquely fragile.

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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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Holbert, Romena M. Garrett. "Student Teachers’ Perceptions of Cooperating Teachers as Teacher Educators: Development of Standards Based Scales." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1292943698.

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Gonçalves, Carla Alexandra Lourenço Duarte Rocha Dionísio. "Impacte do programa de formação em ensino experimental das ciências nas conceções e práticas de professores do 1º ciclo do ensino básico." Doctoral thesis, Universidade de Évora, 2016. http://hdl.handle.net/10174/18450.

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Numa época em que nos regemos, cada vez mais, pela Ciência e Tecnologia é fundamental que os cidadãos estejam devidamente informados, exercendo uma cidadania plena, tomando decisões fundamentadas e intervindo na sociedade. Para viabilizar estes intentos, é importante que a educação científica se inicie nas escolas o mais cedo possível, para a edificação de futuros cidadãos cientificamente literatos. Apesar das dificuldades manifestadas pelos professores na implementação do ensino das Ciências nas escolas do 1.º Ciclo do Ensino Básico (1.º CEB), são várias as potencialidades que têm vindo a ser atribuídas a este campo curricular. Com este estudo pretendeu-se descrever e interpretar as conceções de ensino e aprendizagem de professores do 1.º CEB, no contexto do Programa de Formação em Ensino Experimental das Ciências (PFEEC), bem como averiguar como implementam as atividades práticas de índole experimental e investigativo em sala de aula, e quais as dificuldades sentidas durante a sua realização. Para atingir estas finalidades, utilizou-se uma abordagem metodológica de orientação interpretativa, de base naturalista, recorrendo-se ao método de estudo de casos múltiplos, fazendo-se uso de distintos instrumentos de recolha de dados: observação naturalista, entrevistas, notas de campo e documentos escritos. Participaram neste estudo três professoras do 1.º CEB, pertencentes a duas escolas do concelho de Faro. Os resultados evidenciaram que a maioria das conceções das professoras relativamente às categorias edificadas foram modificadas após a frequência do PFEEC. Contudo, outras aparentam estar fortemente enraizadas. Estas mudanças que ocorreram parecem estar relacionadas com a modificação das ações, atitudes e sentimentos das professoras que se coadunaram com a metodologia de trabalho defendida pelo PFEEC, culminando na modificação das suas práticas letivas. Durante a planificação e implementação das atividades as professoras manifestaram algumas dificuldades e constrangimentos. Todavia, no decorrer do PFEEC, estes obstáculos foram sendo minimizados; IMPACT OF A TRAINING PROGRAMME ON THE CONCEPTIONS AND PRACTICES OF PRIMARY SCHOOL TEACHERS ABSTRACT: In an era in which we are governed, more and more, by Science and Technology, it is fundamental that citizens are properly informed; exercising full citizenship; making fundamental decisions and intervening in society. To enable these intentions, it is important that scientific education takes place in schools as soon as possible, so as to edify future scientifically literate citizens. Despite the teachers' difficulties in implementing Science teaching in Primary Schools, there are many potentialities that have come to be attributed to this curricular field. This study is intended to describe and interpret science learning and teaching conceptions of the Primary School teachers, in the context of the Training Programme in Experimental Science Teaching (PFEEC), as well as determine how they implement the experimental science and inquiry based learning activities in the classroom, and take into account what experienced difficulties occur during their execution. To reach these goals, a methodological approach of interpretive orientation, on a naturalistic basis, using a method of multiple case study, by means of distinct data collection tools was used: naturalistic observation, interviews, field research notes and written documents. Three Primary School teachers of the municipality of Faro took part in this study. The results showed that the majority of the teachers' conceptions in relation to the edified categories were modified after the attendance of the PFEEC. However, others seem to be deeply rooted. These changes that occurred seem to be related to the modification of actions, attitudes and feelings of the teachers who complied with the work methodology defended by the PFEEC, culminating in the modification of their session practices. During the planning and implementation of the activities, the teachers showed some difficulties and constraints. Nevertheless, during the PFEEC, these obstacles were minimized.

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Yung, Wing-yee Angela, and 翁詠儀. "Thoughts and practice of a Hong Kong teacher in mathematics alternative assessment via concerns-based adoption model." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45884067.

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Powell, David Mark. ""It's not as straightforward as it sounds" : an action research study of a team of further education-based teacher educators and their use of modelling during a period of de-regulation and austerity." Thesis, University of Huddersfield, 2016. http://eprints.hud.ac.uk/id/eprint/32137/.

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Modelling is a core competence for teacher educators. This action research (AR) study examines further education-based teacher educators’ use of modelling and considers what role this may play in how in-service trainees learn how to teach within a university-validated initial teacher education (ITE) programme. The researcher, a university-based teacher educator, adopted a second-person practice approach to collaborate with a team of teacher educators and their trainees in an English further education college (FEC). The research used, as its conceptual and analytical framework, Kemmis et al.’s ecologies of practices and practice architectures. Data collection instruments employed included films of the teacher educators’ classes and stimulated recall interviews (SRIs) based on them; focus groups with the trainees; and “teacher talk” meetings. There are nine main findings /contributions arising from this study. The principal ones were that effective learning to teach starts with “learning to look”; effective modelling is a result of the teacher educators’ and trainees’ “sayings, doing and relatings”, and that the teacher educators involved in the study were modelling generic, core teaching behaviours. Initially the latter were implicitly modelled, though, as the study progressed, there was greater use of explicit modelling. There was evidence that some trainees noticed their teacher educators’ use of implicit modelling, though others did not “see” it until it was pointed out to them during a peer teaching with debrief intervention. Many of the trainees said what was being modelling could be transferred into their own teaching contexts. This suggests that subject specialist mentors need to model the core practices of the trainees’ subject to complement the generic, core practices modelled by the teacher educators. Inductions for the further education-based teacher educators in this study were uneven and overly technical in their focus. An extended and better balanced induction is proposed. Another recommendation is the proposal, building on Taylor’s work, for a new fifth way of learning to teach: trainees acquiring and using the language of learning to teach. One of the actions arising within the study was the development of a viewing frame that teacher educators could use to enable trainees to “see into” the use of modelling within their classes and the evidence suggests it could be used across all three phases of ITE. The study contributes to debates relating to what is known about the classroom practices of further education-based teacher educators and the factors that shape those practices.

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Lai, Guolin. "Examining the effects of selected computer-based scaffolds on preservice teachers' levels of reflection as evidenced in their online journal writing." Atlanta, Ga. : Georgia State University, 2008. http://digitalarchive.gsu.edu/msit_diss/41/.

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Thesis (Ph. D.)--Georgia State University, 2008.
Title from title page (Digital Archive@GSU, viewed June 4, 2010) Brendan D. Calandra, committee chair; Stephen W. Harmon, Carolyn Furlow, Douglas Williams, committee members. Includes bibliographical references (p. 211-233).

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Ramsbottom, Rosamund. "Embracing innovation and gaining "ownership" of the social studies exemplars a classroom based study /." The University of Waikato, 2007. http://hdl.handle.net/10289/2318.

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This research supports the on-going national research that has accompanied the development and implementation of the New Zealand Ministry of Education's social studies curriculum exemplars (2004). A social studies exemplar is a sample of authentic student work annotated to illustrate learning, achievement and quality in relation to levels 1- 5 of Social Studies in the New Zealand Curriculum (SSNZC, 1997). The aim of the research was to support teachers to implement the social studies curriculum exemplars in informed ways by encouraging and promoting the use of the social studies exemplars as models of quality social studies teaching. This small scale qualitative research was undertaken by a syndicate of four Years 5/6 teachers and the researcher. The four primary teachers assumed roles of teacher-researchers and worked together collegially with the researcher within a community of practice to co-construct the research process. The research involved incorporating aspects of the exemplars into their social studies programmes during 2006. The community of practice engaged in regular collegial conversations relating to the exemplars. Three of these narratives were taped semi-structured conversations captured in situ. Transcripts of student-teacher conversations were collected, analysed and commented upon to provide some information about student learning outcomes in relation to the exemplars. The notion of reciprocity underpinned this research, since it involved the researcher being willing to contribute to the research in return for the teachers' time and involvement in the study. The support and guidance provided by the researcher was provided as an outcome of her experience in teaching social studies for the School of Education. The research takes into account contemporary ideas about learning and teaching theory, as well as the nature of social studies pedagogy. It examines the implications of sociocultural processes for learning with its emphasis on interaction and collaborative learning iv environments. The research context and the methodology were informed by new understandings about the empowerment of teachers implementing their own professional development and conducting research into their own practice. This research makes a contribution to the field of social studies curriculum and wider professional contexts by informing pre-service teachers' understandings of the intent and use of the New Zealand Ministry of Education's social studies curriculum exemplars. Additionally, it supports in-service social studies professional development, illustrates processes around communities of practice and exemplifies social studies pedagogy.

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Albert, Jonglai Stephania. "From policy to practice : the effect of teachers' educational beliefs and values on their interpretation of school-based assessment reform in primary schools in Malaysia." Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/19197/.

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This study investigated the beliefs and practices of primary school English language teachers in eastern Malaysia with regards to the country’s School-Based Assessment (SBA) reform. The study also investigated the contextual factors affecting the teachers’ beliefs and practices, aiming to understand the effects of these beliefs on their practice of SBA in order to extend our understanding of teachers’ interpretations of SBA, the challenges influencing these interpretations and thus, what affects the implementation process. After preliminary interviews with seven teachers, the study selected three who had an understanding of and knowledge about SBA and examined their claims to be implementing it. The study conducted classroom observations and then, using post-observation interviews, explored the reasons behind the teachers’ practices. The teachers interpreted and implemented SBA using their pedagogical knowledge and beliefs and incorporating existing teaching–learning practices, and they showed awareness of the goals and aims of the SBA initiatives. However, contextual factors affected their implementation process, and thus, their practices deviated from some of the underlying principles and objectives of the SBA policy. The study pointed to a limited uptake of the SBA policy and provided evidence of the importance of studying both the teachers’ prior or existing beliefs about assessment and the contextual factors, to understand the motives behind the teachers’ actual assessment practices and their attitudes towards assessment reforms.

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Ngcobo, Bhekithemba Walter. "A didactic paradigm for school-based practice teaching for colleges of education in KwaZulu." Thesis, 1995. http://hdl.handle.net/10530/709.

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Submitted in fulfillment for the requirements of the Degree of Doctor of Education in the Department of Didactics in the Faculty of Education at the University of Zululand, 1995.
This research centred on one broad objective, i.e. to establish the effectiveness of school-based practice teaching for student teachers in a selection of Primary Teachers Diploma (PTD) Colleges of Education in KwaZulu. Chapter 2 covers the review of literature on practice teaching. Firstly, the history of practice teaching is discussed so as to put the study in historical perspective. Secondly, research findings in selected countries are reviewed so that the study can be viewed in relation to international research trends. Thirdly, some approaches, which give a multifaceted nature of practice teaching as a field of study, are analysed. Chapter 3 discusses the criteria for effective school-based practice teaching with the aim of using such criteria as a yardstick for the analysis of the results of the study. Chapter 4 looks at the didactic theoretical constructs for a practice teaching curriculum . The implication being that any didactically justifiable practice teaching programme should be informed by what is discussed in Chapters 3 and 4. The questionnaire survey, as well as the informal interviews, were used in this study. A mixture of quantitative and qualitative methods has enabled the researcher to gain deeper understanding and a more penetrating insight regarding the problem under investigation. Findings of the study revealed that there was a consistent pattern of conflict regarding the results which emanated from qualitative findings. Qualitative findings, because of the open-ended nature of the questions, tended to be more reliable in terms of the respondents' ability to critically reflect upon current practices regarding practice teaching in KwaZulu Colleges of Education. Quantitative results, because of the close-ended nature of the survey questions, tended to be less realistic regarding practice teaching in these colleges. This became a chief advantage of quantitative and qualitative coupling of research methods as discussed in the above paragraph. The three most important findings of this study are: 1. There is lack of effective partnership between colleges and schools when it comes to the professional preparation of teachers. 2. The transfer of theory to practice by student teachers is hindered due to the poor quality of the relationship between theoretical training and practice. 3. The supervision of practice teaching is not effective because there is no collaboration between the college lecturer, the co-operating teacher and the student. The above major findings emphasise the need for colleges and schools to view themselves as institutions for teacher education. In this case teacher education should not be seen as the function of colleges of education only. This has implications for a major paradigm shift regarding teacher education. The following are the two most significant recommendations: 1. The practical training of teachers requires radical transformation regarding the need for collaboration between colleges and schools in the training of teachers. Partnership between the college and practising schools should not be a haphazard affair, but should be formalised. 2- All those involved in practice teaching supervision should be trained which will lead to practice teaching being a professional exercise, which is presently not the case. At the moment the practical training of students is a ritual which both the lecturers and students endure out of sympathy for students and not because of an understanding of the finer points regarding the importance this area of human experience. This study recommends major innovations regarding teacher education. One might conclude that viable solutions to the research problem have been found.

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Moore, Brett. "Situated Learning in a School–University Partnership: Integrating Partnership-Based Teacher Education With School-Based Educational Change." Thesis, 2021. https://vuir.vu.edu.au/42970/.

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The author investigates how a school–university partnership involving pre-service teachers (PSTs), mentors, teacher educators and students impacts the learning and engagement of participant stakeholders. The examination considers the purpose of an educational partnership in the context of a school’s transformation and improvement. The study is premised on an assumption that an effective partnership between a school and university in site-based teacher education, has the potential to improve the learning of students; enhance the quality of the practicum experience for PSTs; and promote opportunities in professional learning and growth for practising teachers, school leaders and teacher educators. The partnership raises questions about what learning looks like in a contemporary school setting; by enhancing a culture of continuous learning and new knowledge, through sustained collaboration, practitioner research and inquiry, innovation, and change. The author demonstrates that a school–university partnership can enable all stakeholders who participate to learn: primarily, the students through the developing contributions of PSTs; the PSTs as they work in authentically demanding practice; school leaders and teacher educators as they work together to achieve common goals; and the teachers, whose professional understandings and practices are developed through taking on the primary responsibility of mentoring the PSTs. The research draws on Jean Lave and Etienne Wenger’s (1991) theory of situated learning and Etienne Wenger’s (1998) theory of communities of practice. The study acknowledges the social nature of schools and a view of knowledge being socially generated through participant engagement in communities of practice. An exploration of the social and situated dimensions of learning offers insights into those elements of partnership-based teacher education that enhance PST professional knowledge, practice, and agency through ongoing contact with students and their learning. The selection of a case study methodology is a means through which to explore situated learning within communities of practice. This methodology provides an exploration of the way in which the culture, structures, and processes within the school–university partnership facilitated professional agency—creating the conditions for effective teaching and learning. The research uses quantitative and qualitative methods of data collection and analysis to obtain a rich spectrum of views. The case study methodology combining quantitative and qualitative data collection and analysis allows concepts to be wholly explored, ensuring all aspects of the phenomenon (school–university partnership) are reflected on and understood. The research explores the potential for a school–university partnership to create an alternative discourse and pathway to raise school and student outcomes. The study reveals how a school–university partnership can produce adaptive and discursive practices, countering the normalising influence of a system regime’s focus on compliance, performance, and accountability. This study explores how a partnership with a university provides the school with a vehicle to create a unique school culture, catering for local challenges within Departmental accountabilities.

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Dimockk, K. Victoria. "Teacher persistence in the use of curriculum-based telementoring as an instructional practice." 2001. http://hdl.handle.net/2152/10403.

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Dissertations / Theses on the topic 'Practice-based teacher education'

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