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1
Cardoso, Francisco. "Optimal teaching experiences : phenomenological route for effective instrumental teaching". Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020702/.
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The discussion about effective instrumental teaching in specialist music education started in the 19th century, with the foundation of the modern conservatory, and has become progressively stronger recently. Research on effective teaching has focused mainly on trying to identify effective teaching descriptors (e.g. feedback, teaching pace and intensity, goal setting). Although while describing the effects of each descriptor several intersections with other descriptors have been observed, no research has yet been produced with the goal of trying to identify effective teaching from a perspective that integrates effective teaching descriptors into one single unit of analysis, that integrates into one observable single phenomenon the ability to adopt a range of strategies purposefully, promptly, and efficiently, in response to the needs that arise throughout any instrumental lesson. To start investigating the possibility of phenomenologically observed effective teaching, existing knowledge about positive subjective experiences like Maslow's peak experiences and Csikszentmihalyi's flow experiences was explored. The conditions needed to trigger peak and flow experiences seemed to have much in common with the results obtained in most of research on effective music teaching. The three studies designed for this thesis (1. Interviews, 2. Diaries, and 3. Teachers self-reports and video-recorded lessons) tried, first, to identify the occurrence of peak or flow experiences while teaching and learning a musical instrument. The next goal was to describe such experiences as they occurred while teaching and to determine what might trigger them. The final goal was to understand if the occurrence of such experiences was linked with effective teaching. All participants in the three studies were teachers and students in Portuguese specialist music schools. The three studies undertaken helped identify Optimal Teaching Experiences as the subjective experiences or the phenomenon that holistically described the act of effectively teaching a musical instrument. Additionally, it was possible to identify external manifestations of these experiences and, consequently, of effective instrumental teaching. These findings will support the work of Teacher Educators, and assist in maintaining or raising the quality of instrumental teaching in specialist Music Schools, Conservatoires and Universities.
2
Martin, Judith Violet. "Out-of-step, experiences in teaching". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ48214.pdf.
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Lilienkamp, Katherine A. (Katherine Ann) 1969. "Lab experiences for teaching undergraduate dynamics". Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/17007.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 2003.Includes bibliographical references (p. 443-466).
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
This thesis describes several projects developed to teach undergraduate dynamics and controls. The materials were developed primarily for the class 2.003 Modeling Dynamics and Control I. These include (1) a set of ActivLab modular experiments that illustrate the dynamics of linear time-invariant (LTI) systems and (2) a two wheeled mobile inverted pendulum. The ActivLab equipment has been designed as shareware, and plans for it are available on the web. The inverted pendulum robot developed here is largely inspired by the iBOT and Segway transportation devices invented by Dean Kamen.
by Katherine A. Lilienkamp.
S.M.
4
Forbes, Helen. "Clinical teachers’ experiences of nursing and teaching". University of Sydney, 2007. http://hdl.handle.net/2123/2060.
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Doctor of Philosophy (PhD)Abstract Clinical teachers’ experiences of nursing and teaching Clinical nurse teachers’ experiences of nursing and teaching undergraduate nursing students on clinical placement are explored in this thesis because of concerns about the quality of nursing students’ learning outcomes. The aim was to identify variation in clinical teachers’ conceptions of nursing and their conceptions of, and approaches to teaching undergraduate nursing students. The study was significant because clinical teachers’ conceptions of nursing and approaches to clinical teaching have not been researched previously. Underpinning the study was a phenomenographic perspective on learning and teaching. This perspective views learning and teaching in terms of how they were experienced. Experience of nursing and clinical teaching, for example, can be understood in terms of related ‘what’ and ‘how’ aspects. The ‘what’ aspect concerns how nursing and clinical teaching were understood. The ‘how’ aspect is concerned the ways nursing and clinical teaching were approached. Experience of nursing and clinical teaching were described and analysed in terms of the separate ‘what’ and ‘how’ aspects and are understood in terms of the relationship between each of the aspects. Data from semi-structured interviews with twenty clinical teachers were analysed using phenomenographic research techniques (Marton & Booth, 1997) in order to identify variation in how nursing and clinical teaching were experienced. To extend the description, the research also sought to identify the empirical relationships between each of the aspects investigated. Key aspects of variation in clinical teacher experiences of nursing and clinical teaching and associated relationships have been identified. The results suggest that clinical teachers who adopted a student-centred approach to teaching conceived of nursing and clinical teaching in complex ways. The phenomenographic approach provides for an experiential and holistic account of clinical teaching: a perspective absent in nursing education research literature. The research findings extend knowledge that will assist with preparation and support of clinical teachers.
5
Jacobson, Barbara Lynn. "Instructors' beginning experiences in teaching by videoconferencing". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0011/NQ59920.pdf.
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Forbes, Helen V. "Clinical teachers' experiences of nursing and teaching". Connect to full text, 2006. http://hdl.handle.net/2123/2060.
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Thesis (Ph. D.)--University of Sydney, 2007.Title from title screen (viewed 22 November 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education and Social Work. Degree awarded 2007 ; thesis submitted 2006. Includes bibliographical references. Also issued in print.
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Couch, Kathryn. "Math Teachers' Experiences Learning and Teaching Math". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2280.
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Abstract
In a charter school in the Southwest United States, elementary students were struggling to
attain proficiency in math and have been failing to meet the standards in math on the
Arizona Instrument to Measure Standards test. As a result, these students may not have
been prepared for more advanced math courses as they continued their schooling, and this
failure to attain proficiency in math may continue to impact the school's ability to make
adequate yearly progress. The purpose of this explanatory case study was to explore the
perspectives of elementary math teachers toward teaching math, their preparation to teach
math, and the possible influences they may have on their students' math skills
development. The theoretical framework was self-efficacy theory. Data were gathered
through questionnaires completed by 5 participants teaching kindergarten through 5th
grade and through the investigation of archival data of their students' achievement test
scores. Emerging themes were coded to record and organize relevant information. The
participants indicated that they did not feel prepared to teach elementary math when
entering the classroom after their teacher preparation programs and that they want to gain
more content knowledge and learn more strategies to teach math. Social change may
occur as the elementary math teachers are given a voice concerning the teaching of math,
and this voice could be used in producing staff development and improving instruction.
8
Mukenge, Tshimpo C. "Suburban High School Teachers' Teaching Styles, Teaching Experiences, and Acceptance of Edmodo". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7411.
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Southern U.S. teachers at suburban high schools can use Edmodo; however, teachers prefer traditional teacher-centered teaching methods. This quantitative correlative study explored teachers' technology acceptance in relation to teaching styles and experiences. Framing acceptance by Davis's technology acceptance model (TAM), research questions addressed the direct and moderating relationships between teaching style and the TAM variables related to using Edmodo and the direct and moderating relationships between teaching experiences and TAM variables. From 240 teachers at the high school, 45 completed an online survey (response rate of 18.75%). Descriptive statistics, ANOVA, and regression analyzed data. TAM could be verified for the entire sample; however, no significant direct relationship between teaching style and the TAM variables was found. Teaching style moderated the relationships within the TAM; these were stronger for teachers with a teacher-centered teaching style. No significant direct relationship existed between teaching experiences and TAM variables; a moderating effect on the relationships existed within the TAM. Among experienced teachers, ease of use was the strongest acceptance predictor, whereas perceived use was the strongest predictor among less experienced teachers. Results indicated teachers might develop a more student-centered teaching style, thus concentrating on technology's ease of use, rather than its potential utility. A policy recommendation could ensure teachers efficiently used technology to support student-centered learning. The application of the recommended policies might lead to teachers' more effective use of instructional technology, which might affect student learning and motivation.
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Allan, Chad Everett. "Decision-making: a reflective journey of the lived experiences of experienced teachers". Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1542390211994784.
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Dwyer, Paul James. "Intern teachers early experiences and perceptions of teaching". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23130.pdf.
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Vail, Teresa M. "Teachers' professional development experiences: Implications for teaching practice". Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/28.
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The purpose of this study was to inquire into the ways in which participation in physical science professional development impacts science teachers' professional learning and ultimately their practice over time. This study strove to provide a greater understanding of teachers' processes as they engage in professional learning and make changes in their practice long after the requirements of the professional development have been met. The six respondents that participated in the inquiry were physical science educators who were teaching in four different high schools in Central California. The guiding research question was stated as: How does participation in physical science professional development impact teachers' professional learning and ultimately their practice? Three sub-questions were also explored: In what ways does physical science professional development impact teachers' pedagogical content knowledge over time? In what ways does physical science professional development impact teachers' curriculum decision-making processes over time? In what ways does physical science professional development support a teacher's professional learning over time? Collective case study methodology was used in order to acquire multiple perspectives on the processes of teachers' professional learning and how professional development experiences have impacted this process. From four cross-case analyses of interviews, classroom observations, and documents, six themes emerged elucidating the process of professional learning. The process of professional learning is "driven" by a constant desire to learn resulting in the participation in professional development experiences where bits-n-pieces of curriculum are incorporated into the teachers' practice supported by relationships and reflection. The pressure to conform to education policy tempers the entire process of professional learning. Lastly, the process of professional learning has produced teachers as leaders. Each aspect of the process of professional learning has been impacted by the respondents' participation in professional development. By engaging in the iterative process of professional learning described here, respondents are transforming their professional development experiences in order to learn from and about their practice over extended periods of time. As professional learners, the respondents act as change agents in their own practice, schools and learning communities. Based on the results, implications for practice and recommendations for further inquiry are also presented.
12
MacIntosh, Jolene. "Teachers' experiences of teaching learners diagnosed with autism". Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40461.
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The purpose of the study was to explore teachers’ experiences of teaching learners diagnosed with autism. In particular, information was obtained regarding the assets that learners with ASD have and how these assets can be utilised within classrooms. Teachers also gave insight about the challenges that they encounter while teaching learners with ASD. Current classroom practices were investigated and information obtained about the type of support that teachers provide to learners with ASD. This was done in an attempt to provide guidelines on how to improve classroom practices within various educational settings to best support learners with ASD. Furthermore, I explored whether learners with ASD can be included within mainstream or remedial schools and what assistance they will need if they can be accommodated within these school environments.
A case study design was utilized. A total of six participants participated in the study. Data was collected by means of a focus group interview as well as one-on-one interviews. Two research sites were used and the information obtained from these sites was used to establish similarities and differences between teachers’ experiences in the respective school environments. The findings of the studies indicate that teacher training programmes need to be revisited in order to achieve the ideal of authentic inclusive school environments.Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Educational Psychology
unrestricted
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Vaca-Cárdenas, Mónica Elva. "Experiences and pedagogy: A qualitative case study that examines teaching experiences, philosophies, and best practices of University Distinguished Teaching Scholars at Kansas State University". Diss., Kansas State University, 2017. http://hdl.handle.net/2097/38233.
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Doctor of PhilosophyCurriculum and Instruction Programs
F. Todd Goodson
This qualitative case study examined how successful professors who were awarded the Coffman Chair for University Distinguished Teaching Scholars at Kansas State University describe their teaching experiences, philosophies, and best practices in undergraduate teaching and learning. Educators today is concerned about what are the best practices to educate new generation students to survive in a rapidly changing world. Additionally, because most research focus on best practices on the implementation or evaluation of a specific methodology, method, or strategy in one particular course or program, this research addressed the need to investigate the teaching experiences, philosophies, and best practices of outstanding award winner professors in different areas to understand the challenges they face and the ways they handle undergraduate teaching and learning. This qualitative case study was informed by Critical Theory as the theoretical framework, grounded in Constructivism, because critical theory cares about social justice while abandoning obsolete, elitist and antidemocratic features of traditional concepts of education. Eight distinguished teaching scholars, who belong to Psychological Sciences, School of Integrated Studies, Political Sciences, Horticulture and Natural Resources, Modern Languages, English, Physics, and Anthropology and Social Work Departments voluntarily participated in this study. Multiple methods were used to collect data including demographic questionnaires, semi-structured interviews (time line elicitation interviews, formal interviews, and photo elicitation interview), analysis of documents, and journaling. Seven themes emerged from my findings. The first theme identified the influential people and struggles encountered by professors when they were students. The second identified events that led professors in choosing their major, why they became teachers, and their teaching strengths and passions. The third identified the challenges they face when teaching undergraduate students and mentoring support received as professors. The forth identified how participants described themselves as successful professors and the way they organize and balance their academic and personal life. The fifth identified specific educational theories the professors apply in their teaching, the insights of their teaching philosophies, and their thoughts about the importance of education. The sixth identified the way professors decide the curriculum to teach and the way they evaluate their students. Finally, the seventh theme identified the significant work they did as recipients of the Coffman Chair for University Distinguished Teaching Scholar, and their teaching best practices. Recommendations for practice and future research were also addressed. Thus, this study contributes to the understanding of teaching experiences, philosophies, and best practices of successful professors in undergraduate teaching and learning, based on evidence which is the personal experiences of the participants for the benefit of every person involved in education
14
Rombach, Kimberly Ann. "Teaching in inclusive classrooms: General elementary educators' learning experiences". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2002. http://wwwlib.umi.com/cr/syr/main.
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Butroyd, Robert. "The values and teaching experiences of secondary school teachers". Thesis, University of Huddersfield, 2003. http://eprints.hud.ac.uk/id/eprint/4605/.
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Jiao, Xiaomin. "Influences on teaching: Perceptions and experiences of university teachers". AUT University, 2010. http://hdl.handle.net/10292/939.
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This study attempts to deal with the complexity of academic life and what influences teachers and teaching in university. The case for the research rests on the premise that the complexities of the nature of influences and how they are perceived, experienced and responded to were underestimated and under-represented in the majority of previous studies in this area. The primary goal of this research is to offer a more holistic understanding of the phenomena by investigating perceptions, experiences and responses of a sample of 22 university teachers in New Zealand in relation to influences on their teaching thoughts and practices. The inquiry began with the researcher’s reflection on his personal experiences of teaching and learning in higher education, including key influences on his thoughts about teaching and teaching practices. This prompted an interrogation of the literature, which revealed that while a range of influences had been identified in relation to university teaching at macro, meso, micro and personal levels, there were limitations in findings concerning teachers’ inner experience of and response to these influences, which provided a sound rationale for the conduct of this study. The researcher remained open to various theoretical positions as evident in literature. The study design presents a raison d’être for a phased theoretical assumption to an alternative perspective of understanding and theorising the phenomena. Two different theoretical lenses are adopted. Firstly, epistemological constructivism and theoretical interpretivism are advanced as a suitable philosophical framework for the prosecution of the study that offers a methodological rationale for a qualitative investigation; grounded theory and a case study approach are applied in interpretative analysis. Second, ontological realism and epistemological relativism are imported in gaining insights from the perspectives of personal and social identities, human agency and structure as embedded in the data. The data gathering involved semi-structured interview, stimulated recall, and document analysis. Some data were collected from the participants’ publications, conference presentations, and masters or doctoral theses. The data highlight a complex array of influences perceived and experienced by teachers in relation to their teaching ideas and practices. It identifies the significance of personal life experiences, both historical and ongoing, that influence teachers. It also reveals the range of contextual or structural influences that interact with these personal influences to affect teachers’ thoughts about education, conceptions of teaching, and approaches to teaching and classroom practice. For each participant, these influential factors obviously play out in both complex and idiosyncratic ways with one another to exercise various degrees of influence on teaching thoughts and action at different points in teachers’ lives. Data demonstrate the significance of teachers’ perceptions of personal agency and structural power as an important mediator of their internal conversations about influences and their actual responses to them. Although the focus of the study concerned the various sources of influences on individual teachers at different levels, how they interacted with each other and how teachers inwardly experienced and made responses, what emerged has wider implications for teaching and learning in higher education, teacher development initiatives, academic leaders and managers and for other university teachers. The study provides a more holistic way of looking at influences on university teaching and opens up new research possibilities. The inclusion perspective of social critical theory is seen as a potent means to add fresh insights into the dialectical nature of teachers’ agential power and contextual influences, echoing an emerging trend in the research on influence in higher education.
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González, Carlos. "University Teachers’ Experiences of Teaching in Blended Learning Environments". University of Sydney, 2009. http://hdl.handle.net/2123/6401.
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Doctor of Philosophy (PhD)This research is about university teachers’ experiences of teaching in blended learning environments. In recent years, this type of environments has become increasingly common. Universities have realised the value of the incorporation of eLearning, making teaching more professional and offering higher quality learning experiences. At the same time, pressures from students, who use online resources for many of their everyday activities, and employers, who want future professionals to be skilled information technology users, have also promoted the up-take of eLearning. In this context, the present research took a relational approach to investigate what university teachers think eLearning is good for in their teaching, how they approach teaching when eLearning is involved, and how their perception of the teaching situation affects the use of eLearning. Associations between these elements were also explored. The research had a qualitative and a quantitative stage. In the qualitative stage, 18 university teachers, coming from two research-intensive Australian universities were interviewed. This stage focused on conceptions, approaches and perceptions of the teaching situation; both considering teaching in face-to-face settings and using eLearning. In the quantitative stage, 86 university teachers answered a web-based survey. Three questionnaires were used to explore associations between approaches and perceptions: the ‘approaches to teaching’ inventory, the ‘perception of the teaching situation’ questionnaire, and the ‘approaches to teaching using eLearning’ questionnaire. The last one was developed from the results of the qualitative stage of this research. Results showed that conceptions of teaching ranged from being focused on content and information to being focused on learning and the student. Conceptions of teaching using eLearning showed variation from being focused on information to being focused on communication and collaboration. Conceptions of blended teaching were proposed to emerge from associations between conceptions of teaching and conceptions of teaching using eLearning. In relation to approaches, results showed that approaches to teaching ranged from being focused on content and the teacher to being focused on learning and the student. Approaches to teaching using eLearning varied from being focused on transmission of information to being focused on communication and collaboration. As in the case of conceptions, approaches to blended teaching were also claimed to emerge from associations between approaches to teaching and approaches to teaching using eLearning. Regarding elements influencing teaching, seven factors emerged in relation to approaches to teaching using eLearning: ‘control of teaching’, ‘institutional strategy’, ‘technical support’, ‘pedagogical support’, ‘amount of time needed’, ‘teacher’s skills for eLearning’ and ‘students’ ability and willingness to using eLearning’. Factors influencing teachers’ general perception of their teaching situation were ‘control of teaching’, ‘institutional support’ and ‘students’ characteristics’. Associations between conceptions, approaches and perceptions were explored through ‘teaching profiles’ and ‘orchestrations’ Teaching profiles referred to systematic associations between conceptions and approaches to teaching in face-to-face and online teaching. Three blended teaching profiles emerged: ‘systematically information focused’, ‘dissonant’ (with 5 variations) and ‘systematically learning focused’. Blended teaching profiles associated with perceptions of the teaching situation and teachers’ characteristics led to ‘teaching orchestrations’. Three orchestrations emerged: ‘consonant (information focused) and coherent’, ‘dissonant and coherent’ and ‘consonant (learning focused) and coherent’. Results of the quantitative stage tended to support prior qualitative findings, and also identified ‘incoherent’ associations between approaches to teaching and perceptions of the teaching situation, which had not emerged in the qualitative study. Results of this research were claimed to have practical implications in terms of academic development, the management of teaching and eLearning, and the practice of teaching. In relation to academic development, it was proposed that programs focused on expanding university teachers’ awareness about ways of incorporating eLearning into on-campus education rather than only providing ‘technical’ skills are generated. In relation to management of teaching and eLearning, it was proposed that favourable conditions should be set up for the teachers to perceive they are supported for the incorporation of eLearning into their teaching. Finally, in relation to the practice of teaching, it was proposed that teachers incorporate learning tasks aligned with the communication-collaboration focused approaches to teaching using eLearning, such as blended discussions or knowledge building tasks.
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Hartley, Jessica. "Guided practices in facing danger : experiences of teaching risk". Thesis, Central School of Speech and Drama, 2013. http://crco.cssd.ac.uk/457/.
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The central problem of this thesis is how a teacher may engage with risk. I offer a reconsideration of the term and suggest that risk is individual, perceptual and experientially driven. I use a Heideggerian (1962) frame when I suggest that, when taking a risk, a person is potentially encountering existential death. Using my own practice as a trapeze artist, I reveal how risk is manifested for the students I teach - how it can profoundly challenge and unsettle them- and how I as a teacher am charged with ensuring that they are empowered rather than stultified or domesticated by the risk. I call this enacted skill ‘pedagogic tact’. By combining Jacques Rancière’s notion of Universal Education (1991) with Martin Heidegger’s ontological appreciation of being-towards-death (1962), I propose that what teachers awaken within students is knowledge of the possibility of death and of not-death within certain pedagogic encounters. I cannot know, measure or prove whether this knowledge has been achieved. However, I can document and describe the students’ relationship with the teacher within these moments. This document therefore becomes a description of student-teacher encounters when the teacher attends towards the emancipation of the student. The combination of reflective research methods from David Tripp (1993), Max Van Manen (1990), Della Pollock (Pollock in Phelan and Lane, 1998) and Jonathan Smith et al (2009) provides a means for phenomenological hermeneutic analysis. I have reflected upon my work with five students over the course of five days of trapeze training, extracted what Tripp would call ‘critical incidents’ between teacher and student and considered their meaning (1993:3). This research is a documentation of engaged pedagogy. It is a performative thesis that ruminates upon how I teach aerial work. There are many findings that seem apparent at the time of writing up. I repetitively circulate around the notion of death, failure, rupture, domestication, entrapment, sacrifice, vulnerability, sobriety and pain as significant elements that describe my work with risk. These concepts are balanced with words such as poetry, liberation, love, strength, glory, resolution and joy. There appears to be a second paradox of teaching that sits alongside and dialogues with the Kantian ‘freedom through coercion’ (1960:699); it is summed up by aerialist and teacher Matilda Leyser in her description of aerial work as ‘strength through vulnerability’ (2007). In order to enable the students’ strength to be challenged, witnessed and supported, there needs to be vulnerability from them, from their carers, from the teacher and from the institution. This vulnerability is not imposed, or bestowed, but is ‘owned’ by the student and teacher in their anxiety and in their choice to, in a Heideggerian sense, comport themselves to that which matters most (Heidegger, 1962). In these moments, anxiety reminds the student that they might die; it also reminds them that they can be strong in the face of possible death. This paradox of vulnerability and strength is synthesised or ‘held’ by the teacher’s tact. The new knowledge that I assert, therefore, is a description and mapping of pedagogic tact. Through this new knowledge, I explore the possibility of becoming a better teacher.
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Woolley, Mary Catherine. "Experiences of teaching history 1985-2011 : the teachers' voice". Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10040164/.
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An oral history approach was used to explore history teachers’ perceptions, experiences and enactments of curriculum and policy between the years 1985 and 2011. The history curriculum has long been a site of contention. However, research has tended to concentrate on policy creation, policy documentation and textbook content. More recently, some studies have considered the voice of the history teacher. This research set out explicitly to understand teachers’ experiences in the history classroom throughout a period of rapid curriculum and policy change. Interviews were conducted with thirteen history teachers, who had taught across this timeframe. The focus in using oral history was on teachers as witnesses, interpreters and enactors of curriculum and policy changes. Findings are set out in a chronological and occasionally thematic form, supported where relevant by secondary material. The relative autonomy of history teachers in the 1980s is explored, finding a diversity of practice and a significant amount of ‘dual practice,’ with teachers employing both traditional and progressive methods. The impact of the introduction of the National Curriculum in 1991 on teachers’ experience is considered before detailing the prescriptive policies that dominated the first decade after 2000. This is followed by a consideration of other agents of change acting on history teachers across the period. This study concludes that there were dramatic changes in history teaching across this period, in terms of teachers’ epistemological position, professional status and pedagogic practice. All of the teachers interviewed perceived and experienced a loss of autonomy over this period. Exam boards were particularly powerful agents in effecting change in the history classroom. There was also a noticeable shift in the discourse teachers used to describe their practice, from an ‘authentic’ focus on substantive content at the beginning of their careers to a more ‘technical’ focus on assessment details after 2000. A small group of teachers appeared able to resist this pressure, maintaining a subject-specific, disciplinary approach. This study demonstrates the value of listening to the voices of experienced teachers and placing oral evidence against secondary literature to provide a richer and more meaningful account of this significant period of change. Additionally, it provides lessons for teacher educators and policy-makers concerning the need for subject-specific support networks for history teachers at every stage of their career.
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Gatlin, Todd Adam. "Chemistry Graduate Teaching Assistants' Experiences in Academic Laboratories and Development of a Teaching Self-image". Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5485.
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Graduate teaching assistants (GTAs) play a prominent role in chemistry laboratory instruction at research based universities. They teach almost all undergraduate chemistry laboratory courses. However, their role in laboratory instruction has often been overlooked in educational research. Interest in chemistry GTAs has been placed on training and their perceived expectations, but less attention has been paid to their experiences or their potential benefits from teaching.
This work was designed to investigate GTAs' experiences in and benefits from laboratory instructional environments. This dissertation includes three related studies on GTAs' experiences teaching in general chemistry laboratories. Qualitative methods were used for each study. First, phenomenological analysis was used to explore GTAs' experiences in an expository laboratory program. Post-teaching interviews were the primary data source. GTAs experiences were described in three dimensions: doing, knowing, and transferring. Gains available to GTAs revolved around general teaching skills. However, no gains specifically related to scientific development were found in this laboratory format.
Case-study methods were used to explore and illustrate ways GTAs develop a GTA self-image - the way they see themselves as instructors. Two general chemistry laboratory programs that represent two very different instructional frameworks were chosen for the context of this study. The first program used a cooperative project-based approach. The second program used weekly, verification-type activities. End of the semester interviews were collected and served as the primary data source. A follow-up case study of a new cohort of GTAs in the cooperative problem-based laboratory was undertaken to investigate changes in GTAs' self-images over the course of one semester. Pre-semester and post-semester interviews served as the primary data source. Findings suggest that GTAs' construction of their self-image is shaped through the interaction of 1) prior experiences, 2) training, 3) beliefs about the nature of knowledge, 4) beliefs about the nature of laboratory work, and 5) involvement in the laboratory setting. Further GTAs' self-images are malleable and susceptible to change through their laboratory teaching experiences.
Overall, this dissertation contributes to chemistry education by providing a model useful for exploring GTAs' development of a self-image in laboratory teaching. This work may assist laboratory instructors and coordinators in reconsidering, when applicable, GTA training and support. This work also holds considerable implications for how teaching experiences are conceptualized as part of the chemistry graduate education experience. Findings suggest that appropriate teaching experiences may contribute towards better preparing graduate students for their journey in becoming scientists.
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Davies, Michael John. "Learning and teaching in higher education : experiences in the group". Thesis, University of Manchester, 1999. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.653085.
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This thesis is an autobiographical exploration of the process of learning and teaching in Higher Education. The use of autobiography and its importance as data in providing sovereign accounts, transformative experiences and opportunities for theory building are examined. Group work theory and practice from the sociological perspective of National Training Laboratories and the more psychoanalytical Tavistock Institute approaches are compared and contrasted. It is concluded that these are mutually illuminating. Drawing on apparently different experiences of working in and with groups, firstly with secondary school English classes and then with adult students following postgraduate courses in university, the thesis explores the process of becoming a group worker, recognising the differences, and then accounting for the transition, between teacher control and learner autonomy. The advantages and disadvantages of learning to become an independent and an interdependent learner through individual and shared approaches to experiential education are examined. Among the conclusions reached is that learning is an anxiety-raising activity for both students and tutors, but that the anxiety is a prerequisite that has to be managed rather than minimised.
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Dougherty, Abby E. "The Lived Experiences of Counselor Educators Using Mindful Teaching Approaches". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2723.
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Researchers have indicated that mindful teaching approaches support students and educators throughout the learning process. The purpose of this hermeneutic phenomenological study was to explore the lived experiences of counselor educators with a daily mindfulness practice in the classroom with culturally diverse students. Relational-cultural theory (RCT) was the conceptual framework. Relational cultural theory concepts of relational connections and disconnections were used to explore the participants' lived experiences implementing a mindful teaching approach. Purposeful sampling yielded 10 participants who participated in semi-structured interviews. Using an inductive approach, the data were analyzed to identify essential themes. Thematic analysis was conducted by hand using literature-based codes and lean coding. Findings extracted from the literature review were used to pinpoint level one themes. Lean codes, or emergent themes, were then placed under each literature-based theme. The literature-based themes included: mindfulness practices, contemplative practices and the experience of educators, mindfulness competencies, interconnectivity, treatment outcomes, therapeutic presence, relational empathy, awareness and acceptance, self-care, and critiques. The emergent subthemes included: a mindful attitude, evaluation, modeling for students, creativity in the classroom, mindful orthodoxy versus personal experiences, authenticity, and cultural awareness. Findings may be useful for counselor educators who seek a greater capacity for awareness, acceptance, empathy, self-care, creativity, and presence when working with diverse students in the classroom. Implementing a mindful teaching approach can contribute to counselor educators meeting the needs of their diverse students.
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Bridges, Cynthia Denise. "Experiences Teaching Stoichiometry to Students in Grades 10 and 11". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/291.
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Many students have problems learning stoichiometry, a complex mathematical chemistry concept used to determine how much product will be produced or formed from a given quantity of reactants. The problem addressed in this study was teachers' lack of understanding of how to teach stoichiometry in a Midwestern urban school district. The conceptual framework of the study was based upon constructivist theory. A qualitative narrative approach was used to obtain the perceptions of 5 high school chemistry instructors related to their experiences, successful or unsuccessful, in teaching stoichiometry to students in Grades 10 and 11. Data were gathered through face-to-face interviews, which were analyzed via an inductive approach to reveal 6 themes: a difficult subject to teach, presentation of stoichiometry, relevancy, students' reactions, barriers, and gender differences. Findings suggested the need for teachers to be knowledgeable, creative, and resourceful in their subject areas to help their students to learn stoichiometry. Findings also revealed the need for teachers to adapt their instructional strategies and modes of delivery to reflect their students' individual learning styles. Understanding how the participating teachers explained stoichiometry to their students might help other chemistry teachers to examine and adapt their own instructional styles and delivery methods of the concept. This understanding might, in term, help to improve student achievement in stoichiometry in particular and chemistry in general.
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Watters, Georgia George. "The Experiences of Military Parents Homeschooling Using Online Teaching Resources". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/529.
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U.S. military members and their families relocate from one duty station to another on average once every 3 years. Children in military families change schools often, introducing potential problems such as struggling to make new friends, having trouble adjusting to new teaching styles, and losing academic credits due to the transition from one school to the next. Homeschooling that incorporates online resources can provide instructional continuity, social interaction opportunities, and submission of required periodic assessments. The primary purpose of this phenomenological study was to examine the experiences of military parents involved in homeschooling their children using online resources. The research questions were designed to explore these experiences and to create recommendations for other military families. A conceptual framework based on a constructivist learning approach and change theory informed this study. Data were collected from 9 parents with many years of experience homeschooling. The parents were interviewed via phone, e-mail, and Skype. Data were analyzed using open coding, axial coding, and hierarchical coding. Parent participants chose homeschooling due to dissatisfaction with available schools, family location, and flexibility. Online resources were described as making it easier and more engaging for students to learn and as simplifying the parents' instructional and management tasks. These alternative methods replaced or augmented traditional educational methods. Parent participants encouraged other parents to reach out and seek help early in the process. This study promotes positive social change by providing resources for alternative ways children can be educated while one or more military parent is serving and defending the United States of America.
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Romero, Gloria. "Volunteer English Teaching Experiences in a Foreign Country: A Case Study". Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23208.
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Each year a group of university students from English speaking countries go to Chile and work as volunteers under the National Volunteer Centre Program. The purpose of this case study is to examine how a group of novice volunteer teachers describe their experiences in a foreign country and how these experiences shape their understanding of teaching. Participants went through the process of open-ended questionnaires and one-on-one interviews of their experience. This study was sustained in the literature by the domains of volunteerism, English Language Teaching, and volunteerism and ELT, and a socio constructivist and experiential lens was adopted. Even though volunteer teaching abroad is an increasing worldwide trend, there are few studies that combine these areas, showing that the existing blend of volunteerism and English language teaching needs to be further examined. The analysis of the data showed that novice volunteer teachers experience five types of experiences when teaching English: language teaching experiences, language learning experiences, challenges, general experiences, and volunteering experiences. Novice teachers recalled their expectations before teaching and those were maintained, modified, or unfulfilled. Volunteers stated what teaching means to them after working in public schools, they were able to describe diverse language teaching experiences, and make recommendations to future volunteers.
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Chi, Angel. "The journey to teaching online| A case study of faculty preparation and experiences in online teaching". Thesis, University of Denver, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3597952.
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When Bill Gates published his book "The Road Ahead" (1995), he summarized the transformative implications of the personal computing revolution and described a future profoundly changed by the arrival of a global information super highway. Almost twenty years later, the tsunami of online programs and the MOOCs (massive online open courses) is impacting the structural integrity of postsecondary institutions and changing the competitive landscape of higher learning at an unprecedented pace. When Allen and Seaman (2013) asked the question of whether faculty acceptance of online education increased in their Sloan Consortium annual report, only 30.2% of chief academic officers believe their faculty accept the value and legitimacy of online education. This rate is even lower than the rate recorded in 2004. With an apparent widening gap between institutional strategy and faculty acceptance, each organization needs to conceptually map its road ahead. However, only an institution as a whole can decide for itself what kind of change is needed and define what constitutes evidence of lasting change. This implies a unique transformation of institutional philosophy, culture, strategy, and reward systems for faculty members.
Complex adoptive system (CAS) theory (Olson & Eoyang, 2001), suggests that the most powerful organizational transformations occur not at the macro level but rather at the micro level where behaviors and changes began to emerge. Thus, instead of trying to measure, evaluate, or categorize which faculty member fits into which stage of online faculty development under which framework, this study asked four tenured faculty members to reconstruct their experiences on why they teach online, how they learn to teach online, and what factors influences their journeys to teaching online. Their narratives painted a landscape of faculty acceptance in institutions and the online learning phenomena in our society. Ultimately, their stories are really about change. By studying the "change agents" in a changing organization in a changing industry, this study is not an exercise to identify the best practices. Rather, this study hopes to inspire new ideas for new ways to conceptually frame the problem facing the faculty, the institution, and the industry in their road ahead in teaching online.
The researcher hopes that this study may be used by institution leaders, faculty developers, and other faculty members to: (1) assess the level of progress of their current and future distance learning program, (2) determine how distance learning programs should be established, (3) evaluate faculty development efforts, (4) improve strategies and implementations for institutionalization of their distance education programs, including academic programming and faculty reward structure, and (5) improve online student retention and learning outcomes.
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Butler, Abigail. "The relationship among preservice music education teachers' conceptions of teaching effectiveness, microteaching experiences, and teaching performance". Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/289016.
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Fifteen undergraduate music education majors enrolled in an introductory music education course at a major university in the Southwestern United States participated in this study. Students constructed concept maps on the topic teacher effectiveness as a measure of their cognitive schemata. They completed two microteaching lessons in two different settings which were videotaped and subsequently analyzed using the Survey of Teaching Effectiveness and a time sampling procedure using criteria from teacher intensity research. Following their microteachings students constructed a second concept map on the same topic. Students were interviewed to explore the nature of their thinking about effective teaching. Quantitative analyses were conducted using data from the concept maps and both measures of teacher effectiveness. Results of a dependent t-test showed no significance difference between map scores either for total score or component scores of extensiveness and coherence. Spearman Rank Correlations were calculated between map scores and subjects' scores on both the STE and TI measures. No significant correlations were found to exist. Qualitative analyses were completed based on data from concept maps, self-evaluations, and interviews. Frequency responses by categories and data source indicated subjects' responses fell into two main areas: teacher effectiveness and skills and strategies. Within these two areas four sub-categories were targeted for further analysis: knowledge, teacher traits, delivery and instructional skills. Frequency responses for all but delivery skills were quite high. The following conclusions were drawn: (1) Preservice teachers have a clear picture of what it means to be an effective teacher. They describe an effective teacher as knowledgeable, possessing a variety of personal characteristics, and engaging in specific teacher actions. (2) Preservice teachers' cognitive structure does not change after the completion of two microteaching experiences. There is some indication that changes in the content of their thinking arise following their microteachings. (3) There is no relationship between preservice teachers' cognitive structure and their ability to demonstrate effective teaching behaviors. However, qualitative analyses suggest a possible connection between the content of their thinking and their ability to teach effectively. Implications for education and future research are discussed.
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Kitching, Dornehl. "Experiences of novice art teachers in high schools". Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2515.
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Thesis (MEd)--Cape Peninsula University of Technology, 2017.The teaching profession is unique in this sense that in no other employment industry, are beginner employees straight out of university expected to do the work and hold the responsibilities equal to that of a senior or more experienced colleague. This idea is held as one of the main reasons why teachers need support in their first few years of teaching (Darling-Hammond, 2010; Le Maistre & Paré, 2010). From my own experience as well as that of the novice art teacher participants in this research, it was clear that art teachers in their first three years of teaching experience positive encounters as well as several challenges. Challenges varied from the lack of support and orientation from school management to several other factors that contributed to a demanding workload and stress. The theoretical framework that informs this research is grounded in the combination of theoretical perspectives developed by Geert Kelchtermans (1993; 1994; 1999) namely the narrative-biographical perspective and the micro-political perspective. Participants were interviewed and requested to attend a focus group session where they were asked to create a River of Life representation of their experiences since starting their art education careers. The transcripts were analysed in conjunction with the drawings to forge connections between the participants’ feedback to establish themes. The themes of this particular research relate mainly to the common experiences that the participants face as novice art teachers and the support they receive from their school management and education authorities.
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MacLeod, Stefanie. "Clinical nursing instructors' experiences teaching students deemed at risk of failure". Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/52688.
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The experience of the clinical nursing instructor (CNI) in teaching nursing students deemed at risk of failure has not been well explored in nursing literature. It may be difficult for the CNI to support as well as evaluate a student when that student’s performance is judged to be unsatisfactory or unsuccessful. The purpose of this study was to explore CNIs’ experiences in teaching undergraduate nursing students deemed at risk of failure, to discover how CNIs identify potentially unsuccessful students and to describe what supports and resources CNIs utilize to help them manage such students. A pilot study using a qualitative phenomenological approach was used to interview CNIs who had at least one experience teaching an undergraduate nursing student deemed at risk of failure at the University of British Columbia (UBC) and the British Columbia Institute of Technology (BCIT) schools of nursing. The study found that CNIs identified students at risk of failure using “red flags” that included a range of actions, behaviours, and attitudes. These red flags included deficits in the demonstrated thinking, knowledge, and skills; deficits in the social and cultural aspects of nursing practice; disorganization and tardiness; and lack of integrity. CNIs felt that early and clear communication of their concerns with faculty and students deemed at risk of failure was beneficial for both the student and CNI. CNIs made decisions to fail students by considering patient safety and objective evidence while at the same time supporting and nurturing these students by providing opportunities for success.Applied Science, Faculty of
Nursing, School of
Graduate
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Knowles, Ma[r]garetha Hubrecht. "A narrative analysis of educators' lived experiences of motherhood and teaching". Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-06042008-074812/.
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Heard, John Marlon. "My Experiences Incorporating Constructivist Teaching Strategies within an Art Education Classroom". Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/art_design_theses/14.
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A reliance on a teacher-centered model of instruction presented the foundation for my research. I chose to investigate constructivist theory and to implement constructivist teaching practices within my art education classroom to determine if constructivist teaching practices would facilitate a shift to a more student-centered learning environment, and to determine if constructivist strategies positively impact student learning. I collected my raw data using autoethnographic recording, documenting my results over a two month period in January and February of 2007 from my experiences as an art educator at a public, Metro-Atlanta elementary school. A positive impact on student learning was observed and the constructivist teaching strategies did produce student-centered learning environments. Based on my experiences constructivist teaching strategies may be beneficial to the creation of student-centered learning environments and assist in broadening student inquiry and investment with lessons.
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Zacharzuk-Marciano, Tara. "Nursing faculty experiences of virtual learning environments for teaching clinical reasoning". Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10260999.
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Nurses need sharp, clinical reasoning skills to respond to critical situations and to be successful at work in a complex and challenging healthcare system. While past research has focused on using virtual learning environments to teach clinical reasoning, there has been limited research on the experiences of nursing faculty and there is a need for research to include a clearer understanding of potentially significant insights that nurse educators may gain from teaching clinical reasoning skills with virtual learning tools. This qualitative study identified and described nursing faculty experiences with teaching clinical reasoning skills when using virtual learning environments. The researcher interviewed eight nursing faculty and content analyzed the data from those interviews. Findings from this qualitative study supported past research and added to the body of knowledge regarding faculty members’ use of virtual learning environments. For example, faculty experiences indicated that virtual learning environments included patient situations that offered faculty a way to better assess students. It was found that assessing a student in the clinical setting could be very subjective, while the virtual environment is finite. Faculty experiences indicated that one of the challenges to teaching clinical reasoning skills with virtual learning environments was that students found that virtual communication was difficult and faculty claimed that using virtual environments increased faculty workload. The findings of this study provided deeper understanding into experiences reported by nursing faculty on the teaching of clinical reasoning skills when using a virtual learning environment. Recommendations for further research include using a larger sample size, a specified education level population, traditional, face-to-face classes as compared to classes from an online, or blended program, and investigating use of a specific virtual learning environment, in new research.
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Knowles, Magaretha Hubrecht. "A narrative analysis of educators’ lived experiences of motherhood and teaching". Diss., University of Pretoria, 2008. http://hdl.handle.net/2263/25236.
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Promoting gender equality and equity remain an important goal for schools in South Africa, and strides have been made in many areas to reduce inequalities. Local and international legislative and policy frameworks create a context within which unfair discrimination can be curtailed, but these, albeit important, are not entirely sufficient, and inequities persist based on perceptions regarding motherhood and teaching. There is a need to address practices at grassroots level, where historical stereotyping and procedures have become entrenched in the system. For female teachers to experience meaningful equality, these underlying issues need to be addressed and this cannot be achieved through legislative processes. What is required is that the whole process of socialisation into sex roles needs to be addressed. This study sets out to analyse and describe the world of mother teachers, and to explore how entrenched assumptions, cultural values and beliefs impact on the meaningful construction and harmonisation of the dual role of mother and teacher. The professional woman who becomes a mother finds herself faced with the dual role of mother and professional and the result is that conflicting and complementary dimensions emerge that makes the pressure to meet all expectations overwhelming. These mother teachers consistently try to be what they think ‘others’ want them to be and, therefore, they often have not come to terms with who they are. Their life become a life to please ‘others’ and because they cannot please everybody, they experience feelings of failure. This study came to understand that the mother teachers’ will experience ambivalence and discomforts concerning their attempts to balance their personally constructed multiple roles successfully when they do not accept themselves fully as women with special talents, competencies and attributes. Supportive behaviour from the state, school principals and fathers is needed. However, mother teachers themselves are the main source for self-actualisation. Unfortunately, when mother teachers cannot accept themselves for who and what they are, no support system will be able to help them to feel successful about being both homemakers and professionals. I was interested in what each participant’s experiences of motherhood and teaching were; how she expressed herself in conveying these experiences; and consequently, the meaning she attached to her experiences. The research problem, and the nature of the information sought, suggested the use of three distinct methods, namely (1) the narrative interview; (2) reflexive journal entries; and (3) observational field notes. After these three data collection methods had been conducted, coding of the information gathered took place to facilitate analysis and interpretation. From the findings, I believe that these mother teachers will only find themselves and fulfil their place in society once they are able to redefine their own perceived role expectations of society when fulfilling personally constructed multiple role expectations.Dissertation (MEd (Educational Management, Law and Policy))--University of Pretoria, 2008.
Education Management and Policy Studies
unrestricted
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Howell, CaSaundra Joyce. "The Experiences of Grade 3 Literacy Teachers Teaching English Language Learners". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2605.
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English language learners (ELLs) at a public elementary school in the southeastern United States had not been passing state tests on literacy. Researchers have found that teachers must be adequately prepared to use instructional practices in mainstream classrooms to help ELLs increase language acquisition and pass state tests in literacy. The purpose of this case study was to examine the experiences of Grade 3 literacy teachers teaching ELLs in a mainstream classroom at the study elementary school in order to understand their instructional challenges. The conceptual framework was based on Bandura's social cognitive theory in order to understand how these teachers might improve their instructional practices. A purposive sampling technique was used to identify potential participants. Data were collected through individual semistructured interviews with 4 Grade 3 literacy teachers teaching ELLs. Data were analyzed using open coding and thematic analysis to identify emergent themes. The themes identified were inadequate professional development, lack of support at school, and lack of parental support impacting language acquisition of ELLs. Findings of this study can be used by school administrators, curriculum planning educators, and area superintendents to make decisions regarding the training of literacy teachers who teach ELLs. Based on findings from the study, a professional development program was developed for literacy teachers who teach ELLs to help them prepare students to graduate from high school. Implications for positive social change include providing strategies for literacy teachers at the study site to help ELLs pass standardized tests.
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Milan-Nichols, Marsha. "Counselor Educators' Experiences with Emotionally Charged Exchanges While Teaching Multicultural Counseling". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4803.
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Counselor educators foster the multicultural counseling competence of counselors-in-training; however, counselor educators face challenges that include emotionally charged exchanges that may might impact counselor educators' relationship with students. The purpose of this transcendental phenomenological study was to investigate counselor educators' experiences with emotionally charged exchanges related to teaching multicultural counseling. The ecological systems theory was used as a conceptual framework. A purposeful sample of 4 counselor educators from Council for Accreditation of Counseling and Related Educational Programs-accredited counselor education programs in the United States shared their knowledge of these emotionally charged exchanges through semistructured phone interviews in their natural settings. The data gathered underwent analysis following the descriptive phenomenological method, and revealed the essence of counselor educators' lived experiences: ever-present conflicting emotions and tension, with peaks of feeling exposed, inadequate, and satisfied after intentionally evoking students' emotions. Counselor educators can use the results of this study to alter their pedagogy and empower their students to develop their multicultural counseling competence more fully. Improved multicultural counseling competence might improve the treatment provided to a diverse range of clients and reduce treatment disparities.
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Winterhalder, Joy Erin. "Teachers' Perceptions and Experiences in Implementing Mobile Devices Into Their Teaching". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3377.
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This phenomenological study addressed the lack of understanding of how teachers implement personal devices in the classroom and whether the instruction is constructivist in nature. Although mobile technology is convenient, it is not yet understood if Bring Your Own Device/Technology (BYOD/BYOT) programs encourage a teacher pedagogy shift. The purpose of this qualitative study was to explore the perceptions and lived experiences of 10 teachers in Grades 6 to 12 who had been part of a BYOD/BYOT program for more than 2 years. Data from interviews and lesson demonstrations were analyzed via a constructivist framework first identifying themes and then categories. Teachers perceived that using mobile technology provided the replacement of old tools, instructional planning changes, and the shifting of learning to the students from the traditional design of the teacher as the lecturer to the teacher as the facilitator. Teachers experienced more student engagement and collaboration although they needed to monitor students more carefully to avoid students' being off task and to ensure safety usage of the mobile devices in the classroom. There are implications for social change both on the local and organizational level. Teachers can better understand how their pedagogy aligns with constructivist teaching and learning, and therefore can see where they still need to grow. On the organizational level, school districts may better understand that using technology at first will be used to replace previous pedagogy practices directly and that it will take support and time for technology implementation to impact changes in teachers' philosophy of teaching.
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Corum, Patricia Lynn. "Exploring the experiences of successful novice teachers : implications for personnel hiring and development /". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036816.
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Kempton, Gabrielle A. "Creativity in education: Exploring teacher experiences of creativity through an immersion studies learning framework". Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/110591/1/Gabrielle_Kempton_Thesis.pdf.
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This study emerged from the implementation of new curriculum within the Primary Years of an Australian school and the trialling of a school-based immersion studies learning framework. The study drew on policy incentives to promote creative thinking within the Australian Curriculum and the interpretation of creativity within educational settings. The research investigated teachers' perceptions and experiences of working within the immersion studies learning framework, and explored the ways teachers' knowledge building translated into planning, teaching and learning approaches to foster creativity. The research findings inform understandings of how teachers can develop knowledge and appreciation of creativity, aligned to interdisciplinary ways of teaching and learning.
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Tang, Yee-fan Sylvia, i 鄧怡勳. "A study of student teachers' perception of the role of student teaching through their experiences in student teaching". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956750.
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Hinkle, Michelle Gimenez. "Exemplary Counselor Educators’ Reported Experiences During Their Own Self-Perceived Good Teaching". Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1309912839.
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Scott, Linda C. "Through the wicked spot a case study of professors' experiences teaching online /". Diss., [La Jolla] : [San Marcos] : University of California, San Diego ; California State University, San Marcos, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3379753.
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Thesis (Ed. D.)--University of California, San Diego and California State University, San Marcos, 2009.Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 132-139).
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Bright, Marilyn. "Teaching and learning experiences of Dogrib teachers in the Canadian Northwest Territories". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ40133.pdf.
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Carey, Marilyn. "A phenomenological study of parents' experiences teaching their children values and morals". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ49164.pdf.
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Greenwald, Allison Rose. "Learning how to argue experiences teaching the Toulmin model to composition students /". [Ames, Iowa : Iowa State University], 2007.
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Andrade, Anne-Louise. "Informing Teaching Practice Through Students’ Perspectives of Their Most Memorable Learning Experiences". Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/23668.
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This qualitative study answers the call to include students’ voices in research on learning by listening to students’ perspectives about their learning experiences. Student voice inquiries into learning typically explore students’ perspectives of their learning experiences in school for enhancing teaching practice. The present study explores students’ perspectives of their learning experiences both in and out of school and elicits students’ voices through written narrative, in combination with more common approaches to student voice inquiry. The purpose of which is to inform teaching practice that better supports and facilitates students’ learning. The two research questions that guide this inquiry are: What do senior high school students’ written narratives, focus group discussion, and related written comments about their most memorable learning experiences reveal about their learning? And what do these students’ voices reveal about what they have in common in their learning? The common themes across the 24 student participants are presented as a supportive framework for classroom discussion about most memorable learning experiences. Practical implications are discussed for teaching practice and research with participant co-researchers.
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Mislang, Jonathan. "The experiences of undergraduate nursing students enrolled in a team teaching curriculum". Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/37986.
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Contemporary nursing education has seen a shift towards student-centred teaching and learning strategies. Team teaching is a student-centred strategy that involves the collaboration of multiple teachers to plan, deliver, and evaluate a course. Team teaching has been used in disciplines outside of nursing education, but there is little literature to support its use within the classroom in undergraduate nursing education. The purpose of this qualitative descriptive study is to examine the experiences of undergraduate nursing students enrolled in a newly revised curriculum at the University of British Columbia School of Nursing (UBC SON) that has adopted team teaching as its main pedagogical teaching and learning strategy. The aim of this research is to provide an evidence-based evaluation of the team teaching strategy with the intent of suggesting ways to improve its delivery. Constructivism and adult learning theory were used to guide this study. Non-randomized convenience sampling produced a study population of 49 third-term undergraduate nursing students enrolled in the UBC Bachelor of Science in Nursing (BSN) program starting in September 2009. Students completed a survey consisting of six open-ended questions designed to describe their experiences with team teaching. Content analysis methodology was used to analyze the data. Findings suggested that students supported the use of team teaching and viewed it as a positive influence on their learning experience. Four positive themes from team teaching emerged from the research: challenging student learning, increasing teacher credibility, teams acting as nursing role models, and promoting student learning. The implications of this research focused primarily on nursing education. Seven recommendations on how team teaching delivery can be improved within the UBC SON curriculum are suggested.
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Mazumder, Sanjoy Kumar. "Bangladeshi Secondary Teacher Educators’ Experiences and Understandings of Communicative Language Teaching (CLT)". Thesis, University of Canterbury. Educational Studies and Human Development, 2011. http://hdl.handle.net/10092/6638.
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This study explores Bangladeshi secondary teacher educators‟ experiences and understandings of Communicative Language Teaching (CLT) at secondary level in Bangladesh. It also aims to find out what the opportunities and challenges are for teacher educators who are preparing secondary English teachers to implement CLT in Bangladesh. The study adopts a qualitative case study methodology. Participants in the project are three teacher educators of English from three different government teacher training colleges situated in three different districts in Bangladesh. The teacher educators‟ who were part of the study support an ongoing emphasis on communication in English teaching. They understand CLT in ways that reflect the literature and theory of CLT. However, they also acknowledge challenges in the ways CLT is implemented, in particular a disconnection between secondary teacher education and realities of practice in secondary schools, the relevance of textbooks used, and relationships between teacher educators and trainee teachers and between teachers and students. The study concludes with recommendations for practice and pedagogy in secondary teacher education in Bangladesh to address these challenges.
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Delport, Elizabeth Maria. "Experiences of educators teaching learners who are severely intellectually challenged / E.M. Delport". Thesis, North-West University, 2013. http://hdl.handle.net/10394/9646.
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Education can be viewed as a challenging profession, even more so for educators teaching learners with severe intellectual challenges (SIC). The diagnostic criteria of learners with SIC are a significant sub-average ability in intellectual functioning and concurrent deficiencies in adaptive behaviour such as social and daily living skills. The majority of learners with SIC display disruptive and challenging behaviour such as aggression, hyperactivity, talking inappropriately, and inappropriate sexual behaviour. Educators teaching learners with SIC are confronted, daily, with a wide range of challenges such as an excessive workload, minimal progress, and challenging behaviour displayed by the learners with SIC. The intensity of the physical and emotional challenges experienced by the educators, consequently, results in negative outcomes such as stress, burnout, high staff absences, and premature resignations. Earlier studies conducted in this field of specialisation found that educators, overall, were not very keen to teach learners with SIC. South African research conducted within this field of specialisation determined that, despite similar negative challenges, the educators did not necessarily share the pessimistic view towards this teaching environment as experienced in other countries. Local studies indicated that some educators experienced less stress and better physical health than others. The aim of the research was to gain an understanding of the nature of, and possible contextual influences on, those experiences that contributed to some educators experiencing job satisfaction and working effectively, while others did not, to ultimately present possible guiding principles to develop support systems for educators teaching learners with SIC. This qualitative study was planned from a descriptive and explorative case study design by making use of the phenomenological method of inquiry. Ethical permission to conduct the study was obtained from the North- West University. The research group consisted of six educators who perceived themselves as effective in this strenuous teaching environment, working at two selected schools for learners with SIC in the Tshwane South District, Gauteng. Data were obtained by making use of semi-structured interviews, open-ended sentences, and follow-up interviews. Data analysis and interpretation were guided by Creswell‘s application of Tesch‘s method by an in-depth analysis, identifying possible themes and topics. The various categories were identified and described. A literature control was executed in order to interpret and evaluate the data. The final step involved recounting the findings in the format of a written article. Based on the research findings, it was concluded that the participants, despite the various challenges, experienced high levels of job satisfaction and motivation. However, the study also confirmed that specific challenges such as the behaviour that learners with SIC display and a lack of acknowledgement could have a detrimental effect on motivational levels. The literature indicated that low motivational levels have a negative impact on job satisfaction and effectiveness. The emotional wellbeing of educators was recognized to be an important determining factor towards their effectiveness and ability to cope. The need for the development of appropriate support systems to enhance the educators‘ emotional wellbeing was confirmed.Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.
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Ramukumba, Mokholelana Margaret. "The role of beliefs, conceptualisations and experiences of OBE in teaching practice". Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5378.
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Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010.Bibliography
The implementation of OBE has significant implications for teachers’ work; adopting an OBE approach entails reconstruction of professional knowledge and a redefinition of planning procedures, teaching approaches and assessment practices. A teacher attempting to make sense of OBE, learning outcomes, assessment standards, band levels, NQF, etc. will inevitably bring his/her worldviews, past experiences and beliefs into the process of teaching and learning, and would also need to engage with new concepts to keep track of the changes in meaning and priorities. Within this changing education scenario OBE, as an initiative, offers opportunities for new pedagogies to flourish, marking a departure from the safe haven of traditional pedagogy. Therefore a perspective on teachers’ beliefs regarding OBE can provide an alternative interpretive lens for researchers through understanding teachers’ actions and thoughts. Purpose: The aim was to examine strategies teachers employ in their classrooms in response to their beliefs about OBE. Teachers’ epistemological beliefs were explored and linked to OBE pedagogical frameworks and classroom management practices. Their belief systems were divided into three categories – the teachers’ views about OBE, mathematics knowledge, and the teaching and learning of mathematics. This study was based on the belief that conceptions are specific meanings given to phenomena, derived from different experiences involved in helping individuals make sense of their world. Furthermore, those worldviews in turn influence how new information is perceived. Methodology: The researcher adopted a qualitative exploratory design. The method of choice for this study was a combination of elements of phenomenology and ethnography. Nineteen teachers were interviewed and observed. The sample was drawn from two former Model C schools and three township schools. Data were analysed qualitatively. Findings: The findings confirmed that there are multiple beliefs that constitute a personal epistemology. Therefore, to investigate some unique entities of the belief system such as OBE requires examining the broader belief system. The majority of teachers responded to OBE implementation with uncertainty, anger, frustration and anxiety. In the absence of certainty about OBE and faced with a myriad of classroom iv challenges, teachers relied on their experience to make decisions regarding what was important to know, they drew on their own personal teaching theories more than what they thought about OBE to make judgments of learning processes. This study concludes that the link between teachers’ beliefs, conceptualisation of OBE and teaching practice is weak. Their beliefs about the nature of mathematics knowledge, teaching and learning mathematics had stronger connections with, and represented the basis for teachers’ pedagogical purpose behind their preferred teaching practice.
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Lindström, Johan. "Teaching Literature : A Qualitative Study Based On Teachers’ Experiences, Thoughts and Ideas". Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-52460.
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Thus far, Pierre Bourdieu’s concepts of capital, field and habitus have not been discussed together with the literature a teacher chooses in the subject English at a Swedish secondary school. However, this study aims to provide more research in this area, as well as how the concepts of capital, field and habitus affect the teacher in how he or she works with literature. This essay discusses the choice of literature of four teachers, as well as how the teachers work with the literature in the classroom. Furthermore, this essay observes that these teachers’ colleagues, time and experience are important factors in their choice of literature and teaching methods. Since these specific factors were found important, the essay concludes that Bourdieu’s concepts of capital and field are more represented than his idea of habitus in the teachers’ choice of literature, as well as how they work with the literature. This conclusion has been made since the teachers used the same approaches when it came to teaching literature, even though they did not have the same education or experience. In other words, the different habitus the teachers have, in this case their education, are in the end almost irrelevant since the teachers used the same approaches as each other, no matter what education they had or when they had it.