Service learning and literacy tutoring: Academic impact on pre-service teachers

How does service learning impact content acquisition? Undergraduate pre-service teachers participating in a literacy tutoring service-learning experience are compared with pre-service teachers engaged in self-selected and independently directed tutoring sessions. The findings of this study support previous assertions that service-learning positively influences student academic achievement. The data gathered provide evidence that this positive influence is related to several design features. Specifically, the value placed on the service increased student motivation to learn course content. The frequency and variety of opportunities to reflect coupled with academic goals being embedded into the actual service experience strengthened connections between service and academic content.     

图像检索中基于最大信息获取量的主动学习算法

本文提出一种基于内容的图像中的主动学习算法. 首先用支撑向量机学习得到初始查询概念, 然后用相似性测度对其进行检验, 选取信息量最大的样本来请求用户标记, 最后在相关反馈的迭代优化过程中获取用户的图像查询概念. 算法通过支撑向量机二值分类器与相似性测度2种不同学习模型的融合, 来减轻它们各自所存在的模型偏置. 实验结果显示, 所提算法能够显著提高图像检索的精确度, 在少量的反馈迭代之后即能准确地获取目标概念.     

The impact of inquiry-based learning on the critical thinking dispositions of pre-service science teachers

ABSTRACT

In the study, the impact of inquiry-based learning on pre-service teachers’ critical thinking dispositions was investigated. The sample of the study comprised of 56 pre-service teachers in the science education teacher education programme at the public university in the north of Turkey. In the study, quasi-experimental design with an experimental and a control group were applied to find out the impact of inquiry-based learning on the critical thinking dispositions of the pre-service teachers in the teacher education programme. The results showed that the pre-service teachers in the experimental group did not show statistically significant greater progress in terms of critical thinking dispositions than those in the control group. Teacher educators who are responsible for pedagogical courses in the teacher education programme should consider that the inquiry-based learning could not be effective method to improve pre-service teachers’ critical thinking dispositions. The results are discussed in relation to potential impact on science teacher education and implications for future research.     

论学习型教师

身处学习型社会,教师作为知识文化的传播者和学习者学习的指路人,学习对教师来说是更好去传播知识的前提与基础。进而说,我们要学会做一名学习型教师,学习型教师会给教师带来全新的理念,给予教育工作岗位的人们一个全新的认识。     

教师专业化和教师学习共同体的建构

教师专业化是时代的呼唤,也是教师劳动的本质要求;教师专业化是一个渐进的过程,是与教师的学习分不开的;教师学习的特点决定了教师学习共同体的构建是实现教师专业化的有效途径。     

Understanding professional learning for Computing teachers from the perspective of situated learning

ABSTRACT

Situated learning theory maintains that there is a relationship between learning and the social situation in which it occurs; learning is embedded in activity, context and culture. In terms of professional learning for teachers, this implies that effective learning takes place within a community where experts and novices meet and where practice is modelled; such a community needs to be deeply relevant to everyday practice in the classroom. In this paper, we discuss Computing At School, a grass-roots organisation that has grown up over the last 10 years through teacher communities, and also with broad support of academia and industry. In a time of increased interest in the inclusion of computer science in school curricular, Computing At School is a community of practice of all teachers affected by curriculum change in Computing and models an innovative approach to professional learning that is based on community and support. We describe here how Computing At School draws on situated learning theory to contribute to the development of Computing in the curriculum, evidencing both the journey and lessons learned.     

Expansive learning in a change laboratory intervention for teachers

The theory of Expansive learning and the change laboratory (CL) methodology has been developed and applied in many studies on workplace learning and educational change. There are fewer studies made on small-scale interventions, exploring the longitudinal development of expansive learning in an educational change effort. This article examines a CL intervention performed in an upper secondary school in Sweden, with a small group of teachers engaged in a participatory design project. By identifying and analysing the relationship of the seven learning actions posited by the theory of expansive learning, the aim was to contribute to the discussion of the CL methodology and the empirical usability of the theory. The results showed that the seven expansive learning actions functioned as analytical tools to map the teachers learning and development, but the analysis also showed many deviations, disruptions and occurrence of practical actions of design in the process. This challenge the notions of cyclicity and ascension in the theory of expansive learning. Cyclicity might be desirable but not necessary for expansive learning which questions the need to first grasp the problem at a conceptual level before generating concrete solutions. The Findings in this study suggests the opposite; that the entanglement and parallel movement between the abstract and the concrete was a driving force for the teachers expansive learning and the design of new curricular units.

     

Induction seminars as professional learning communities for beginning teachers

This paper explores the operation and contribution of induction seminars operated as learning communities for new teachers. Mixed methods were used: 378 new teachers and 29 seminar leaders completed questionnaires, 16 new teachers and 14 seminar leaders were interviewed, and 20 seminar meetings were observed. Findings showed that seminar discussions focused primarily on coping with discipline problems, building self-confidence, and developing a professional identity. The main contribution of the seminars was emotional support provided in a non-threatening environment. Findings imply that seminars can be a significant supplement to in-school mentoring for the professional development and adjustment of new teachers.     

Instructional development for teachers in higher education: impact on teaching approach

Although instructional development for teachers has become an important topic in higher education, little is known about the impact it has on daily teaching practice. The lack of systematic programme evaluation is an ongoing concern. In this study we investigate by use of a quasi-experimental design, the impact of an instructional development program for beginning university teachers on their teaching approach. Quantitative pre-test as well as post-test data were assembled from 20 experimental teachers and 20 control teachers. At the post-test qualitative data were gathered too: 17 teachers of the experimental group and 12 teachers of the control group were interviewed. Paired t-tests and analysis of covariance with the pre-test scores as a covariate showed some effect of instructional development on teaching approach. The analysis of the qualitative data sustained this result. Our results reveal the influence of instructional development on teachers’ teaching approach being slightly different for teachers belonging to distinct disciplines. Several interpretations and perspectives for further research are discussed.     

Collaborative classroom practice for inclusion: perspectives of classroom teachers and learning support/resource teachers

Collaborative practice is integral to effective inclusion. Within schools, teacher collaboration can foster communities of practice through a series of professional relationships that enhance the educational experience and learning outcomes of pupils with special educational needs (SEN). In Ireland, Learning Support Teachers (LSTs) and Resource Teachers (RTs) provide additional support to the increasing numbers of children with SEN in mainstream classrooms. Working alongside Classroom Teachers (CTs), this tripartite of teaching expertise represents an opportunity for whole-school and classroom-based approaches to successful collaborative, inclusive practice.

This article describes the perceptions and experiences of collaborative practice between primary CTs, RTs and LSTs in a cohort of primary schools in the West of Ireland. Using a mixed methods approach, the study sought to establish the nature and extent of collaboration amongst these teachers and to identify the benefits and barriers to implementation.

The findings suggest that whilst teachers are increasingly aware of the value of collaboration, its implementation is largely aspirational, with a series of challenges relating to time constraints, ad hoc planning and limited professional development opportunities most commonly identified as constraints to a consistent approach. The article considers the consequences of this shortfall and options for improved engagement between teachers are identified.     

Situated learning in an educational technology course for pre-service teachers

This qualitative study investigated a situated learning environment implemented in an educational technology course where pre-service teachers worked collaboratively on meaningful real-world projects, assuming the role of professional teachers. With a traditional learning environment as a critical frame of reference, we found that the students in the situated learning environment demonstrated sophisticated problem-solving skills, exhibited metacognitive awareness, produced coherent artifacts, and showed high levels of motivation. The findings implied that if we want to successfully implement situated learning, effort should be made to promote a constructive learning culture, improve individual performance, manage students’ perceptions, and foster their positive attitudes.     

How to make guided discovery learning practical for student teachers

Many innovative teaching approaches lack classroom impact because teachers consider the proposals impractical. Making a teaching approach practical requires instrumentality (procedures), congruence (local fit), and affordable cost (limited time and resources).This paper concerns a study on the development and effects of a participatory design based teacher training trajectory aimed at making guided discovery learning (GDL) practical for student biology teachers. First, we identified practical heuristics for designing GDL lessons by analyzing design protocols made by biology teachers who are experts in GDL. Next we inventoried student responses to their regular lessons and to GDL based lessons. Based on this we prepared a teacher training program for eleven student biology teachers in which they applied the heuristics and stepwise extended their teaching repertoire in the direction of GDL. The participants’ design processes and resulting lesson plans were scored on both use of design heuristics and GDL characteristics. The participants were interviewed about their motivational beliefs before and after the program. Results showed that student teachers are able to design GDL lessons and used the heuristics to design GDL lessons. Their motivation for implementing GDL in their classroom had increased substantially. The paper concludes with a critical reflection on our method of participatory design and its applicability.     

Exploring the impact of coteaching on pre-service music teachers

This study describes and analyses how coteaching affected undergraduate music education preservice teachers (PSTs). During an 8-week school placement, coteaching was used as a means of creating a reciprocal professional learning arrangement involving PSTs and primary school teachers. The theoretical framework draws on the Russian concept of obuchenie, which is a dialectical process of mutual adaptation between student and teacher. Music education PST participated as subject expert/pedagogy novice, while generalist classroom teacher occupied the role of pedagogy expert/music novice. Findings relate to the acquisition of four aspects of teacher professional agency, subject or content knowledge, pedagogical knowledge, curricular knowledge, and pedagogical content knowledge. A thematic analysis was undertaken using data from interviews, PST reflective journals, observations, lesson plans, and researcher field-notes. In comparison with the traditional school placement, there was a radical improvement in the development of professional agency amongst the coteaching cohort.