Mentor teachers' practical reasoning about intervening during student teachers' lessons

In this exploratory study, we analyzed mentor teachers' (MTs') reasoning about whether, when, and how to intervene during student teachers' (STs') lessons. We applied Fenstermacher's theory on practical arguments and found that MTs intervene primarily by guiding their pupils. MTs balance situational premises (e.g., ST and pupil characteristics, and triggers such as pupils behaving disruptively or STs making mistakes in the lesson content), value premises concerning mentoring and teaching, and empirical premises about the effects of intervening on STs' and pupils' well-being and development. We suggest MTs' intervening to not only cater to pupils' but also to STs' development needs.     

An investigation of student teachers' knowledge about their own learning

Twenty-nine student teachers from a large metropolitan university in Queensland, Australia were interviewed at the beginning (Time 1) and end (Time 2) of a year-long graduate diploma in education to investigate the nature of their knowledge about learning and changes in such knowledge over the year. At Time 1 and Time 2 most students thought learning should be meaningful and preferred to use transformative learning approaches. However, students indicated a willingness to engage in reproductive approaches to learning if the content to be learned was uninteresting, workloads were high, or assessment was examination-focussed. The results also indicated that while many students did not experience significant changes in their knowledge about learning over the year, they believed that transformative learning had become more of a focus for them. Investigating student teachers' knowledge about learning has implications for effective learning in teacher education programs.     

The development of student teachers' practical theory of teaching

This study explores the professional development of two student teachers. Changes in their “practical theories”—their system of knowledge, attitudes, and values related to teaching—provide an insight into their professional development. The study reveals the evolution of their practical theory of teaching and identifies a number of interrelated factors which impinge on their professional development. The role of critical reflection is explored as one of these factors.     

缄默知识:幼儿教师专业成长的实践性智慧

缄默知识引导着幼儿教师的教育行为，获得和拥有丰富的缄默知识有助于幼儿教师专业成长。重新诠释“知识”的内涵、反思自身的教育实践行为、正确运用教育叙事策略、建立学习共同体，是幼儿教师建构缄默知识，实现专业成长的基本途径。     

中学教师实践性知识管理模式探究

教师实践性知识是教师专业发展的知识基础。本文阐述了教师实践性知识管理的相关概念,并以野中郁次郎的知识管理理论为基础,对中学教师实践性知识管理活动进行了分析和归纳,总结出了教师实践性知识管理的一般模式。     

Preservice teachers' beliefs about students' mathematical knowledge structure as a foundation for formative assessments

In an experiment, we studied beliefs about the structure of students' mathematical knowledge that may affect teachers' formative assessments. Using a novel approach that simulated an assessment situation, we measured the beliefs of N = 42 preservice mathematics teachers. Teachers' responses revealed that they predominantly thought of students' conceptual and procedural knowledge as being symmetrically related but not identical, which is in line with recent findings about students' knowledge. Their assessments may, thus, not be biased by incorrect beliefs. Teachers, however, did not believe conceptual and procedural knowledge to be more interrelated as a result of students' increased expertise.     

The influence of experience on student teachers' beliefs about inclusion

Abstract

Teacher beliefs influence the implementation of inclusion practices in the classroom. Therefore, the importance of developing positive beliefs during the preservice years cannot be overstated. The purpose of this study was to examine the influence of professional experiences on students’ beliefs about inclusion. This qualitative study was comprised of a series of interviews (group and individual) and analysis of reflective writings for six student teachers. Findings indicated that experiences both professional and personal contribute to the development of the students’ beliefs about inclusion. If these experiences were positive, the preservice teachers were more positively disposed to the concept of inclusion. Therefore, teacher training programs are afforded the opportunity to influence preservice teachers’ development of positive beliefs about inclusion which may ultimately affect the inclusion process.     

Peer assessment as a learning tool for enhancing student teachers' preparation

This study investigates how peer assessment contributes to enhancing student teachers' preparation during field experience. A semi-structured interview was conducted with 72 student teachers. The findings showed that the student teachers have positive beliefs about peer assessment. They think that it can be beneficial if some changes are made in the way it is employed in teacher education programs. In light of the study findings, the researchers put forth a number of suggestions and recommendations for employing peer assessment in teacher education programs in Jordan.     

Science teachers' knowledge about and attitudes towards the use of models and modelling in learning science

A semi-structured interview was used to enquire into the knowledge of models and modelling held by a total sample of 39 Brazilian science teachers working in 'fundamental' (ages 6-14 years) and 'medium' (ages 15-17 years) schools, student teachers, and university teachers. This paper focuses on their perceptions of the role of models in science teaching. The teachers' ideas are organized in three groups: the status and value of models; the influences that inform the translation of these general ideas into classroom practice; and how they respond to the outcomes of students' modelling activities. The teachers interviewed generally showed an awareness of the value of models in the learning of science but not of their value in learning about science. They were also uncertain of the relationship that could exist in the classroom between various types of models. Modelling, as an activity by students, whilst praised in theory, would not seem to be widely practised. Where practised, the outcomes are by no means always treated with that integrity that learning about science would call for.     

Formula student as part of a mechanical engineering curriculum

Formula Student (FS) is a multi-university student design competition managed by the UK Institution of Mechanical Engineers. Students are required to demonstrate and prove their creativity and engineering skills through the design, manufacture and financing of a small formula style race car. This paper seeks to explore the educational value that derives from the FS activity through a series of semi-structured interviews with key stakeholders. Through the analysis of the interview data, it was found that the FS activity supported development of student skills and competencies in the following areas: use of engineering knowledge to support the application of existing and emerging technology; application of theoretical and practical knowledge to the solution of engineering problems; development of technical and commercial management skills; development of effective interpersonal skills, including communication skills; and demonstration of personal commitment to professional development. In addition, a number of areas for implementing ‘good practise’ have been identified. The information herein supports educators in their responsibility to help meet the needs of the engineering industry for high quality graduates.     

University teachers' thinking about lecturing: student evaluation of lecturing as an improvement perspective for the lecturer

Student evaluation of instruction (SEI) is a common practice in higher education. Despite a great deal of progress that has been made during the last two decades of SEI-research, some questions remain unanswered. One of the unsolved problems concerns theutility of SEI, i.e., its efficacy for improving instruction. Apparently there is a need for understanding ‘how university teachershandle SEI-feedback.’ In that perspective cognitive and motivational psychology stress the importance of the so-calledsubjective theory of a teacher about his lecturing. This empirical study was focused on teachers' conceptualisation of lecturing, as related to student ratings. For representing a teacher's subjective theory and his interpretation of SEI-feedback, theHiclas-algorithm of De Boeck and Rosenberg (1988) was used, corresponding to theirHierarchical Classes Model. Results indicate that the lecturer's interpretation of student ratings and his/her ‘thinking about lecturing’ are crucial elements for an effective use of SEI as an improvement strategy. It gives one explanation why student evaluation of university teaching does (or does not) change teaching behaviour. The author is indebted to Prof. Piet J. Janssen and Prof. Joost Lowyck for their assistance in this research.     

Professional development and reform in science education: The role of teachers' practical knowledge

In this article, professional development in the context of the current reforms in science education is discussed from the perspective of developing teachers' practical knowledge. It is argued that reform efforts in the past have often been unsuccessful because they failed to take teachers' existing knowledge, beliefs, and attitudes into account. Teachers' practical knowledge is conceptualized as action‐oriented and person‐bound. As it is constructed by teachers in the context of their work, practical knowledge integrates experiential knowledge, formal knowledge, and personal beliefs. To capture this complex type of knowledge, multimethod designs are necessary. On the basis of a literature review, it is concluded that long‐term professional development programs are needed to achieve lasting changes in teachers' practical knowledge. In particular, the following strategies are potentially powerful: (a) learning in networks, (b) peer coaching, (c) collaborative action research, and (d) the use of cases. In any case, it is recommended that teachers' practical knowledge be investigated at the start of a reform project, and that changes in this knowledge be monitored throughout the project. In that way, the reform project may benefit from teachers' expertise. Moreover, this makes it possible to adjust the reform so as to enhance the chances of a successful implementation. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 137–158, 2001     

Co-teaching as a context for teachers' professional learning and joint knowledge construction

The study examined two primary teachers' professional learning and joint knowledge construction in the context of co-teaching. The teachers narrated their learning as a collaborative process with serendipitous origins. Shared knowledge construction was crucial in the learning process, as was implementing the resulting new ideas in practice. It is concluded that experiences of co-teaching may support teachers in meeting their professional responsibilities effectively. Professional development programmes need to be sensitive to teachers' individual and collaborative learning experiences to be able better to support them in the natural context of those experiences in particular local and national contexts.     

The use of analogies in language teaching: Representing the content of teachers' practical knowledge

This study sought to determine how experienced language teachers use analogies to help students comprehend a text on the course of their regular teaching routines. It is assumed that analogies constitute one important component of the content of teachers' practical knowledge in the context of reading-comprehension instruction. The framework of the study drew from Shulman's notion of 'pedagogical content knowledge'; the perspective was the analogy-provider (e.g. teacher or textbook author). Eight lessons taught by eight different teachers were observed and analysed for the presence of analogies. The frequent use of analogies, continuously under discussion in the literature about science education, seems at least open to question. The research suggests that teacher education programmes for language teaching should include information about developing and evaluating instructional analogies.     

教学学术:高校外语教师实践性知识发展的重要途径

长期以来,高校外语教师专业化发展片面强调理论知识灌输,忽视实践性知识的发展,对实践性知识内在属性以及获取途径的研究匮乏。本文通过对实践性知识内涵的剖析,提出教学学术是高校外语教师实践性知识发展的重要途径,并根据HuberHutchings"教学学术四环节"的实践框架进一步探究教学学术对高校外语教师实践性知识发展的实际推动作用,为高校外语教师摆脱教学困境,向思辨型、探究型、学者型教师的专业化方向发展提供有效的思路和方法。     

ESL student teachers' perceptions of a short-term overseas immersion programme

In recent years there has been an increasing demand for teachers to develop the international knowledge and skills necessary to help promote their students' global perspectives. The Hong Kong Special Administrative Region Government has seized the initiative to provide mandatory overseas immersion programmes for pre-service English teachers to enhance their language proficiency and cultural understanding. This study involved a group of Hong Kong English language student teachers who joined a six-week immersion programme in Auckland. The aim of the present investigation was to address our dearth of knowledge as to the impact of such a programme on student teachers, and the benefits that they could derive from it. Several obstacles that might hinder maximal benefits were also identified.