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Cognitive load theory (CLT) can explain the challenges faced by student teachers. This study, guided by the CLT, included 26 pre-service teachers. Participants completed a cognitive load self-report questionnaire and were interviewed at two points during their student teaching. Results revealed that student teachers decreased mental effort related to monitoring their students’ level of attention, meeting needs of diverse learners, and managing internal and external distractions. Qualitative analysis revealed: (1) student teachers became aware of limited cognitive resources; (2) lesson planning imposes cognitive load during student teaching; and (3) cognitive overload limits the ability to make modifications during teaching. 相似文献
93.
Drawing on studies of active learning methods in an undergraduate chemistry course at a research institution, we first present two case studies exploring the change processes and outcomes of the faculty member who designed the course and the one who adapted it. We then explore the nature of the problems experienced during the adaptation process. We conclude with recommendations for successfully diffusing innovations: adapting faculty members should choose innovations that genuinely interest them and are aligned with their goals, should experiment with innovations in a gradual way, and should receive support throughout the process. 相似文献
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Debra A. Friedman 《Journal of Language, Identity & Education》2016,15(3):165-179
Drawing upon video recordings from two fifth-grade Ukrainian classrooms and interviews with children four years later, this paper examines these classrooms as sites for socializing learners into an imagined community of Ukrainian speakers, the extent to which children took up identities as members of this community, and the potential effect of this identification on willingness to learn and use Ukrainian. Microanalysis of classroom interaction illustrates how teachers drew upon prevailing discourses of language and nation in ways that both presupposed and sought to create children’s membership in an imagined national community whose core practices included affiliation with Ukrainian as “our language.” However, interview data reveal that while children readily aligned with this imagined community and voiced its language ideologies, they positioned themselves as peripheral members or alternatively reimagined an alternative, multilingual Ukrainian community. 相似文献
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Mentoring of pre-service teachers in school contexts is acknowledged as an important part of initial teacher education. However, finding sufficient school-based professional experience placements for pre-service teachers, ensuring the quality of the learning experiences provided by such placements, and gaining a clear understanding of what teachers actually learn during placements continue to be of concern to all involved in this component of teacher education. In this paper, three interconnected perspectives are provided as a university-based teacher educator, a school-based teacher educator and a pre-service teacher learn together in a dialogic mentoring relationship. The work of Mikhail Bakhtin and Valentin Voloshinov is employed to theorise the nature of dialogic relationships and how such relationships differ from ‘having a conversation’. 相似文献
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Trajectories in bullying through adolescence were studied along with individual, family, and peer relationship factors. At the outset, participants' ages ranged from 10 to 14; 74% identified as European Canadian with the remainder from diverse backgrounds. With 8 waves of data over 7 years, 871 students (466 girls and 405 boys) were studied to reveal 4 trajectories: 9.9% reported consistently high levels of bullying, 13.4% reported early moderate levels desisting to almost no bullying at the end of high school, 35.1% reported consistently moderate levels, and 41.6% almost never reported bullying. Students who bullied had elevated risks in individual, parent, and peer relationship domains. Risk profiles and trajectories provide direction for interventions to curtail the development of power and aggression in relationships. 相似文献
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Interactive or inactive? a consideration of the nature of interaction in whole class teaching 总被引:1,自引:1,他引:1
Recent learning theories and the suggested importance of ‘interactive’ approaches in national initiatives, (NLS, NNS) led to an ESRC‐funded action research project involving the University of Exeter and teachers in three schools—‘Using Talk to Activate Learners’ Knowledge' (TALK). This investigated how ‘interactive’ whole class teaching was and whether teacher‐pupil interactions permitted recoding of information and understanding. The findings corroborate those from Galton (1999a, 1999b), Mroz (2000) and English (2002): that teacher‐led questioning and explanation still dominate, as do teachers' objectives. Interaction as participation was differentially experienced by higher and lower abilities, boys and girls, with few opportunities for pupil initiation or extended response. The study, however, provides a model for more fully analysing the varying forms and functions of teachers' questions and statements which may lead to a greater clarity in recognising ways to provide more effective discourse for learning. 相似文献