There is growing interest in the professional development of teacher educators as the demands, expectations, and requirements of teacher education increasingly come under scrutiny. The manner in ...which teacher educators learn to traverse their world of work in the development of their knowledge, skills, and ability is important. This article outlines some of the crucial shaping factors in that development, including the transition associated with becoming a teacher educator, the nature of teacher education itself, and the importance of researching teacher education practices. Through a careful analysis of these features, a framework for better understanding what it might mean to professionally develop as a teacher educator is proposed. The framework is designed to draw serious attention to the major aspects of teaching and learning about teaching that are central to shaping scholarship in teacher education and offer insights into the ways in which teacher educators' professional development might be better understood and interpreted. Author abstract
Full text
Available for:
NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
mathematics teaching and learning in the primary school; whole number arithmetic; 23rd ICMI Study; international perspectives on primary math education; social-cultural diversity of early mathematics ...teaching; institutional constraints of early mathematics; whole number thinking, learning and development
Modern Languages Alison Phipps, Mike Gonzalez
SAGE Publications (UK),
2004, 2004-00-00, 2004-04-07
eBook, Book
`This is an important book. A very important book. It is important because it both challenges traditional understandings of language teaching and learning in universities, and rejects new ...understandings which only devalue the potential power of language learning…. This is not, however, merely a critique. The authors offer a compelling alternative, and do so in a language and style which mirror the alternative proposed…. The authors illustrate their ideas through snapshots of classroom practices which help to build up a picture of what is meant. Such illustrations are invaluable? - Teaching in Higher Education ?Every so often a book comes along filled with so much wisdom, critical insight, and sheer humanity that it takes one?s breath away. Modern Languages is such a book. Reclaiming language as both a site of struggle and a crucial sphere of politics, Alison Phipps and Mike Gonzalez make it clear that matters of language lie at the heart of any viable pedagogy in which democracy matters. But not a language(s) drained of critical possibilities, passion, power, or imagination, but language as the context and medium in which meaning is produced, affective investments made, and experiences are given legitimacy. Any educator, parent, student, or citizen of the world who cares about democracy, pedagogy, and the crucial role of modern languages creating the conditions for agency, politics, and, yes, hope should read this book? - Professor Henry Giroux, Waterbury Chair, Penn State University, USA ?I expect it will become a much-thumbed handbook for teachers in search of inspiration, and I am sure it will be a catalyst to further debate and exploration. But I suspect it may also become a turning point for thinking about modern languages. This book exudes life and hope. It shows a future where languages can thrive because they are an integral and indispensable part of what it means to be human. It is an exhilarating prospect to help to bring that future closer? - Professor Michael Kelly, Director, Subject Centre for Languages, Linguistics and Area Studies, University of Southampton ?Modern Languages is argumentative in the best sense: it is intellectually ambitious and is making a bold and brave argument of its own. The story is exciting, and offers a radical way of reconceiving teaching and learning in languages. It is written with evident passion and conviction and it seeks to reach out to an audience. The authors come across as committed and even as brilliant teachers. This is a book for its age but yet may have a long shelf- life. It has made me think about modern languages and language teaching and learning in quite new ways? - Professor Ronald Barnett, Institute of Education, University of London ?This book pushes the traditional field of Modern Languages into new challenges and it crosses intradisciplinary borders between different languages and cultures. It is intrinsically about languaging and about being intercultural. The authors argue that languages are "a social justice issue", give voice to language users in general and to language students in particular and engage into powerful, erudite, reflexive and critical insights. This book portrays language and culture education as a passionate, intelligent and committed undertaking. In sum, it is essential and stimulating reading for those Language and Culture educators, teaching in Modern Language Departments from universities all over the world, who dare? - Dr Manuela Guilherme, Researcher, Center for Social Studies, Universidade de Coimbra This accessible book aims to challenge and stimulate all those engaged with teaching modern languages in higher education. It is not a `how to? book; rather it engages with the complex, often paradoxical position of modern languages today, and offers arguments for, and illustrations of the ways in which teachers of modern languages can position themselves critically in that rapidly changing context. It works with the concepts of languaging and being intercultural, which arise from a rigorous examination of research findings, a challenging critique of current models of work within the discipline and a reflection on existing teaching practices. Beginning with an examination of the ?crisis? in modern languages in the U.K. and North America, the authors draw on data and descriptions of learning experiences in the field and position themselves critically within the debates. Key problems for teachers and learners are identified and elaborated through examples of critical incidents which point to generic as well as specific issues and solutions in teaching languages in higher education. The Teaching & Learning in the Humanities series, edited by Ellie Chambers and Jan Parker, is for beginning and experienced lecturers. It deals with all aspects of teaching individual arts and humanities subjects in higher education. Experienced teachers offer authoritative suggestions on how to become critically reflective about discipline-specific practices.
The exploration of higher education (HE) teachers’ approaches to teaching has mainly been done using quantitative instruments which have been criticised for being too narrow in examining the ...dimensions of teaching.
Higher education approaches to teaching
(HEAT) inventory is a recently developed instrument to capture the dimensions of HE teaching more broadly. Moreover, teacher self-efficacy has been shown to be an important element influencing approaches to teaching, but still, the research on it has been scarce. The aims of the study are thus (1) to validate the HEAT inventory and (2) to explore what kind of individual teaching profiles can be identified among higher education teachers and their relation to teachers’ self-efficacy. The results showed that HEAT is a valid instrument to measure various dimensions of approaches to teaching and that several profiles of approaches to teaching can emerge among HE teachers. These profiles also differ in terms of teachers’ self-efficacy.
Full text
Available for:
EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
Anyone who has attended law school knows that it invokes an important intellectual transformation, frequently referred to as “learning to think like a lawyer”. This process, which forces students to ...think and talk in radically new and toward different ways about conflicts, is directed by professors in the course of their lectures and examinations, and conducted via spoken and written language. This book delves into that legal language to reveal the complexities of how this process takes place. The book bases its linguistic study on tape recordings from first year Contracts courses in eight different law schools. The book discusses how these schools employ the Socratic method between teacher and student, forcing the student to shift away from moral and emotional terms in thinking about conflict, toward frameworks of legal authority instead. This move away from moral frameworks is key, the book says, arguing that it represents an underlying world view at the core not just of law education, but for better or worse, of the entire U.S. legal system—which, while providing a useful source of legitimacy and a means to process conflict, fails to deal systematically with aspects of fairness and social justice. The latter part of the study shows how differences in race and gender makeup among law students and professors can subtly alter this process.
The didactic knowledge of content (DKC) represents a theoretical category of the research of teaching that involves knowledge, allowing the teacher to make content teachable. The purpose of the ...present study aims to assess the behavior of DKC in the teaching of the "Scale-up of Chromatographic Columns" in the Unitary Operations in Bioprocess subject of the Chemical Engineering career, identifying difficulties in the comprehension of this subject by the students. The perceptive/intuitive, contextual, empirical and rational zones of the Model of Conceptual Profile were evaluated, resulting in an epistemological comparison among them, where two profiles were similar and two others were different, in correspondence with the different styles of teaching.
While the great scientists of the past recognized a need for a multidisciplinary approach, today's schools often treat math and science as subjects separate from the rest. This not only creates a ...disinterest among students, but also a potential learning gap once students reach college and then graduate into the workforce. "Cases on Research-Based Teaching Methods in Science Education" addresses the problems currently facing science education in the USA and the UK, and suggests a new hands-on approach to learning. This book is an essential reference source for policymakers, academicians, researchers, educators, curricula developers, and teachers as they strive to improve education at the elementary, secondary, and collegiate levels. Following a foreword, preface, and acknowledgment, this book contains the following sections and chapters: Section 1: Curricula Changes: (1) Making Sense of Science: A Review in Scottish Further Education (Nancy El-Farargy); (2) Developing Scientific Literacy: Introducing Primary-Aged Children to Atomic-Molecular Theory (Jennifer Donovan and Carole Haeusler); (3) Implementing the Understanding by Design Framework in Higher Education (Judy Alhamisi, Blanche Jackson Glimps, and Chukwunyere E. Okezie); (4) Martial Arts and Physics: A Multidisciplinary Approach to Increase Student Engagement and Interest in the Sciences (Eugenie de Silva); and (5) The Inclusion of Multidisciplinary Research in Science Teaching: A Novel Teaching Method (Eugene de Silva, Eugenie de Silva, Jeffrey Horner, and Pamela Knox. Section 2: Content Presentation: (6) Developing a Research-Informed Teaching Module for Learning about Electrical Circuits at Lower Secondary School Level: Supporting Personal Learning about Science and the Nature of Science (Keith S Taber, Kenneth Ruthven, Neil Mercer, Fran Riga, Riikka Hofmann, and Stefanie Luthman); and (7) Presenting Physics Content and Fostering Creativity in Physics among Less-Academically Inclined Students through a Simple Design-Based Toy Project (Nazir Amir and R. Subramaniam). Section 3: Research: (8) Using Multidisciplinary Research Experiences to Enhance STEM Learning through Undergraduate, Team-Based, Summer Research Projects for At-Risk Students (Jennifer Yantz, Brittany D. Smith; Ginger Holmes Rowell, Thomas Cheatham, Donald Nelson, D. Christopher Stephens, and Elaine Bouldin Tenpenny); (9) Collaborative Teams as a Means of Constructing Knowledge in the Life Sciences: Theory and Practice (Grant E. Gardner and Kristi L. Walters); (10) Interdisciplinary Problem-Based Learning Practices in Higher Education (Despo Ktoridou); (11) Transdisciplinary Research in Sustainable Scientific Education in the Field of Urbanism and Architecture (Svetlana Perovic); and (12) Pre-Service Teachers' Self-Efficacy and Attitudes toward Learning and Teaching Science in a Content Course (Cindi Smith-Walters and Heather L. Barker). Section 4: Cases on Research-Based Teaching Methods in Science Education: (13) Traditional Teaching and Its Effect on Research-Based Teaching: Science via Online Instruction (LaToya N. Johnson, Dana-Marie Thomas, and K. Y. Williams); (14) Research Institutions: Research-Based Teaching through Technology (K. Y. Williams); and (15) Application of Information and Communication Technology to Create E-Learning Environments for Mathematics Knowledge Learning to Prepare for Engineering Education (Tianxing Cai). A compilation of references, a section about the contributors, and an index are also included.
This book brings together scholars, researchers and educators to present a critical examination of Arizona's restrictive language policies as they influence teacher preparation and practice. The ...Structured English Immersion model prescribes the total segregation of English learners from English speakers and academic content for at least one year.
Critical thinking-every scholar in the literature has defined it, but there is no clearly agreed upon definition. No wonder polls and surveys reveal that few college-level faculty can define critical ...thinking or know how to teach it. Still, critical thinking keeps appearing in accreditation standards and surveys of the skills employers seek in college graduates. The good news is that we do know that critical thinking can be taught. But the concept cries out for the simplification, translation into discipline-relevant course outcomes, tangible teaching strategies, and concrete assessment techniques that this book will provide.Like a course or a workshop, this book proposes learning outcomes for the reader-promises of what the reader will be able to do after reading it. These include
explain what critical thinking is in simple terms;
convincingly explain to students why it is important for them to learn critical thinking, and, if they tune out, what they stand to lose;
overcome the challenges that teaching critical thinking presents;
identify the type of course content to which critical thinking can be applied and, therefore, that readers can use to teach critical thinking;
integrate critical thinking into the design of a new or existing course in any discipline;
write assessable critical thinking learning outcomes that are compatible with and make sense in any discipline;
select and adapt activities and assignments that will give students no- or low-stakes practice with feedback in critical thinking using a variety of questions, tasks, and teaching methods.
