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Novitas-ROYAL , 2011,
Abstract: : While there is a wide body of research that reports the benefits of engaging prospective English Language teachers in reflection during the practicum courses of their teacher education, there are relatively few studies which describe the nature of prospective teachers written reflections on examples of their own teaching during campus-based methodology courses. However, it has been suggested that engaging prospective English Language teachers in reflective practice early on in their teacher education could be beneficial in helping them to develop their critical thinking skills and to make the most of their future teaching experiences. Thus, the current study was conducted to describe the individual reflective profiles emerging from the analysis of the written reflections of 28 Turkish prospective English Language teachers on a video-recorded microteaching experience carried out as part of a methodology course. A mixed method approach was adopted to this aim. First, qualitative analysis of the written reflections revealed reflective categories showing how the participants reflected on their teaching experience. Second, frequency analysis was used to reveal the distribution of these reflective categories for each participant. The data analysis showed that the individual participants displayed different patterns of reflection in terms of descriptive and dialogic reflection, and positive and negative stance.
Prospective physics teachers’ ideas and drawings about the reflection and transmission of mechanical waves
Rabia Tanel,Serap Kaya Seng?ren,Nevzat Kavcar
Latin-American Journal of Physics Education , 2008,
Abstract: It is known that most of the students have difficulties in understanding the behaviour of a mechanical wave at aboundary. Being aware of the students’ misconceptions about the subjects mentioned above can lead to thedevelopment of more effective teaching material on the topic of Vibrations and Waves. In this study, in order to revealstudents’ ideas about the subject, a test containing questions with drawings has been developed. The test was appliedto 147 prospective physics teachers attending a state university in Türkiye, and interviews have been carried out with21 students. The results have shown that the students had certain misconceptions and inadequate information about thesubject. In the view of the results, some suggestions were made about teaching the subject.
Prospective Mathematics Teachers' Opinions on
Ali Eraslan
Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education , 2009,
Abstract: The aim of this study is to investigate the opinions of prospective mathematics teachers in Teaching Practice course taken at the last semester of the teacher education program. For this purpose, 47 prospective teachers taking Teaching Practice wrote and submitted one or two-page reflection of their school-based experiences at the end of the semester. Their written responses were examined and analyzed qualitatively. Findings indicated that (1) there exist not enough opportunities for practice teaching, little or no feedback from their supervising teachers, no links between pure mathematics courses and school mathematics. On the other hand, they stated that they get benefit from the teaching courses such as Teaching Methodology I-II, and Instructional Technology and Developing Materials, feel like the real teacher of their classrooms and get to know more about the real classroom environment and school students. Key words:
Examining Media Literacy Levels of Prospective Teachers
Task?n INAN,Turan Temur
International Electronic Journal of Elementary Education , 2012,
Abstract: As in many other countries, following the 2007-2008 education year when media literacy courses began to be included in the curricula, media literacy has become one of the discussion topics among educators and decision makers in Turkey. Discussion topics related to media literacy have included who is going to give the media literacy courses, what qualifications will be sought out in media literacy education teachers, what will be included in the media literacy curriculum in terms of its content, and at what level the media literacy course will be given. The current study which aims to examine media literacy levels of prospective teachers utilized thesurvey method. The sample of the study included prospective teachers (480) attending Elementary School Education, Social Studies Education and Turkish Language Education departments in the Education Faculty at the Dumlupinar University in the 2008-2009 education year. The results of the study showed that prospective teachers have a low level of reaction to media messages, do not educate people around enough about the effects of media, but make use of different sources of media to gain information, and are cognizant of media literacy.
Individual Curricula: Teachers’ Beliefs Concerning Stochastic Instructions  [PDF]
Andreas Eichler
International Electronic Journal of Mathematics Education , 2007,
Abstract: This report focuses on in-service teachers’ planning of stochastic education. The theoretical and methodological settings of the research will be outlined in-depth. The methodological settings will be illustrated by research results concerning one teacher. A further main focus is to present some results concerning the planning of stochastic education conducted by 13 teachers.
Indian Streams Research Journal , 2013,
Abstract: Teachers play a prominent role in national and social reconstruction and in transmission of wisdom, knowledge and experiences of one generation, to another generation. This study was carried out to identify the prospective teachers' Sense of responsibility towards environment at bachelor of education level in National Capital Region (NCR). The sample comprised of 100 prospective teachers (males & females) of B. Ed colleges. Data was collected from prospective teachers, through an Environmental Responsibility Assessment Inventory (ERAI). The results of the study revealed that State Board and CBSE Board prospective teachers are equally aware of environmental issues and overall responsibilities. English and Hindi Medium prospective teachers also bear equal environmental responsibilities.
New challenges to rethink the training of ecuadorian teachers  [PDF]
María Sol Villagómez
Alteridad : Revista de Educación , 2012,
Abstract: Training ecuadorian teachers has traditionally been linked to public policy and national curricula that have defined the task of teaching, classroom work, and what basic teacher training institutions should prioritize on when it comes to training teachers. Recent years have seen major changes in the educational sector, as well as a revaluation of the teaching trade. New training challenges arise, not only from the teacher's perspective as executor of the curricula, but as a key player in the educational process. We need to rethink the training of teachers to and from a critical reflection and research point-of-view, in order to reflect on the curricula, their own experience, and their relevance in relation to the framework in wich they develop.
Nilüfer K??KER
Zeitschrift für die Welt der Türken , 2012,
Abstract: This research has been conducted to determine the thoughts of prospective class teachers on their spatial cognition adequacy. Sample group of this research that has been conducted according to scanning model consists of 263 prospective class teachers. Data has been gathered by the scale developed by the researcher and descriptive statistics has been used during the analysis. According to research, prospective teachers defines their adequacy as paying attention to the units of space and defining route parallel to this while not preferring units of length. They think they are not qualified enough to draw sketch map of their environment. Prospective male teachers are determined to be more optimistic than females. It is revealed that they see themselves qualified for route knowledge.
Wilfred Greyling
Per Linguam : A Journal of Language Learning , 2012, DOI: 10.5785/28-1-121
Abstract: This article has a dual aim. First, the author reports on how two techniques were used from personal construct psychology, dyadic elicitation and laddering (Fransella, Bell & Bannister, 2004:27-34, 39-43) to raise a cohort of prospective teachers’ awareness of their classroom-related constructs (N = 21). Second, the process for elicitation of the constructs depended on the trainees’ ability to deal with the cognitive and the social-interactive demands of the elicitation tasks. These demands were enacted in a discursive process which conversation analysts refer to as ‘sequential organisation’; in addition, participants followed the rules that govern sequence organisation typical of the interview (Schegloff, 2007: 231). Using 12 random combinations of 10 classroom-based scenarios, which served as elements for the elicitation process, the researcher elicited approximately 800 constructs from the group of prospective teachers. A matrix-based summary of 48 constructs elicited from 10 teacher-trainees for the first scenario combination are presented. In addition, how one of the teachers responded to the full range of scenario-based elements is outlined briefly. The conclusion is drawn that the attaching of verbal labels to their meaning-making constituted deliberate and conscious thinking by prospective teachers about their experience, which is typical of awareness-raising activity. Moreover, the social-interactive demands of this interview type, requiring the prospective teachers to follow the rules of interaction in this context to explore and label their personally held constructs, served to reinforce the awareness-raising process. A further conclusion was that the matrix-based analysis was contentious: Although students may use the same labels to refer to a construct, the meanings they attach to those labels may vary.
An Exploration of Mathematics Teachers’ Reflection on their Teaching Practices  [cached]
Effandi Zakaria,Siti Mistima Binti Maat
Asian Social Science , 2010, DOI: 10.5539/ass.v6n5p147
Abstract: This study focuses on understanding the reflection on teaching practices of two mathematics teachers teaching technical mathematics in a technical institute. For the purpose of this study, reflection is considered as the teachers’ interpretation of their teaching practices. These teachers were interviewed to describe their teaching practices aspects including the teaching plan, teaching strategy, goal setting, their strength and weakness of being a teacher and handling students’ problem in class. A class observation was done by the researcher to get more information related to their teaching in class. The finding shows that the teachers managed to reflect on what they have done in the class but they could not identify the right action to be taken.
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