International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Theories & Approaches
Page 42/52
512 items
411
In this article, the author examines how the lived experiences of three adult learners of English in local (school-based and workplace-based) communities of practice both support and contradict the stated policies and pedagogical practices of the adult ESL program in which they are enrolled. The author relies on the view of Communities of Practice (CofP) framework and theories of engaged participation. The data come from a larger ethnographic study in which the author examined the experiences of women refugees. Findings show that while these adult learners of English managed to learn and adopt the practices of one community of practice, they remained excluded from legitimate membership in other communities of practice.
Published: 2010
Updated: Dec. 14, 2009
412
In this study, the authors sought to establish the differential effects on achievement of embedding evidence-based practice in the design of an inclusive education teacher preparation course. Embedded design involves creating self-repeating patterns in the instructional design of a course by expressing essential design features at multiple levels in the teaching and learning experience. The authors found a statistically significant difference in student achievement as a function of the teaching approach (cooperative learning, peer-assisted learning, or self-study) employed as part of the embedded design process.
Published: 2009
Updated: Nov. 24, 2009
413
The literature on 'wicked issues' does not fully recognize the difficulties with reflective practice and that in education which extols reflective practice, is not aware of the 'wicked' nature of the problems which confront teachers and schools. The article argues for a fresh understanding of the underlying nature of problems in education so that more appropriate approaches can be devised for their resolution. The article also examines the implications for those involved in policy formation, implementation and service provision.
Published: 2009
Updated: Nov. 09, 2009
414
The widespread and increasing use of cooperative learning is one of the great success stories of social and educational psychology. Its success largely rests on the relationships among theory, research, and practice. Social interdependence theory provides a foundation on which cooperative learning is built. The purpose of this article is to describe how social and educational psychology has contributed to educational practice.
Published: 2009
Updated: Oct. 20, 2009
415
This study describes an innovative leadership development program in self-awareness in the Summer Principals Academy at Teachers College. It describes both the theoretical and practical pedagogy of self-awareness training. The themes that emerged from the data led to the development of cognitive maps for practitioners that provide heuristics and developmental guides for practice, as well as refinements of the training protocols.
Published: 2009
Updated: Oct. 19, 2009
416
This article presents a teacher education approach that focuses on providing student teachers with an explicit theoretical framework with which to understand and examine their teaching and practice. The authors first discuss the main principles and aspects of the program in which they teach. To understand the authors' approach to teacher education, they provide some context information about the specific program. To illustrate their approach, the authors present the final task which involves an examination of the student teacher's own teaching practice and underlying perceptions. The authors conclude that their approach provide a theoretical framework for student teachers to understand and examine their practice.
Published: 2008
Updated: Sep. 24, 2009
417
This article illuminates the value of conceptualizing the desirable dispositions of the teacher as virtues through distinguishing such dispositions-as-virtues from other dispositions and from personality traits. Dispositions as virtues are qualities achieved by the individual’s initiative, in the face of obstacles, and are intrinsically motivated. The article describes dispositions under the three categories of character, intellect, and care. Finally, the article argues that student teachers can then create self-assessment protocols for each disposition-as-virtue to enhance understanding and professional growth.
Published: 2009
Updated: Sep. 23, 2009
418
In this paper, the authors investigate and critique education and teacher education as disciplines against the backdrop of teaching as a form of human flourishing connected to the virtue of eudaimonia, a kind of happiness.
Published: 2009
Updated: Jul. 20, 2009
419
The person of the teacher is an essential element in what constitutes professional teaching and therefore needs careful conceptualization. In this paper the author argues for this central thesis, presenting a wrap up of his theoretical and empirical work on the issue over the past decade. The result is an empirically grounded conceptual framework on teacher development and teacher professionalism. Central concepts are 'professional self-understanding' and 'subjective educational theory'. These concepts are components of the personal interpretative framework every individual teacher develops throughout his/her career.
Published: 2009
Updated: Jul. 20, 2009
420
In this paper, the authors argue that teacher educators need to add pedagogies of enactment to an existing repertoire of pedagogies of reflection and investigation. In order to make this shift, teacher educators will need to undo a number of historical divisions that underlie the education of teachers. Finally, the authors propose that teacher education be organized around a core set of practices in which knowledge, skill, and professional identity are developed in the process of learning to practice during professional education.
Published: 2009
Updated: Jul. 20, 2009