A Companion to Research in Teacher Education
This complex picture is consistent with our own examination of the planning and teaching decisions reported by beginning teacher ...
nature and strength of the evidence that underpins them, deprives beginners of any warrant for the practice and of the capacity ...
them, continuing to be observed and discussing those observations with experi- enced colleagues are the best ways both of gainin ...
through which they view not only the nature of teaching and the value of specific pedagogical strategies but also the pupils tha ...
ways in which teacher educators both understand and respond to particular aspects of their trainees’learning. It is particularly ...
faced with the challenges of establishing a new identity as a teacher and building productive relationships with both pupils and ...
Being able subsequently to link any advice given to images that they already hold, or to explicitly acknowledge the fact that wh ...
attention on our third essential principle—sustaining the trainee’s dual identity as both teacher and learner. Principle3:Traine ...
Professional learning needs to happen in both directions—reaching deepwithin the trainees’classroom teaching to ensure, for exam ...
does not necessarily imply a rejection of research itself, the research that is pro- moted tends to be narrowly conceived as ide ...
7.4.2 How Might Schools Be Transformed as Learning Environments for Teachers? There is much more to learn about the nature of th ...
argument for multi-method research-designs that are at least co-constructed with school-based teacher educators, and allow for t ...
Trevor Muttonis Associate Professor of Education at the University of Oxford, works as PGCE Course Director at the University of ...
Chapter 8 The Strathclyde Literacy Clinic: Developing Student Teacher Values, Knowledge and Identity as Inclusive Practitioners ...
continue to exist, but more favoured approaches fund schools (or academy chains of schools) directly to‘train’their own staff. S ...
Empirical research into student experiences on placement, however, indicates that this may not be exactly what happens in practi ...
can be less formal. There is no assessment or close-scrutiny so students can engage on their own terms, be driven by their own m ...
discuss) appropriate activities and resources. They do not write lesson plans, but write brief notes after each lesson in a fold ...
The second domain asks the student teachers to think about the child’s identity as a learner in general, as a literate being and ...
8.3 The Study ITE students from one Literacy Clinic cohort were interviewed about the process of working in the literacy clinic ...
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