ethanporcaro/eric-fulltext-meta huggingface dataset:
The Journey to Becoming Teaching Professionals in Rural South Africa and Zimbabwe
Author: Mukeredzi, Tabitha G.
Date: 2013-10-00
Type: Journal Articles
Subjects: Rural Areas,Foreign Countries,Secondary School Teachers,Educational Practices,Interviews,Communities of Practice,Classroom Techniques,School Culture,Teacher Qualifications,Teaching Experience,Comparative Education,Inservice Teacher Education,Teacher Improvement,Institutional Characteristics,Faculty Development,Qualitative Research

There seems to be consensus on what constitutes effective professional development although the gap between rhetoric and practice remains wide. Knowing what professional development looks like is insufficient, what is critical is to get it engrained in school structures. The study explored professional development practices of twelve professionally unqualified practicing teachers in rural South Africa and Zimbabwe secondary schools. Drawing on models of professional development, analysis of qualitative interview data suggests that classroom teaching practice, in-school meetings and school-to school subject cluster and association meetings are effective for teacher professional growth. The paper illustrates that if teacher professional development is to be supported in rural schools, systemic interventions should ensure that in-school support is built into structures and cultures to continuously and purposefully support and guide professionally unqualified practicing teachers to increase the likelihood of their professional development. (Contains 1 table.)
Chaos of Textures or &quot;Tapisserie&quot;? A Model for Creative Teacher Education Curriculum Design
Author: Simon, Sue E.
Date: 2013-11-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Teacher Education Programs,Teacher Education Curriculum,Teacher Educators,Accreditation (Institutions),Educational History,Feedback (Response),Standards,Values,Teacher Qualifications,Models

A tapestry or &quot;tapisserie&quot; methodology, inspired by Denzin and  Lincoln's &quot;bricolage&quot; methodology (2000), emerged during the complex task  of re-developing teacher education programs at the University of the  Sunshine Coast, Queensland, Australia. &quot;Tapisserie&quot; methodology highlights  the pivotal task of determining stable &quot;warp threads&quot; prior to the subsequent  interweaving of myriad &quot;weft threads.&quot; In our context, the core values of the  education team were deemed to be the crucial &quot;warp threads&quot; which would  provide structure and navigation through numerous &quot;weft threads.&quot; The  resultant model assisted teacher educators' understanding of this complex  process within a rigorous accreditation environment. It aims to preserve the  collective wisdom, vision and creativity of teacher educators, and it can  guide others tasked with similar requirements. This approach adds to the  debate regarding what, in the current teacher education context, will  genuinely inspire and enhance outcomes for the teachers of tomorrow, and,  in turn, their students. (Contains 9 figures.)
A Strategic Approach to Curriculum Design for Information Literacy in Teacher Education--Implementing an Information Literacy Conceptual Framework
Author: Klebansky, Anna
Date: 2013-11-00
Type: Journal Articles
Subjects: Curriculum Design,Information Literacy,Teacher Education Curriculum,Curriculum Implementation,Instructional Design,Instructional Development,Educational Strategies,Integrated Curriculum,Education Courses,Knowledge Base for Teaching,Models,Foreign Countries,Program Design,Program Descriptions,Lifelong Learning

This paper details a conceptual framework that situates curriculum design for information literacy and lifelong learning, through a cohesive developmental information literacy based model for learning, at the core of teacher education courses at UTAS. The implementation of the framework facilitates curriculum design that systematically, consistently and incrementally develops information literacy capabilities across entire teacher education course structures, thereby facilitating teacher education students to graduate as critical thinkers, problem solvers, informed decision makers and independent, self-directed lifelong learners. As education professionals, these graduates have the potential of developing these capabilities in the children they teach. The paper discusses the development of a conceptual framework and identifies areas for future research. (Contains 8 figures.)
Using Appreciative Inquiry to Frame the Appraisal of an Australian Initial Teacher Education Program
Author: Allen, Jeanne M.
Date: 2013-11-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Teacher Education Programs,Urban Universities,Inquiry,Program Evaluation,Drama,Questionnaires,Facilitators (Individuals),Reflection

This paper reports on a study that investigated the process and outcomes of using &quot;Appreciative Inquiry&quot; (AI) in an Australian initial teacher education (ITE) program review. The aim of the study, which drew on a sample of teaching staff involved in this Master of Teaching program, was to gain an understanding of the extent to which the application of the AI framework can be used effectively in the review of ITE programs. AI promotes collegial reflective practice and the generation of positive resolutions and thus aligned with the purposes of the review that were to foster collaboration, strengthen  staff morale and, subsequently, build a stronger program for students. This paper provides a perceptual account of the AI review process as reported by the facilitators and a sample of review participants, and contributes to international literature in the areas of ITE program appraisal, organisational reform and Appreciative Inquiry. (Contains 2 tables and 1 figure.)
Creative Arts: An Essential Element in the Teacher's Toolkit When Developing Critical Thinking in Children
Author: Nilson, Caroline
Date: 2013-07-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Thinking,Art Education,National Curriculum,Elementary School Students,Art Activities,Preservice Teacher Education,Faculty Development,Elementary School Teachers,Teacher Effectiveness,Teaching Skills,Mothers,Mother Attitudes,Teacher Attitudes

This paper is a position paper, which argues the position that critical thinking is a crucial skill, which needs to be developed in the school curriculum and that the creative arts can do this. The paper explores the states of the Arts in the present curriculum and goes on to argue that knowing how to develop critical thinking is an important pedagogical skill that needs to be developed in our pre-service teachers. This position is supported through data gathered from an innovative project that explored teachers' and mothers' perceptions of children's critical thinking.
What Teachers Need to Know to Teach Mathematics: An Argument for a Reconceptualised Model
Author: Hurrell, Derek P.
Date: 2013-11-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Mathematics Instruction,Models,Foreign Countries

Since Shulman's (1986) seminal work on Pedagogical Content Knowledge (PCK) was released, it has created opportunities for the creation of constructs to scaffold the knowledge and understandings that teachers need in order to be effective. Adapting this work from being a heuristic to an operational structure has seen the development of many models. One such model regarding Mathematical Knowledge for Teaching (MKT) (Hill et al., 2008) has enjoyed a good deal of attention. This paper aims to argue for a reconceptualisation of Hill et al.'s (2008) model to make it as informative as possible for teachers and teaching. (Contains 4 figures and 1 table.)
How to Enable Asian Teachers to Empower Students to Adopt Student-Centred Learning
Author: Pham, Thanh Thi Hong
Date: 2013-11-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,College Students,Student Empowerment,Active Learning,College Instruction,Observation,Student Behavior,Teacher Behavior,Teaching Styles,Educational Change,Change Strategies,Audio Equipment,Culturally Relevant Education

Asian teachers' reluctance to empower students has been claimed to be an significant barrier preventing their students from practising student-centred learning. To promote student-centredness in Asian classrooms, this study aimed to develop strategies that could enable Asian teachers to delegate part of their authority to students. Twelve college teachers and six hundred and fifteen Vietnamese college students participated in this one-semester study. The results revealed that &quot;artificial&quot; innovations such as forming group work and regularly questioning students in class did not mean empowering students in active learning. Students were only positioned and given opportunities to engage in proper student-centredness when Asian teachers were able to promote students' complex knowledge, minimize individual instruction but maximize group supervision, employing formative assessment and adopting complimentary verbal behaviours. The study strongly suggested that reformers need to take teachers' comments into consideration to design culturally appropriate strategies that could assist teachers to make real changes. (Contains 6 tables.)
Second-Year Pre-Service Teachers' Responses to Proportional Reasoning Test Items
Author: Livy, Sharyn
Date: 2013-11-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Difficulty Level,Test Items,Pedagogical Content Knowledge,Mathematics,Problem Solving,Measures (Individuals),Error Patterns,Mathematics Skills,Mathematics Instruction,Mathematical Concepts,Misconceptions,Thinking Skills,Mixed Methods Research

A recent international study of pre-service teachers identified that proportional reasoning was problematic for pre-service teachers. Proportional reasoning is an important topic in the middle years of schooling and therefore it is critical that teachers understand this topic and can rely on their Mathematical Content Knowledge (MCK) when teaching. The focus of this paper is second-year Australian primary pre-service teachers' MCK of real number items related to ratio, rate, proportion and proportional reasoning. This paper reports on strengths and weakness of pre-service teachers' MCK when responding to test items; including a method suitable for analysing responses to five items and ranked by three levels of difficulty. The results revealed insights into their correct methods of solutions and common incorrect responses, identifying difficulty, where multiplication and division were required. The method of coding test items by difficulty ranking may assist with developing an appropriate learning trajectory, which will assist pre-service teachers develop their MCK of this and other difficult topics. (Contains 7 tables and 4 figures.)
Citizenship Education in the Social Science Subjects: An Analysis of the Teacher Education Curriculum for Secondary Schools
Author: Sigauke, Aaron T.
Date: 2013-11-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Curriculum,Secondary Education,Citizenship Education,Social Sciences,Civics,Course Descriptions,Ideology,Educational Objectives,Teaching Methods,Qualitative Research

Citizenship education is widely acknowledged as a necessary part of the school curriculum for various reasons. For young people, it is assumed that citizenship can best be learnt through the school curriculum. This means that teachers need to thoroughly understand what citizenship means and how to pass this knowledge on to students. This paper examines the nature of civics and citizenship education offered in the social sciences teacher education program at a teacher education institution in Australia. It analyses ten social science subject syllabuses to find out how pre-service teachers are trained about teaching citizenship education in schools when they graduate. Findings show that a multiple conception of citizenship and a cross-curriculum integration model are adopted in the ten subjects. The study recommends a stand-alone offering of citizenship education at the teacher education level. (Contains 4 tables.)
The Curriculum for English Language Teacher Education in Australian and Vietnamese Universities
Author: Nguyen, Minh Hue
Date: 2013-11-00
Type: Journal Articles
Subjects: Teacher Education Curriculum,Foreign Countries,Comparative Education,Curriculum Development,Cultural Context,Language Teachers,Second Language Instruction,Second Language Learning,English (Second Language),Knowledge Base for Teaching,Course Descriptions,Units of Study,Language Proficiency,Teaching Skills,Preservice Teacher Education,Mixed Methods Research,Interviews

This paper examines the curricula for English language teacher education in two universities, one in Australia and the other in Vietnam. Specifically, it analyses the structures of the two curricula, compares and contrasts them, and examines how the development of the curricula was shaped by  distinctive contextual factors. Sources of data include relevant literature, policy and curriculum documents, and interviews with curriculum developers from the two universities. Analysis of data revealed great variation across and within the two curricula in terms of structure and content. Findings also reveal specific contextual factors that influenced the development of the curricula. Although the findings are specific to the two teacher education institutions under research, the study suggests that curriculum development for second language teacher education needs to account for the context of teacher learning and offer substantial opportunity for preservice teachers to  develop key domains of knowledge. (Contains 2 tables and 3 figures.)
A Faith Dimension on the Landscape of Teachers: Muslim Teachers on Recruitment, Retention and Career Advancement
Author: Mogra, Imran
Date: 2013-07-00
Type: Journal Articles
Subjects: Teacher Education,Muslims,Religion,Elementary School Teachers,Foreign Countries,Teacher Recruitment,Teacher Persistence,Teacher Attitudes,Semi Structured Interviews,Career Development,Religious Cultural Groups,Minority Group Teachers,Biographies

A significant area of teacher education is the increasing focus in many countries on how faith and schooling should best be understood. Yet, understanding faith perspectives in the lives and careers of teachers appears to be an under-researched area. To this end, the experiences of professional Muslim teachers in state primary schools in England were explored using semi-structured in-depth life history interviews. This paper focuses on their views regarding the recruitment, retention and career advancement of Muslim teachers in particular, as part of Black and minority ethnic teachers in Britain. Findings reveal a positive picture and their representation at various levels of the hierarchy in the profession has increased. The study, therefore, draws attention for further research on successful teachers from various faith communities.
Rethinking the Literacy Capabilities of Pre-Service Primary Teachers in Testing Times
Author: Honan, Eileen
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Preservice Teachers,Teacher Evaluation,Teacher Educators,Elementary School Teachers,Pedagogical Content Knowledge,Media Literacy,Phonemes,Phonemic Awareness,Reading Instruction,Metalinguistics,Computer Uses in Education,Educational Technology

This paper demonstrates how teacher accreditation requirements can be responsibly aligned with a scholarly impetus to incorporate digital literacies to prepare pre-service teachers to meet changing educational needs and practices. The assessment initiatives introduced in the newly constructed four year undergraduate Bachelor of Education program at one Australian university are described and analysed in light of the debates surrounding pre-service primary teachers' literacy capabilities. The findings and subsequent discussion have implications for all literacy teacher educators concerned about  the impact of standardised assessment practices on the professional  future of teachers. (Contains 1 footnote.)
The Responsive Reading Teacher
Author: Latham, Gloria
Date: 2013-08-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Teacher Education,Teacher Effectiveness,Reading Teachers,Elementary School Teachers,Reading Instruction,Teacher Role,Case Studies,Action Research,Interviews,Teacher Student Relationship,Listening,Feedback (Response)

This paper describes the ways in which a literacy educator attempted to shift her own and pre-service teachers' mindsets towards the needs of 21st Century literacy learners by employing a pedagogy of discomfort. The focus of the disruption was on contesting normative practices and content while developing and refining novice teachers' skills in questioning, listening, noticing, and responding to children, as well as explicit teaching and assessing reading for learning in primary school settings.
The Portfolio Effect: Enhancing Turkish ELT Student-Teachers' Autonomy
Author: Yildirim, Rana
Date: 2013-08-00
Type: Journal Articles
Subjects: Student Teachers,Personal Autonomy,Foreign Countries,Individual Development,Professional Development,Student Teacher Attitudes,Portfolios (Background Materials),English (Second Language),Second Language Instruction,Second Language Learning,Language Teachers,Majors (Students),Grade 3,Elementary School Students,Elementary School Teachers,Questionnaires,Semi Structured Interviews,Reflection,Goal Orientation,Letters (Correspondence),Lesson Plans,Mixed Methods Research

This article reports on the use of portfolios to develop ELT major student-teachers' autonomy. The research was carried out for 14 weeks with twenty-one 3rd grade student-teachers in the English Language Teaching Department of Cukurova University, Adana, Turkey. To evaluate the impact of portfolios on fostering the participants' autonomy, data were collected from an autonomy readiness questionnaire, semi-structured interviews with the student-teachers and three portfolio evidences: graded goal sheets, reflection reports, and cover letters. The findings revealed that the use of portfolios assisted the student-teachers in becoming autonomous in regard to their personal and professional development and that the student-teachers perceived the portfolio process they went through positively. (Contains 6 tables.)
Ideas of and Attitudes towards Projects and Changing Practices: Voices of Four Teachers
Author: Shome, Saurav
Date: 2013-10-00
Type: Journal Articles
Subjects: Semi Structured Interviews,Educational Practices,Middle School Teachers,Active Learning,Student Projects,Teacher Attitudes,Educational Change,Change Strategies,Beliefs,Teacher Role,Foreign Countries,Integrated Curriculum,Student Evaluation,Teamwork,Program Administration,Work Attitudes,Science Course Improvement Projects

The paper reports a study of the project practices of four Indian middle school teachers, elicited through semi-structured interviews of individual teachers. The teachers also responded to a proposal to modify four aspects of existing project practices, viz. subject integration, assessment, group work, and management of resources. The aspects were derived to be significant from the recommendations of the Indian National Curriculum Framework (2005), and based on research literature on project-based learning (PBL). The study found that teachers largely used projects as motivating exercises before teaching, or an activity for applying what was learnt. Hence, they associated fluid meanings to projects, like tasks given as home assignments, gathering information, or a scrap-book activity. Teachers felt too burdened with work for conducting projects within school hours, and sought systemic changes before the researchers' proposal for changing practices could be implemented. (Contains 1 table.)
Exploring Effects of High School Students' Mathematical Processing Skills and Conceptual Understanding of Chemical Concepts on Algorithmic Problem Solving
Author: Gultepe, Nejla
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Mathematics Skills,High School Students,Mathematical Concepts,Concept Formation,Chemistry,Problem Solving,Secondary School Science,Scientific Concepts,Molecular Structure,Computation,Mixed Methods Research,Regression (Statistics),Semi Structured Interviews

The purpose of the study was to examine the effects of students' conceptual understanding of chemical concepts and mathematical processing skills on algorithmic problem-solving skills. The sample (N = 554) included grades 9, 10, and 11 students in Turkey. Data were collected using the instrument &quot;MPC Test&quot; and with interviews. The MPC Test consists of 3 sections: 8 conceptual questions (Qcu), 8 algorithmic problems (Qcc), 8 mathematics questions (Qm). It was concluded that students' conceptual understanding and mathematical processing skills effected algorithmic problem-solving  skills. The effects of conceptual understanding were much more than mathematical processing skills on algorithmic problem-solving skills.  According to the MCT Test results, 10 students with high, average, and  low grades were interviewed. Qualitative findings were consistent with  quantitative results. There is a significant relationship between students' algorithmic skills and their mathematical skills. Also, it was concluded that students' conceptual understandings are effective on solving chemistry problems but solving chemistry problems correctly does not mean chemistry concepts can be understood truly and deeply on a molecular level. (Contains 3 tables and 2 figures.)
Creating Spaces for Critical Transformative Dialogues: Legitimising Discussion Groups as Professional Practice
Author: Edwards-Groves, Christine J.
Date: 2013-12-00
Type: Journal Articles
Subjects: Dialogs (Language),Case Studies,Teaching Methods,Criticism,Faculty Development,Teacher Educators,College Faculty,Action Research,Educational Change,Educational Practices,Discourse Analysis,Foreign Countries,Content Analysis,Discussion Groups

Focussed dialogue (as lived and living practices) can have a powerful role in renewing professional practice, advancing its sustainability and development as administrative and political systems colonise the practices of teachers and teacher educators. However, participating in discussion groups for many teachers, including those in academia, is often constrained by time demands,  workplace structures and accountabilities. This paper reports a two year empirical case study investigating the transformative nature of dialogues experienced in one such focused discussion group. The dialogic practices of the group aimed firstly to provide a communicative space for its participants to interrogate and interpret factors which enable and constrain teaching and research practices; secondly, to critique practices as a form of collective professional learning; and thirdly, to study the educational practices of its  members from within their own practice tradition. To do this it describes the nature of discussion groups. Findings reveal that creating communicative space for discussion enables professional learning and agency through critical and transformative dialogues.