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Quality Teaching: A Sample of Cases
... However, each theory of learning generates a different way of defining learning outcomes, and this carries implications for the type of support that is appropriate to provide. For example, Stones (1992) suggests a 12-step heuristic for teaching concepts, while Kinchin and Alias (2005) describe a strategy based on concept mapping. These two examples provide useful reference points through which to highlight the salient features of 'Learning Study'. ...
... Each of these approaches to lesson planning emphasises the importance of recognizing the gap between students' initial ideas and the ideas that the teacher hopes they will develop during the lesson. However, while Stones (1992) refers to students' understanding of concepts, 'Learning Study' -using the language of phenomenography -refers to students' conceptions of phenomena. This distinction is significant in two ways. ...
... If students are asked to draw concept maps of 'concrete', variations in their thinking will be suggested by the links they include and the ways in which they categorise these links. In the terminology used by Stones (1992) we might identify which of the features included in Figure 1 are 'criterial attributes'; that is, essential to the 'proper' concept of concrete. However, Kinchin and Alias (2005) are less interested in acquisition of a 'proper' concept of concrete. ...
Learning Study provides a distinctive model for collaborative practice in teacher development. It combines the intensive ‘plan–teach–review’ model developed by the Japanese ‘Lesson Study’ model with a focus on the outcomes of learning using variation theory. We present an argument for expecting this approach to help trainees in initial teacher education to progress to more sophisticated conceptions of teaching. We also present findings from the implementation of Learning Study in the initial teacher education programme at one UK university over a period of two years. We conclude that it is practicable and beneficial to use Learning Study in this context and that the representational device of a ‘Learning Outcome Circle’ helps trainees to understand the implications of variation theory and opens up their vision of teaching.
... (Stones, 1992, p. 301) Teacher education is not what it could be. The delivery view of teaching criticized by Stones (1992) is as apparent in initial teacher education as it is in schools. Socially and politically, teacher education is one of the least valued of all programs of professional education. ...
... Today, teaching aspires to professional status, and there is considerable theory-and research-based knowledge related to the activities of teaching and the enterprise of schooling. Yet education for the teaching profession is organized much as it has always been organized, with little evidence of developments in psychology, theory and research (Stones, 1992). The contrast to practices in professions such as medicine and law, in which detailed knowledge of case data is increasingly essential, could not be more striking. ...
... The view of 'theory into practice' that underlies the experience of university undergraduate education and most program formats for initial or pre-service teacher education is inadequate to the tasks involved in learning to teach. Stones (1992) emphasizes this point in a strong critique of the view of teaching as delivery of curriculum: ...
... In the first sections of this paper the policy context is set out. This context frames a discussion of roles and responsibilities in initial training arrangements seeing in them the potential to be either largely managerial and focused on assessment of outcomes or "performativity" (Ball, 1994) or primarily pedagogical and focused on the interaction of curriculum, teaching, and learning processes (Bruner, 1966;Stones, 1992). The frame provides the setting for an examination of some of the current and key issues in U.K. teacher education. ...
... In this paper it is taken to mean more than "those broad principles and strategies of classroom management that appear to transcend subject matter" (Shulman, 1987). The definition lies closer to that used by Stones (1992) when he, like Bruner, pulls together theories of learning, teaching, and knowledge (Bruner, 1966) to see a shifting relationship between subject-related learning goals, learning processes, and teacher actions which is tied together by a recognition of the importance of language to the acquisition of knowledge and associated skills. ...
Initial training partnerships between schools and universities can appear to be driven by the demands of external accountability. Resultant managerial models of partnership support simplistic interpretations of application of subject knowledge: competence-based assessments and reflective practice in initial teacher training. A consequent focus on “performativity” (Ball, 1994) seems to militate against an emphasis on how student teachers best learn. A Neo-Vygotskian model which incorporates understandings of teaching and learning is offered as a possible framework for initial training partnership. Data collected from an early years teaching school-university partnership programme illustrate discussion of the framework. The complexity of roles and responsibilities in training partnerships is emphasized.
... In the first sections of this paper the policy context is set out. This context frames a discussion of roles and responsibilities in initial training arrangements seeing in them the potential to be either largely managerial and focused on assessment of outcomes or "performativity" (Ball, 1994) or primarily pedagogical and focused on the interaction of curriculum, teaching, and learning processes (Bruner, 1966;Stones, 1992). The frame provides the setting for an examination of some of the current and key issues in U.K. teacher education. ...
... In this paper it is taken to mean more than "those broad principles and strategies of classroom management that appear to transcend subject matter" (Shulman, 1987). The definition lies closer to that used by Stones (1992) when he, like Bruner, pulls together theories of learning, teaching, and knowledge (Bruner, 1966) to see a shifting relationship between subject-related learning goals, learning processes, and teacher actions which is tied together by a recognition of the importance of language to the acquisition of knowledge and associated skills. ...
... According to Stones (1994), there are three main phases in a lesson. In the first, as called the preactive, the teacher should identify the prior knowledge which is necessary for the topic to be taught, plan the materials in its order of presentation, and gather the required resources. ...
... The MEF was developed by the researcher in the light of the literature review (e.g. Ananthakrishnan, 1993;Bilen, 2014;Gallivan, 2014;Karadeniz, 2009;Lin, 2014;Stones, 1994) and his experiences as a teacher educator. The form comprised of 32 items ranging from "very poor" to "very good" (1=very poor, 5=very good). ...
Microteaching is a teacher education technique whose contributions to pre-service teacher education are significant. Through this technique, pre-service teachers can find an opportunity to transform their subject matter knowledge and pedagogical content knowledge into practice. They see and improve their weaknesses of teaching skills such as lesson planning, organization of group work, classroom management, etc. The aim of this study was to investigate the effectiveness of microteaching in mathematics of primary pre-service teachers by using a quantitative approach. The research group involved 131 third grade pre-service teachers from the department of primary school education. In their course entitled “mathematics teaching II”, the pre-service teachers lectured mathematics by using microteaching method for only once in a period of 40 minutes. To collect data, a 5-point Likert-type microteaching evaluation form was administered to the pre-service teachers. The exploratory factor analysis was performed. We found seven factors which explain the pre-service teachers’ effectiveness in microteaching. The main results of the study indicate that the pre-service teachers had some problems in assessment, organization of group studies, and incorporating students’ interest into teaching.
... In the context of teacher education it is often the case that observations of an experienced teacher in control of a class may make the teacher ' s task look effortless , spontaneous , and intuitive ; indeed , if asked , the teacher may not be able to explain what he or she is doing to keep things going so smoothly ( Stones , 1992 , p . 296 ) . ...
... 61 - 62 ) is possibly more problematic ; Stones , and also Day , for example , suggest that reflec - tion post - action may be a more feasible proposition , perhaps using videos ( Day , 1981 , p . 1 , p . 21 ; Stones , 1992 , p . 29 ) . ...
The work of the late Donald Schön has become influential in the education of many professionals, including teachers. Yet, until recently, comparatively little attention has been paid to difficulties in Schön's work. This article attempts a critique of Schön's notion of reflection by interweaving philosophical concerns and empirical work, and concludes by suggesting that such a critique is capable of beginning to describe a new approach to reflective practice.
... As noted by Maslach et al. (2001), the collection of symptoms among younger workers raises questions about the supposedly gradual and progressive nature of challenges. Survival bias has been given part of the explanation; specifically, individuals who face challenges early in their career are more likely to quit the profession, leaving behind 'survivors' who show evidence of few signs of problems (Stones, 1992;Maslach et al., 2001). ...
Teaching has long been distinguished as a demanding profession, even in the most favorable circumstances. It is an extraordinary life experience-a volatile, highly charged, emotionally draining, physically fatiguing experience for even the most knowledgeable, experienced teacher. Besides, the working surrounding is typically far from ideal. The primary purpose of the current study is to examine the critical issue of the common challenges and some suggested solutions as they relate to teachers. The opinions of twenty-five university and school teachers were sorted by their frequencies and the findings obtained were interpreted. The researcher came out with four common challenges and three recommended solutions.
... Furthermore, community work will provide effective experience for undergraduate students (Ryser, Markey, and Halseth 2013). Critical reflection is essential for teachers and students in higher education, which can help consolidate and improve learning and teaching practices (Stones 2002;Smith 2011). ...
This article describes a new teaching method for a university geography course based on the core idea that everyone should be “makers” rather than passive learners. After enough teaching and learning preparation, freshman students in a Chinese university were asked to select keywords on the topic “What is human geography?” Nearly half of the selected keywords were different from what they had learned previously. They were linked to the frontier of human geography, to some extent, demonstrating that students were “makers.” The result shows the method of keyword selection and the idea that “we are all makers” can help the teacher and students reconstruct the process of teaching and learning, even for newcomers to the field. Thus, students could learn more autonomously and efficiently. At the same time, they would try to make new progress. Key Words: China, human geography, keyword selection, learner, maker.
... Several studies have linked CPD to quality teaching (Day, 2002;Reid, Brain, and Boyes, 2007). The hallmark of quality teaching is that "it fosters understanding and equips learners to apply their learning in new circumstances" (Stones, 2002). It has been suggested that investment in the quality of teachers (for example through provision of CPD) may be related to improvements in student performance (Darling-Hammond, 2000. ...
Continuous Professional Development (CPD) plays an important role in ensuring ongoing quality teaching. In Ireland, the majority of teachers engage in CPD voluntarily. Compulsory CPD is offered to Irish schools on an ad hoc basis. In Finland, compulsory CPD (VESO training) must be completed annually. This study examines three forms of CPD available to Finnish primary teachers (compulsory training, voluntary training and informal learning), identifies pros and cons of these CPD approaches and discusses potential contributions to the enhancement of CPD for teachers in Ireland. The results suggested that there is value in the compulsory VESO training, though Finnish teachers were sometimes unhappy with the training’s structure and content. Hence, they choose voluntary courses which were more in keeping with teachers’ individual and school needs. Finnish teachers also recognised the importance of informal learning but expressed dissatisfaction with the frequency of informal learning opportunities. Some recommendations for Irish CPD are suggested by the results,
namely; CPD should reflect teachers’ personal and school needs, be collaborative in nature and be run when teachers’ energy levels are at their highest. Additionally, it is suggested that Irish primary teachers be given financial support when engaging in CPD and participate in some compulsory CPD annually.
See pages 39-54 of the full text document.
... (Reid & O'Donoghue, 2001, p. 4) Stones (1992) lends support to this belief in dismissing the notion that teaching can be learned merely through the observation of expert teachers. Learning to teach through the observation of others restricts learning to the reproduction of the knowledge and skills of the participants' limited life experiences, often established through trial and error, rather than being the result of pedagogical reasoning (Stones, 1992). Teaching experience has been shown to be a socialising factor rather than an opportunity for professional development (Korthagen, 2001). ...
his thesis investigates the theory-practice gap using the exemplar of teacher education. The research is situated in a pre-service teacher education program that explicitly seeks to bridge the theory-practice gap so that it produces “learning managers” who can negotiate the contemporary knowledge society in ways different to those of their predecessors. The empirical work reported in this thesis describes and interprets the experiences of preservice and beginning teachers in turning theory into practice. In order to accomplish this outcome, the thesis draws on Mead’s theory of emergence and symbolic interactionism to provide a theoretical perspective for meaning-making in social situations. Data for the study were collected through interviews and focus groups involving a sample of first-year graduate teachers of an Australian pre-service teacher education program. The main finding of this thesis is that the theory-practice gap in pre-service teacher education under present institutional arrangements is an inevitable phenomenon arising as individuals undergo the process of emergence from pre-service to graduate and then beginning teachers. The study shows that despite the efforts of the program developers, environmental, social and cultural conditions in teacher education processes and structures and in schools inhibit the trainee and novitiate teacher from exercising agency to effect change in traditional classroom practices. Thus, the gap between theory and practice is co-produced and sustained in the model that characterises contemporary preservice teacher education in the perspectives of lecturers, teachers and administrators.
... Rol que, sin embargo, hasta ahora no ha sido el prioritario en las carreras de los académicos, ya que la investigación ha sido la actividad evaluada para la promoción y la que ofrece mayor prestigio social y profesional (Barona & Vicente, 1999; Mignorance, Mayor & Marcelo, 1993). La necesidad de afianzar el rol docente no es un nuevo planteamiento (Bigs, 1999;Ramsden, 1992;Stones, 1992;Zabalza, 2003) y de hecho en los últimos años ha surgido la polémica sobre cuál debería ser el adecuado balance entre la docencia y la investigación en la profesión académica ...
The purpose of this study is to analyze the socialization to teaching experience of faculty who participated in the project Visibilidad. The main objective of this project was to obtain knowledge related to teaching from faculty who are considered good teachers in Spanish universities. This knowledge could enlighten how the socialization to teaching occurs as well as insights on how to improve the process. Based on the international literature on socialization to teaching in higher education and using a methodology of generating themes inductively, the experiences of faculty at the beginning of their careers were analyzed. The data was collected using semi-structured interviews. We found that role models of socialization, self-reflection and formal socialization are the most common experiences reported by participants. This suggests that reinforcing these elements deliberately at an institutional level, it is possible to improve the socialization process of new faculty in higher education as well as their teaching practices.
... Rather, the curriculum is one amongst many factors that can bring about improvements in student's achievement, attainment, engagement, and motivation. To this end, Stones (1994) argues that, the departure point for achieving quality is through examining the pedagogical processes that happen inside the classroom. This necessarily leads to the question of how quality education is defined. ...
This paper reports on an exploratory study that explores the instructional patterns within English as a Foreign Language (EFL) secondary school classrooms in Syria. Recently, the Syrian Ministry of Education (MoE) has introduced a new national curriculum which recommends a shift in EFL teachers' instructional practices. Despite this costly innovation, there has been no attempt to check whether it was working. Adopting a socio-cultural perspective on learning, the study looks at teacher-student interaction and the discourse taking place during teacher-fronted whole class talk. To help in the identification of teachers' training needs, teacher beliefs and classroom practices are investigated using a mixed-methods approach comprising classroom observations and interviews. Detailed discourse analysis revealed a traditional teacher-controlled mode of teaching focusing on mechanical practices rather than meaningful interactions. Students were afforded few opportunities to participate meaningfully in classroom interactions, as teachers controlled the topics of academic learning. The study highlights the need to invest in teachers' professional development, particularly during the critical phase of curriculum innovation, to promote interactive and dialogic teaching in the Syrian educational system.
... They are given opportunity to experience teaching life during teaching practice, (W alters 1994). Mentor hosts the trainee teacher and is assumed to be an experienced teacher who is fa m iliar w ith criteria fo r good and effective teaching (Stones 1992), Lecturers, Heads, Teachers-in-Charge and Mentors assess trainee teachers on teaching practice and are assumed to be com petent in assessm ent. Little research has been carried to find out trainee teachers' views about the role o f mentors in th e ir academ ic and professional development. ...
The study investigated the views of trainee teachers about the role of mentors in their academic and professional development. The other purposes were to find out whether trainee teachers valued mentors’ assessment of teaching practice; mentors’ behaviours valued by trainee teachers; and why mentors are important in professional development. The study employed the descriptive survey method and questionnaire instrument. The population of the study was 439 third year trainee teachers who had Just completed a yearlong school attachment programme. A sample of 198 trainee teachers was chosen using preferred sampling. Research assistants who were lecturers at Seke Teachers’ College administered the questionnaire. This ensured a 100% return of completed questionnaires. The study used EP16 programme for data capturing and SPSS programme to produce frequency distribution runs.
It was found out that trainee teachers viewed lecturers as better placed to help in their academic development than the mentors, and that trainee teachers viewed mentors as better placed to help in their professional development than lecturers. The study recommended further research to compare the views of trainee teachers, mentors and lecturers about the role of mentors in the professional development of trainee teachers.
... Psychology has a great deal to offer teachers, but mainstream psychology has eschewed hermeneutics and is not concerned with the interpretative processes it represents. Psychologists, like Ed Stones, who have gone against the grain, and focused on how teachers' interpretations and responses may be informed by psychological knowledge (Stones, 1992) have done so from Schools of Education that have sound relationships with practitioners, and not from mainstream and powerful psychology departments. Importantly, Stones and others have worked closely with teachers in informing their interpretations. ...
... The higher performing students were scoring with high handwriting quality at the beginning of the school year, and the magnitude of their improvement was limited, as documented in previous research (Marr & Cermak, 2003). It was felt these students were developing automaticity through overlearning of satisfactory patterns (Stones, 2003). ...
Background
Handwriting is an important childhood occupation, and implications of poor handwriting may have significant long-term effects.
Purpose
The purpose of this study was to determine the effectiveness of Handwriting Without Tears ® (HWT) on Grade 1 students’ handwriting and perception of skills.
Methods
A cross-over design was used. Repeated measures, at three points, included the Minnesota Handwriting Assessment (MHA) and performance rating scales.
Findings
Eighty-three boys and 66 girls with an average age of 6.2 years participated in the study. Students receiving HWT achieved significantly higher improvements compared to students with teacher-designed instruction in MHA Total Test Score and in MHA components of form, size, space, and alignment (all p < .05). Students had higher average performance ratings when receiving HWT in the first half of the school year.
Implications
Instruction using HWT improves students’ perception and skill in handwriting performance.
... In addition, Muijs and Harris' (2007: 115) operational definition of teacher leadership as 'involvement in decision making and ability to initiate activities', which encompasses two major agentic activities of teacher leaders, was brought in as a sensitizer in the data analysis. Stones (1992) conceptualized teaching as a complex enterprise filled with problematic situations and teachers as problem solvers trying to solve these teaching problems. In other words, teachers need to act as enquirers, engaging themselves in first-hand investigation of their teaching problems. ...
This paper attempts to identify leadership practices and qualities of school teachers as they engaged in effecting change initiated by a curriculum reform in Hong Kong. Based on interview data of teachers from nine schools, this paper shows how teacher leadership manifested itself in schools. Three approaches to teacher leadership were identified, each delineating how teacher leaders approached the implementation task – as a compliance exercise, an adaptive exercise, or as a capacity building exercise. This paper confirms that different levels of teacher–leader engagement in professional enquiries constitute different teacher leadership practices, which have differential impacts on teaching and learning practices and the effectiveness of school improvement efforts. Implications for developing teacher leadership in schools are discussed.
... Forskning bör istället syfta till att ge lärare och lärarutbildare teoretiska utgångspunkter för praktik. På ett liknande sätt betonar också utbildningsforskaren Edgar Stones att förhållandet mellan god undervisning och goda lärandemiljöer är komplext och därför inte kan åstadkommas enbart genom tillämpning av specifika undervisningsmetoder.149 Stones är likaså kritisk mot den retorik som framhåller att lärare är professionella yrkesutövare. Han pekar istället på att läraryrket i ett internationellt perspektiv, sedan 1980talet snarare har proletariserats och att de generellt har fråntagits inflytande över undervisning och pedagogisk praktik.Cochran-Smith, liksom Elliot, Zeichner, Tisher och Wideen, menar följaktligen att en förutsättning för att utveckla forskning på lärarutbildningens område, är att lärarutbildare involveras i utbildningsforskning. Nödvändigheten av samverkan i forskning mellan lärarutbildare och forskare, är också vad många andra, med olika utgångspunkter, framhåller. ...
... There is wide agreement that schools need good teachers; and there is little agreement about what it means to be a 'good teacher' (Stronge, 2002). Even the usefulness of the term is disputed, with some researchers choosing instead to focus on 'effective teaching' (e.g., Beattie, 2004;Kilbourn, 1992), 'creative teachers' (Woods, 1995), and 'quality teachers' (Stones, 1992). These terms are often used interchangeably, and the descriptive criteria differ from study to study. ...
... (P. Cooper & McIntyre, 1996;Cullingford, 1995;Kyriacau, 1997;Perrott, 1982), "mengajar dengan baik" (S. A. Brown & McIntyre, 1993)mengajar dengan kreatif (Woods & Jeffrey, 1996), pengajaran berkualiti (Edgar Stones, 1994), dan guru yang cukup baik dalam pengajaran (Cullingford, 1995). ...
Perubahan paradigma dalam sistem pendidikan menuntut dan menggesa para guru membuat perubahan di mana salah satu elemen penting dalam perubahan ialah kreativiti. Melalui amalan kreativiti dalam pengajaran ini sudah pasti dapat menarik perhatian bagi mengekalkan tumpuan pembelajaran pelajar mengikuti perkembangan pembelajaran seterusnya mencapai hasil pembelajaran yang dikehendaki. Kertas konsep ini merupakan konsep bagi kajian yang sedang dijalankan oleh penyelidik bagi mengkaji dan menentukan amalan kreativiti guru Pendidikan Asas Vokasional (PAV) dalam pengajaran. Berdasarkan penentuan amalan ini, penerokaan amalan dalam pengajaran guru PAV ini akan dilakukan melalui meta analisis iaitu melalui analisis dokumen dan temu bual pakar sebagai data kualitatif. Responden kajian adalah pelajar dan guru dari Sekolah Menengah Kebangsaan (SMK) yang melaksanakan Program PAV di negeri Johor dalam Pengkhususan Kemahiran Teknikal dan Kemahiran Ekonomi Rumah Tangga. Pembinaan instrumen dan kajian rintis akan dilaksanakan bagi menguji kesahan dan kebolehpercayaan item yang dibina sebelum kajian sebenar dilaksanakan. Dapatan kajian rintis akan dianalisa menggunakan pendekatan Model Rasch melalui analisis Kesahan dan Kebolehpercayaan Item dan Responden serta Indeks Pengasingan Item, Analisis Polariti Item, Analisis Kesesuaian Item dan Analisis Korelasi Item. Analisis ini dipilih bagi menentukan sama ada boleh diterima, dimurni atau digugurkan. Menerusi kajian sebenar, dapatan dari soal selidik akan dianalisa dengan menggunakan aplikasi Model Rasch iaitu menggunakan perisian Winsteps dalam menentukan dan pembentukan Kerangka Amalan Kreativiti Guru dalam Pengajaran PAV.
... Rol que, sin embargo, hasta ahora no ha sido el prioritario en las carreras de los académicos, ya que la investigación ha sido la actividad evaluada para la promoción y la que ofrece mayor prestigio social y profesional (Barona & Vicente, 1999; Mignorance, Mayor & Marcelo, 1993). La necesidad de afianzar el rol docente no es un nuevo planteamiento (Bigs, 1999;Ramsden, 1992;Stones, 1992;Zabalza, 2003) y de hecho en los últimos años ha surgido la polémica sobre cuál debería ser el adecuado balance entre la docencia y la investigación en la profesión académica ...
Resumen: El propósito de este estudio es el análisis de la experiencia de socialización docente vivida por los profesores participantes en el proyecto Visibilidad, cuyo objetivo principal fue la extracción del conocimiento experto de docentes señalados como buenos profesores en universidades españolas. El conocimiento experto de estos docentes puede dar luz a cómo hasta ahora se ha producido la socialización docente y pistas de cómo mejorar este proceso. Con base en la literatura internacional sobre socialización en Educación Superior y siguiendo un modelo inductivo de generación de categorías, se analizaron las vivencias en el inicio de la carrera docente de profesores universitarios. Los datos fueron obtenidos de entrevistas semiestructuradas. Se encontró que los modelos de referencia de socialización, la reflexión autodidacta por parte de los profesores, y su formación son los tópicos con más presencia en las experiencias de los docentes entrevistados; esto sugiere que reforzando estos elementos de un modo deliberado a nivel institucional se podría mejorar el proceso de socialización de los profesores noveles de Educación Superior, así como sus prácticas docentes.
... Wat geleerd wordt zou veelal een alledaagse didactiek van 'showing and telling' zijn, zonder dat onderliggende principes geëxpliciteerd worden. Stones (1992) spreekt in dit verband over het aanleren van een 'middelmatige didactiek' die de traditionele onderwijscultuur weerspiegelt. Deze middelmatige didactiek wordt de LIO op school getoond in de praktijk van alledag, ze wordt door leerlingen op prijs gesteld en is ook deel van de praktijkkennis van ervaren docenten die bij nabesprekingen en andere begeleidingsgesprekken verwoord wordt. ...
Samenvatting Dit onderzoek betreft het leren onderwijzen van aanstaande leraren tijdens een duale op-leiding. Centraal in het onderzoek staan de werktheorieën van deze aanstaande leraren, de veranderingen die zich daarin voordeden en de wijze waarop de aanstaande leraren hun werktheorie veranderden. Hiertoe zijn acht aanstaande leraren gedurende hun op-leiding intensief gevolgd. De data zijn ver-zameld met behulp van interviews, concept maps en leerverslagen. Uit de resultaten van het onderzoek bleek dat de aanstaande lera-ren tijdens de opleiding brede werktheorieën ontwikkelden met aandacht voor het leerpro-ces van de leerling en gekenmerkt door een duidelijke structuur. Hun leerproces daaren-tegen vertoonde grote individuele verschillen. Ze ontwikkelden ieder een eigen manier van leren onderwijzen. Op basis van deze resul-taten zijn enkele vragen geformuleerd voor vervolgonderzoek betreffende de invloed van de leerstijl op het leerresultaat, de invloed van de leeromgeving, het leren op de werkplek en de eerste jaren van de beroepsuitoefening. 1 Inleiding Binnen de lerarenopleidingen in Nederland is de laatste jaren een ontwikkeling zichtbaar naar het duale model, een opleiding voor le-raren waarbij de aanstaande leerkracht een baan heeft als leraar (zie ook Ten Dam & Van Alebeek, 2005). Deze aanstaande leraar wordt in het vervolg leraar in opleiding (LIO) genoemd. Dit betaalde LIO-model betreft met name het vierde jaar van de opleiding van leraren in het primair onderwijs, het vierde jaar van de tweedegraads lerarenoplei-ding in het HBO en de opleiding van de eer-stegraads leraren aan de universiteiten. Ook zien we dat in toenemende mate leraren via andere trajecten opgeleid worden, waarbij ze een baan in het onderwijs combineren met de opleiding (vgl. Brouwer, 2004). Er is dus sprake van opleidingen waarbij de op te leiden leraar in-functie is en de prak-tijk een centrale plaats inneemt. De aanstaan-de leraar heeft vanaf het begin alle verant-woordelijkheden van een leerkracht. Het beroep wordt aldus in een 'in-functie oplei-ding' geleerd. Er zijn argumenten aan te voe-ren om het beroep op deze wijze te leren. Lesgeven is immers een complexe activiteit en complexe handelingen kunnen goed ge-leerd worden in een authentieke context (zie o.a. Buitink, 1994; Howey & Zimpher, 1994; Johnson, Ratsoy, Holdaway & Friesen, 1993). Ook positieve ervaringen van zowel oplei-ders als aanstaande leraren met zo'n oplei-ding (zie o.a. Van Streun, 1992) zouden een argument kunnen zijn om het beroep op deze manier te leren. Er zijn ook redenen om bezorgd te zijn over deze ontwikkeling. Wat geleerd wordt zou veelal een alledaagse didactiek van 'showing and telling' zijn, zonder dat onder-liggende principes geëxpliciteerd worden. Stones (1992) spreekt in dit verband over het aanleren van een 'middelmatige didactiek' die de traditionele onderwijscultuur weer-spiegelt. Deze middelmatige didactiek wordt de LIO op school getoond in de praktijk van alledag, ze wordt door leerlingen op prijs ge-steld en is ook deel van de praktijkkennis van ervaren docenten die bij nabesprekingen en andere begeleidingsgesprekken verwoord wordt. Onderliggende principes komen vaak niet aan bod en zijn, als ze al aan bod komen, niet altijd theoretisch onderbouwd. Dit ge-vaar wordt vergroot doordat op de werkplek het impliciet leren van het beroep een be-langrijk deel uitmaakt van het leren lesgeven. Bij dit impliciete leerproces maakt de (a.s.) leraar zich didactisch handelen eigen zonder zich dat te realiseren, laat staan de manier waarop hij zich dat eigen maakt (vgl. Bolhuis & Simons, 2001; Van der Klink & Streumer, 2004). Koetsier, Farrow en Wubbels (1996) zijn van mening dat er sprake is van een op-leiding waarbij het meester-gezel model cen-traal staat, met alle nadelen van dien.
... However, he was concerned about the ambiguity that arose in attempting to distinguish between PCK and mathematical content knowledge that would also be expected to exist for those outside the teaching profession. Stones (1992) concurred with Marks (1990) about the ambiguities inherent in the concept of PCK. Stones expressed further concern about the lack of meaning associated with PCK and noted that such a distinction for knowledge provided little practical assistance in examining teaching. ...
Recent research efforts (Schmidt et al. in The preparation gap: teacher education for middle school mathematics in six countries, MSU Center for Research in Mathematics and Science Education, 2007) demonstrate that teacher development programs in high-performing countries offer experiences that are designed to develop both mathematical knowledge and pedagogical knowledge. However, identifying the nature of the mathematical knowledge and the pedagogical content knowledge (PCK) required for effective teaching remains elusive (Ball et al. in J Teacher Educ 59:389–407, 2008). Building on the initial conceptual framework of Magnusson et al. (Examining pedagogical content knowledge, Kluwer, Dordrecht, pp 95–132, 1999), we examined the PCK development for two beginning middle and secondary mathematics teachers in an alternative certification program. The PCK development of these two individuals varied due to their focus on developing particular aspects of their PCK, with one individual focusing on assessment and student understanding, and the other individual focusing on curricular knowledge. Our findings indicate that these individuals privileged particular aspects of their knowledge, leading to differences in their PCK development. This study provides insight into the specific aspects of PCK that developed through the course of actual instructional practice, providing a lens for future research in this area.
... A mentor has an important role to play in this process, because most student and beginning teachers do not know what to reflect on and how to bring together practice and valuable theory. This point of view largely coincides with that of Stones (1992) who perceives teachers as inquirers attempting to solve pedagogical problems. Inquiring teachers will see teaching as an activity of great complexity which we hardly yet begin to understand. ...
... Psychology has a great deal to offer teachers, but mainstream psychology has eschewed hermeneutics and is not concerned with the interpretative processes it represents. Psychologists, like Ed Stones, who have gone against the grain, and focused on how teachers' interpretations and responses may be informed by psychological knowledge (Stones, 1992) have done so from Schools of Education that have sound relationships with practitioners, and not from mainstream and powerful psychology departments. Importantly, Stones and others have worked closely with teachers in informing their interpretations. ...
Pedagogy is currently receiving attention from producers of education policy in England. It is, however, a version of pedagogy that remains located in a history of schooling as social control, of curricular knowledge as a commodity to be transmitted and of teachers as paraprofessionals. Those who resist recent attempts to shape pedagogy, and attempt to enhance both pedagogy and professionalism in order to prepare learners and teachers for informed participation in the new knowledge economy, are constrained by the impoverished understandings of pedagogy available in the United Kingdom. The author argues that understandings of pedagogy that are grounded in the hermeneutic psychology offered by Vygotskian theory can enhance teachers' professionalism and inform a pedagogy for the new knowledge age, ‘Vygotsky is concerned to study how people, through the use of their own social activities, by changing their own conditions of existence can change themselves’ (Shotter, 1993, p. 111).
... The assumption of this approach is that knowledge presented in a ',student friendly" way will prevent or replace students' naive conceptions. Evidence suggests that this assumption is incomplete, at best (Stones, 1992). A conversational (Laurillard, 1993;Pask, 1976) or collaborative (Roschelle, 1992) approach, on the other hand, assumes understanding has to be negotiated through discussion which gradually converges on more appropriate interpretations than those initially held by the students. ...
... Gilroy & Day (1993) have analysed the erosion of award-bearing in-service courses generally provided by HE institutions. This shows just how serious the situation has become when most courses either last just one day, or are no more than 'quick fixes' after the school day is over, and can only make the situation worse with respect to truly autonomous reflection by reinforcing the notion of the teaching profession as a 'simple craft learned on the job' (Stones, 1992, p. 9 ...
In this article the authors are concerned with the role of continued professional development (CPD) in the exploration and development of teachers' professional identity. Evidence from the literature paints an intriguing and complex picture, that which shows teaching as a kind of professional action that has to be built upon values, beliefs and knowledge. During some programmes of CPD, after only minimal input of science content, we see instances of transformation in the practice and perceptions of primary science teaching. Thus, one is required to look beyond the often quoted ‘content hurdle’ to uncover the catalysts for such a change. We present a new model to examine how teachers make sense of the CPD experiences they undergo. We argue that successful CPD should centre on means of enabling professional judgement (and thus identity and values) to flourish alongside new science knowledge, through opportunities for combining its application with an evaluation of practice.
... Talking to various experienced faculty members also prompts us to realize that a good teacher should give special attention to preparing memorable examples, counterexamples, illustrations, and demonstrations. Research shows that an important characteristic of an effective teacher is the ability to present difficult or complex concepts in ways that students can understand, through the use of metaphors, analogies, and examples (Erickson, Peters and Strommer, 2006; Schwartz and Bransford, 1998; Stones, 1992) As Low (2010: 681) has pointed out, teachers, according to Confucius, should, indubitably not be merely repeating things in a rigmarole fashion, annoying the students with unbroken questions and repeating the same things over and over again. This ordinarily frustrates, if not, makes the students bored, and often they do not know what good learning and their studies can do for them; they miss the essentials of learning, see it as irrelevant and become unmotivated. ...
Most corporate owners and leaders are successful teachers (also read as trainers) or coaches, and they take certain steps in their own way to pass along what they have learned to their people or employees. Teachers continue to learn. In this paper, the practitioner-researchers talk about how one can be a good teacher; they are asking questions or raising issues to find out more on how to be a good teacher. The various pointers, among other things, include: being an ever willing teacher, applying different strokes for different folks and giving students carrots and incentives (or giving them
something to hold onto) as well as applying a variety of teaching methods.
Il recente riconoscimento giuridico delle figure dell’educatore professionale socio-pedagogico e dell’educatore dei servizi educativi per l’infanzia ripropone una serie di ‘vecchi’ temi e introduce nuove questioni relativamente al processo di professionalizzazione del lavoro educativo non formale. Alcuni di questi temi e questioni sono di natura precipuamente epistemologica: quali sono le logiche conoscitive che sorreggono le conoscenze e le competenze di questi professionisti? In che modo si sono venute formando? Sulla base di quali fattori scientifico-culturali, pratico-professionali e socio-politici?
Il volume sonda le questioni sollevate da tali domande a partire da un approccio comprensivo che intende l’epistemologia pedagogica come l’analisi delle condizioni di possibilità storico-ideali che nel tempo si sono date e si danno per lo sviluppo dei saperi e delle pratiche educativo-formative. In questo senso, il testo ripercorre, nell’ottica deweyana della “genuina contingenza”, alcuni dei presupposti epistemologici dei paradigmi individualista, strutturalista, interazionista e riflessivo che hanno legittimato o che legittimano il processo di professionalizzazione del lavoro dell’educatore.
In this essay I intentionally employ Nietzsche's genealogical method as a means to critique the complex concept of 'good' teaching, and at the same time reconstitute 'good' teaching in a form that is radically different from contemporary accounts. In order to do this, I start out by undertaking a genealogical analysis to both reveal the complicated historical development of 'good' teaching and also disentangle the intertwining threads that remain hidden from us so we are aware of the core threads that hold it together. Two major threads are identified in my analysis, which I refer to as: Genealogy I: Teaching as applied science or practice; and, Genealogy II: Teaching as a vocational calling or neutral profession. With this in mind, I take the two value systems (Genealogy I and II) presented in my critique of 'good' teaching, and rather than return to old, or create new values, I argue that the true task of any educational endeavour is to make human beings human. Therefore, in the spirit of Nietzsche, I revive and extend Nietzsche's account of Bildung as a dynamic way of living timeless educational aims, such as learning to see, think, speak, write and feel in becoming true human beings.
L'Angleterre est l'un des premiers pays a avoir exige que la part la plus importante de la formation initiale des enseignants soit accomplie en situation de travail, au cours de stages en etablissements scolaires. Cette evolution a favorise le developpement et le renouvellement des figures d'encadrement, dont les roles (socialisation, formation, evaluation) tendent a se diversifier et a se complexifier. A l'heure ou les pratiques Morales en formation d'enseignants font l'objet en France d'une meme interrogation sur leurs vertus formatives et sur la place a leur accorder dans le cadre d'une formation professionnelle d'enseignants, l'exemple anglais est susceptible d'apporter des elements d'eclairage sur les enjeux sociopedagogiques et institutionnels que recouvrent ces dispositifs de formation.
Cutting across several literatures, ‘Becoming a Teacher’ is anything but a simple topic. I have had to set some parameters. Because preservice teacher education confronts what Lortie (1975) called an ‘apprenticeship of observation,’ I necessarily touch on issues related to teacher development grounded in biography and prior experience. Recognized as developmentally important, the first or second years of inservice teaching form an additional parameter (see Olson & Osborne, 1991). With only an occasional exception, most of the studies I draw on were published or presented within the last five years and build on earlier research. This was necessary in order to make the task manageable. I recognize the inherent dangers that come when drawing on studies produced in different countries and contexts, and so I have tried to exercise caution when linking studies and making comparisons.
A research project on the training and career development of postgraduate doctors is used as the basis for an analytical and heuristic comparison between the training of doctors in hospitals and teachers in schools, and on the issues of acquiring professional competence in these settings. The authors of this article conclude that there are necessarily limits to such comparisons: the contexts, training patterns and career developments of the two professions are substantially different. The comparison has, however, sharpened conceptions of apprenticeship training and its relation to the acquisition of propositional knowledge; it underlines the key role of the mentor, particularly in relation to coaching, assessment and feed-back. In particular, the comparison highlights the need for teachers and schools to seize more firmly the lead in the training of new recruits and their subsequent professional development.
The University of the West Indies Distance Teaching Experiment (UWIDITE), which provides distance education based on an interactive teleconference network, as an alternative mode to traditional pre-service teacher education programmes is described. Considerations are made within the framework of fostering quality teacher education and the relevance of distance education to developing Caribbean countries. Questionnaires were given to 169 teachers who were either graduates of or pursuing a 15-month certificate in education programme on the UWIDITE teleconference network in the options: mathematics, social studies, literacy studies, integrated science and deaf education. Responses to questionnaires provided most of the data discussed. Overall, the exploration highlighted several perceived strengths and weaknesses as a delivery mode for quality teacher education. Recommendations are suggested, including comprehensive feedback on assignments and interactive counselling sessions on the network.
Literature on professional development indicates that beginning teachers experience a kind of 'reality shock' in their first professional year. This paper reports an investigation aimed at bridging this gap by introducing aspects of reality shock into the practicum component of an initial teacher education programme. A new student-teaching element, 'The Individual and Independent Final Teaching Period (IFTP)' was developed. In this IFTP the student teachers act on their own for three months, supervised by means of 'long-arm' supervision (involving no classroom observation). The characteristics of the IFTP that contribute to the creation of realistic working situation within a teacher training programme that at the same time help to create a fruitful and guided learning situation are described. Actual short-term learning outcomes perceived by the student teachers and their supervisors are also discussed.
We have concluded our account of the 5-year process through which trainees become fully accredited, the 4 years of their training
course and their first year as a teacher in school
. Yet as we have indicated, we feel uncomfortable about drawing out a dominant story
, beyond the sketches that we have drawn, as if a modal experience is more important than individual accounts. However, our
attempts to pinpoint transitions for individuals in a graphic way were not very successful. As we have reached this stage
of the book perhaps it is pertinent to spend a little time
reflecting
on our evolution in terms of our own understandings, as the researchers, of how we have sought to theorise our data. In creating
an account of transition
in the trainees’ understanding of their future professional task we attempted to introduce Ricoeur
’s work on time
and narrative, which
we felt could provide an interesting and useful theoretical frame.
This article explores the development and effects of Swedish post-war policies on the emergence of a research base for teacher education. From 2001 onwards, it is possible to undertake research and postgraduate studies within teacher education in Sweden, which prior to the 2001 reform was not possible. The article draws on a variety of frameworks to explore relationships between various parts of teacher education and also more widely in the university. These include relations of power, discourse and gender based on the theoretical perspectives of Bourdieu, Foucault, Sarfatti Larson and Connell among others. Policy documents relating to teacher education and research into national, regional and local perspectives were used to explore institutional history, structures and research development in teacher education from 1946 to the present time. For a micro-level perspective, an interview study was also carried out between 2000 and 2002 with teacher educators and senior managers who from the late 1940s were responsible for teacher education programmes, in and around Umeå, in northern Sweden. A further complementary interview study was carried out with teacher educators and union representatives between 2005 and 2007. The extended study reveals the emergence of new research areas in teacher education as a multilayered process involving a variety of actors at different levels at Umeå University and elsewhere. The aim of the article is to explore the implications of the new research structures for teacher education in Sweden and also to contribute to current cross-national discourses on the need to establish a research base for teacher education.
This article explores the development of a generative, research‐based approach to mentoring initial teacher training students in a Training School/university partnership. Drawing on data from mentors, trainees and pupils it describes two phases of development, both of which use video recordings of participants' classroom practice to stimulate reflective dialogue. The authors point to the additional pedagogical insights made available through accessing pupil voice and the potential contribution such learning conversations can make to transforming the professional knowledge of both mentors and trainees. They highlight the dispositions and conditions which support the co‐construction of this inclusive approach and how it has contributed to the development of the school as a learning community. The authors suggest its wider relevance and how it can contribute to the creation by the profession of a new epistemological base for professional learning.
The growth of partnership in school-based initial teacher education has created the challenge of evolving new roles for university tutors and school teachers alike. This paper examines the changing role of the university tutor within one secondary partnership scheme. It explores the reality of evolving conceptions and practices wherein the nature of partnership, mentors' motives for involvement and their perceptions about policy on initial teacher education are fundamental. Questions are raised about the extent to which school mentors can be trained as teacher educators and university tutors as mentor trainers. The paper concludes by considering a case for university and school mentor roles to complement each other in pursuit of the wider professional development of teachers.
Most teacher education programs receive many more applications than they can accept. How should programs select among applicants and how should the programs evaluate the success of their selection processes? In this article we review the criteria utilized throughout North America to select prospective teachers into education programs. The strengths and weaknesses of each criterion are discussed. We propose a conceptual framework linking the knowledge, skills, and attitudes beginning teachers need, the preparation that teacher education programs provide, and the programs' application criteria. In the conclusion, the authors make numerous suggestions about how to adapt and change the current selection criteria so that the resultant product is the successful teacher. The authors challenge teacher education programs to critically examine their admission criteria.
The initial education of teachers is the key focus of this book so let us now turn to consider in more detail how the task
of student teachers learning to teach mathematics has been researched within teacher education contexts. We commence with
an overview of some of the ways in which the process of teacher education is understood and represented within the research
literature. We consider how the constituent elements of the process have been defined, and in particular examine some of the
mechanisms through which students have been enabled to articulate their own understandings of the process.
The applied science view of teacher learning has been criticised as leaving teachers unprepared to face the messy complexity of educational problems. A reflective approach based on an epistemological view of practical rationality has been recommended instead. In this paper the authors reflect on their experience as teachers of an English didactics course based on a psychopedagogical content knowledge approach in a teacher education programme at the University of Aveiro, Portugal. They consider the applied science paradigm and the reflective approach views as complementary rather than dichoto‐mous and stress the role of cognitive flexibility in preparing teachers to cope with novel situations.
This exploratory article seeks to map out some possible practical limitations of Shulman's notion of pedagogical content knowledge and the associated concept of pedagogical reasoning. Interview extracts are used to illustrate the argument that the views and prior knowledge of a trainee teacher of mathematics may subtly shape what is learned in the context of training. It is suggested that representations of mathematics and mathematics teaching, originating in the trainee's own learning, might be concomitant with the development of a particular style of pedagogical reasoning which then determines the type of pedagogical content knowledge that is acquired. Shulman's framework is useful for understanding the trainee's learning, but insufficient to cover a broader range of pedagogical knowledge that might be deemed desirable in the trained teacher. It is suggested that a wider framework, extending pedagogical content knowledge to incorporate alternative forms of teaching, is needed.
This paper addresses the change in teachers’ thoughts as they progress through an inservice program. The aim of the inservice program was to encourage teachers to implement and reflect on constructivist approaches to teaching and learning within the junior secondary school area. The program itself was centred on constructivist philosophy, as a means to guide the program and to model constructivist approaches for the teachers. Prior to the inservice program teachers were asked three major focal questions: How do children learn?; What teaching strategies do you use?; and Who controls learning? On completion of the program these questions were again used to examine the participating teachers’ thoughts. Results indicated that there was a distinct change in the way that the teachers viewed the classroom. These changes addressed issues such as the separation of control of learning from management, the valuing of student knowledge and the need to involve students within the learning process.
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