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Emerging educational literature suggests that the teacher identity invoked as pre-service teachers (PSTs) greatly contributes to how roles and responsibilities are viewed and prioritized in the teaching field. This book aims to explore factors that shape PST identities, specifically in response to the government prescribed teaching roles and responsibilities in the context of South Africa''s HIV/AIDS epidemic. Findings from this study indicate that PSTs bring an array of their own experiences, knowledge and perceptions to the teacher-training program which ultimately shape their teacher identity. The contribution of this study lies in its innovative approach to teacher training: it moves beyond looking at the knowledge PSTs require to equip them in their teaching capacity, to a deeper exploration of how PST training can unearth aspects of their lives that will preclude or encourage them to teach effectively. Based on evidence from the study, this book argues that the PST''s experience, knowledge and perceptions should be considered when developing teacher-training programs in order to promote a comprehensive and effective educational response to HIV/AIDS and other societal concerns.
English World is the first-ever ten-level integrated print and digital course for primary and secondary schools. Written by the authors of the best-selling Way Ahead and Macmillan English, the course aims to give learners confidence in speaking, listening, reading and writing. Through grammar and skills work is applied in natural contexts in the real world through dialogues and cross-curricular material. Independent learning is promoted through portfolios, projects and the use of the dictionaries.
Contextual factors linked to behaviour problems in schools include leadership, school culture, and levels of teacher stress. Efforts to improve the school environment, reduce teacher stress, and improve student outcomes, often have a singular focus on behaviour management policy. The series of studies reported here present an alternative perspective on the environment-behaviour equation, in terms of the direction of effects from leadership, culture, and teacher stress factors. That is, while student misbehaviour is most often viewed as a producer of teacher stress and school level problems, it could, paradoxically, be viewed as a product. Differences in school leadership styles, as well as characteristics of different school cultures, appear to explain some of the variation in the numbers of students referred for behaviour management. Interestingly, and somewhat unexpectedly, teacher stress does not always add explanatory variance. In the present monograph, leadership style and school culture emerge as the most important factors in student behaviour outcomes, and may be pivotal in considerations of school-based approaches to behaviour management.
This small-scale study aimed to investigate the forms of assessment used by a teacher during the Literacy Hour, a state initiative to encourage reading amongst primary students in Britain. The study explored various ways whereby a teacher assessed learners in the classroom. Based on a review of literature on assessment, the author developed a conceptual framework for this investigation. A case study approach was employed where data collection tools included interviews, observation and the use of complementary documentary evidence. Three elements of formative assessment – questioning, feedback and observation – emerged as central to a teacher''s assessment practice in the classroom. Teacher questioning invited pupils to contribute ideas, elicited students'' responses and acted as prompts to learners for cueing their replies. Teacher feedback indicated students'' errors and explained why those were incorrect. Finally, observation entailed watching and listening to students, extending their responses and capitalizing on learning opportunities. It is hoped that this study will feed into the literature on assessment in general and formative assessment in particular.
Residents are often involved in teaching of medical students, interns and their peers. Even with their considerable teaching responsibilities, the majority of residents do not receive any formal instruction on how to teach. To fill this gap in the curricula, empower residents in their role as teachers and to establish a culture of “residents as teachers” within the organization, change to the basic curricular design and local culture of medical education can be introduced. Evaluation of this curricular change showed that residents enjoyed such a module and positive change was identified across a wide range of measures including increase in their confidence to teach, decrease in their anxiety levels, increased awareness of what is expected of them in their role as teachers. This book is an example of curricular change involving the introduction of a “resident as teacher” module to residency training. The book will help the reader understand and implement a similar module through a step-by-step approach to change. Also included in the book is the course design, classroom management, power point presentations, role-plays and pre and post workshop questionnaires.
Teacher collaboration is essential to strengthen teaching and learning among teachers. There is a plethora of data that states the importance of collaboration in schools. In education today, nearly every school deems it is creating a community of learners utilizing a professional learning community (PLC) structure. This descriptive case study examines the professional development tool of professional learning community (PLC) as a means of teacher collaboration. This descriptive case study examines teacher collaboration among elementary teachers as they strengthen their teaching practices of mathematics in an elementary school in Northern California. This descriptive case study highlights the distinction of teacher collaboration being collaborative and a means for teacher growth and learning and not just another professional development meeting in which teachers are sharing with no real change in teaching and learning amongst themselves. The findings of this case study illustrates the significance of authentic collaboration built on a reciprocal relationship among teachers who make time for collaboration, value each other’s and students' expertise, and hold each other accountable.
This book challenges some well-established assumptions in teacher training evaluation. It explores how teachers learn on a training course. By exploiting the imagery of a metaphorical journey of development, a framework is formulated for analysing teacher learning which distinguishes between applied knowledge, conceptual knowledge and knowledge of self. The descriptive framework therefore depicts the integration of levels for both the process and the products of learning and as such is a powerful tool for teacher educators. The book advocates an alternative ‘constructivist – responsive' method of evaluation for teacher education programmes that has the dual aim of learning through the evaluation (process) as well as from the evaluation (product). Human learning occurs on three levels: physical (body), mental (mind) and spiritual (soul) and these levels describe how we think as well as what we do. Evaluation of any training course needs to take into consideration the dimensions of learning, the influence of socio-cultural context and the interconnectedness of process and product: how the traveling and the developmental journey interact.
A Good Turn of Phrase consists of fifteen units each presenting and practising English Idioms in current use. Idioms are presented in context then they are tested in such activities as "key-word" transformation, multiple choice, gap filling, word matching, crosswords and picture discussion. The Teacher's Book contains the answers to the exercises as well as three tests each of which has two alternative versions. A Good Turn of Phrase is aimed at students at post-intermediate and advanced levels. It can be used in the classrrom or for self-study to help learners use the English language successfully.
Teacher collaboration has been widely implemented in the secondary school setting as an integral component within a professional learning community in an effort to increase student achievement and to foster a better working environment for teachers. The effects of teacher collaboration on both students and teachers of Earth science in a high school environment were investigated in this project. Particularly, the project examined the effects of collaboration of Earth science teachers on student understanding, student motivation, and teacher motivation. Results indicated that student understanding and teacher motivation increased, while the results on student motivation were mixed. The data showed a large gain in student understanding as a result of collaboration on instruction, whereas the level of student motivation was deemed negligible. Teachers in the collaborative group were observed to have increased levels of motivation as a result of the group’s collaborative efforts. The project was an enhancement of my own level of motivation as well.
The purpose of this exploratory study was to gain a better understanding of how teacher education, teacher experience, and teaching behaviors influence student achievement in science. Two broad research questions guided this inquiry: (a) whether a relationship existed between both teacher educational level and experience with student science achievement; and (b) whether teacher behaviors mediated or moderated the relationships between both teacher educational level and experience and student achievement in science. As suggested by some researchers, teacher education level and experience may not directly influence student science achievement, but may do so indirectly. Multilevel statistical models were employed to investigate the relationships among the teacher- and student-related factors with student science achievement as the ultimate outcome. An exploration of the mediating or moderating role of teacher behaviors in the relationship between both teacher education and experience and student achievement was the contribution of this study to our existing knowledge in this area.
The changing paradigms consider education as a continual process of gaining information whereby learning is perceived not as a passive acquisition of knowledge, but as a largely active and individual process of deriving personal meaning from what is learned. Teaching in the new paradigm is consequently perceived, not as the transmission of knowledge, but as developing in the individual the ability to learn how to acquire the ability to be a self-directed learner. Since self-directed learning is perceived to be essentially individual in nature, it is evident that learning must emanate from the learner, and the learners should be allowed to take decisions about the goals, organization and evaluation of their learning. The role of the teacher of the self-directed learner therefore changes from being a disseminator of knowledge to a facilitator of learning. The motives of the professional developers have been to encourage the teachers to take the initiative in identifying and acting on their own individual needs and hence self-directedness. Therefore, this book provides a lot of inputs on how a teacher can be a self-directed professional.
Teachers' attitudes about their students influence how they will act to meet those students' needs. This study is an interrogation of teacher attitudes of inclusion using Foucault’s “Box of Tools” as methodology to frame the analysis, and using interpretive inquiry as the method of data analysis. Additionally, an historical overview of the discourse of inclusion reveals the accepted academic discourses, while an examination of official Alberta Education policy documents frame the official discourse(s) of inclusion in Alberta.
Вашему вниманию предлагается книга для учителя "Reading & Writing Targets 3: Teacher's Book". Reading & Writing Targets 3, for learners of English at Pre-Intermediate level, provides systematic development of students’ reading and writing skills. The book consists of 18 units and is planned to be taught in 40 - 45 teaching hours. The topics of the units have been carefully selected to appeal to and motivate learners at Pre-Intermediate level. Each unit begins with a text, based on a real-life communicative situation, which not only develops reading skills but also serves as a model for the students’ own written work.
The essential guidelines for leading effective change in your school From an education expert comes a much-needed resource that gives teacher leaders the strategies and tools they need to improve their practice and assume new leadership roles in their schools. The author outlines the everyday acts of teacher leadership and shows how to lead effectively through collaboration. The book also contains suggestions for leading change beyond the classroom. Discusses what works when taking on the role of teacher leader in a school Contains proven strategies and tools for implementing school change Includes activities in each chapter that are teacher-tested and can be used by individuals, teams, or larger groups This important resource offers school leaders a much-needed guide for learning how to lead and implement school change.
Whilst past research has examined teachers'' understanding of the key messages of curriculum reform, research about the practical implementation is limited. To shed some light on this gap, this book describes in detail one teacher''s attempt to implement curriculum change. It reveals how and why certain experiences challenge, inspire or motivate the teacher''s facilitation and students'' uptake of learning processes comprising thinking, reasoning and working mathematically. The researched change involved the teacher''s adoption of certain mathematics practices that would arguably result in more effective instructional strategies and investigative learning processes. Student questionnaires were used to determine changes to disposition and willingness to engage in mathematics learning and questionnaires were also used to explicate changes to the teacher''s pedagogical beliefs or understandings as a result of implementing the curriculum change. The analysis reveals that change is worthwhile, it is complex, slow and abounds with challenges, yet can be achieved with collegial inquiry. This book would be suitable for those interested in the teaching and learning of primary school mathematics.