The point here is that both fall well within the conventional meaning and image carried of what it means to be ... would like to illustrate how each aspect of curiosity can “inter- twine” with a teacher's relationship with mathematics.

Author: Yuichi Handa

Publisher: Taylor & Francis

ISBN: 9781136870538

Category: Education

Page: 169

View: 161

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This book opens up alternative ways of thinking and talking about ways in which a person can "know" a subject (in this case, mathematics), leading to a reconsideration of what it may mean to be a teacher of that subject. In a number of European languages, a distinction is made in ways of knowing that in the English language is collapsed into the singular word know. In French, for example, to know in the savoir sense is to know things, facts, names, how and why things work, and so on, whereas to know in the connaître sense is to know a person, a place, or even a thing—namely, an other— in such a way that one is familiar with, or in relationship with this other. Primarily through phenomenological reflection with a touch of empirical input, this book fleshes out an image for what a person’s connaître knowing of mathematics might mean, turning to mathematics teachers and teacher educators to help clarify this image.

Much more is involved, however, in making these judgements if teachers are to move beyond the idea that assessment is simply about looking for evidence that children are 'acquiring' such knowledge. There is a great deal that adults take ...

Author: Cox, Sue

Publisher: McGraw-Hill Education (UK)

ISBN: 9780335235735

Category: Education

Page: 218

View: 650

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"This is a timely book, enabling teachers to reflect critically upon their existing work-place practices, which have been so powerfully shaped by the target culture and the logic of performativity that has underpinned it for two decades. More importantly it will empower primary school teachers to play a more active role in effecting curriculum and pedagogical change in their schools and classrooms."Professor John Elliot, School of Education, University of East Anglia, UK This book encourages the reader to question the existing culture of schooling and its practices, which have been shaped and dominated by a target led and outcomes driven agenda. The book draws attention to some of the conflicts that arise in the demand for performance on the one hand and teachers' responsiveness to children and their learning on the other. Sue Cox sets out to show how change might be based on clear understandings of how children learn and how teachers contribute to that learning. She does this by providing frameworks for change and shows how, from these perspectives, participation is key to children's education, both as an account of their learning and as a democratic principle. She explores the potential for transformation in teachers working collaboratively with children in areas such as interaction, curriculum and assessment. An underlying aim of the book is to provide the tools for teachers to develop a principled approach to what they do and how they think in order to challenge, and to re-construct entrenched practices and thinking. This book provides thoughtful reading and promotes reflective thinking for primary teachers and teachers in training, offering insights into new ways of approaching and developing primary education. Sue Cox is Senior Lecturer for The School of Education and Lifelong Learning at the University of East Anglia, UK.

function is performed by the teacher in this act of verbal or nonverbal behavior ? " As a result of their investigation , the Provo staff developed a Code for the Analysis of Teaching which consisted of 23 distinct categories of ...

Author: Marie M. Hughes

Publisher:

ISBN: IND:30000089247435

Category:

Page: 12

View: 636

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For teachers in St. John's the identification of the student along the deportment dimension is unrelated to the way he is controlled in a misconduct situation . When we shift our focus to identification by academic performance ...

Author: Robert A. Stebbins

Publisher: BRILL

ISBN: 9004042423

Category: Social Science

Page: 156

View: 737

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Thus the very notion of what it means to be a teacher is bound up in myth. 10. This observation raises the question of what distinguishes university instructors from cooperating teachers. The identity of university teachers of education ...

Author: Terrance R. Carson

Publisher: Peter Lang Pub Incorporated

ISBN: UOM:39015039913796

Category: Education

Page: 400

View: 221

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This book aims to enlarge understandings of educational action research. Drawing from complexity theory, deep ecology, Eastern philosophy, hermeneutics, phenomenology, psychoanalysis, postmodernism, and literary theory, the essays in this collection show how participation in educational action research practices requires more of the researcher than the application of research methods. Each essay demonstrates how action research is a lived practice that asks the researcher to not only investigate the subject at hand but, as well, to provide some account of the way in which the investigation both shapes and is shaped by the investigator.

Student teachers are often asked, on school experience, 'How might your lesson have been improved?' This can be received in a number of ways. Sometimes it is decoded and felt to imply that the lesson was not very good, things went wrong ...

Author: Tony Ghaye

Publisher: Routledge

ISBN: 9781136842535

Category: Education

Page: 221

View: 994

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This is a practical guide to enable all those involved in educational activities to learn through the practices of reflection. The book highlights the power that those responsible for teaching and learning have to appraise, understand and positively transform their teaching.

qpHE teacher and the physician have *□ traditional roles to play in the life of growing boys and girls. By virtue of their professional training each can do things for a youngster that the other cannot do. This is as it has been and as ...

Author:

Publisher:

ISBN: UVA:X030695644

Category: Hygiene

Page:

View: 428

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Exploring theory and practice for post-16 English Language teachers Marcello Giovanelli. literature and life are inseparable, that literature is not just a subject for academic study, but one of the chief temples of the human spirit, ...

Author: Marcello Giovanelli

Publisher: Routledge

ISBN: 9781317646945

Category: Education

Page: 148

View: 949

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Teaching Grammar, Structure and Meaning introduces teachers to some basic ideas from the increasingly popular field of cognitive linguistics as a way of explaining and teaching key grammatical concepts. Particularly suitable for those teaching post-16 English Language, this book offers a methodology for teaching key aspects of linguistic form and an extensive set of learning activities. Written by an experienced linguist and teacher, this book contains: · an evaluation of current approaches to the teaching of grammar and linguistic form · a revised pedagogy based on principles from cognitive science and cognitive linguistics · a comprehensive set of activities and resources to support the teaching of key linguistic topics and text types · a detailed set of suggestions for further reading and a guide to available resources Arguing for the use of drama, role play, gesture, energy dynamics, and visual and spatial representations as ways of enabling students to understand grammatical features, this book explores and analyses language use in a range of text types, genres and contexts. This innovative approach to teaching aspects of grammar is aimed at English teachers, student teachers and teacher trainers.

Teacher reads aloud the story “Birthday Soup” from the book Little Bear. 2. Did you listen carefully and ... Teacher explains that the Who of a story is also called the characters and explains the importance of characters for a story.

Author: D. Ray Reutzel

Publisher: Teachers College Press

ISBN: 9780807774731

Category: Education

Page: 150

View: 868

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One of the most critical elements in the Common Core State Standards (CCSS) is the effective teaching of reading comprehension in the early years. This timely resource provides evidence-based practices for teachers to use as they work to meet standards associated with comprehending complex literature and informational texts. The authors offer a practical model, with classroom applications drawing on the Construction-Integration (CI) model of text comprehension. Illustrating why comprehension is so important in the CCSS framework, the book distills six key principles for meeting CCSS and other high-challenge standards. Chapters show teachers how to build oral language and text comprehension skills with young readers, including selecting texts, organizing materials, scheduling time, and assessing the acquisition of knowledge. Book Features: A practitioner-friendly model for teaching comprehension of informational and narrative texts in the early grades.Guidance for how to create a classroom environment that supports oral language acquisition.Instructional strategies, including teaching children to understand text structures, key details, and main ideas of a story or information text.A standards-based series of formative comprehension assessments. “Read it with the gusto it provides and deserves, and go out into your classrooms and make texts come to life through the magic of understanding!” —From the Foreword by P. David Pearson, University of California, Berkeley “This is a must-read for teachers and educators as they strive to meet the new literacy standards and improve reading comprehension outcomes for their students.” —Linda B. Gambrell, Reading Research Quarterly “The authors start with the most respected theory, add an insightful analysis of relevant Common Core standards, and combine the two with solid, practical instructional ideas. Bravo!” —James W. Cunningham, professor emeritus, University of North Carolina at Chapel Hill

What science teaching is consistent with NGSS? ... transmits-(tellslearners) ideas-(thoughts)they must be able to reproduce What does I learn Guess what is in the teacher's mean? head and give the teacher what he/she wants to hear: and, ...

Author: Barbara S. Spector

Publisher: Springer

ISBN: 9789463004114

Category: Education

Page: 112

View: 421

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How do prospective elementary science teachers think? This case study • reveals thinking patterns common to preservice elementary teachers;• identifies their behavioral characteristics while learning to teach science which are not commonly noted in current literature;• provides change strategies to accelerate preservice elementary teachers embracing the holistic, constructivist, inquiry/practice-based paradigm consistent with the standards set by the curriculum. The chapters in this book immerse the reader in a sequence of episodes in this science methods course, and reveal the adventure of turning theory into practice while analyzing student-student/student-instructor interactions and their outcomes in an inquiry-driven, flipped classroom. Strategies presented empower preservice elementary teachers to • implement national and state standards;• change science learning/teaching from “business as usual” to applying science and engineering practices in the classroom;• make cognitive and behavioral changes required to shift paradigms and eliminate science anxiety;• pass through stages of grief inherent in the loss of dominant mechanistic paradigm. This book will interest a wide readership including science educators;scientists and engineers; administrators, supervisors, and elementary teachers in a clinical education setting; preservice elementary teachers; and anyone seeking to improve STEM education in elementary schools.