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18. The Teacher Educator The Wilson collection 2007 v 42 n 4, Spring 2007 Education (8( v 42 n 3, Winter 2007 Education (10( ======================================== v 42 n 4, Spring 2007 Section: 10 The Teacher Educator v. 42 no. 4 (Spring 2007) p. 237-63 Title: Teacher Education Students' Reflections on How Problem-Based Learning Has Changed Their Mental Models About Teaching and Learning Personal Authors: Askell-Williams, Helen; Murray-Harvey, Rosalind; Lawson, Michael J. Key words: Attitudes Problem solving Methods of instruction Pedagogical content knowledge Problem-based learning (PBL) תמצית This paper reports on an analysis, using a conceptual framework and NUD*IST software, of a cohort of 3rd-year teacher education students' reflections on changes in their mental models following their experiences in a problem-based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self-reflection and peer collaboration for cognitive and professional growth. מאמר Source: The Teacher Educator v. 42 no. 4 (Spring 2007) p. 237-63 Students develop robust mental models of teaching and learning during their school years, and as such, often teach as they were taught-possibly perpetuating practices that limit intellectual inquiry in classrooms. This paper reports on an analysis, using a conceptual framework and NUD*IST software, of a cohort of 3rd-year teacher education students' reflections on changes in their mental models following their experiences in a problem-based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self-reflection and peer collaboration for cognitive and professional growth; and (c) processes of inquiry for developing self-regulated learning practices. Reprinted by permission of the publisher. -----------------------Section: 7
The Teacher Educator v. 42 no. 4 (Spring 2007) p. 264-88 Title:
Problematizing the Role of Expert Within Small-Scale School-University Partnerships
Personal Author: Burke, Christopher; Burke, Wendy Key words: Education theories Education principles University and school cooperation תמצית Since 2001, two teacher educators from distinctive mid western universities have been engaged in partnerships with two local urban school districts that resulted from their personal relationships with educators and school leaders. By applying Macedo and Freire's (2001) framework of analysis, this article shares their dialogic reflection and assessment of the impact of their roles, intentions, and modes of operandi as qualitative researchers and the effectiveness of pursuing contextually relevant transformative agendas within these partnerships. מאמר Source: The Teacher Educator v. 42 no. 4 (Spring 2007) p. 264-88 Since 2001, two teacher educators from distinctive mid western universities have been engaged in partnerships with two local urban school districts that resulted from their personal relationships with educators and school leaders. By applying Macedo and Freire's (2001) framework of analysis, this article shares their dialogic reflection and assessment of the impact of their roles, intentions, and modes of operandi as qualitative researchers and the effectiveness of pursuing contextually relevant transformative agendas within these partnerships. This reflective analysis provides the forum for examining emergent issues and practices relevant to the intersection of these school and university communities, provides insight into the personal and professional commitments of those involved, and the potential for pursuing similar efforts to advance this agenda. ---------------------------------------Section: 13 The Teacher Educator v. 42 no. 4 (Spring 2007) p. 289-303 Title: Study
What Does Mentoring Mean to Experienced Teachers? A Phenomenological Interview
Personal Author:
Jewell, Magaret L.
Key words: Attitudes Teachers Mentors Mentor programs Mentor evaluation תמצית This report investigates mentoring from the perspectives of 7 experienced secondary public school teachers from four different school districts in Oklahoma. The experienced teachers benefited from the mentoring process and their mentoring experiences in two important areas. At the professional level, the teachers gained a sense of self as professional educators. At the personal level, these teachers identified mentoring as a process that worked in almost any situation; in addition, they recognized that conversing about concerns with a knowledgeable colleague was a workable solution for solving issues. Reprinted by permission of the publisher. מאמר Source: The Teacher Educator v. 42 no. 4 (Spring 2007) p. 289-303 This report investigates mentoring from the perspectives of 7 experienced secondary public school teachers from four different school districts in Oklahoma. The participants' teaching experience ranged from 10 to 30 years. The author reviewed the research process and data provided through the teachers' interviews and protocol writings to further explain the nature of mentoring and the benefits of mentoring experienced teachers. The experienced teachers benefited from the mentoring process and their mentoring experiences in two important areas. At the professional level, the teachers gained a sense of self as professional educators. At the personal level, these teachers identified mentoring as a process that worked in almost any situation; in addition, they recognized that conversing about concerns with a knowledgeable colleague was a workable solution for solving issues. Reprinted by permission of the publisher. ----------------------v 42 n 3, Winter 2007 Section: 8 Title:
Comparison of Teacher Educators' Instructional Methods With the Constructivist Ideal
The Teacher Educator v. 42 no. 3 (Winter 2007) p. 157-84 Personal Author: Key words: Constructivism Mathematics Elementary education Methods of instruction. תמצית
Andrew, Lane
The constructivist learning framework is a foundation for today's K-12 mathematics reform. Many future teachers across the United States are being taught that this is the way students learn best In this qualitative multi-case study, the teaching methods of 4 university instructors who teach mathematics courses to future elementary teachers were explored. The results of within-case and cross-case analyses demonstrate the constructivist nature of the participants' teaching methods. The results also indicate substantial variation in teaching methods, even though the participants' teaching beliefs are very similar. מאמר Source: The Teacher Educator v. 42 no. 3 (Winter 2007) p. 157-84 The constructivist learning framework is a foundation for today's K-12 mathematics reform. Many future teachers across the United States are being taught that this is the way students learn best. More than simply teaching teachers about constructivism, however, educators are encouraged to model reform-based instructional strategies. A nationwide quantitative study suggests that as a whole, teacher educators are more constructivist in their instructional methods than are other higher education faculty (Goubeaud & Wenfan, 2004). In this qualitative multi-case study, the teaching methods of 4 university instructors who teach mathematics courses to future elementary teachers were explored. The results of within-case and cross-case analyses demonstrate the constructivist nature of the participants' teaching methods. The results also indicate substantial variation in teaching methods, even though the participants' teaching beliefs are very similar. ---------------------------------Section: 13 Title:
Can Cooperating Teachers Help Student Teachers Develop a Vision of Education?
The Teacher Educator v. 42 no. 3 (Winter 2007) p. 224-36 Personal Author: McNay, Margaret; Graham, Richard Key Words: Attitudes Cooperating teachers Mentors Mentor programs Teaching as a profession Student teachers תקציר Interviews with outstanding cooperating teachers focused on exploring their belief on teacher vision, and what makes a good teacher. The teachers revealed a strong sense of why they teach and shared goals around several themes. They also maintained that reflection is key to developing a vision of education. Teacher education programs can support these teachers' views of quality education by developing conceptual frameworks that foster reflection and the development of a vision for education, particularly in the student teaching experience. מאמר Source: The Teacher Educator v. 42 no. 3 (Winter 2007) p. 224-36
Research in teacher education is increasingly concerned with teachers' visions of education and their sense of calling, mission, and professional identity. Interviews with outstanding cooperating teachers focused on exploring their belief on teacher vision, and what makes a good teacher. The teachers were also asked to discuss their beliefs on whether vision--and the independence of spirit that a strong vision is thought to foster--is relevant in their work with student teachers. The teachers revealed a strong sense of why they teach and shared goals around several themes. They also maintained that reflection is key to developing a vision of education. Teacher education programs can support these teachers' views of quality education by developing conceptual frameworks that foster reflection and the development of a vision for education, particularly in the student teaching experience.
The Teacher Educator v. 42 no. 4 (Spring 2007) p. 264-88 Title:
Problematizing the Role of Expert Within Small-Scale School-University Partnerships
Personal Author: Burke, Christopher; Burke, Wendy Key words: Education theories Education principles University and school cooperation תמצית Since 2001, two teacher educators from distinctive mid western universities have been engaged in partnerships with two local urban school districts that resulted from their personal relationships with educators and school leaders. By applying Macedo and Freire's (2001) framework of analysis, this article shares their dialogic reflection and assessment of the impact of their roles, intentions, and modes of operandi as qualitative researchers and the effectiveness of pursuing contextually relevant transformative agendas within these partnerships. מאמר Source: The Teacher Educator v. 42 no. 4 (Spring 2007) p. 264-88 Since 2001, two teacher educators from distinctive mid western universities have been engaged in partnerships with two local urban school districts that resulted from their personal relationships with educators and school leaders. By applying Macedo and Freire's (2001) framework of analysis, this article shares their dialogic reflection and assessment of the impact of their roles, intentions, and modes of operandi as qualitative researchers and the effectiveness of pursuing contextually relevant transformative agendas within these partnerships. This reflective analysis provides the forum for examining emergent issues and practices relevant to the intersection of these school and university communities, provides insight into the personal and professional commitments of those involved, and the potential for pursuing similar efforts to advance this agenda. ---------------------------------------Section: 13 The Teacher Educator v. 42 no. 4 (Spring 2007) p. 289-303 Title: Study
What Does Mentoring Mean to Experienced Teachers? A Phenomenological Interview
Personal Author:
Jewell, Magaret L.
Key words: Attitudes Teachers Mentors Mentor programs Mentor evaluation תמצית This report investigates mentoring from the perspectives of 7 experienced secondary public school teachers from four different school districts in Oklahoma. The experienced teachers benefited from the mentoring process and their mentoring experiences in two important areas. At the professional level, the teachers gained a sense of self as professional educators. At the personal level, these teachers identified mentoring as a process that worked in almost any situation; in addition, they recognized that conversing about concerns with a knowledgeable colleague was a workable solution for solving issues. Reprinted by permission of the publisher. מאמר Source: The Teacher Educator v. 42 no. 4 (Spring 2007) p. 289-303 This report investigates mentoring from the perspectives of 7 experienced secondary public school teachers from four different school districts in Oklahoma. The participants' teaching experience ranged from 10 to 30 years. The author reviewed the research process and data provided through the teachers' interviews and protocol writings to further explain the nature of mentoring and the benefits of mentoring experienced teachers. The experienced teachers benefited from the mentoring process and their mentoring experiences in two important areas. At the professional level, the teachers gained a sense of self as professional educators. At the personal level, these teachers identified mentoring as a process that worked in almost any situation; in addition, they recognized that conversing about concerns with a knowledgeable colleague was a workable solution for solving issues. Reprinted by permission of the publisher. ----------------------v 42 n 3, Winter 2007 Section: 8 Title:
Comparison of Teacher Educators' Instructional Methods With the Constructivist Ideal
The Teacher Educator v. 42 no. 3 (Winter 2007) p. 157-84 Personal Author: Key words: Constructivism Mathematics Elementary education Methods of instruction. תמצית
Andrew, Lane
The constructivist learning framework is a foundation for today's K-12 mathematics reform. Many future teachers across the United States are being taught that this is the way students learn best In this qualitative multi-case study, the teaching methods of 4 university instructors who teach mathematics courses to future elementary teachers were explored. The results of within-case and cross-case analyses demonstrate the constructivist nature of the participants' teaching methods. The results also indicate substantial variation in teaching methods, even though the participants' teaching beliefs are very similar. מאמר Source: The Teacher Educator v. 42 no. 3 (Winter 2007) p. 157-84 The constructivist learning framework is a foundation for today's K-12 mathematics reform. Many future teachers across the United States are being taught that this is the way students learn best. More than simply teaching teachers about constructivism, however, educators are encouraged to model reform-based instructional strategies. A nationwide quantitative study suggests that as a whole, teacher educators are more constructivist in their instructional methods than are other higher education faculty (Goubeaud & Wenfan, 2004). In this qualitative multi-case study, the teaching methods of 4 university instructors who teach mathematics courses to future elementary teachers were explored. The results of within-case and cross-case analyses demonstrate the constructivist nature of the participants' teaching methods. The results also indicate substantial variation in teaching methods, even though the participants' teaching beliefs are very similar. ---------------------------------Section: 13 Title:
Can Cooperating Teachers Help Student Teachers Develop a Vision of Education?
The Teacher Educator v. 42 no. 3 (Winter 2007) p. 224-36 Personal Author: McNay, Margaret; Graham, Richard Key Words: Attitudes Cooperating teachers Mentors Mentor programs Teaching as a profession Student teachers תקציר Interviews with outstanding cooperating teachers focused on exploring their belief on teacher vision, and what makes a good teacher. The teachers revealed a strong sense of why they teach and shared goals around several themes. They also maintained that reflection is key to developing a vision of education. Teacher education programs can support these teachers' views of quality education by developing conceptual frameworks that foster reflection and the development of a vision for education, particularly in the student teaching experience. מאמר Source: The Teacher Educator v. 42 no. 3 (Winter 2007) p. 224-36
Research in teacher education is increasingly concerned with teachers' visions of education and their sense of calling, mission, and professional identity. Interviews with outstanding cooperating teachers focused on exploring their belief on teacher vision, and what makes a good teacher. The teachers were also asked to discuss their beliefs on whether vision--and the independence of spirit that a strong vision is thought to foster--is relevant in their work with student teachers. The teachers revealed a strong sense of why they teach and shared goals around several themes. They also maintained that reflection is key to developing a vision of education. Teacher education programs can support these teachers' views of quality education by developing conceptual frameworks that foster reflection and the development of a vision for education, particularly in the student teaching experience.
