3 edition of Teachers" conceptions of discussion found in the catalog.
Teachers" conceptions of discussion
Bruce E. Larson
Written in English
|Statement||by Bruce E. Larson.|
|The Physical Object|
|Pagination||vii, 254 leaves ;|
|Number of Pages||254|
Conceptions of Good Teaching by Good Teachers: Case Studies from an Australian University Abstract This paper contributes to the debate on what constitutes good teaching in early 21st Century higher education, through an examination of the experience of five outstanding lecturers from a business school in an Australian university. This paper reports work-in-progress phenomenographic research investigating university teachers' conceptions of learning through online discussion. The study is being carried out at a large research-intensive University in Australia with fifteen by: 3.
This banner text can have markup.. web; books; video; audio; software; images; Toggle navigation. we invited teachers from two urban elementary schools to join us in a teach-ers-as-readers discussion group to read and talk about a variety of multi-cultural picture books, young adult novels, and adult short stories. In this study, we examine the effectiveness of the discussion group in achieving these two goals.
TeachingBooks strives to enrich everyone's experience reading children's and young adult books with our original and curated literary resources. Include diverse cultural experiences in your instruction. Have the book creator reveal, anytime, their purpose, writing, illustration, and research processes with these TeachingBooks original primary. Chinese Science Teacher Educators’ Conceptions of Nature of Science Content to Be Taught to Pre-service Science Teachers, Research in Science Education, 43, 6, (), (). Crossref Laurence Maurines and Daniel Beaufils, Teaching the Nature of Science in Physics Courses: The Contribution of Classroom Historical Inquiries, Science Cited by:
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English Language Teachers’ Conceptions of Research SIMON BORG School of Education, University of Leeds, UK This article examines the conceptions of research held by teachers of English from 13 countries around the world. Questionnaire responses supplemented by follow-up written and interview data were analyzed to understand teachers’.
Hence, teachers' "conceptions" is the term used in this study to describe the organizing framework, encompassing beliefs, meanings, concepts, propositions, rules, mental images, preferences, and Author: Daniel D Pratt. Explores three Teachers conceptions of discussion book teachers' conceptions of classroom discussion, focusing on discussion's defining characteristics and purpose and influences on usage.
Data included interview and think-aloud responses and classroom observations. Teachers view discussion as recitation, teacher-directed conversation, open-ended exploration, a challenging inquiry Cited by: The main cognitive barriers involve teachers' positivist conceptions of research, the dichotomy between teaching and research, and the myth that good teachers do not have questions (Cochran-Smith.
Gibbs and Coffey () have reported that teaching practices are influenced by teachers’ conceptions of learning and teaching. In our previous research we found significant differences between teachers’ conceptions in two medical schools with student-centred education.
Medical school was the most important predictor, next to discipline, gender and teaching Cited by: 4. Teachers’ conceptions of teaching, and broad approaches to teaching reported by teachers are both commonly found to range from teaching as information transmission, through to teaching as supporting students’ own knowledge constructions.
Further, Teachers conceptions of discussion book and approaches have been found to correlate, suggesting that there might be some functional Cited by: Abstract: this study shows the changes in the conceptions of the epistemological, conceptual, educational and structural aspects of five primary teachers.
Those said changes occurred before and after those teachers took part of a process of critical discussion of their teaching practices on argumentation in Science class. The teachers involved in this study were involved in at least one of the workshops facilitated by the Ministry of Education. Teachers from a total of 21 government primary schools were involved in at least one of the workshops on SBAfL.
The current study focuses on exploring a group of teachers’ conceptions of assessment for learning or Size: KB. This study examines conceptions of teaching held by academic teachers in the fields of science and social science, in two universities: a distance university in the UK and a traditional one in Australia.
A five level classification of conceptions of teaching is proposed. A process of arriving at this scheme is discussed and a formalised coding system is presented Cited by: Abstract.
This article examines the conceptions of research held by teachers of English from 13 countries around the world. Questionnaire responses supplemented by follow-up written and interview data were analyzed to understand teachers’ views on what research is and how often they read and do it (and why or why not in each case).Cited by: Practicum poses great challenges for pre-service teachers who learn to assess because their conceptions of assessment (CoAs) may undergo dramatic changes.
This multiple-case study reports on how three pre-service teachers' CoA changed over practicum at a primary school in China. Findings show that pre-service teachers' CoAs have experienced a rapid Author: Yueting Xu, Liyi He.
Changing Elementary Teacher Candidates’ Conceptions of the Qualities of Effective Teachers By Nancy Brown, Pamela Morehead, & Julia B. Smith Effective teaching, as endorsed by the current standards movement, describes an effective teacher as.
teachers in this study have very similar and in some cases very different conceptions of globalisation, teacher professional learning, and the relationship between the two. Interestingly, what stands out is that the teachers involved in this study conceive that.
When teachers provide instruction on concepts in various subjects, they are teaching students who already have some pre-instructional knowledge about the topic. Student knowledge, however, can be erroneous, illogical or misinformed. These erroneous understandings are termed alternative conceptions or misconceptions (or intuitive theories).
Teachers Conceptions and Approaches to Blended Learning: A Literature Review: /ch This paper presents a critical review and synthesis of research literature in higher education exploring teachers' conceptions of blended learning and theirCited by: 6.
Teachers' Changing Conceptions of Writing Instruction1 Sarah J. McCarthey 2 In the s a shift in the dominant theory of writing instruction began, away from a focus on the written product and form of writing toward an emphasis on the writing process in all of its complexity (Freedman, Dyson, Flower, & Chafe, ).
CHANGING BEGINNING TEACHERS' CONCEPTIONS: A DESCRIPTION OF AN INTRODUCTORY TEACHER EDUCATION COURSE1 Sharon Feiman-Nemser, G. Williamson McDiarmid, Susan L. Melnick, and Michelle Parker2 Prospective elementary teachers do not come to teacher education feeling unprepared for teaching.
Teachers' literacy beliefs and their students' conceptions about reading and writing Mildred FalcÃ³n-Huertas Teachers’ Beliefs and their Students’ Conceptions of Reading and Writing 97 Chapter sion Conceptions by Teachers’ Viewpoint v Table 16 Students’ Quotes about the Nature of Reading and Writing.
Teachers’ views of the educational potential of the Bible are influenced by the connections between all the components of the educational process.
These studies indicate that teachers’ commitments and connections to the world of the text and their commitment to their students are the basic axes of teachers’ conceptions of their by: 9.
By comparing and contrasting the teachers' key meanings, categories of the teachers' conceptions of mobile learning gradually emerged. The two examples in this section and other quotes (reported in the results section) all underlined using mobile devices as a way to meet students' changing modes of learning and by:.
Discussion Dates: AprilIn Teach Like a Champion, Doug Lemov, founder of the Uncommon Schools charter network, offers 49 "concrete, specific, and .The study investigated ECD teachers’ conceptions of the child-centred approach and strategies they adopt to implement it when teaching environmental science in infant classes.
A descriptive survey was conducted to investigate the research problem. Information from the teachers wasFile Size: KB.extremely useful as is evident in our concluding discussion of how these different conceptions of teaching shape assumptions about-and forms of-second language teacher education.
Scientifically Based Conceptions of Teaching Scientifically based conceptions of second language teaching are derived from research and are supported by.