scholarly journals An Integrative Model of Teacher Education: Educating Teaching Knowledge and Social, Cognitive and Affective Skills

2020 ◽  
Author(s):  
Matthew James Hirshberg
Keyword(s):  
Teacher Education ◽  
Student Engagement ◽  
Effective Teaching ◽  
Classroom Environment ◽  
Empirical Work ◽  
Developmental Model ◽  
Integrative Model ◽  
Teaching Behaviors ◽  
Teaching Knowledge ◽  
Social And Emotional

Teacher quality explains more variance in student outcomes than any other school-based factor. An effective teaching corps is vital in order to improve educational outcomes, but effective teaching is complex. Effective teachers adaptively regulate the classroom environment, promoting safe, organized learning contexts that promote student engagement and are sensitive to the academic, social and emotional needs of students. Research has illuminated teaching behaviors that optimize student engagement and learning, but little theoretical or empirical work has explicated the antecedents that allow for these behaviors to emerge. Without identifying and then educating these antecedents, teachers can learn about effective practices without being able to enact them. In this review, core antecedent skills involved in teaching are identified, operationalized and disaggregated from teaching knowledge and from the teaching behaviors that are recognized as effective forms of practice. A novel developmental model for teacher education that marries the cultivation of knowledge with skills is proposed.

scholarly journals Exploring Change and Continuities in Internationally Mobile Pre-Service Teachers’ Conceptualisations of Effective Teaching

2021 ◽  
Vol 46 (2) ◽  
pp. 86-101
Author(s):  
Rhonda Di Biase ◽  
◽  
Elizabeth King ◽  
Jeana Kriewaldt ◽  
Catherine Reid ◽  
...  
Keyword(s):  
Teacher Education ◽  
Student Engagement ◽  
Effective Teaching ◽  
Student Learning ◽  
Teaching And Learning ◽  
Course Completion ◽  
Initial Teacher Education ◽  
Transfer Of Knowledge ◽  
Conceptions Of Teaching ◽  
Ranking Tasks

This qualitativestudy investigatesthe changes and continuities in conceptions of teaching and learning from course commencement to course completion for a group of international pre-service teachers undertaking a two-year Masters-level degree in Initial Teacher Education (ITE). Data were collected through a series of graphic elicitation activities and ranking tasks at baseline and endpoint. Findings indicate that there was:a growing emphasis on student engagement and its linkages to student learning; a shift from viewing teaching as the transfer of knowledge to learning as anactive process; and a more developed repertoire of professional language to explain what is valued and why. This study provides valuable insights into international pre-service teachers’ evolving conceptions of teaching and learning. These findings suggest that international pre-service teachersneed many opportunities to interrogate and refine their understanding of teaching and learning and how this appliesto the contexts in which they will teach.

Observation opportunities for rural special education

1987 ◽  
Vol 8 (2) ◽  
pp. 2-6
Author(s):  
Mary P. Hoy
Keyword(s):  
Special Education ◽  
Effective Teaching ◽  
Satellite Observation ◽  
Elementary Classrooms ◽  
Instructional Model ◽  
Teaching Behaviors ◽  
Recording Time ◽  
Teaching Knowledge ◽  
Significant Difference

This article describes a unique observation laboratory experience available to teacher preparation institutions. Live microwave broadcasts from two special education and six regular elementary classrooms are disseminated nationally via satellite. Observation theory is merged with effective teaching research in an instructional model that has demonstrated effectiveness. Results of pre/post correlated t -tests indicated a significant difference in the treatment group for anecdotal recording, time sampling, effective teaching knowledge, and classification of teaching behaviors.

Identification of Effective Teaching Behaviors

1993 ◽  
Author(s):  
Patricia Y. Hsieh ◽  
Todd M. Miller ◽  
Kimberly A. Hicks ◽  
Karie P. Lorenz
Keyword(s):  
Effective Teaching ◽  
Teaching Behaviors ◽  
Effective Teaching Behaviors

Identification of Effective Teaching Behaviors

1993 ◽  
Author(s):  
Patricia Y. Hsieh ◽  
Todd M. Miller ◽  
Kimberly A. Hicks ◽  
Karie P. Lorenz
Keyword(s):  
Effective Teaching ◽  
Teaching Behaviors ◽  
Effective Teaching Behaviors

Opportunities to Respond for Students With Emotional and Behavioral Disorders in Inclusive Classrooms

2021 ◽  
pp. 105345122110249
Author(s):  
Todd Whitney ◽  
Kera B. Ackerman ◽  
Justin T. Cooper ◽  
Terrance M. Scott
Keyword(s):  
At Risk ◽  
Student Engagement ◽  
Behavior Problems ◽  
Effective Teaching ◽  
Behavioral Disorders ◽  
Teaching Practice ◽  
Emotional And Behavioral Disorders ◽  
Inclusive Classrooms ◽  
Opportunities To Respond ◽  
School Based

Students who are actively engaged in learning have a higher probability of academic and behavioral success in the classroom. One effective teaching practice that increases student engagement is providing students with frequent opportunities to respond (OTR). This article provides practitioners with a range of OTR strategies that include verbal, non-verbal, and partner responses. In addition, recommendations are provided on how these strategies can be effectively implemented in inclusive classrooms to increase engagement of students with school-based behavior problems, including those with and at risk for emotional and behavioral disorders.

Exploring Pre-service Science Teachers’ Perspectives on the Nature of Science: A Comparative Study Between China and Canada

2021 ◽  
pp. 209653112096678
Author(s):  
Guihua Zhang ◽  
Yuanrong Li ◽  
George Zhou ◽  
Sonia Wai-Ying Ho
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Science Teacher ◽  
Nature Of Science ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Survey Design ◽  
Science Teacher Education ◽  
Teaching Behaviors ◽  
Preservice Science Teachers

Purpose: The Nature of Science (NOS) is an important component of scientific literacy. Science teachers’ Views of the Nature of Science (VNOS) directly affect their teaching behaviors. Therefore, it is of great significance to explore science teachers’ VNOS and find ways of improvement. This study was designed to comparatively investigate preservice science teachers’ VNOS between China and Canada. Design/Approach/Methods: The study employed a survey design to explore how Chinese and Canadian preservice science teachers understood the seven different aspects of NOS. Findings: Data showed that preservice science teachers in China and Canada both hold a modern view about science education. The level of Chinese and Canadian participants’ understanding of NOS was above the relatively naive level. Chinese teachers had better macro-understanding toward science education but their micro-mastery was insufficient. While the Canadian participants had a better understanding of the NOS than their Chinese counterparts. Originality/Value: Based on the research results and the experience of science education and teacher education in Canada, we suggested that there is a need to reconstruct the preservice science teacher education curriculum in China and promote the transformation in the science teacher educational system.

scholarly journals Parents and Peers in Child and Adolescent Development: Preface to the Special Issue on Additive, Multiplicative, and Transactional Mechanisms

Children ◽  
2021 ◽  
Vol 8 (10) ◽  
pp. 831
Author(s):  
Amanda W. Harrist ◽  
Michael M. Criss
Keyword(s):  
Children And Adolescents ◽  
Adolescent Development ◽  
Emotional Development ◽  
Conceptual Models ◽  
Empirical Work ◽  
Social And Emotional Development ◽  
Review Of The Literature ◽  
Special Issue ◽  
Social And Emotional ◽  
Relational Contexts

Parents and peers play critical roles in the socialization of children and adolescents, yet investigations on the role played by parents vs. peers have been largely separate for many years. To address this problem, we invited leading scholars in the field to collectively tell a complex story of the part that parents and peers together play in the development of children and adolescents. The resulting Special Issue is a collection of papers highlighting current conceptualizations and empirical work in this area, with a focus on additive, multiplicative, and transactional mechanisms that link parent and peer relational contexts to each other and to child/adolescent social and emotional development. Two papers present new conceptual models, six illustrate empirical work in the field, and one paper that provides a comprehensive review of the literature. The stories that are conveyed in the issue are both innovative and complex.

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