Conceptions of mathematics teacher education : thoughts among teacher educators in Tanzania

This study addresses the question of teacher educators’ conceptions of mathematics teacher education (MTE) in teacher colleges in Tanzania, and their thoughts on how to further develop it. The tension between exponents of content as opposed to pedagogy has continued to cause challenging conceptual differences, which also influences what teacher educators conceive as desirable in the development of this domain. This tension is connected to the dissatisfaction of parents and teachers with the failure of school mathematics. From this point of view, the overall aim was to identify and describe teacher educators’ various conceptions of MTE. Inspired by the debate among teacher educators about what the balance should be between subject matter and pedagogical knowledge, it was important to look at the theoretical faces of MTE. The theoretical background involved the review of what is visible in MTE, what is yet to be known and the challenges within the practice. This task revealed meanings, perspectives in MTE, professional development and assessment. To do this, two questions were asked, to which no clear solutions satisfactorily existed. The questions to guide the investigation were, firstly, what are teacher educators’ conceptions of MTE, and secondly, what are teacher educators’ thoughts on the development of MTE? The two questions led to the choice of phenomenography as the methodological approach. Against the guiding questions, 27 mathematics teacher educators were interviewed in relation to the first question, while 32 responded to an open-ended questionnaire regarding question two. The interview statements as well as the questionnaire responses were coded and analysed (classified). The process of classification generated patterns of qualitatively different ways of seeing MTE. The results indicate that MTE is conceived as a process of learning through investigation, fostering inspiration, an approach to learning with an emphasis on problem solving, and a focus on pedagogical knowledge and skills in the process of teaching and learning. In addition, the teaching and learning of mathematics is seen as subject didactics with a focus on subject matter and as an organized integration of subject matter, pedagogical knowledge and some school practice; and also as academic content knowledge in which assessment is inherent. The respondents also saw the need to build learner-educator relationships. Finally, they emphasized taking advantage of teacher educators’ neighbourhood learning groups, networking and collaboration as sustainable knowledge and skills sharing strategies in professional development. Regarding desirable development, teacher educators’ thoughts emphasised enhancing pedagogical knowledge and subject matter, and to be determined by them as opposed to conventional top-down seminars and workshops. This study has revealed various conceptions and thoughts about MTE based on teacher educators´ diverse history of professional development in mathematics. It has been reasonably substantiated that some teacher educators teach school mathematics in the name of MTE, hardly distinguishing between the role and purpose of the two in developing a mathematics teacher. What teacher educators conceive as MTE and what they do regarding the education of teachers of mathematics revealed variations in terms of seeing the phenomenon of interest. Within limits, desirable thoughts shed light on solutions to phobias, and in the same way low self-esteem and stigmatization call for the building of teacher educator-student teacher relationships.

An investigation of adolescent constructs of stress and academic achievement /

The present study was a phenomenological investigation of adolescent constructs of stress and academic achievement. The study utilised a modified version of George Kelly's Repertory Grid Technique to provide direct insight into adolescent stress and academic achievement. The premise of the study was that only students who exhibited extreme cases of stress and academic achievement levels would be examined. The investigation identified and examined the adolescents who exhibited these extremes and explored the underlying constructs that defined these differences. It was expected that if adolescents were able to identify the stressors in their lives, how these stressors affect their lives, and how these stressors affect their academic performance, then suggestions could be made to help students to better cope with stress and to improve their academic achievement level. Further, based on the results of the study, the pedagogical implications for classroom research are provided. Phenomenological inquiries, using modified, and less complex versions of the repertory grid, can be conducted pre-, mid-, and postacademic terms, to determine and to monitor the stressors and the academic performance of the students in a classroom. Specific assessments for individual students will help teachers to better exercise their knowledge and understanding of the realm of teaching and learning strategies (e.g., Gardiner's Multiple Intelligences) that exist.

English vocabulary teaching and learning strategies in Secondary Education

Resumen basado en el de la publicaci??n

Adaption of Courses and Learning Environment to the User Context in dotLRN

The explosive growth of Internet during the last years has been reflected in the ever-increasing amount of the diversity and heterogeneity of user preferences, types and features of devices and access networks. Usually the heterogeneity in the context of the users which request Web contents is not taken into account by the servers that deliver them implying that these contents will not always suit their needs. In the particular case of e-learning platforms this issue is especially critical due to the fact that it puts at stake the knowledge acquired by their users. In the following paper we present a system that aims to provide the dotLRN e-learning platform with the capability to adapt to its users context. By integrating dotLRN with a multi-agent hypermedia system, online courses being undertaken by students as well as their learning environment are adapted in real time

Blackboard for teaching and learning

A slideshow and supporting handout used in a workshop that discusses how Blackboard can be used to effectively support student learning.

Online teaching and learning presentations September seminar 2013

Slides from presenters at the CITE seminar for staff

Equality, reasonableness and gender in the process of constitutionalization and internationalization of law

The themes of this paper are equality, reasonableness and gender rights in the dynamics of two sequential and convergent processes: the constitutionalization of judicial law, and the internationalization of constitutional law. The thesis of this paper is that in the face of non-compliance of the obligation to regulate, guarantee and protect gender rights, the best option has been to strengthen judicial law, which has enabled the development of rules for protection, the adoption of contemporary methods of interpretation and adjudication of the law, as well as the resolution of shortfalls in protection based on said processes of the constitutionalization and internationalization of local law.

Teaching and learning vocabulary : an introduction for English students. 'Enseñar y aprender vocabulario : una introducción para estudiantes de inglés'.

Resumen basado en el del autor

Form-focused instruction in second language teaching and learning : theoretical proposals and research findings.

El artículo revisar diferentes propuestas de investigación y teóricas sobre el aprendizaje y enseñanza de la segunda lengua.

Teaching and learning in multicultural schools : an integrated approach.

Este texto proporciona detallados consejos prácticos y sugerencias para los educadores de escuelas pertenecientes a comunidades muy diversas, culturalmente y lingüísticamente. Algunos capítulos se centran en las necesidades de los estudiantes de comunidades de inmigrantes, especialmente los que están aprendiendo la lengua de enseñanza, aunque también se incluyen otros grupos minoritarios.

A practical introduction to first steps : assessment, teaching and learning. 'Una introducción práctica a los primeros pasos : evaluación, enseñanza y aprendizaje'.

Es un recurso pensado para apoyar a los docentes en la labor de mejorar los niveles de alfabetización infantil y, alcanzar los objetivos que se han marcado para los estudiantes y las escuelas. Para ello, se establece la evaluación de este proceso de enseñanza del lenguaje oral y escrito, a través del llamado 'proceso de desarrollo continuo', por el cual el profesor puede supervisar y evaluar el progreso de sus alumnos desde la guardería y en los sucesivos años de escolarización, mediante la utilización de estrategias que cubran las necesidades específicas de cada uno de ellos en el contexto de la misma clase.

Changing times, 1066-1500. Teaching and learning file.

Es una serie que presenta la historia de una manera que compromete y motiva, al tiempo que hace el aprendizaje activo y divertido. Añade reto y emoción a cada lección. Le proporciona al profesor: los planes, los recursos y la inspiración que necesita para incorporar nuevas estrategias en la enseñanza; objetivos claros para preparar Las actividades: guía para hacer cualquier preparación: ideas alternativas para empezar las sesiones y para el seguimiento de la tarea.

Modern times, 1750-1990 : teaching and learning file.

Material didáctico formado por unas notas detalladas que contienen orientación y asesoramiento para que el profesor utilice las hojas de trabajo que les siguen. Estas hojas de trabajo establecen cuáles son los objetivos y los resultados del aprendizaje que han de cumplir los alumnos, y para ello, se incluyen de varios tipos. Unas, pueden utilizarse para tareas de apoyo referidas al libro del alumno y, otras, son para actividades autónomas ó genéricas. Este recurso contiene también las hojas de trabajo para los libros del alumno editados en dos versiones: básica (foundation) y principal (core).

Revolutionary times, 1500-1750 : teaching and learning file.

Material didáctico formado por unas notas detalladas que contienen orientación y asesoramiento para que el profesor utilice las hojas de trabajo que les siguen. Estas hojas de trabajo establecen cuáles son los objetivos y los resultados del aprendizaje que han de cumplir los alumnos, y para ello, se incluyen de varios tipos. Unas, pueden utilizarse para tareas de apoyo referidas al libro del alumno y, otras, son para actividades autónomas ó genéricas. Este recurso contiene también las hojas de trabajo para los libros del alumno editados en dos versiones: básica (foundation) y principal (core).