Teacher education for content and language integrated learning : insights from a current European debate

Monogr??fico con el t??tulo: "Estrategias innovadoras en la formaci??n del profesorado"

Morse's manual of art : a self teacher in all branches of deocrative art, embracing almost every variety of painting and drawing, on china, glass, velvet, canvas, paper and wood : the secret of all glass transparencies, sketching from nature, pastel and crayon drawing, etc. : illustrated /

Mode of access: Internet.

Histórias com história dentro

Dissertação de Mestrado, Educação de 1.º e 2.º Ciclo do Ensino Básico, Escola Superior de Educação e Comunicação, Universidade do Algarve, 2016

Language Teacher Education in Ireland, North and South

The European Union considers modern languages among the basic skills or key competencies required by all its citizens and is concerned to promote excellence in the teaching and learning of languages as well as greater diversity in the range of languages available to learners in the Member States, as witnessed by the recent European Commission Action Plan, Promoting Language Learning and Linguistic Diversity: An Action Plan 2004-2006. This consideration, the changing socio-cultural demography of Ireland, the need for more joined-up thinking in the context of language teaching in schools, and in the context of language teacher education in particular, form the back-drop to the paper. Among the challenges facing modern/world languages’ education in Ireland identified in the paper are, lack of a languages’ policy, lack of a languages’ strategy, and lack of an integrated language curriculum and by implication, a whole school approach to language teaching and learning. The paper refers to positive signs that are occurring in this context as well, e.g. official recognition to Irish as a working language in the European Union and in the Official Languages Act in Ireland (2003). The paper reports on the recent first ever all Ireland cross-border conference in the context of language teacher education. It outlines the background, aims, and content of the conference that includes findings from a study about the impact of autonomous language teaching and learning supported by the European Language Portfolio in the context of post-primary language teacher education in Ireland. The paper shows data from the first ever survey on language teacher education provision, policy and practice across colleges in Ireland, North and South. Initial teacher education is on the cusp of change. This paper highlights several key issues facing language teacher education. This paper has implications for Irish as well as international readers, and is aimed at supporting all those who want to bring about improvement in this important area.

Online professional communities : understanding the effects of membership on teacher practice

Online communities offer teachers a forum to discuss ideas, seek support, engage in professional discussions and network with a wider peer group. The popularity of online communities for teachers is self-evident by the quantity that has emerged in recent years and they present as opportunities to engage in continued pedagogical growth. The study presented in this paper has focused on the electronic discussions of three online communities for teachers, two Australian-based communities and one UK-based community. The aim was to analyse the content of the messages, via content analysis using the Practical Inquiry Model (Garrison, Anderson & Archer, 2001) in an attempt to determine if membership had an impact pedagogy. This study will present findings that support the conclusion that membership to online communities provides genuine opportunities for continued pedagogical growth for teachers. It will also show that they are being used as a problem solving resource, provide opportunities for professional discourse and professional support.

Opettajien roolit alakoulun samanaikaisopetuksessa

Teachers work is changing from independent work towards a collegial cooperation, and one form of cooperation can be co-teaching. Co-teaching is also discussed in the three level model of supporting in Special education strategy (Ministry of Education 2007). Efforts have been made to increase co-teaching in Helsinki with the help of a merit pay system. The purpose of this study is to describe teachers' roles in planning, implementing and evaluating co-teaching and to resolve how teachers have ended up with these roles, what advantages and disadvantages there are in different roles and what kind of roles are experienced meaningful. This study is made from a class teacher or a special class teacher point of view. The research material was collected using a qualitative web-inquiry in Autumn 2010. The questionnaire was answered by 35 teachers. The material was studied using content analysis methods. Three different co-teaching roles were formed on the basis of the research material. These roles differ in the way of dividing responsibility of planning and implementing co-teaching. Responsibility Sharers divided the responsibility evenly, Primary Responsible had one teacher with main responsibility and Single Responsible had only one teacher having all the responsibility of planning and teaching. The more responsibility the class teacher had, the more the special education teacher was limited to answer for students with special needs. Distribution of work with Responsibility Sharers was mostly based on good cooperation, while Primary Responsible and Single Responsible had work distribution mostly affected by absence of common planning time. The most satisfied with their co-teaching roles were the Responsibility Sharers, while the Single Responsible were the most unhappy group. However, it seems that individuals' persona affects to what kind of co-teaching was experienced meaningful.

Coherence and Historical understanding in children's Biography and Historical Nonfiction Literature: A Content Analysis of Selected Orbis Pictus Books

The purpose of this study was to investigate a selection of children's historical nonfiction literature for evidence of coherence. Although research has been conducted on coherence of textbook material and its influences on comprehension there has been limited study on coherence in children's nonfiction literature. Generally, textual coherence has been seen as critical in the comprehensibility of content area textbooks because it concerns the unity of connections among ideas and information. Disciplinary coherence concerns the extent to which authors of historical text show readers how historians think and write. Since young readers are apprentices in learning historical content and conventions of historical thinking, evidence of disciplinary coherence is significant in nonfiction literature for young readers. The sample of the study contained 32 books published between 1989 and 2000 ranging in length from less than 90 pages to more than 150 pages. Content analysis was the quantitative research technique used to measure 84 variables of textual and disciplinary coherence in three passages of each book, as proportions of the total number of words for each book. Reliability analyses and an examination of 750 correlations showed the extent to which variables were related in the books. Three important findings emerged from the study that should be considered in the selection and use of children's historical nonfiction literature in classrooms. First, characteristics of coherence are significantly related together in high quality nonfiction literature. Second, shorter books have a higher proportion of textual coherence than longer books as measured in three passages. Third, presence of the author is related to characteristics of coherence throughout the books. The findings show that nonfiction literature offers students content that researchers have found textbooks lack. Both younger and older students have the opportunity to learn the conventions of historical thinking as they learn content through nonfiction literature. Further, the children's literature, represented in the Orbis Pictus list, shows students that authors select, interpret, and question information, and give other interpretations. The implications of the study for teaching history, teacher preparation in content and literacy, school practices, children's librarians, and publishers of children's nonfiction are discussed.

Promoção da criatividade em educação de infância e 1º ciclo do ensino básico

Relatório final apresentado para obtenção do grau de Mestre em educação pré-escolar e 1º ciclo do ensino básico

Content -area teachers' perceptions of the effect of the meta -training on their instructional practices

The purpose of this study was to explore the content-area teachers' perceptions of the effect that compliance with the teacher training for content-area teachers of Limited English Proficient (LEP) students mandated by the Consent Decree had on their instructional practices within the content-area classroom. In order to provide an overview of the factors which had an effect on the content-area teachers' mandated training, various areas were reviewed: history of legislative actions that led up to the Consent Decree; stipulations set forth in the Consent Decree; Miami-Dade County Public Schools District LEP Plan including stipulations for teacher training; research on teacher training for teachers of language minority students; and the process of change. This descriptive study specifically addresses teachers' perceptions of the effectiveness of the mandated teacher training as it relates to language minority students. ^ Content-area teachers who had completed the mandated teacher training were surveyed using self-administered anonymous questionnaires mailed to their school sites. Questions focused on the teachers' perceptions of: students' need of second language instructional strategies within the content-area classroom; teacher training requirements mandated by the Consent Decree; and changes in their instructional practices as a result of the training. ^ Based on the responses of the subjects, the results of this study indicate the overall success of the training implemented to comply with the stipulations set forth in the Consent Decree. In general, the results indicate that the teachers perceive that they are ultimately in agreement with the mandated training. The results also indicate that the teachers perceive a need for second language strategies when working with language minority students. These results can serve as starting point for further research not only into teachers' perceptions of the effectiveness of training for teachers of language minority students but also into the outcomes of this teacher training as it is reflected within the classroom. ^

Situational factors and entrepreneurial intentions

Entrepreneurship can provide a satisfying and rewarding working life, providing a flexible lifestyle and considerable business autonomy. It is becoming an increasingly important career option for school and university graduates.

Naming trouble in online internationalized education

This paper offers an analysis of cultural politics that emerged around naming practices in an ethnographic study of the interactions within an online MBA unit, offered by an Australian university to both ‘local’ Australian students and international students enrolled through a Malaysian partner institution. It became evident that names were doing important identity, textual and pedagogical work in these interactions and considerable interactive trouble arose over the social practices surrounding names. The analysis uses sociolinguistic concepts to analyse selected slices of the online texts and participants' interview accounts. The analysis shows how ethnocentric default settings in the courseware served to heighten and exacerbate cultural difference as a pedagogical problem. These events are related to the larger problematic of theorising the context of culture in times of globalisation and increasingly entangled educational routes, with implications for the enterprise of online internationalised education.

Facilitating growth in prospective teachers’ knowledge : teaching geometry in primary schools

This paper reports on a study that focused on growth of understanding about teaching geometry by a group of prospective teachers engaged in lesson plan study within a computer-supported collaborative learning (CSCL) environment. Participation in the activity was found to facilitate considerable growth in the participants’ pedagogical-content knowledge (PCK). Factors that influenced growth in PCK included the nature of the lesson planning task, the cognitive scaffolds inserted into the CSCL virtual space, the meta-language scaffolds provided to the participants, and the provision of both private and public discourse spaces. The paper concludes with recommendations for enhancing effective knowledge-building discourse about mathematics PCK within prospective teacher education CSCL environments.