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Dissertations / Theses on the topic 'Refelection in teacher teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Prantl, Daniel, and Christopher Wallbaum. "The analytical short film in teacher education: Report of an accompanying research study in university teaching." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34631.

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This chapter presents the application of the method of the Analytical Short Film in teacher education seminars and the main results of an accompanying research. Central findings indicate that the usage of the method increases the students’ abilities of reasoning on a scientific basis and improves their levels of reflection (Roters 2012).

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Chandler, Jack L. "Conflict in student teacher-cooperating teacher relationships." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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3

Wang, Weipei. "Teaching English to Young Learners in Taiwan: Issues relating to teaching, teacher education, teaching materials and teacher perspectives." The University of Waikato, 2008. http://hdl.handle.net/10289/2547.

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Abstract Since 2005, it has been government policy in Taiwan to introduce English in Grade 3 of primary schooling (when learners are generally age 9). The overall aim of this research project was to investigate some of the problems associated with the implementation of this policy by combining research involving teacher cognition with research involving the criterion-referenced analysis of a sample of textbooks produced in Taiwan for young learners and a sample of lessons taught in Taiwanese primary schools. A questionnaire-based survey of a sample of teachers of English in Taiwanese primary s

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Yerger, Sara. "Pre-Teaching Concerns." Thesis, The University of Arizona, 2011. http://hdl.handle.net/10150/144370.

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This study was done to investigate the types and intensity of teaching concerns preservice teachers have during their coursework and how these are connected to early field experiences (EFE). A survey was conducted comparing preservice teachers in an on-campus versus an on-site course at a local elementary school. Participants (N = 99) were asked about 26 types of concerns and these groups were compared; only one significant difference was found, that the on-campus group had more general teaching concerns than the on-site group. Fuller's (1969; 1974) research on immature versus mature teaching

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5

Karatepe, Cigdem. "Teaching pragmalinguistics in teacher training programmes." Thesis, University of Liverpool, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367232.

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6

Palmer, Brent L. "Teacher Passion as a Teaching Tool." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3269.

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The purpose of this phenomenological case study was to understand how passion is used by participating teachers at Hugo High School and if its use is intentional in the classroom. A qualitative research design was used for this study. The case study was determined to be the most appropriate method for this research because it provided an opportunity to get a deeper understanding of the research topic. This study used Fried’s definition of passion as one who is “in love with a field of knowledge, deeply stirred by issues and ideas that challenge our world, drawn to the dilemmas and potentials o

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7

Berg, John A. "Teacher self-concept of teaching ability :." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487335992905836.

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8

Hughes, Victoria M. "Teacher evaluation practices and teacher job satisfaction." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4468.

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Thesis (Ed. D.) University of Missouri-Columbia, 2006.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 2, 2007) Includes bibliographical references.

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9

Brownson, Jennifer. "Teaching and Learning in the Co-teaching Model| Analyzing the Cooperating Teacher/Teacher Candidate Co-planning Dialogue." Thesis, The University of Wisconsin - Milwaukee, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10931638.

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<p> ABSTRACT TEACHING AND LEARNING IN THE CO-TEACHING MODEL: ANALYZING THE COOPERATING TEACHER/TEACHER CANDIDATE CO-PLANNING DIALOGUES by Jennifer Brownson The University of Wisconsin-Milwaukee, 2018 Under the Supervision of Drs. Hope Longwell-Grice and Linda Post Planning is a central component of the teaching experience in which the teacher draws on curriculum and pedagogy as well as learners and their context. Planning is also a teacher standard at both the state and national level (WI DPI Teacher Standards, InTASC, 2013). For teacher candidates (TCs), an opportunity to learn to plan occurs

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10

Biggs, Amy M. "Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education." Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747.

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11

Jones, Laurie Ann Talbert Tony L. "Passionate teacher/virtuous teaching : exploring the relationship between teacher passion, teacher calling, and character education /." Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/4202.

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12

Bar-Tal, Smadar. "Teaching modes of teacher-educators teaching distance-learning in a teacher-training college in Israel : a case study." Thesis, Anglia Ruskin University, 2010. http://arro.anglia.ac.uk/123165/.

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The introduction of technology and the widespread use of ICT in the wealthier nations have led teacher-educators to integrate technological applications in their teaching environment. The research investigated the new teaching modes created by teacher-educators in teacher-training colleges in Israel, due to their transition from traditional teaching to distance-teaching through the Internet. This was a qualitative research using case study within an interpretative paradigm that enabled the researcher to consider the viewpoints of the informants together with her own viewpoint. The research too

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13

Graves, Nora Annette. "Structuring teacher knowledge to optimize teacher performance." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000073.

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14

Volmer, Abby. "Co-teaching as a Clinical Model of Student Teaching| Perceptions of Preparedness for First Year Teaching." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877174.

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<p> College of Education faculty members at the University of Central Missouri found that public school teachers and administrators from surrounding schools were reluctant to hand over classrooms of students to novice teachers for student teaching. With high stakes accountability for test scores, teachers voiced their need to be present in the classroom, particularly during spring semester of statewide testing (Diana, 2014). The university adopted a co-teaching model of student teaching to prepare its teaching candidates for the first year of teaching while allowing the cooperating teacher to

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15

Seton, Steven S. "Teacher cognition the effects of prior experience on becoming a teacher /." Connect to full text, 2007. http://hdl.handle.net/2123/1864.

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Thesis (Ph. D.)--Faculty of Education and Social Work, University of Sydney, 2007.<br>Title from title screen (viewed 16th July, 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education and Social Work, University of Sydney. Degree awarded 2007. Includes bibliographical references. Also issued in print.

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Yontz, Brian David. "Teacher Candidates’ Perceptions of the Emphasis on Stewardship in Their Initial Teacher Licensure Program." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275054415.

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17

DelColle, Jeanne M. "Mentor Teacher Development During a Co-teaching Model of Student Teaching." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7285.

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In a co-teaching model of student teaching, mentor teachers are presented with opportunities for professional growth because extensive collaboration occurs with the teacher candidate throughout the process. Despite the proliferation of co-teaching programs, mentor teachers often lack formal training for their role. Further, insufficient evidence fails to show how collaboration between mentor and candidate contributes to professional growth for the mentor. The purpose of this qualitative study was to examine such growth in 9 mentor teachers who hosted teacher candidates during 1 semester of stu

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Dingwall, Silvia Claire. "The teacher variable in English language teaching." Thesis, Lancaster University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.481240.

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19

Borg, Simon. "Teacher cognition in second language grammar teaching." Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284617.

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20

Murray, Neil Langdon. "Communicative language teaching and language teacher education." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10019210/.

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This study explores a basic paradox. On the one hand, innovations thatappear in the field of language teaching - or indeed any other field ofendeavour - in order to be maximally effective, need in some way to beincorporated into the contexts of their application. However, such contextsare often unfavourable to the reception of new ideas which consequentlyneed to undergo some measure of adjustment prior to theirimplementation in the classroom. As such those ideas are seldomrealisable in their 'true colours'. Furthermore, they are at timesthemselves not very clear even within their own terms, an

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Gardeli, Rönnholm Patricia, and Mariam Ramadan. "News in teaching - student and teacher perspective." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30899.

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I vårt examensarbete undersöker vi hur en lärare arbetar med nyheter i undervisningen och hur elevernas uppfattning är kring detta. Vår undersökning bygger på intervju med läraren samt enkätutdelning till 23 elever från en klass i årskurs 5. Vi använder oss av b.la Vygotskjis sociokulturella perspektiv i vår undersökning samt tidigare forskning och studier om barns upplevelser av nyheter i undervisningen. Vårt resultat visade att både läraren och eleverna hade en positiv inställning till nyheter i undervisningen. Regelbundet visas nyhetssändningar i klassrummet via TV:n som sedan följs av di

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Ryan, Patricia Mary. "Teacher candidate knowledge about effective teaching research /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487323583621542.

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23

Moscatelli, Maria Jordana. "The socialization process of the student teacher during the student-teaching experience continous negotiation between student teacher and mentor teacher /." Pullman, Wash. : Washington State University, 2008. http://www.dissertations.wsu.edu/Dissertations/Fall2008/m_moscatelli_012609.pdf.

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Thesis (Ph. D.)--Washington State University, December 2008.<br>Title from PDF title page (viewed on Apr. 15, 2009). "Department of Teaching and Learning." Includes bibliographical references (p. 166-179).

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Cooley, Laurel A. "An Alternate Route to Urban Mathematics Teaching: The NYC Teaching Fellows Program." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79604.

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The NYC Teaching Fellows (NYCTF) program, as the nation’s largest alternative certification program, aims to provide high-needs NYC public schools with highly qualified teachers in such hard-to-staff areas as math, science, and special education. Reports of NYCTF teacher retention are mixed; The New Teacher Project (TNTP) claims high retention rates, but other research indicates that fellow recruits have lower retention rates than other teachers in similar NYC schools – only Teach for America (TFA) exhibits higher attrition (Boyd et al., 2006). After scrutinizing these contrary claims, this pa

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Liaw, En-Chong. ""How are they different?" a comparative study of native and nonnative foreign language teaching assistants regarding selected characteristics: teacher efficacy, approach to language teaching/teaching, teaching strategies and perception of nativeship /." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1092324144.

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Nase, Holly A. "Balanced teaching the role of caring in effective teaching /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/HNase2007.pdf.

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27

Benuzzi, Stacey. "Preparing future elementary teachers with a STEM-rich, clinical, co-teaching model of student teaching." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708290.

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<p> By 2018, STEM occupations are projected to grow twice as fast as all other occupations combined (Olson & Riordan, 2012; Craig Thomas, Hou, & Mathur, 2012). The need to educate and produce more STEM graduates is eminent, and research shows that the pipeline to prepare students for STEM fields begins in elementary school. Research also shows that many elementary teachers lack the pedagogical content knowledge (PCK) and confidence to teach STEM subjects (Dorph, Shields, Tiffany-Morales, Hartry, & McCaffrey, 2011). Meanwhile, opportunities for elementary teachers to develop thei

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McLaughlin, Glenn Denis. "Teaching the teachers of teaching : tertiary teacher education in Papua New Guinea." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10019312/.

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This thesis is centred upon the development, implementation and evaluation of the Bachelor of Education (Tertiary) BEd T. program at the University of Papua New Guinea, which aims to promote quality teacher educators. The program has its in rationale cognitive development theory, research on approaches to learning and the literature concerning adult and teacher development in the Melanesian context. The theoretical position adopted is that teacher development is a form of adult development and the promotion of quality teacher educators, a function of higher stages of development. Consequently,

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29

Koch, Meg. "University supervisors and culturally responsive teaching." Thesis, Lewis and Clark College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734708.

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<p> Culturally responsive teaching is seen as a promising practice that will enhance teachers’ ability to meet the needs of today’s diverse student population. The purpose of this study was to understand how White supervisors talk about race and culture in the classroom, and in regard to their role of preparing pre-service teachers. Because supervisors’ work is grounded in student teachers’ classrooms, they are uniquely positioned to respond to specific incidents in the student teacher’s experience and thereby have a primary role in shaping teachers’ instruc

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Galbally, Jaclyn. "The Relationship of Literacy Teaching Efficacy Beliefs and Literacy Pedagogical Content Knowledge During Student Teaching." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/261842.

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Educational Psychology<br>Ph.D.<br>Student literacy rates across the country are unacceptably low. Teacher preparation has emerged as a priority in both research and practice in efforts to improve the nation's literacy rates. Teacher knowledge and beliefs influence the quality of instruction teachers are able to implement. This study was designed to help educators and mentors of novice teachers understand the relationship between literacy pedagogical content knowledge and literacy teacher efficacy beliefs and changes to this relationship during the course of student teaching. Using a sample of

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Chan, Ka-yun. "Teacher appraisal in Hong Kong secondary schools : criteria used in judging teacher performance /." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13832323.

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32

Matoti, Sheila N., and Karen E. Junqueira. "Assessing the teaching efficacy beliefs of teacher trainees." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82870.

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33

Leung, Annie Sui-Ping. "Teacher-student conferencing : implications for teaching L2 writing." Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/8279.

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It is common practice in Hong Kong for teachers of English as a second language to provide their students with written commentary as the sole source of feedback on their writing. However, there are teachers who question the efficacy of their own writing feedback and express concerns about providing commentary in ways that help their students to effectively revise their texts and to acquire skills that can be applied in future writing tasks. This study set out to test whether teacher-student conferencing could lead to greater improvement in both content and grammatical accuracy in writing tasks

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Yan, Hau-sim. "The effects of teacher efficacy on teaching method." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29791376.

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Ó, Conaill Neil. "Researching teacher learning : the contribution of co-teaching." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/41920/.

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Formal placements on initial teacher education programmes focus on the students’ learning and, in some contexts, co-operating teachers are involved formally as mentors in this process. Traditionally in Ireland, the location of this research, co-operating teachers had no formal or recognized role on placement. However, recent policy changes (Teaching Council, 2011) recognize the significant contribution which co-operating teachers can make to the student on placement. In the context of this policy change, this research examines how a co-teaching model of placement promotes the learning of the s

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Olson, Derek J. "Exemplary Teachers? Perspectives on Effective Teaching Elements in Danielson?s Framework for Teaching." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739205.

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<p> Reforms in teacher evaluation are enacted to increase student achievement. Although there is research on teacher evaluation and teacher quality, there is little that addresses effective teaching as conceptualized in Danielson’s Framework for Teaching, a commonly used evaluation tool. The purpose of this quantitative study was to determine which of the 4 domains and 76 elements of Danielson’s framework are viewed by award-winning teachers as having the greatest impact on effective teaching and learning. Constructivism formed the theoretical basis for this study. The research que

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Withers, Marie. "How Does the Artist Teacher Successfully Negotiate Being Both Artist and Teacher?" BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7387.

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Around water coolers, faculty rooms, and classroom corners, art teachers discuss their concerns about maintaining a balance between making, teaching, and studying art. Research indicates there are advantages and disadvantages to commingling these activities, and about how these activities inform each other. The purpose of this study is to not only research what has been written, but also discover through interviews, using a narrative inquiry/case study approach, what living, breathing artist teachers are doing to that allows them to take advantage of the symbiotic nature of making, teaching, a

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Freeman, Stacey. "Emotions in Teaching: Self-Compassion." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6399.

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It has been hypothesized that negative emotions, left unresolved, contribute to feelings of burnout experienced by teachers. Self-compassion offers a kind, mindful way of approaching difficult emotions. The purpose of this study is to explore how teachers experience self-compassion by qualitative means. In semi-structured interviews, four elementary school teachers shared critical incidents of self-doubt or disappointment in their teaching. They also completed Neff's (2003a) Self Compassion Survey. Through intra-case and cross case analysis the findings revealed how teachers' lived experi

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Armaline, William D. "A philosophical analysis of teacher clarity /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487261553057828.

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Perry, Robin K. "Influences of co-teaching in student teaching on pre-service teachers' teacher efficacy." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/7.

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Teacher education researchers and policy makers recognize field experience, particularly student teaching, as a critical component of pre-service teacher learning and development. The co-teaching model of student teaching, in which cooperating teachers and student teachers jointly plan and deliver instruction, has been adopted by university-based teacher education programs across the United States. The purpose of this study was to examine the relationship between elements of the co-teaching model of student teaching and teacher efficacy outcomes for student teachers. Research suggests that tea

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41

McBride, Judith B. "How do I, a teacher-researcher, contribute to knowledge of teacher learning and practice in teacher education as I explore my values through self-study?" Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85190.

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Stories told of and by teacher-researchers hold the potential to inform members of both academic and school communities with concerns about teaching and learning. The author's self-study and an embedded case study constitute this thesis. The latter is an instrumental, single-case (Stake, 1998), seeking to offer insight into teacher learning. It is framed by theories of cognition (Sternberg, 1998), adult learning (Mezirow, 1991), narrative (Gudmundsdottir, 1995), teacher-research (Connelly & Clandinin, 1999), and self-study (Hamilton, 1998). This thesis presents my experience as a teache

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42

Craft, Michele Anderson. "Training elementary students with developmental disabilities to recruit teacher attention in an inclusive classroom: effects of teacher praise and academic productivity." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406711230.

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Bristow, Stephen James. "A case study of reflective teaching." Thesis, University of Exeter, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.276372.

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Jones, Robin A. "Relationship of Teacher Training Levels to Teacher Referrals for Twice Exceptional Students." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1170.

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Although previous studies have acknowledged the role of teacher training in working with children with special needs, none have investigated the relationship between teacher training and referrals. There is a need to understand the factors that affect K-12 classroom teachers' referrals of twice exceptional (2E) students into gifted programs. Supported by the optimal stimulation theory, the purpose of this quantitative study was to determine if there is a relationship between teacher training and 2E student referrals. The survey method was used to collect data from 102 K-12 teachers in the Ohio

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Grudnoff, Alexandra Barbara. "Becoming a Teacher: An Investigation of the Transition from Student Teacher to Teacher." The University of Waikato, 2007. http://hdl.handle.net/10289/2647.

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This thesis seeks to gain greater knowledge of the process of transition and development that beginning primary teachers undergo over their first year of teaching. The research focus is on investigating and understanding this process from the standpoint of the beginning teacher. Of particular interest is an examination of how the teacher preparation programme, contextual features of the school, and participants' own beliefs and biographies influence and impact on their transition to teaching and their professional and identity development as first year teachers. This longitudinal study takes a

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Harper, Cary L. "Perceptions of the co-teaching experience: Examining the views of teaching staff and students." Marietta College / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1241468954.

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Moxness, Katherine. "Individual instructor's perceptions of teaching context : identifying facilitators and barriers to completion of teaching projects." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38248.

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Frameworks seeking to explain teaching competency and development in higher education indicate that context and personal perspectives, as well as knowledge and action are crucial components in the understanding of how and why faculty teach as they do and how development may be encouraged and may be supported. This study sought to contribute to a deeper understanding of individual instructors' perceptions of context of higher education as it related to their teaching projects. This study investigated the daily pursuits and pre-occupations (teaching goals/projects) of an individual instructor, s

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Akinbode, Adenike. "Transforming self as reflective teacher : journey of being and becoming a teacher and teacher educator." Thesis, University of Bedfordshire, 2014. http://hdl.handle.net/10547/575386.

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The nature of reflective practice in teaching and its development is the focus of this research. The research approach is reflexive narrative through systematic self-inquiry using Johns (2010) six dialogical movements. This methodology is new to researching the practice of teaching. The research process involved constructing stories of practice experiences, culminating in the construction of the reflexive narrative charting the entire journey over three years and four months. Creating the stories involved in-depth reflection using the disciplined practice of journaling. Reflection was deepened

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Edgar, Don Wayne. "Structured communication: effects on teaching efficacy of student teachers and student teacher - cooperating teacher relationships." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/5975.

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Teaching efficacy beliefs of agricultural science student teachers, and their relationship with their cooperating teachers during field experiences, are variables that may affect the number of student teachers entering the profession. The purpose of this study was to examine the effects implementing structured communication between student teachers and cooperating teachers would have on student teachersÃ¢ÂÂ self-perceived teaching efficacy, and the relationship between the student teacher and cooperating teacher during the student teaching experience. The learning environment of these field

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Lilly, Frank R. "Teaching outside of the box : studying a creative teacher." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38221.

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The following is a qualitative portrait of a creative teacher and her teaching process. It has been written as chronological narrative using an evolving systems approach as a methodology for an instrumental case-study design. The creative teacher is a 47-year-old female with over 20 years experience with elementary, secondary, college, and university students. Five interviews were conducted with the teacher before, during, and following the course. Data sets include classroom observations revealed in field notes, documents such as course materials and audiotaped interviews. Two interviews were

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