Relevant bibliographies by topics / Teacher-in-situ

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters
  4. Conference papers

Academic literature on the topic 'Teacher-in-situ'

Author: Grafiati
Published: 19 February 2023

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Journal articles on the topic "Teacher-in-situ"

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Truscott, Diane, and Kim Stevens Barker. "Developing Teacher Identities as In Situ Teacher Educators through Communities of Practice." New Educator 16, no. 4 (August 20, 2020): 333–51. http://dx.doi.org/10.1080/1547688x.2020.1779890.

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Juzwik, Mary M., and Denise Ives. "Small stories as resources for performing teacher identity." Narrative Inquiry 20, no. 1 (October 11, 2010): 37–61. http://dx.doi.org/10.1075/ni.20.1.03juz.

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This paper sets out to (a) Theorize teacher identity as fluid, dynamic, interactionally emergent in situ, (b) Operationalize a dialogic narrative approach for the study of teacher identity on these terms, and (c) Account for the locally unfolding process of teacher identity, over short periods of time, in relation to curricular content. We pursue the inquiry through multi-layered small story analysis of a narrative, “My Worst Mistake,” told by a veteran English language arts teacher in the Midwestern United States.
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Sampson, Richard J. "EFL teacher motivation in-situ: Co-adaptive processes, openness and relational motivation over interacting timescales." Studies in Second Language Learning and Teaching 6, no. 2 (June 30, 2016): 293–318. http://dx.doi.org/10.14746/ssllt.2016.6.2.6.

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This paper presents an exploratory case study of the classroom motivational dynamics of an English as a foreign language (EFL) teacher at a Japanese technology college. The article examines how motivation evolved in-context over various timescales through interactions with affect and identity. An introspective research journal generated rich, qualitative data concerning fluctuations in teacher motivation over one academic year. The analysis also drew on student journal data to provide a different perspective on teacher reflections. The study applied a thematic analysis, with “theoretical comparison” (Corbin & Strauss, 2008) to understand teacher motivation from a “person-in-context relational view” (Ushioda, 2009). The article utilises the properties of complex systems to render insight to the evolution of teacher motivation as open to influences “external” to the classroom, yet fundamentally tied to adaptive experiences with a particular class group. A variety of diagrammatic tools are also employed to illuminate the relational development of teacher motivation, affect and identity constantly occurring over interacting timescales.
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Takker, Shikha, and K. Subramaniam. "Teacher Knowledge and Learning In-situ: A Case Study of the Long Division Algorithm." Australian Journal of Teacher Education 43, no. 3 (March 2018): 1–20. http://dx.doi.org/10.14221/ajte.2018v43n3.1.

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Brooks, Jeffrey S. "Tinkering toward Utopia or Stuck in a Rut? School Reform Implementation at Wintervalley High." Journal of School Leadership 16, no. 3 (May 2006): 240–64. http://dx.doi.org/10.1177/105268460601600302.

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This article1 presents findings from a 2-year qualitative study that examined teacher and administrator involvement with implementation of school reform initiatives in a public secondary school. Findings suggest that implementation had both positive and negative consequences. Although reforms advanced the school's ongoing discussion about continuous improvement and promoted some useful procedural change, the reform negatively changed some work conditions for teachers. This study prompts educators to consider the importance of context and perspective, both historically and in situ, during educational reform implementation.
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Jung, Hyunyi, and Corey Brady. "Roles of a teacher and researcher during in situ professional development around the implementation of mathematical modeling tasks." Journal of Mathematics Teacher Education 19, no. 2-3 (November 12, 2015): 277–95. http://dx.doi.org/10.1007/s10857-015-9335-6.

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Owens, Tosha L., Ya-yu Lo, and Belva C. Collins. "Using Tiered Coaching and Bug-in-Ear Technology to Promote Teacher Implementation Fidelity." Journal of Special Education 54, no. 2 (June 10, 2019): 67–79. http://dx.doi.org/10.1177/0022466919852706.

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In this study, we examined the effects of a tiered teacher coaching intervention package, including video coaching and in situ coaching with use of the bug-in-ear technology, on the implementation fidelity of four general education teachers in supporting students with persistent off-task behaviors to self-monitor own behaviors in the general education setting. In addition, we evaluated the effects of teachers’ implementation on the on-task behavior of four target students. Results of the multiple probe across participants design showed that there was a functional relation between the tiered coaching intervention and the teachers’ implementation fidelity. There was also an overall improvement in all of the four students’ on-task behaviors. Limitations, suggestions for future research, and implications for practice are discussed.
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Horn, Ilana Seidel, and Britnie Delinger Kane. "What We Mean When We Talk about Teaching: The Limits of Professional Language and Possibilities for Professionalizing Discourse in Teachers’ Conversations." Teachers College Record: The Voice of Scholarship in Education 121, no. 6 (June 2019): 1–32. http://dx.doi.org/10.1177/016146811912100604.

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Background Long-standing calls to infuse technical language in teaching—what we call the Professional Language Project—have been revived in recent years along with the core practices movement in teacher education. The Professional Language Project has been identified as a desired outcome of research and a potential benefit to teacher education. Objective Drawing on sociolinguistic studies of teachers’ sensemaking, we critique the Professional Language Project to show its limits in making the intended contribution to teaching and teacher education. Research Design This analytic essay uses a practice perspective on both language and teaching to interrogate the premises of the Professional Language Project. Specifically, we hold up its goals against empirical findings about how teachers use language to make sense of instructional decisions in their workplaces. Conclusions Empirical studies of teachers’ in situ language use point to two fallacies in the Professional Language Project. First, the presence or absence of technical terms in teachers’ talk does not relate to the depth of their sensemaking or instructional sophistication, indicating that technical terms do not accomplish the conceptual goals that some Professional Language Project advocates suggest. Second, a prevailing common-sense discourse culture in teaching often results in conceptual slippage in the use of technical terms, leading words to be absorbed into existing conceptual systems more than they catalyze new understandings.
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Pareto, Lena, and Sara Willermark. "TPACK In Situ: A Design-Based Approach Supporting Professional Development in Practice." Journal of Educational Computing Research 57, no. 5 (June 29, 2018): 1186–226. http://dx.doi.org/10.1177/0735633118783180.

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Technological pedagogical and content knowledge (TPACK) is a well-known conceptual framework for what knowledge teachers need in order to teach successfully using technology. Most recent TPACK studies address assessment of teacher TPACK by quantitative self-reporting surveys. Such an approach provides little guidance for teachers in how to develop their everyday teaching practice. We argue for a revival of the original TPACK design-based approach and propose a design-based, operationalization of the framework that is situated in action, context specific, and integrated in practical teaching. The approach has been developed, evaluated, and validated in a school development project in a Nordic Elementary School context using design-based research. The project engaged more than 100 professionals: in-service elementary teachers, school administrators and researchers, and more than 1,000 students during 3 years. The theoretical development evolved from rich descriptions of 38 didactic design as delimited units of teaching including planning, implementation, and evaluation of specified learning tasks acted out in practice. Contributions include framing teaching practice as design activity and a TPACK in situ model and methods targeting reflective practitioners. Our proposed approach addresses current limitations of TPACK and is aligned with advocated professional development methods.
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Lilja, Niina, and Arja Piirainen-Marsh. "Connecting the Language Classroom and the Wild: Re-enactments of Language Use Experiences." Applied Linguistics 40, no. 4 (January 2, 2018): 594–623. http://dx.doi.org/10.1093/applin/amx045.

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Abstract Using multimodal conversation analysis, this article analyses language learning as an in situ process during a teacher-assigned, experientially based pedagogical activity. The activity involved a three-part pedagogical structure, where learners first prepared for and then participated in real-life service encounters, and later reflected on their experiences back in the classroom. The analysis details how the co-constructed telling sequences through which novice second language users re-enact their experiences create an occasion for language-focused activity. We argue that the actions through which the participants display and sustain an orientation to an interactional practice as an object of learning make visible a learning project. The findings illuminate the practices through which language-focused activity is initiated, sustained, and managed to enable in situ learning. They also show how re-enactments function in storytelling and display a novice learner’s interactional competence. Finally, the findings illustrate how experiences gained in everyday social activities can be ‘harvested and reflected upon’ (Wagner 2015: 77) in the classroom and contribute to recent initiatives to develop teaching practices that support learning in-the-wild.
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Dissertations / Theses on the topic "Teacher-in-situ"

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Nilsson, Paul. "Digitala resurser för elevers lärande : Lärares didaktiska arbete med digitala resurser." Thesis, Karlstads universitet, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-72536.

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This research has as its primary goal find out through the teachers’ point of view how subject and digital competence can be achieved in social science classes in the Swedish upper secondary school. This research raises thereby two separate competences. The first of these is the improved digital competence among students which can be achieved when the teacher with the awareness and practical use of applied technological pedagogical content knowledge works with the students’ learning objectives in mind. The second competence in focus is the subject knowledge that is in the center of the teaching.This research is a qualitative study where two separate groups of teachers from different schools in the Swedish western hemisphere talks about questions regarding work with digital tools in school to improve both digital and subject competences among students. The research includes a variety of subject teachers with the purpose to be able to acknowledge didactic experiences and learn from their experiences and thereby make it possible to apply it to the didactic work in social science and civics.To achieve both digital and subject competence among students it is essential for teachers themselves to achieve well established technological pedagogical content knowledge which is applicable in the daily didactic work. The result of the research claims to show that social science and civics, as well as other subjects and courses, can use digital resources to improve competence among students. Through these didactic strategies in teaching the students’ digital skills can be improved as a side effect of the subject taught by teachers with digital didactic resources. Through this design of teaching both digital and subjective competence can be achieved in the didactic work of teachers.
Denna studie har haft som syfte att undersöka lärares uppfattningar om hur ämnesmässig och digital kompetens kan främjas hos elever i samhällskunskap på gymnasiet. Studien lyfter därmed två separata kompetenser. Den första av dessa är en ökad digital kompetens hos eleven som kan främjas då läraren medvetet med hjälp av tillämpad teknisk allmändidaktisk kompetens arbetar för att främja elevens lärande i ämnet. Den andra kompetensen som ligger i fokus är de ämneskunskaper som ligger till grund för undervisningen.Detta är en kvalitativ studie där två separata grupper av lärare från olika skolor i västra Sverige samtalar kring frågor rörande digitalt arbete i skolan för att främja lärande inom både digital kompetens och ämnesmässiga kunskaper. Studien inkluderar ett flertal ämneskompetenser för att därigenom kunna dra allmändidaktiska lärdomar ur lärarnas olika ämnesdidaktiska erfarenheter som kan vara möjliga att applicera i det samhällskunskapsdidaktiska arbetet.För att främja både ämnesmässig och digital kompetens hos eleverna är det av vikt att läraren tillägnar sig själv en god teknisk allmändidaktisk kompetens som är tillämpbar i det ämnesdidaktiska arbetet. Resultatet visar på att det är möjligt att i samhällskunskapsämnet, liksom inom flertalet andra ämnen, använda sig av digitala resurser för elevers lärande. Därigenom blir det möjligt att elevens digitala kompetens främjas som en sidoeffekt av undervisningen som med hjälp av digitala resurser ämnar främja ämnesmässiga kunskaper. På så vis främjas elevers digitala och ämnesmässiga kunskaper parallellt i det didaktiska arbetet.
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(9829964), Susan Richardson. "Teacher homework practices in Queensland state primary schools." Thesis, 2015. https://figshare.com/articles/thesis/Teacher_homework_practices_in_Queensland_state_primary_schools/13437326.

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Homework is a universal school practice. Most homework research has concerned itself with  student learning and achievement and time spent on homework;  parental involvement in homework that supports learning from homework; and  the development of student self-regulatory, independent learning skills. In Australia, each state and territory has an educational authority homework policy for schools. However, there is limited research that has explored homework policy influences on teacher perspectives about homework and teacher-in-action homework practices in the context of a homework policy-perspectives-practice interface. Teacher perspectives about homework were explored using focus groups and teacher-inaction teacher homework practices were explored using the stimulated recall (SR) method. Four inter-related findings emanated from this research, namely that:  teachers interpret state and school-based homework policy guidelines and implement them through the use of individualised teacher homework repertoires of practice;  teacher homework repertoires of practice respond to the influences of policy, teacher view, parental involvement in homework and student learning;  there are distinct differences in the orientation to the homework approach evidenced in the repertoire of homework practices between primary classroom teachers in the early years and middle years phases of learning; and  an analogous relationship exists between primary classroom teacher perspectives about homework and homework practices, and the teacher-in-action in situ homework practices used by classroom teachers. It was found that the use of SR methods to explore teacher-in-action practices was problematic and difficult to manage in the classroom setting. However, the results using this methodology confirmed that teacher perspectives were enacted into teacher-inaction practice. The results also revealed that teacher perspectives about the purpose for homework influenced the types of homework used and the ways in which primary classroom teachers implemented homework using idiosyncratic teacher homework practices. The results from this research have been used to develop a reflective frame for teacher homework practice. This frame can be used by educators, and in particular by classroom teachers to  raise awareness about teacher homework practice; and  stimulate professional discussions about homework and teacher homework practice.

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Book chapters on the topic "Teacher-in-situ"

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Reynolds, Alexandra. "Erasmus virtual exchange as an authentic learner experience." In Virtual exchange and 21st century teacher education: short papers from the 2019 EVALUATE conference, 85–99. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.46.1135.

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This small-scale study draws on a higher education context where French-speaking students, in situ at Bordeaux University, participated in the Sharing Perspectives Foundation’s flagship Erasmus+ Virtual Exchange (E+VE) program (2018-2019). French-speaking students interacted in English on the topic of Newcomers and Nationalism via weekly webinars with non-native English-speaking students from other participating universities in Europe and the Southern Mediterranean region. Authenticity is a complex concept involving the degree of implication and meaning speakers give to their interactions (Gilmore, 2007; Pinner, 2016; Widdowson, 2003). The study therefore addresses the question of how participant feedback can help us to assess E+VE in terms of authenticity. The methods used to investigate this research question were the qualitative analysis of the French students’ reflective journals, questionnaires, and interviews. The results show that E+VE is conducive to authentic learner experiences. This study has also enabled a definition of ‘authenticity’ as a transformative language learner experience in virtual exchange.
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Conference papers on the topic "Teacher-in-situ"

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Schnellert, Leyton. "Studying the Benefits for In-Service Teachers Within In Situ Teacher Education Methods Courses." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1437960.

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Schnellert, Leyton. "Unpacking the Experiences of In-Service Teachers in Hybridized In Situ Teacher Education Field-Based Coursework." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1570491.

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Calduch, Isaac, Gabriel Hervas, Beatriz Jarauta Borrasca, and José Luís Medina. "University classroom interactive situation microanalysis: cognitive attunement and pedagogical interpretation." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8113.

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This conference paper aims to elucidate the attuning processes between teacher knowledge and the learning moment of the students, in interactive situations within the university classroom, under a situated perspective and in real-time; specifically, in relation to the process of didactical interpretation. An episode performed by an expert teacher is analyzed; it took place in the Clinical Nursing subject of the nursing degree and was about the use of the physiological serum in certain situations. The analysis focuses on the interaction between the teacher and the students, adopting a research methodology close to the ethnography of communication -in its microethnographic aspect-, adopting the sequence S-T-S' (student-teacher-student) as the unit of analysis. The results show how the teacher has the ability to evaluate the appropriateness of the students’ interventions in situ, thanks to which she is able to adjust her response (dynamic coupling), generating a pedagogic resonance. Concurrently, it can also be seen how, beyond tuning in with a particular student, she manages to tune in with the rest of the class (collective attunement).
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Prieto Sanz, Helena. "Impact of Text Discussions on the Professional Identity of Higher Education Students." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12983.

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Comprehension of academic literature is a key element in the immersion of university students in the academic subcultures of each discipline (Chanock, 2001; Estienne & Carlino, 2004; Gottschalk & Hjortshoj, 2004). To do so, universities opt for the implementation of text discussion such as book clubs (Hartley, 2002; Long, 2003), dialogic literary gatherings (Flecha, 2000; Mirceva & Larena, 2010). or literary circles (Daniels, 2002; Duncan, 2012).This case study, essentially qualitative, seeks to know the impact of text discussions on the professional identity of the students of Teacher Education and Computer Science at the University of Andorra (UdA). Results are obtained by student focus groups, the Likert test Motivational Survey on Academic Reading, teacher interviews and taking notes in situ throughout the discussions.The main results indicate that the text discussions have a positive impact on students as (1) it increases the reflection, understanding and critique of the professional world, (2) they apply evidence-based content in professional contexts and (3) it improves the justification of informed professional decisions.
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