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Dissertations / Theses on the topic 'Teacher pedagogy'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Jantz, Allen W. "Enhancing teacher preparation: first-year teacher use of culturally relevant pedagogy." Diss., Wichita State University, 2010. http://hdl.handle.net/10057/3650.

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While the cultural landscape of society is becoming more diverse, the teaching population continues to remain largely white and female. Teacher preparation programs must prepare future teachers for the diversity with which they will work and training in culturally relevant pedagogy provides teachers with skills necessary for working with diverse student populations. This qualitative case study investigated how two cohorts of students from Bethel College, a small, liberal arts college on the plains of Kansas, implemented the constructs of culturally relevant pedagogy in their classrooms. The co

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McSheehy, Slade R. "Elementary school teachers and students living in poverty teacher understanding and pedagogy /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/s_mcsheehy_030209.pdf.

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Caresio, Denise Ann Adler Susan A. "Teachers' perspectives of pedagogy in a learning community Critical Friends Group /." Diss., UMK access, 2005.

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Thesis (Ph. D.)--School of Education and Social Sciences Consortium. University of Missouri--Kansas City, 2005.<br>"A dissertation in education and social sciences consortium." Advisor: Susan A. Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed May 31, 2006. Includes bibliographical references (leaves 174-195 ). Online version of the print edition.

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Gutierez-Schmich, Tina. "Public Pedagogy and Conflict Pedagogy: Sites of Possibility for Anti-Oppressive Teacher Education." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20490.

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Lesbian, gay, bisexual, transgender, and queer (LGBTQ) students, students of color, and students with disabilities are failing school and being pushed out at much higher rates that majority populations students while also experiencing high rates of bullying, harassment, and physical violence in school. This study explores efforts to reduce the violent experiences and academic disparities for these students through teacher practice at the classroom level. It examines public pedagogy and conflict pedagogy as curricular strategies in a preservice teacher education course over 5 years. The course

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Chen, Wan-Chen. "Toward Designing a Chinese Language Teacher Training Program: An Analysis of Teachers' Motivations." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1369914665.

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Baker, Amanda A. "Pronunciation Pedagogy: Second Language Teacher Cognition and Practice." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/alesl_diss/16.

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Over the past few decades, increasing research has examined the cognitions (knowledge and beliefs) of second language (L2) teachers. Such efforts have provided insight into what constitutes teachers' beliefs and knowledge about teaching, how these cognitions have developed and how they are reflected in classroom practice (see Borg, 2006). Although numerous studies have been conducted into the curricular areas of L2 grammar and, to a lesser extent, L2 literacy, far fewer have examined L2 teachers' cognitions concerning L2 pronunciation instruction. The purpose of the present study, therefore, w

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Hayler, Mike. "The self-narrative character of teacher educators pedagogy." Thesis, University of Brighton, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506470.

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Nguyen, Huyen. "Authentic assessment in pedagogy-related modules in teacher education : Vietnamese student teachers' perspective." Thesis, University of East Anglia, 2017. https://ueaeprints.uea.ac.uk/67135/.

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Vietnam is undergoing comprehensive educational reform, and teacher training plays a vital role in providing qualified teachers to support this reform. Assessment is expected to act as a mean to close the gap between university training and the demands of teaching in school. Against the backdrop of these changes, this study adopted qualitative approach to investigate student teachers’ perceptions of authentic assessment in pedagogy-related modules in teacher education. Based on the main characteristics of authentic assessment and some popular authentic assessment methods in higher education an

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Vratulis, Vetta Kimon. "Exploring literacy pedagogy with digital technologies in teacher education." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/23710.

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Despite current emphasis in teacher preparation programs on developing pre-service teachers’ comfort and competence with digital learning technologies (DLT), research suggests that pre-service teachers struggle to transfer innovative applications of technology into their eventual teaching practice. In particular, they resist change from traditional constructs of teaching and learning. In this dissertation, I suggest that disrupting pre-conceived notions of teaching and learning is a requisite step to facilitating change in classroom practice. Neuman (1990) observed that classroom practice is “

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James, Carolyn McCaffrey. "Development of Middle School Teachers' Knowledge and Pedagogy of Justification: Three Studies Linking Teacher Conceptions, Teacher Practice, and Student Learning." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2955.

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Justification and argumentation have been identified as important mathematical practices; however, little work has been done to understand the knowledge and pedagogy teachers need to support students in these ambitious practices. Data for this research was drawn from the Justification and Argumentation: Growing Understanding in Algebraic Reasoning (JAGUAR) project. JAGUAR was a multi-year research and professional development project in which 12 middle school math teachers and a group of researchers explored the knowledge and pedagogy needed to support student justifications. This dissertation

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Bennett, Graham John. "The literacy hour and teacher professionalism." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269673.

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Madden, Ellen J. "Place-based Education| Educator Perspectives on a Critical Pedagogy." Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10110427.

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<p> As education evolves in the 21st century and students learn to develop knowledge from the ground up, educators step into the role of facilitator. Critical to this paradigm shift is a connection with places that develops knowledge from local experiences into broad global understanding. This thesis explores the literature on how people develop a connection with place, the importance of learning about the world through appropriate developmental stages, and the relevance of place-based education as part of learning in the 21st century. Through qualitative research methods—including surve

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13

Nugent, Margaret R. Graves Heather Brodie. "Toward a deprivatized pedagogy public teacher response to student writing /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803731.

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Thesis (D.A.)--Illinois State University, 1997.<br>Title from title page screen, viewed June 8, 2006. Dissertation Committee: Heather Brodie Graves (chair), Ronald L. Strickland, William Woodson. Includes bibliographical references (leaves 221-228) and abstract. Also available in print.

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Loverro, Ian James. "Toward a pedagogy of educational technology for teacher education programs /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7552.

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Smith, Steven John. "English language teacher education in Cuba : context, pedagogy and identity." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/59959/1/Steven_Smith_Thesis.pdf.

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In this study, I investigate the model of English language teacher education developed in Cuba. It includes features that would be considered innovative, contemporary, good practice anywhere in the Western world, as well as having distinctly Cuban elements. English is widely taught in Cuba in the education system and on television by Cuban teachers who are prepared in five-year courses at pedagogical universities by bilingual Cuban teacher educators. This case study explores the identity and pedagogy of six English language teacher educators at Cuba’s largest university of pedagogical scien

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Hill, Stacy Lee. "Teacher cognition| Four case studies of teachers in low-SES schools." Thesis, Washington State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3640030.

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<p> This qualitative study examined the cognition and practices of four teachers teaching in low-SES schools. The four case studies were comprised of three elementary teachers and one middle school teachers in the state of Columbia*. The study explored how the teachers' schooling, professional coursework, classroom practices, and contextual factors affected their teaching practices. The conceptual framework for the study came from Borg's (2003) representation of teacher cognition for language teachers.</p><p> Data were triangulated and collected from interviews, documents, and classroom obse

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Beutel, Denise Ann. "Teachers' understandings of pedagogic connectedness." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/17082/1/Denise%20Beutel%20Thesis.pdf.

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This thesis explores the nature of pedagogic connectedness and reveals the qualitatively different ways in which teachers in the middle years of schooling experience this phenomenon. The researcher defines pedagogic connectedness as the engagements between teacher and student that impact on student learning. The findings of this phenomenographic-related study are used to provide a framework for changes to pedagogic practices in the middle years of schooling. Twenty teachers of years 7, 8, and 9 boys in an independent college in South-East Queensland participated in this study. Data were ob

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Cason, Marti B. "Elementary Teacher Candidate Perceptions of Hip-Hop Pedagogy in the Mathematics Classroom." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248492/.

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This dissertation examines elementary teacher candidates' perceptions of hip-hop culture and utilizing hip-hop pedagogy in a mathematics classroom. This study demonstrates how elements of hip-hop may be integrated into an elementary mathematics methods course to develop pedagogical knowledge that challenges teacher candidates to explore the benefits of utilizing hip-hop as a tool in the classroom. This study contributes to the growing body of research that investigates the use of hip-hop pedagogy in educator preparatory programs. Participants in this study were teacher candidates at a large

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Hernandes, Sandra Helena. "Toward a pedagogy of teacher development : praxis of dialectical self-knowledge /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7525.

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Belcher, Kimberlee A. "Policy reservations| Early childhood workforce registries and alternative pedagogy teacher preparation." Thesis, Indiana University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3732804.

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<p> Due to narrowly defined quality measures, teacher preparation in Montessori, Waldorf, Reggio and LifeWays pedagogies is not recognized in many state ECE professional development systems. The problem is compounded by Quality Rating and Improvement System’s child care program ratings, which rely on teacher qualifications as a component of program ratings. Limitations, due to philosophical dissimilarities pertaining to the spirit of the child, ill-fitting measurements of quality, and policy exclusion make it difficult for alternative pedagogy communities to meet qualifications or to obt

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Field, Sue. "Identifying a pedagogy of initial teacher education (ITE) : issues and ambiguities." Thesis, Canterbury Christ Church University, 2015. http://create.canterbury.ac.uk/14170/.

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The topic of this thesis is initial teacher education (ITE) pedagogy, exploring the nature of teaching and learning about teaching (or ‘meta-teaching’), and how teacher educators in English universities translate this into practice. Its purpose was to gain an appreciation of teacher educators’ pedagogical practice beyond their first three years in the role: not just how, but why they teach student teachers in a particular way, and to observe what this looks like in practice. A collective case study approach was taken, involving four participants working in four geographically distanced univers

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Cupane, Alberto Felisberto. "Towards a culture-sensitive pedagogy of physics teacher education in Mozambique." Thesis, Curtin University, 2007. http://hdl.handle.net/20.500.11937/60.

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The problem that I have found while looking for better ways of teaching physics science is that the curriculum we Mozambicans are using 30 years after independence can be hardly distinguished from the colonial curriculum. I generated my research questions based on this problem. I have adopted critical auto/ethnography and related trustworthiness criteria to respond to my research questions. I generated my data by looking from different perspectives at myself as learner, teacher and Mozambican citizen. This research suggests that the actual situation of largely reproducing a colonial science cu

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Macdonald, Maritza B. "Teaching to learn : an expert teacher's quest for an equity pedagogy /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1179186x.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.<br>Typescript; issued also on microfilm. Sponsor: Linda Darling-Hammond. Dissertation Committee: A. Lin Goodwin. Includes bibliographical references (leaves 220-230).

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Sabado, Kindra Xerez. "Exploring Teachers' Perspective of Digital Literacy Pedagogy: Implications for Future Practice." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5260.

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Pedagogy has not addressed the literacy shift from reading, writing, and speaking to include cognitive digital literacy skills. Teachers lack the technological pedagogical content knowledge to integrate digital literacy skills into student learning. Using a digital literacy framework with 6 essentials skills, the purpose of this qualitative case study was to investigate teachers' (a) current understanding, knowledge and skills; (b) current integration of digital literacy skills; (c) challenges they face in integration; and (d) supports needed in shifting pedagogical practices to address change

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Brady, Amelia Louise. "Effects of standardized testing on teachers' emotions, pedagogy and professional interactions with others." Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1235664962.

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Ramollo, Jeanette Khabonina. "The construction of Foundation Phase Mathematics Pedagogy through Initial Teacher Education Programmes." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45896.

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The focus of this study is on the Foundation Phase mathematical and pedagogical knowledge construction. This study is about how two lecturers and a number of final year B.Ed. Foundation Phase student teachers construct Foundation Phase mathematical and pedagogical knowledge during the initial teacher education programme. The initial B.Ed. Foundation Phase teacher education provides student teachers with different mathematical knowledge for teaching. A Foundation Phase mathematics pedagogical knowledge construction framework was utilised to generate and analyse data. The Foundation Phase mathe

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Robinson, Derrick Eugene. "A post-modern teacher educator| A phenomenological study of teacher educators with significant experience in high-needs, high-minority urban schools." Thesis, The University of North Carolina at Charlotte, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10111899.

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<p> Four decades of university-based teacher education reform has failed to yield favorable outcomes in teacher effectiveness in P-12 schools. A rising tide of reform and criticism from governmental agencies and neo-liberal reformers has resulted in one-dimensional, structural approaches to impacting teacher effectiveness, based on the assumption that teacher effectiveness is universal across all school contexts. This study suggests that for university-based teacher education programs to impact teacher effectiveness, particularly in high-needs, high-minority schools, they must: a) define teach

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Druggish, Richard S. "Nourishing Roots and Inspiring Wings: Building a Culturally Responsive Pedagogy for Southern Appalachia." Diss., Virginia Tech, 2003. http://scholar.lib.vt.edu/theses/available/etd-12052003-123946/unrestricted/Druggishetd.pdf.

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Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 2003.<br>Vita. Abstract. Includes bibliographical references (leaves 90-98). Full text available via Internet as a .pdf file. Requires Adobe Acrobat Reader software; http://scholar.lib.vt.edu/theses/available/etd-12052003-123946/unrestricted/Druggishetd.pdf.

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Nyambe, Kamwi John. "Teacher educators' interpretation and practice of learner-centred pedagogy : a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1008260.

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The objective of this study was to understand how teacher educators in a Namibian college of education interpret and practice the learner-centred pedagogy underpinning the Basic Education Teachers Diploma (BETD) program. In order to achieve this objective, a case study approach was adopted, qualitative-interpretive in orientation and drawing upon interviews, naturalistic non-participant observation and document analysis. Bernstein's theory of pedagogy - in particular his notion ofrecontextualization - offered ideas and concepts that were used to generate and analyse data. The data indicated th

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DANI, DANIELLE E. "THE IMPACT OF CONTENT AND PEDAGOGY COURSES ON SCIENCE TEACHERS' PEDAGOGICAL CONTENT KNOWLEDGE." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1086191691.

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Henderson, Jonathon. "Digitally Supported Critical Pedagogy: Educational Technology Perspectives of Pre-Service Teachers in a Social Justice Teacher Education Program." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19265.

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The connection between educational technology and critical pedagogy has not been greatly explored. This yearlong research study was conducted with pre-service teachers as they progressed through a teacher licensure program. Data collection included the use of focus groups, individual interviews and participant journals. In addition, this study explored the personal and technology identity of the participants. The results led to a greater understanding of how pre-service teachers view the connection between educational technology and critical pedagogy.<br>10000-01-01

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Jansson, Anette. "Ledarskap i förskolan : En kvalitativ undersökning av förskollärares uppfattningar av begreppet ledarskap i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34445.

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This is a study where five preschool teachers with different work experience are interviewed around the concept of leadership in preschool. The purpose of the study has been to visualize variations in the perceptions of leadership and the leadership role based on a phenomenographic approach. In order to gather data for the study, qualitative interviews have been used. The result of the study shows that there is a variation in the perceptions of leadership and that the same individual can have several different perceptions about the concept, depending on past experience and or external factors.

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Van, den Berg Femke Marij. "Promoting culturally relevant pedagogy amongst pre-service teachers : A systematic literature review on how pre-service teachers in teacher education programs can develop culturally relevant pedagogy that enables them to establish a classroom environment that suits the needs of all learners." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Skola på vetenskaplig grund, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-35569.

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This century is characterized by an increasing pace of globalization and migration that results in an increased diversity of classroom populations in Western countries. However, the teacher workforce still consists mostly of white females that come from different cultural backgrounds than their students, and who seem to lack the skills to respond to diversity in the classroom effectively. This raises the question of how the cultural mismatch can be overcome. The aim of this research is to explore how pre-service teachers can develop culturally relevant pedagogy, so they can establish a classro

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Brindley, Sue. "A critical investigation of the role of teacher research and its relationship to teacher professionalism, knowledge and identity." Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/10021762/.

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The thesis examines the related concepts of teacher knowledge, professionalism and identity through the lens of teacher research, and in the context of a teacher-research network. The mechanism for exploration was through teacher voice. As the research unfolded, what was revealed was that accessing teacher voice presented a major obstacle as teachers struggled to articulate their own views on knowledge, professionalism and identity, in part because there seemed to be no language to discuss such concepts. The question of discourse thus became a key theme. The research methods developed to addre

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Galarza, Elizabeth. "Teacher-Student Dialogic Exchange and Power." Thesis, Hofstra University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751430.

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<p>Abstract Power is an unavoidable issue when discussing relationships between teachers and their students because teachers have both the sanctioned authority over students in school, as well as having the natural authority conveyed by being an adult. How can writing with students improve teacher-student relationships and soften the power differential? This dissertation explored the language of real and perceived power by analyzing the written conversations between a teacher (myself) and five of my sixth-grade students in dialogue journals. Although previous research indicates that writing in

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Ferris, Deborah Melchers. "Missed Opportunities and Connections in Teacher Learning." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10300323.

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<p> The current qualitative study focused on understanding the process of learning to teach. Using interviews of teacher educators, the study explored the importance of a set of teaching activities developed as part of the Teacher Self Efficacy Survey (Tschannen-Moran & Woolfolk Hoy, 2001) as well as the inclusion of instructional and assessment strategies for the teaching activities and the quality of beginning teacher performance of the activities. </p><p> Data were collected from interviews of 15 teacher educators. A process of open, axial, and substantive coding was applied to the da

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Skarin, Tindra, and Emma Rylander. "I andan av #metoo : En undersökning om intregiritet i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-38155.

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During the past few years debates such as #metoo has led to more discussions about children’s rights to integrity. The aim of this study is to investigate how preschool teachers interpret and work with integrity in preschool. The questions for this study are the three following: How is integrity described in relation to preschool? Which methods are used in preschool for working with integrity? Why is it of importance to work with children’s integrity in preschool? Our study is based on interviews with six preschool teachers. All of them have been interviewed in couples. Each couple has been i

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Price-Dennis, Detra M. "Practicing the Promise of Critical Pedagogy: Case Studies of Three Pre-Service Teachers Mediating the Meaning of Race, Equity, and Social Justice in Middle School Classrooms." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1245340799.

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Sunnari, V. (Vappu). "Gendered structures and processes in primary teacher education:challenge for gender-sensitive pedagogy." Doctoral thesis, University of Oulu, 1998. http://urn.fi/urn:isbn:9514246985.

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Abstract My aim was to study gendered structures and processes and the challenges arising from them in primary teacher education. The topic was studied from structural and from agency-based and processual perspectives. The special tools used in the analyses consisted of culturally produced differences and asymmetry and the symbolic meanings given to them. The study included historical and contemporary parts. The historical part of the study acquired its focus through the structures of the first Finnish Teacher Seminar and through three annual curricula of primary teacher education in Oulu. Da

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Clayton, Dawn Palmore. "Teacher expectancies and culturally relevant pedagogy| A study of an urban school." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158571.

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<p> This exploratory study examines the ways that teachers think about expectations they set for their students. It explores what influences teachers to form judgments about their students and the subsequent ways they communicate expectations to students. This study also explores whether there is a relationship between “high-expectations teachers” and culturally responsive teaching methods. This qualitative study utilizes ethnographic research measures, including inquiry group interviews, field notes, and individual teacher interviews to investigate the problem of understanding the

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Meier, Lori T. "Negotiating a Pedagogy of Teacher Education: An Ever-Renewed Adventure of Hope." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/5916.

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Elvstam, Anna, and Sara Fleischer. "Ghanaian teacher students’ view on using outdoor pedagogy when teaching natural science." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33500.

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The aim of our study is to investigate what possibilities and challenges Ghanaian teacher students express regarding outdoor pedagogy, in order to find out their view on using it as a method when teaching natural science in primary school. The teacher education in Ghana has not yet a course in outdoor pedagogy to offer their students. The view of outdoor pedagogy that is presented in this paper shows a learning situation where the learning context is moved to the natural landscape, which opens up for practical learning and the interaction between the senses of the pupils and the environment. F

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Daly, Elizabeth Ann. "Teacher Perceptions of Professional Learning Communities' Impact on Math Critical Thinking Pedagogy." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4962.

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U.S. educational leaders struggle with declining mathematics achievement among students as compared to other countries. The problem for this study was low standardized mathematics scores in one district in a major city in the Southwestern United States. The purpose of this sequential explanatory mixed method project study was to analyze the effectiveness of professional learning communities (PLCs) on the mathematics critical thinking pedagogy among teachers in 2 elementary schools. The conceptual framework focused on work by Olivier, Hipp, Huffman, and Hord on the efficacy of PLCs for improvin

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Richards, Oscar. "Teachers' Perceptions About the Value of Culturally Relevant Pedagogy| A Case Study." Thesis, Northcentral University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10255478.

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<p> This qualitative case study took place in a racially, ethnically, culturally, and linguistically diverse community. It involved interviewing 11 teacher volunteers from a high school in a culturally diverse community in New York, each at different stages of their teaching careers, to obtain their perceptions about the value of implementing culturally responsive teaching (CRT) in their instruction to enhance the learning opportunities of students from culturally diverse backgrounds. The broad objective of this inquiry was to seek ways of establishing a pedagogy appropriate for students from

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Bowser, Audrey Denise. "Transforming teacher education to support multicultural technology pedagogy an assessment of preservice teachers' beliefs about multiculturalism and diversity /." [Ames, Iowa : Iowa State University], 2008.

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Balachandran, Aparna. "Perspectives and Practices Regarding Written Corrective Feedback in Swedish Context : A Case Study." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-153093.

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Denna studie undersökte uppfattningar om praktiker när det gäller skriftliga återkopplingsmetoder för två lärare i engelska på ett svensk gymnasium. Projektet som utformades som en fallstudie undersökte också de kontextuella faktorerna som påverkar lärarnas kunskaper, övertygelser och skriftliga återkopplingsmetoder genom att samla in data med hjälp av Think-Aloud protokoll sessioner, halvstrukturerade intervjuer och analys av kommenterade studenttexter. Resultaten tyder på att det finns skillnader i lärarnas uppfattningar och faktiska praxis när det gäller att lära sig att skriva och tillhand

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Britton, Howard. "An enquiry concerning the possibility of an ethics of pedagogy using a psychoanalytic methodology." Thesis, University of York, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325556.

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Andersson, Helene, and Moa Lindström. "Barns lärande i matematik i utomhusmiljö : En webbenkätundersökning om förskollärares uppfattning om barns lärande i matematik i utomhusmiljö." Thesis, Högskolan i Gävle, Pedagogik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-31442.

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Kunskap som barn utvecklar i förskoleåldern är viktig för den framtida inlärningen. Då rapporter från Skolverket visat på stora skillnader i behörighet till gymnasieskolan mellan olika elevgrupper kan förskollärare synliggöra olika aspekter av matematik i vardagen och ge barnen stöttning i deras matematiska utveckling. Utomhusvistelse anses positivt för barns motoriska utveckling samt gynnar både det fysiska och psykiska välmåendet. Syftet med studien är att undersöka förskollärares inställning till användandet av matematik i utomhusmiljö i den pedagogiska verksamheten i förskolan. Samt hur fö

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Sjöberg, Therese. "Utomhuspedagogikens betydelse i förskolan : En intervjustudie om utomhuspedagogik och aktivitet för barnen i förskolan." Thesis, Högskolan i Gävle, Avdelningen för utbildningsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32005.

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Syftet med den här studien är att visa på möjligheter till utomhuspedagogik, synliggöra olika aspekter på utomhuspedagogik och varför det behövs utomhuspedagogik i förskolan. Fokus ligger på förskollärares möjlighet att erbjuda förskolebarn pedagogiska och gemensamma aktiviteter i utomhusmiljön på förskolan, hur de inkluderar barnen till att utforska utomhusmiljön som är en del av deras närmiljö. De frågor som besvarats är följande; Vilka möjligheter samt svårigheter upplever en förskollärare i sitt utövande av utomhuspedagogik? Vad anser förskollärare om barnens lekmöjligheter på förskolegård

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Macy, Michelle. "Technology Use as Transformative Pedagogy: Using Video Editing Technology to Learn About Teaching." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3227.

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Within the paradigm of Sociocultural Theory, and using Activity Theory as a data-gathering and management tool, this microgenetic case study examined the processes - the growth, change, and development - engaged in by student-teachers in a foreign language education program as they worked together to complete an activity. The activity involved digital video recording and editing, mediators which were intended to facilitate the iterative review of and subsequent reflection and action upon the content of the video during its creation. By investigating the process of contextual interaction betwee

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