Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- 21st Century skills (1)
- Effective Teaching (1)
- Elementary Education (1)
- Goal-setting (1)
- Mathematics (1)
-
- Pedagogical Content Knowledge (PCK) (1)
- Phenomenology (1)
- Primary (1)
- Professional Learning Community (PLC) (1)
- Reflection (1)
- STEM (1)
- Science teaching (1)
- Science education (1)
- Scientific Inquiry (1)
- Scientific literacy (1)
- Self-Efficacy (1)
- Self-tracking video (1)
- Standards (1)
- Teacher (1)
- Teacher Framework (1)
- Teacher Professional Development (1)
- Teacher Reform (1)
- Teacher Skills and Knowledge (1)
- Teacher’s Approach to teaching and Learning (1)
- Video Club (1)
Articles 1 - 2 of 2
Full-Text Articles in Education
Improving Science Teaching Through The Use Of Video Reflection And A Pck-Based Teaching Framework, Dallas Bruce
Improving Science Teaching Through The Use Of Video Reflection And A Pck-Based Teaching Framework, Dallas Bruce
Theses: Doctorates and Masters
Effective teaching and teachers are vital for improved outcomes in Science, Technology, Engineering and Mathematics (STEM) education and scientific literacy. Supporting the goals of contemporary science education calls for constructivist learning approaches, with an emphasis on inquiry-based, student-centred learning, which demands that teachers develop a wider repertoire and more innovative pedagogical skills. Pedagogical Content Knowledge (PCK) research was used to prepare a conceptual framework of effective teaching skills and knowledge areas which was used in a teacher professional development (PD) initiative. This qualitative study employed a case study methodology with a small group of experienced, secondary Science teachers. An ethnographic, …
Primary School Teachers’ Experience Of Mathematics Education: A Phenomenological Study, Sarah Jane Tamburri
Primary School Teachers’ Experience Of Mathematics Education: A Phenomenological Study, Sarah Jane Tamburri
Theses: Doctorates and Masters
Researchers and policymakers agree that all children can learn mathematics, and research has shown that teaching practices have a significant impact on student learning and achievement. Therefore, it is important that teachers are supported in their development as professionals and mathematics educators. This research gives a voice to a small number of primary school mathematics teachers, providing insight into their experience of mathematics education, from their perspective. In-depth interviews form the basis of data collection and these have been analysed through a transcendental phenomenological approach. The insights gained into teachers’ experiences and perspectives provide a deeper understanding of their role …