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Full-Text Articles in Education
Cooperating Teacher Participation In Teacher Education: A Review Of The Literature, Anthony Clarke, Valerie Triggs, Wendy S. Nielsen
Cooperating Teacher Participation In Teacher Education: A Review Of The Literature, Anthony Clarke, Valerie Triggs, Wendy S. Nielsen
Faculty of Social Sciences - Papers (Archive)
Student teachers consider cooperating teachers to be one of the most important contributors to their teacher preparation program. Therefore, the ways in which cooperating teachers participate in teacher education are significant. This review seeks to move conceptions of that participation beyond commonly held beliefs to empirically supported claims. The analysis draws on Brodie, Cowling, and Nissen's notion of categories of participation to generate 11 different ways that cooperating teachers participate in teacher education: as Providers of Feedback, Gatekeepers of the Profession, Modelers of Practice, Supporters of Reflection, Gleaners of Knowledge, Purveyors of Context, Conveners of Relation, Agents of Socialization, Advocates …
Self-Determination Theory And Teacher Instruction: A Positive Partnership For Student Performance And Involvement, Dana Perlman
Self-Determination Theory And Teacher Instruction: A Positive Partnership For Student Performance And Involvement, Dana Perlman
Faculty of Social Sciences - Papers (Archive)
The purpose of this study was to examine the influence of distinct motivationally-based instructional approaches on student's game performance and involvement. 78 secondary physical education students were taught a unit of volleyball using one in either an autonomy-supportive, controlling or balanced instructional style. Using a pretest and posttest design, students were measured on their game performance and involvement during 20-minute game of volleyball. Data analysis indicated that students engaged in the autonomy-supportive context illustrated significantly higher levels of performance and involvement when compared with the other groups.
Transcending Teacher Professional Development: From Determinism To Complexity, Abdul Rahman, Garry F. Hoban, Wendy S. Nielsen
Transcending Teacher Professional Development: From Determinism To Complexity, Abdul Rahman, Garry F. Hoban, Wendy S. Nielsen
Faculty of Social Sciences - Papers (Archive)
There is a multiplicity of factors and actors that come into play to make teacher professional development (TPD) a strategic and powerful scheme for improving teacher practices. This multiplicity is evident in educational practices and theories. Consequently, traditional perspectives that take a simple view of TPD as a single, independent entity in teacher learning in isolation from other factors and actors are problematic. To better understand how TPD can bring about change in teacher practices-transforming teacher learning, there is a need to transcend the linear, causal, deterministic assumption about TPD. Here, in this discussion paper, I argue that powerful TPD …