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Descriptors:
Freedom; Teaching Methods; Teaching Experience; Figurative Language; Poetry; Questionnaires; Teacher Attitudes; Foreign Countries; Elementary School Teachers; Secondary School Teachers

Abstract:
Drawing on Vygotsky's notion, developed by Bruner, of learners growing into "the intellectual life of those around them", this paper reports on a small-scale questionnaire survey of teachers' thinking about poetry writing and their instructional practices of teaching it. Thirty-three teachers, with a range of teaching experience and service, took part in the study. This paper presents, analyses and evaluates the central metaphor of "freedom" used by teachers. This presents poetry writing instruction in four contrasting ways: as freedom to explore personal creativity; as a site of integrated thinking; as a rejection of "formulaic writing"; and as freedom from curricular "directives". The paper argues that these metaphors indicate considerable personal investment by teachers of poetry and that they consider the teaching of poetry writing to have impact as much on themselves as on pupils. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Professional Development; Teacher Collaboration; Team Teaching; Educational Improvement; Student Improvement; Teacher Improvement; Teaching Experience; College Faculty; Group Dynamics; Group Experience; Educational Practices; Collegiality; Instructional Improvement; Instructional Effectiveness

Abstract:
One form of professional development available to faculty is the opportunity to co-teach. Studies of team teaching report increased communication between teachers and students and improved retention and achievement. This article describes a multiyear collaboration between two faculty members that began with a training relationship and expanded into co-teaching. From this experience, the authors widened their knowledge of resources, added to their teaching repertoire, and created new projects and assignments. The co-teaching relationship led to examination of processes and outcomes of their teaching and co-writing. Over time, this professional experience has grown into an exchange of roles and responsibilities. Although this collaboration did not begin as a scholarship endeavor, it has become a long-lasting one built on trust and mutual interest. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
English (Second Language); Foreign Countries; Qualitative Research; Second Language Learning; Second Language Instruction; Language Teachers; Teaching Experience; Teacher Attitudes; Acculturation; Faculty Mobility; Cultural Differences; Family Environment; Global Approach; Foreign Nationals; Life Style

Abstract:
This paper is about a qualitative research concerning a group of expatriates' (TEFL/TESOL English language teachers) experiences in Hong Kong. Data related to their life, attitudes and cultural dispositions are discussed under four different states, namely, Adaptation, Drifting in Global Comfort, Drifting in Global Discomfort and Bitter/Sweet Home. Together, these contribute to their mobility pattern--the Global Drift. The study discusses their global experiences and situations relating to the interplay of personal choice on the one hand and changing global and local processes and conditions on the other. It is argued that this is a self-perpetuating group sustained and reproduced by a Global Quality including distinct cultural dispositions, concepts of home and the reproduction of third-culture-kids, who are tailor-made for twenty-first-century mobile work. Finally, the research is situated in the study of cosmopolitanism, particularly in the identification of cosmopolitans and their dispositions. Alternative ways of theorising home (as interactive continuums) and issues related to mobility and dispositions will be discussed briefly. (Contains 2 figures, 2 tables and 17 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Attitude Change; Teaching Methods; Student Teaching; Teacher Education Programs; Educational Change; Elementary Secondary Education; Preservice Teachers; Teaching Experience; Professional Development; Urban Education; Urban Schools; Special Needs Students; At Risk Students; Literature Reviews; Meta Analysis; Journal Articles; Beliefs; Program Effectiveness; Educational Practices; Cultural Context; Ethnic Diversity; Context Effect; Change Strategies; Educational Research; Achievement Gains; Performance Factors

Abstract:
Despite increasing emphasis on preparing more and better teachers and despite the near universal presence of student teaching across teacher education programs (TEPs), numerous questions about what and how student teaching experiences contribute to preservice teachers' development remain unanswered. Indeed, much of the attention focused on student teaching in reform and policy discourses emphasizes student teaching's structural and logistical dimensions--for example, its location, duration, and division of labor--but not its contributions to learning among preservice teachers, nor K-12 students. This article reviews empirical articles published over the past two decades to determine what and how student teaching experiences contribute to preservice teachers' development as future teachers of students in urban and/or high-needs schools specifically. While keeping this central focus, the article also considers the implications of student teaching for the schools that play host to it and for the students who attend those schools. Anchored by sociocultural perspectives on learning and learning to teach, the review highlights a disproportionate emphasis on belief and attitude change, a relatively slim evidence base concerning the development of actual teaching practice, a tendency toward reductive views of culture and context, and a need for more longitudinal analyses that address the situated and mediated nature of preservice teachers' learning in the field. Based on these findings, authors offer direction for future research that will extend and deepen the knowledge base. (Contains 1 table and 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Interaction; Foreign Countries; Correlation; Science Teachers; Teacher Characteristics; Teacher Behavior; Statistical Analysis; Teaching Experience; Gender Differences; Check Lists; Teacher Certification; Statistical Significance; Teacher Effectiveness; Case Studies; Public School Teachers; Public Schools; High Schools; Science Instruction; Measures (Individuals)

Abstract:
The major purpose of this study was to find out if there is any influence of teachers' characteristics on science teacher's classroom behaviours and determine the kind of relationship between teachers' characteristics and classroom behaviours. To guide this study, five research questions and hypotheses were raised, stated, answered, and tested at the significance level of 0.05. The design of case study is using an observational schedule called SCIC (science classroom interaction categories). The sample of the study consisted of 150 science teachers drawn from the 25 local government areas in Delta State. The data collected were analyzed with t-test, ANOVA (analysis of variance), and Pearson product moment correlation. The major findings of the study indicated: a significant difference in classroom behaviour scores among teachers with 0-5, 6-10, and 11 and above years of experience and a perfect correlation between years of experience and classroom behaviour; a significant higher classroom behaviour scores of male teachers over the females; a significant higher classroom behaviour scores of B.Sc. (Ed.) certificate holders over those with NCE (Nigeria Certificate of Education) and B.Sc. certificates; and a non-significant correlation between type of certificates and classroom behaviours. It was concluded that the five key behaviours studied remain the skeleton for effective science teaching and learning. An appendix contains a checklist for SCIC (Science classroom interaction categories). (Contains 12 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Theory Practice Relationship; Reading Instruction; Teaching Methods; Student Teaching; Teaching Experience; Bilingual Education; Observation; Video Technology; Best Practices; English Language Learners; English (Second Language); Bilingual Teachers; Small Group Instruction; Focus Groups; Case Studies; Preservice Teachers; Measures (Individuals)

Abstract:
Pre-service teachers need opportunities to apply theory and connect to best practices as they teach in classroom settings be it, whole or small group. For many pre-service teachers often times their experience is limited to simply watching instruction or working with small groups of students (Pryor & Kuhn, 2004). The student teaching experience is a critical component of the teacher preparation program. Through the use of the English Language Learner Classroom Observation Instrument (ELLCOI), and researcher observation the hope is that these will aid in bringing to light the instructional activities used by pre-service teachers during reading instruction with ELLs. This study explores how pre-service bilingual teachers connect theory into practice by examining their instruction in the following categories: Instructional Practices, Interactive Teaching, English-Language Development, and Content Specific to Reading as listed in The English Language Learner Classroom Observation Instrument (ELLCOI) developed by Haager, Gersten, Baker, and Graves (2003). To capture these instructional events video tape recordings of eight South Texas pre-service teachers were taken during a reading language arts lesson in order to observe instruction in high need districts' dual language/bilingual classrooms. Data were compiled to capture the nature and quality of instruction on key essential elements, as well as reading instructional practices specific to the teaching/learning process in the dual language classroom. The findings portray the results of the ELLCOI with bilingual/ESL pre- service teachers and how they make sense of their instructional practices as a means to instruction in one-way dual language public school classrooms. (Contains 4 tables and 8 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Cultural Differences; Student Teaching; Foreign Countries; Internship Programs; Study Abroad; International Programs; Teaching Styles; International Educational Exchange; Student Exchange Programs; Student Experience; Teaching Experience; Reflection; Multicultural Education; Achievement Gains; Comparative Education; Cross Cultural Studies; Student Educational Objectives; Participant Satisfaction

Abstract:
Twenty first century teachers need to be proficient in technology, skilled as reflective practitioners, and able to reflect on diversity in a myriad of ways: learning styles, special needs, cultural differences, racial differences, developmentally appropriate differences, teaching styles, and personality differences of children, teachers, parents, community members, and administrators. The paradigm shift of the 21st century is that teachers need to be team players who are skilled at operating in a variety of collaborative partnerships. Northeastern Illinois University (NEIU) in Chicago over the years has developed many international program experiences for students. Study abroad for a few weeks, a semester or a year provides an intensive way to experience another culture and see other ways of living life. This article takes a close look at a recent NEIU initiative, a program called Student Teaching and Korean Experience (S.T.a.K.E.). Students are able to complete an overseas student teaching internship in South Korea. We will examine students' reflections on their experience. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adolescents; Technology Uses in Education; Secondary Education; Poverty; Scholastic Journalism; Class Activities; Learning Activities; Teaching Methods; Teaching Experience; Cost Effectiveness; School Administration; Social Support Groups; Social Networks; Web Sites; Rural Education

Abstract:
Research showing adolescents' ever-increasing use of digital devices, combined with calls from governmental officials to incorporate more technology into classroom activities, prompted this survey of Arkansas scholastic journalism advisers. The goal was to determine how they used digital communication devices in their teaching. Results showed lack of funding, lack of teacher experience, and lack of administrative permission suppressed use of several devices, while student-owned devices were used for a variety of journalism-related purposes. (Contains 2 tables and 56 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
North Americans; Second Language Instruction; Foreign Countries; Research Methodology; Diaries; Second Language Learning; Language Proficiency; Teacher Attitudes; Study Abroad; French; Language Teachers; Teaching Experience

Abstract:
The study described here is grounded in naturalistic inquiry, a research methodology that seeks to understand phenomena in context-specific settings. The goal of the study was to identify the beliefs about developing language proficiency of a group of North American French-as-a-foreign language teachers in the specific context of a three-week, NEH-sponsored institute that took place in Lyon, France, and to determine if their beliefs are compatible with the literature on foreign language teaching. The teachers kept diaries in which they recorded their experiences about increasing their proficiency in French. The final data set consisted of 273 pages of handwritten diary entries. Analysis of the data revealed five distinct beliefs and related corollaries about SLA. The number of diary entries that substantiated each belief ranged from 14 to 39, with between 42 percent and 63 percent of the teachers expressing each belief. As in all naturalistic inquiry, generalizing the results of this study to other contexts should not be made. The beliefs found are unique to the context of the three-week institute and to the particular group of teacher diarists. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reflective Teaching; Professional Development; Personal Narratives; Experience; Teaching Experience; Teaching (Occupation); Teachers; Reflection; Higher Education; Teaching Skills; Teaching Styles; Teacher Characteristics

Abstract:
This article discusses a process of self-inquiry that took the form of a narrative journey of transformation. The process included reflective practice deepened by focusing on the lived experience of being a teacher, and as the process unfolded I sought to discover more about classroom events as lived experiences for teacher and students. The methodology involved dialogue with self in constructing narratives around the insights gained from written reflections, as well as dialogue with others within an established community of inquiry for guided reflection. Through this process, it was hoped that the insights developed would inform practice and transform experience. The study highlighted some of the emotional aspects of the experiences of teaching and learning, and considered the importance of a teacher focusing on subjective response in order to gain awareness of self in practice. The process also revealed some uncomfortable hidden aspects of experience, an awareness of which was considered important in developing more effective and ethical practice. The study identified the value for teacher and students in gaining an understanding of how individuals within a classroom event interact, and for considering how this might affect learning and teaching. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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