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ERIC Number: EJ1130639
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0260-7476
The Dilemma of Dealing with Persistent Teaching Traditions: Findings of a Video Study
Wyss, Corinne; Kocher, Mirjam; Baer, Matthias
Journal of Education for Teaching: International Research and Pedagogy, v43 n2 p191-205 2017
Nowadays, there is a consensus that good teaching and learning needs instructional variation and personalised forms of learning. In teacher education, these concepts have been implemented for years, and prospective teachers are taught accordingly; it is thus assumed that the teaching of novice teachers is in accordance with these new teaching concepts. In the research project "ALPHA", the teaching of novice teachers at the beginning and at the end of their first year in the profession and the teaching of experienced teachers with five or more years of teaching experience was videotaped, so that longitudinal and cross-sectional comparisons were possible. The lessons were analysed by applying a coding system on the instruction and by employing a rater inventory in order to understand the structure and quality of the lessons. Overall, the results indicate high levels of whole class teaching with a rather high level of traditional classroom instruction both for the novice and the experienced teachers. However, the proportions vary depending on the location of teacher education. The results provide evidence that the new teaching concepts learned on the teacher education programme are not necessarily implemented in the classroom and provide possible reasons why this might be the case.
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Publication Type: Journal Articles; Reports - Research
Education Level: Primary Education; Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Switzerland; Germany; Austria
Grant or Contract Numbers: N/A