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Burnett, Bruce; Lampert, Jo – Journal of Education for Teaching: International Research and Pedagogy, 2019
This paper describes the aims, origins and principles of the "Australian National Exceptional Teaching for Disadvantaged Schools" programme and reflects on findings from its first eight years. As a well-established, mainstream university-based initial teacher-education programme designed to prepare social justice teachers for low…
Descriptors: Disadvantaged Schools, Foreign Countries, Partnerships in Education, Reflection
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Freire, Melquesedeque; Talanquer, Vicente; Amaral, Edenia – International Journal of Science Education, 2019
Understanding the nature of chemical thinking and action, as well as their application and impact on our world should be central goals of chemistry education at all educational levels. However, traditional school chemistry is still mostly focused on having students learn the body of declarative knowledge built over the years in the discipline.…
Descriptors: Chemistry, Science Instruction, Thinking Skills, Scientific Principles
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Gholam, Alain – Athens Journal of Education, 2019
Visual thinking routines are principles based on several theories, approaches, and strategies. Such routines, which are usually used again and again in the classroom, promote thinking skills, call for collaboration and sharing of ideas, and above all, make thinking and learning visible. Visual thinking routines are carried out in different…
Descriptors: Thinking Skills, Foreign Countries, Education Courses, Visual Aids
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Tembrevilla, Gerald; Milner-Bolotin, Marina – Physics Education, 2019
This paper describes how future physics teachers' involvement in annual Family Math and Science Day--a public outreach event at the University of British Columbia, Canada--has a potential to transform them as physics demonstration experts and amateur video producers. These science demonstration videos serve as teaching and learning resources not…
Descriptors: Foreign Countries, Preservice Teachers, Science Teachers, Physics
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Nijakowska, Joanna – European Journal of Special Needs Education, 2019
The aim of this paper is to problematize the concept of foreign language (FL) teacher self-reported preparedness to respond to the special educational needs of FL learners with dyslexia by employing appropriate inclusive teaching practices. The paper shortly characterises dyslexia and then elaborates on the components of preparedness, namely,…
Descriptors: Language Teachers, Dyslexia, Special Needs Students, Special Education
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Neumann, Knut; Kind, Vanessa; Harms, Ute – International Journal of Science Education, 2019
This Special Issue aims to present evidence about the relationships between content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK); the development of these types of knowledge in novice and experienced secondary science teachers; and how CK, PK and/or PCK impact students' learning. Since Shulman's introduction…
Descriptors: Correlation, Science Teachers, Science Instruction, Pedagogical Content Knowledge
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Lee, Jackie F. K. – Journal of Education for Teaching: International Research and Pedagogy, 2019
This report introduces a way of engaging preservice teachers in experiential learning activities to enrich their pedagogical content knowledge and skills. The framework suggested can be applied to instruction in a wide range of disciplines in different contexts. It calls on teacher educators to work on similar experiential learning initiatives to…
Descriptors: Foreign Countries, Undergraduate Students, Preservice Teachers, Preservice Teacher Education
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Ramdani, Junjun Muhamad; Widodo, Handoyo Puji – Journal of Education for Teaching: International Research and Pedagogy, 2019
Although peer assessment (PA) has been explored and implemented in higher education, little is known about how it is carried out through such a virtual platform as Facebook in an initial teacher education (ITE) context. To fill this practical void, this article showcases the brief portrait of Facebook-assisted PA in an English as a foreign…
Descriptors: Preservice Teachers, Social Media, Peer Evaluation, Teacher Education Programs
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Thwaite, Anne – Australian Journal of Teacher Education, 2019
This paper gives a brief summary of Halliday's theory of how children learn to talk, illustrating the development of children's language from the microfunctions through the macrofunctions and into the metafunctions of adult language. The paper points to a possible source of the misinterpretation of Halliday's theory in the work of Frank Smith…
Descriptors: Learning Theories, Linguistic Theory, English Curriculum, National Curriculum
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Seedhouse, Paul – Classroom Discourse, 2019
Seedhouse (2004) suggested that L2 classroom interaction can be understood in terms of sub-varieties or L2 classroom contexts. These are the 'interfaces' between pedagogy and interaction in which a particular pedagogical focus combines with a particular organisation of the interaction. However, Conversation Analysis does not see such organisations…
Descriptors: Second Language Learning, Second Language Instruction, Classroom Communication, Teaching Methods
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Posada-Ortíz, Julia; Garzón-Duarte, Eliana – GIST Education and Learning Research Journal, 2019
This article contains a description of a research project carried out with a group of English Language Pre-service Teachers (ELPTs) of a state University in Bogotá, Colombia. The purpose of the study was to portray the experiences, feelings and insights the ELPTs went through as English language learners. Autobiographies was the instrument to…
Descriptors: Autobiographies, Language Teachers, English (Second Language), Second Language Learning
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Amos, Ruth; Levinson, Ralph – International Journal of Development Education and Global Learning, 2019
Socio-scientific inquiry-based learning (SSIBL) incorporates the European Commission's approach to Responsible Research and Innovation (RRI). These relationships are elaborated into a pedagogic model encouraging young people to ask real-world questions that interest them, collect evidence to answer the questions and, as a result, to take personal…
Descriptors: Inquiry, Active Learning, Science and Society, Science Instruction
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Peres, Eliane – Reading Teacher, 2019
The author teaches a literacy course for preservice teachers, which they take during the first year of their four-year course of study. One of the most important activities in the course is Story Time, which consists of the author reading a children's book to preservice teachers during every class, followed by a discussion of the story. After the…
Descriptors: Preservice Teachers, Childrens Literature, Aesthetics, Reading Aloud to Others
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Yazan, Bedrettin – Teacher Education Quarterly, 2019
I write this autoethnography to narrate and analyze the important episodes in my life's history, learning and teaching English in my home country and preparing teachers to work with emergent bilinguals in the United States. I frame this autoethnography within the burgeoning strand of self-studies of language teacher education and the research on…
Descriptors: Teacher Educators, Ideology, Professional Identity, Language Teachers
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Scharfenberg, Franz-Josef; Bogner, Franz X. – Journal of Science Teacher Education, 2019
To meet the requirements of students' cooperative learning, our quasi-experimental study addresses how preservice teachers (PSTs), as a component of their procedural pedagogical content knowledge (PCK), might develop more adequate tutor-student interactions during students' experimentation. Applying the assignment-assistance tutoring model, we…
Descriptors: Role Playing, Tutoring, Preservice Teacher Education, Preservice Teachers