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Castro-Félix, Elvia; Daniels, Harry – Journal of Education for Teaching: International Research and Pedagogy, 2018
This paper focuses on understanding and exploring how a group of university engineering and science tutor educators learn and assimilate new conceptions about their role in the face of the forces of globalisation that are transforming the system of higher education. This research paper adopts the notion of the Teacher Support Team (TST) as…
Descriptors: Faculty Development, STEM Education, Tutors, Teaching Methods
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Terrazas-Marín, Roy Alonso – Journal of Education for Teaching: International Research and Pedagogy, 2018
This paper focuses on a current practice piece on professional development for university lecturers, transformative learning, dialogism and STEM (Science, Technology, Engineering and Mathematics) education. Its main goals are to identify the key characteristics that allow STEM educators to experiment with the usage of non-formal education…
Descriptors: College Science, Science Instruction, STEM Education, Nonformal Education
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Hetherington, Lindsay; Wegerif, Rupert – Journal of Education for Teaching: International Research and Pedagogy, 2018
Dialogic pedagogy is being promoted in science teacher education but the literature on dialogic pedagogy tends to focus on explicit voices, and so runs the risk of overlooking the important role that material objects often play in science education. In this paper we use the findings of a teacher survey and classroom case study to argue that there…
Descriptors: Science Education, Teacher Education, Case Studies, Science Teachers
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Salinas Martínez, N. Patricia; Quintero Rodríguez, Eliud – Journal of Education for Teaching: International Research and Pedagogy, 2018
This in practice paper describes the experience of seven lecturers in a hybrid and flipped version of an introductory mathematics course for higher education. In a Mexican university, lecturers adapted to this innovation supported by an adjusted Massive Open Online Course. The experience revealed the relevance of leaving conventional assessment…
Descriptors: Mathematics Instruction, College Mathematics, Introductory Courses, Blended Learning
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Aslam, Farzana; Adefila, Arinola; Bagiya, Yamuna – Journal of Education for Teaching: International Research and Pedagogy, 2018
STEM outreach programmes in secondary schools are mediated by STEM teachers who are responsible for organising, implementing and evaluating the activities with a view to promoting STEM subjects. However, research investigating teachers' STEM roles and professional development through participation in outreach activities is limited. This paper…
Descriptors: STEM Education, Secondary Education, Science Teachers, Faculty Development
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Gudiño Paredes, Sandra – Journal of Education for Teaching: International Research and Pedagogy, 2018
This exploratory study aimed to describe the impact of the 'Science in Family project', as a transformative learning model for science teachers trying to improve student's attitudes toward STEM subjects. This study took place in a public elementary school in Monterrey, Mexico, which has been developing this project for more than thirteen years…
Descriptors: Models, Science Instruction, Transformative Learning, STEM Education
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Reynaga-Peña, Cristina G.; Sandoval-Ríos, Marisol; Torres-Frías, José; López-Suero, Carolina; Lozano Garza, Adrián; Dessens Félix, Maribel; González Maitland, Marcelino; Ibanez, Jorge G. – Journal of Education for Teaching: International Research and Pedagogy, 2018
This paper focuses on the design and application of a teacher training strategy to promote the inclusive education of students with disabilities in the science classroom, through the creation of adult learning environments grounded on the principles of dialogic learning. Participants of the workshop proposal consisted of a group of twelve teachers…
Descriptors: Science Instruction, Educational Practices, Inclusion, Teaching Skills
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Watermeyer, Richard; Montgomery, Catherine – Journal of Education for Teaching: International Research and Pedagogy, 2018
Despite evidence of quality teaching in Science, Technology, Engineering and Mathematics (STEM) subject domains and insistence on the part of many national governments on the economic value of STEM, education, recruitment and retention into STEM subject fields and occupations is said to be continually blighted by a "leaky pipeline". In…
Descriptors: Science Instruction, Science Teachers, STEM Education, Foreign Countries
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Fernández-Limón, Claudia; Fernández-Cárdenas, Juan Manuel; Gómez Galindo, Alma Adrianna – Journal of Education for Teaching: International Research and Pedagogy, 2018
Teacher education can benefit directly from experiences in non-formal settings. This article presents a research study with elementary teachers who were teaching in public schools in the state of Nuevo León, México, and participated in a STEM Continuous Professional Development (CPD) workshop. The workshop provided a platform for teachers to…
Descriptors: Faculty Development, Nonformal Education, Elementary School Teachers, Professional Continuing Education
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Czerniawski, Gerry; Gray, Donald; MacPhail, Ann; Bain, Yvonne; Conway, Paul; Guberman, Ainat – Journal of Education for Teaching: International Research and Pedagogy, 2018
Against a rapidly changing policy landscape for teacher education, exacerbated by 'Brexit' in the UK, findings are presented from an electronic survey of 272 higher-education based teacher educators in England, the Republic of Ireland and Scotland about their experiences of, and priorities for, professional learning. While the data generated were…
Descriptors: Foreign Countries, Educational Needs, Needs Assessment, Higher Education
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Maddamsetti, Jihea – Journal of Education for Teaching: International Research and Pedagogy, 2018
This case study examines a Chinese and Korean-Chinese pre-service teachers' perceptions of their mentor teachers' role in supporting inclusive practicum experiences in USA elementary school contexts. The findings demonstrate that a mentor teacher's open conversations and willingness to host those students bring positive influence on their learning…
Descriptors: Preservice Teacher Education, Preservice Teachers, Mentors, Inclusion
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Corcoran, Roisin P.; O'Flaherty, Joanne – Journal of Education for Teaching: International Research and Pedagogy, 2018
Understanding the factors that contribute to an effective teacher has the potential to influence selection and preparation of pre-service teachers and may influence student outcomes. Prior research suggests a relationship between teacher characteristics (academic achievement, verbal ability, gender) and teacher effectiveness, however, these…
Descriptors: Predictor Variables, Performance Factors, Preservice Teachers, Preservice Teacher Education
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Harjanto, Ignatius; Lie, Anita; Wihardini, Diah; Pryor, Laura; Wilson, Mark – Journal of Education for Teaching: International Research and Pedagogy, 2018
The Indonesian government has been struggling to improve the quality of teachers in its public and private schools. Several programmes of teacher education and teacher certification have been designed to enhance teacher quality. However, the programmes do not yet develop effective teachers. Supporting the government programmes, the Tanoto…
Descriptors: Faculty Development, Rural Areas, Foreign Countries, Teacher Effectiveness
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Dickerson, Claire; Thomas, Kit; Jarvis, Joy; Levy, Roger – Journal of Education for Teaching: International Research and Pedagogy, 2018
Curricular and pedagogical reforms are complex inter-linked processes such that curricular reform can only be enacted through teachers teaching differently. This article reports the perspective of emergent Malaysian primary teachers who were expected to implement a Government reform that promoted active learning. The 120 student teachers were…
Descriptors: Foreign Countries, Student Teacher Attitudes, Active Learning, Educational Change
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Liu, Wei; Yuan, Rui; Zhang, Hong – Journal of Education for Teaching: International Research and Pedagogy, 2018
This brief report describes an investigation into the motivational changes of two school counselling teachers in two rural schools in the Chinese context. The findings revealed the mixed motivations of the participants in joining school counselling and how their motivations transformed through their professional engagement and social interactions…
Descriptors: Foreign Countries, School Counseling, School Counselors, Faculty Advisers
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