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Direct linkSvalberg, Agneta M.-L. – Modern Language Journal, 2015
This article takes the view that grammar is driven by user choices and is therefore complex and dynamic. This has implications for the teaching of grammar in language teacher education and how teachers' cognitions about grammar, and hence their own grammar teaching, might change. In this small, interpretative study, the participants--students on…
Descriptors: Grammar, Student Teachers, Cognitive Processes, Language Acquisition
Download full textChoppin, Jeffrey – North American Chapter of the International Group for the Psychology of Mathematics Education, 2013
This study of six teachers focuses on the ways they organized the classroom discourse, attended to student thinking, and adapted complex tasks from a Standard-based middle school curriculum. The study explores Cohen's (2011) premise that the knowledge teachers develop is related to their attentiveness to student teaching. This study explores the…
Descriptors: Middle School Teachers, Knowledge Base for Teaching, Teaching Methods, Learning Strategies
Delport, John – ProQuest LLC, 2012
This study used a mixed methods design to examine the characteristics--including competencies (i.e., knowledge and skills), and personal attributes--of successful teachers of students with E/BD. The characteristics were examined through the perceptions of teachers of students with E/BD (teachers who are expert in E/BD, n = 14, MEd Graduates…
Descriptors: Teacher Characteristics, Emotional Disturbances, Behavior Disorders, Teacher Competencies
Jung, Jinhong – Physical Education and Sport Pedagogy, 2012
Background: It has been widely accepted that reflective teaching is a powerful component of effective teaching. Accordingly, educating reflective practitioners has been a major goal of teacher education. Reflective teaching refers to the act of thinking such as analyzing or assessing educational meanings, intentions, beliefs, decisions, actions,…
Descriptors: Grounded Theory, Constructivism (Learning), Physical Education, Teacher Effectiveness
Eilam, Billie; Poyas, Yael – Teachers and Teaching: Theory and Practice, 2009
Why is it so challenging to provide pre-service teachers with adequate competence to cope with the complexity of the classroom context? Three key difficulties are frequently reported as reducing the effectiveness of teacher education programs: the construction of an integrated body of knowledge about teaching, the application of theories to…
Descriptors: Preservice Teacher Education, Teacher Education Programs, Learning Processes, Intervention
