Teacher-Directed to Student-Engaged Pedagogy
Exploring Teacher Change
Bibliographic Data
| ID | 22045144 |
|---|---|
| Authors | Robert A Schultz (0000-0002-9628-9632, University of Toledo, corresponding author) |
| Year | 2024 |
| Volume | 14 |
| Issue | 8 |
| Pages | 806 |
| Publication date | 2024-07-24 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14080806 |
| OpenAlex | W4400934343 |
| Language | EN |
| References cited | 13 |
An under-explored issue in teacher education is the active documentation of pedagogical usage after initial training and practice implementation have been completed. In this phenomenological study, the researcher contacted previous graduate students who earned a teaching-endorsement credential for working with Gifted/Talented learners to explore the application of a pedagogical method developed specifically to shift from teacher-directed to student-engaged pedagogy. Common impediments to pedagogical change are described and discussed. Participants did overcome impediments, changing their pedagogical approach from teacher-directed to student-engaged approaches over time. Each shared their particular circumstances for needing to change their teaching approach. But in all instances, student performance and outcomes drove and supported the continued expansion of the change process. Future empirical work in teacher development and in-service pedagogical change based on results is suggested to further this line of inquiry
Mathematics education · Pedagogy · Student engagement · Teacher education · Teacher Preparation · Teaching method · Collaborative Teaching and Inclusion · Education and Technology Integration · Psychology · Teacher Education and Leadership Studies
Using classroom discourse to understand a prospective mathematics teacher's developing practice
Preservice elementary teachers' views of pedagogical and mathematical content knowledge
No Child Left Behind and the assault on teachers' professional practices and identities
Why do I teach? A mixed-methods study of in-service teachers’ motivations, autonomy-supportive instruction, and emotions
The Changing Roles of Teachers in an Era of High-Stakes Accountability
Assessing No Child Left Behind and the Rise of Neoliberal Education Policies
The Evidence of Experience
| Highly cited | No |
|---|