This study deals with the impact of a teacher development programme focused on the implementation of dialogic teaching practice. Four indicators of dialogic teaching were measured: student talk with reasoning, teachers’ open questions of high cognitive demand, teacher uptake, and open discussion. An analysis of video recordings made before and after the programme showed a change in classroom discourse and an increase in the amount of student talk with reasoning, attributed to changes in teacher communication behaviour. The participants were eight Czech teachers in lower secondary schools who took part in a one-year action research teacher development programme. K. Sedova et al. Teaching and Teacher Education 57 (2016) 14-25.
El presente estudio tiene como objetivo estimar el efecto de la educación parvularia pública chilena en los resultados académicos de los niños en el Sistema de Medición de la Calidad de la Educación (Simce) de cuarto básico. El estudio busca entender si estos efectos varían en función del género del niño y del número de años de participación en la educación parvularia. Mediante la metodología de Propensity Score Matching se encontró que asistir a la educación parvularia pública afecta positivamente los resultados académicos en Matemáticas y Lenguaje en cuarto básico. Este efecto fue mayor para los niños que para las niñas, y para los que asistieron a Nivel Transición 1. Cortázar, A., Vielma, C. (2017). Educación Parvularia chilena: Efectos por género y años de participación. Calidad en la Educación, 47, 19-42.
This paper is based on a multiple case study of schools which have been identified as improving their performance for about a decade. We proposed different criteria by which to characterize and study these improvement processes and, by applying them to our sample, we elaborated a typology of school improvement trajectories: we identified 4 different trajectories of school improvement. We called the first type restricted improvement because at its center is the management of processes that mainly target academic achievement tests; the second is incipient improvement, which is based on changes that restructure the school processes; the third identified trajectory are cases where school improvement is moving toward institutionalization, while the last are those cases where improvement has been already institutionalized and the schools have achieved high levels of educational effectiveness. We identified challenges that schools face at different stages of school improvement and discussed some related policy issues. Bellei, C., Vanni, X., Valenzuela, J., Contreras, D. (2015). School improvement trajectories: an empirical typology. School Effectiveness and School Improvement, 27 (3), 275–292.
Educators often take thinking for granted. After all, thinking is something that we do naturally, without “thinking” much about it. Teachers expect their students to think about what they learn and to learn to be good thinkers. But what does it mean to be a good thinker? How can teachers know when students are thinking deeply? Can teachers help students become better thinkers? Indeed, how many teachers even discuss the topic of thinking with students? And what do we want students to learn and think deeply about? For two years, I’ve explored the topic of thinking with small groups of preservice teachers to learn how looking at and exploring art images could deepen and strengthen their own thinking and that of their students. Over time, these preservice teachers shifted in their thinking about thinking and became more aware of the importance of deep thinking. They showed greater appreciation for the value of identifying “big ideas” in their respective subject disciplines and of rethinking their curriculum and classroom lessons around these ideas. Barahal, S. (2008). PHI DELTA KAPPAN 90 (2008) 298 – 302.
Much of the recent scholarship in teacher education relays the importance of preparing teachers to enact practice. However, scholars working in the fields of self-study and core practices have questioned the capacity of teacher educators to engage novice teachers in meaningful practice-based work. We use collaborative self-study to examine the first author’s experiences of using core practices as a guiding framework with novice teachers of English language learners. Findings illuminate a developmental journey that many teacher educators will experience as they undertake this work to make both conceptual and practical shifts in their pedagogy of teacher education. Peercy, M., Troyan, F. (2017). Teaching and Teacher Education 61 (2017) 26 – 36.
Reflexión pedagógica en base a casos y dominio de lenguaje académico en estudiantes de cuarto año de Pedagogía en Educación Básica
La reflexión pedagógica ha recibido gran atención en la literatura durante décadas, por su asociación con la experticia en la enseñanza. Los estudios, sin embargo, son diversos respecto de la manera en que conceptualizan esta noción, lo que pone en cuestionamiento su valor, tanto como la posibilidad de identificar métodos sistemáticos para desarrollar este tipo particular de razonamiento entre los futuros profesores. Concha, S., Hernández, C., del Río, F., Romo, F., Andrade, L. (2013). Reflexión pedagógica en base a casos y dominio de lenguaje académico en estudiantes de cuarto año de Pedagogía en Educación Básica, CALIDAD EN LA EDUCACIÓN n.o 38, julio 2013.