Understanding āhurutanga in teaching practice

Teaching Forward, Understanding Backward: In Search of Theorized Practice

In this study, teacher generated metaphors were closely aligned with three major educological themes: behavioral change, assisted performance, and radical constructivism. Teacher observations, in contrast, revealed much more complexity. A factor analysis of the follow-up survey results exposed nine distinctive teacher practice profiles. Each of these three strategies -metaphor analysis, observa...

EFL Teachers’ Understanding of the Teaching Portions of INSET Programs

This study aimed to identify the portions of teaching materials for English classes in Iran’s high schools. The efficiency of these materials was evaluated by (a) eliciting the teachers’ perception of the materials to identify their distribution portions and (b) studying the teachers’ satisfaction to identify whether the materials were successful to develop the EFL teachers’ knowledge and skill...

Teaching Concurrency: Theory in Practice

Teaching courses that rely on sound mathematical principles is nowadays a challenging task at many universities. On the one hand there is an increased demand for educating students in these areas, on the other hand there are more and more students being accepted with less adequate skills in mathematics. We report here on our experiences in teaching concurrency theory over the last twenty years ...

How academics use technology in teaching and learning: understanding the relationship between beliefs and practice

This paper reports on a detailed investigation into the beliefs and practices of teachers in 22 computer-assisted learning projects in Australia in the mid-1990s. Detailed interview data were obtained, supported by the project software and other curriculum materials. The interview transcripts and documentary material were collated and condensed into rich descriptions; these were then coded on a...

Understanding theory in clinical practice