International Portal of Teacher Education
Articles of the week
This article examines how novice teachers cope with their work. The authors compare the ability of novice and experienced teachers to cope with their work, and how this ability is affected by the level of collegial and superior support and collaboration offered. The findings reveal that that the novice teachers do not differ greatly from the experienced teachers. However, it was found that important differences exist between the experienced teachers and the novice teachers in terms of their ability to articulate their own needs and shortcomings.
Student Teachers' Experiences of Participating in Mixed Peer Mentoring Groups of In-service and Pre-service Teachers in Finland
This study examines how students perceive a new Finnish model of teacher development that uses the peer group mentoring (PGM) method for combining pre-service and in-service teacher education. The findings reveal that the students' experiences of participating in peer mentoring group were positive. The findings also highlighted the importance of prospective teachers having authentic connections to working life and colleagues already during initial education. The findings also show that experiences varied in terms of depth and effectiveness and the kind of learning that they promoted. The students considered the activity as (1) a coffee break, (2) peer-support, (3) identity construction and (4) a professional community.
This article describes a learning and teaching strategy based on complexity science and explores its impacts on a higher education game design course. The purpose of the strategy was to generate conditions fostering individual and collective learning in educational complex adaptive systems. The data demonstrate that collaboration was initially challenging for students, but collective learning emerged as the course developed, positively affecting individual and team performance. The participants felt highly motivated and enjoyed working on course activities. The students' perception of progress and expertise were always high, and the academic performance was on average very good.