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Section archive - Preservice Teachers

Page 2/53 527 items
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11
Preservice teachers’ perspectives of failure during a practicum
Authors: Danyluk Patricia J., Crawford Kathryn, Burns Amy, Hill S. Laurie
This article examines the phenomenon of failure in a Bachelor of Education practicum from the perspectives of preservice teachers. Utilizing a phenomenological theoretical framework and methodology, the perspectives of four preservice teachers are shared. The data were drawn from practicum reports, field notes, interviews, and student teacher questionnaires. Analysis of the findings reveals how insufficient content knowledge, inadequate planning, and avoidance of difficult discussions lead to failure. Further analysis of the sequence of events leading up to the failure reveals the significance of clear and authentic communication in the early days of the placement. Although the four preservice teachers struggled with failure, they also demonstrated resilience in their quest to become teachers. The authors conclude with six essential questions that help to mitigate failure.
Published: 2021
Updated: Jan. 04, 2022
12
Teach as I Say, Not as I Do: How Preservice Teachers Made Sense of the Mismatch between How They Were Expected to Teach and How They Were Taught in Their Professional Training Program
Authors: Brown Christopher Pierce, Barry David P., Ku Da Hei, Puckett Kate
A challenge for teacher educators is providing preservice teachers with the opportunity to develop the confidence and efficacy required to address their future students’ socio-cultural, academic, and social-emotional needs in this era of standardization, accountability, and limited resources. This case study investigated this issue by examining how a sample of preservice teachers made sense of how their coursework supported them in becoming teachers who center their practices on the needs and interests of their current and future students while attending to policymakers’ reforms. By analyzing the findings of this study, it becomes apparent that these preservice teachers questioned whether the coursework in their program supported their development in becoming classroom teachers in a manner that reflected how their instructors expected them to teach their students. Interpreting these findings provides insight into how teacher educators and their programs can better support preservice teachers’ confidence and efficacy as they enter their future classrooms.
Published: 2021
Updated: Jan. 03, 2022
13
On the Path to Becoming a Teacher: Student Teachers’ Competency in Instructional Planning
Authors: Yurtseven Nihal
The purpose of the study is to examine how the student teachers’ perceptions of instructional planning competency predict their competency in instructional planning. The study was carried out through explanatory mixed method design. The participants of the study included 102 teacher candidates, 65 of whom were female and 37 of whom were male. As quantitative data collection tools, The Scale for Perception of Proficiency in Instruction Planning (SPPIP) developed by Gülbahar and UbD Design Standards Rubric developed by Wiggins and McTighe were used. As qualitative data collection tools, unit plans and focus group interview were used. The quantitative data was analyzed by applying correlational analysis and simple linear regression analysis. The qualitative data was analyzed through content analysis. The regression analysis demonstrate that student teachers’ perceived proficiency in instructional planning explained 57% (R2 = .57) of the competency in instructional planning. As for the qualitative portion of the study, the analysis of collected data revealed three themes regarding student teachers’ views on competency in instructional planning process: factors affecting competency, challenging elements in instructional planning, and strategies to develop competency.
Published: 2022
Updated: Jan. 03, 2022
14
A Self-study Exploration of Early Career Teacher Burnout and the Adaptive Strategies of Experienced Teachers
Authors: Hogan Jarrod P., White Peta
Isolation, organisational pressures, and role-related distress, can result in teachers, particularly early career teachers (ECTs), experiencing greater risk of burnout. For many ECTs, a lack of practical strategies for dealing with these conditions contributes to this. Using self-study methodology, this research unpacks why ECTs experience burnout, identifies adaptive strategies that experienced teachers use, and discusses the applicability of these practices for ECTs. Conversations between an ECT and three experienced teachers provided alternate lenses to apply reflective unpacking of adaptive strategies. The findings illustrate how the risk of burnout for ECTs is increased by challenging student behaviour, isolation, a lack of collegiality and engagement with professional networks, and being overloaded with responsibilities. The findings also suggest that being overworked is less of a contributing factor to burnout than feeling disconnected from one’s school, peers, and community. Adaptive strategies for alleviating the effects of burnout were explored and recommendations for practice presented.
Published: 2021
Updated: Dec. 16, 2021
15
The impact of influential others on student teachers’ dropout intention – a network analytical study
Authors: Kauffeld Simone, Powazny Stefanie
Recent studies have shown that the number of teachers in Germany is decreasing dramatically. In contrast, the rate of student teachers discontinuing their studies is rather high, and further increases the shortage of teachers. To address this issue, the authors investigated student teachers’ social support networks by using a social network approach. Guided by the social cognitive career theory, the mediating role of barriers (i.e. perceived disapproval of influential others towards the chosen career path) on the relationship between supports (i.e. social support quality) and students’ dropout intention was analysed. Data were collected from 165 German student teachers at the beginning of their studies and six months later. In summary, this study has identified students’ perception of influential others’ disapproval towards their chosen career path as a boundary condition for the indirect effect of social support on their dropout intention.
Published: 2021
Updated: Dec. 16, 2021
16
Teacher professional development among preschool teachers in rural China
Authors: Yang Yi, Rao Nirmala
Early childhood education (ECE) is not given as much attention as primary and secondary education in rural areas in China, and rural preschool teachers lack opportunities to receive high quality and appropriate pre-service and in-service professional training. This study focused on professional development (PD) opportunities available for preschool teachers in Heilongjiang, one of China’s largest provinces, wherein 44.3% of the population lives in rural areas. This study (i) considered PD opportunities available for preschool teachers in rural areas; and (ii) surveyed key stakeholders, including preschool teachers and principals, to understand their views on PD activities. A total of 71 teachers and 3 principals from three preschools completed online surveys. Results indicated that (i) rural preschool teachers had relatively limited PD opportunities; (ii) school-based activities that focused on curriculum implementation were the dominant form of PD; and (iii) teachers felt that the PD they received was relevant, of good quality and effective, and that the individual mentoring they received had a positive impact on their pedagogical practices. Implications of the findings are discussed.
Published: 2021
Updated: Nov. 25, 2021
17
Assessing preservice elementary teachers’ conceptual understanding of scientific literacy*
Authors: Al Sultan Adam, Henson Jr Harvey, Lickteig Duane
Achieving the goal of a scientifically literate society greatly depends on teachers. This study assesses preservice elementary teachers’ conceptual understanding of scientific literacy. Study participants include 20 preservice elementary teachers registered in an advanced science methods course at a midsize university in the United States. A qualitative interview design with a sem-istructured interview format was used. The results of this study showed that preservice elementary teachers’ scientific literacy and knowledge of the nature of science required improvement to comply with science education reforms; however, they showed adequate understanding of the relationship among science, technology, and society.
Published: 2021
Updated: Oct. 21, 2021
18
‘Will This Build Me or Break Me?’: The Embodied Emotional Work of a Teacher Candidate
Authors: Finlayson Elizabeth, Whiting Erin Feinauer, Cutri Ramona Maile
This year-long study by an undergraduate teacher candidate explores the identity and emotional work involved in learning decisions through her teacher preparation program. Using personal reflections, analytic memos, and notes, she was able to discover patterns of learning in the emotional geographies in teacher education. Further, the authors employed both a critical and meta-critical friend to rigorously develop and interrogate themes and interpretations. Findings revealed that decisions to ‘invest’ in any particular learning context did not merely constitute an intellectual commitment. Rather embodied emotional responses to persons, ideologies, and environments challenged her to make sense of her place in emotional geographies. Her decision-making process involved moving toward investing in learning or presenting a more superficial performance. These decisions depended, in part, on her deliberations of whether the emotional geographies provided opportunities that she perceived would ‘build her’ or ‘break her.’ The authors assert that learning actively requires students to make decisions about their position, identity and belonging within educational relationships. Attending to embodied emotional work in classroom learning is often understudied, and yet is relevant to issues of power and equity with teacher education. This self-study offers teacher educators and researchers a glimpse into the benefits of a teacher candidate initiating and conducting a self-study and suggests that this could be a fruitful area to pursue methodologically. This research contributes a deeper understanding of such emotional work and how self-study involving teacher candidates can be used as a source of knowledge in teacher preparation programs.
Published: 2021
Updated: Oct. 06, 2021
19
Transitioning into TVET schools: An exploration of second career teachers’ entry profiles
Authors: Coppe Thibault, Marz Virginie, Coertjens Liesje, Raemdonck Isabel
In this study, the authors present and evaluate a way to profile second career teachers (SCTs) in technical and vocational education and training schools (TVET schools) that goes beyond the traditional motivational approach. More specifically, by considering multiple entry-related variables (entry motivation, career adaptability, and prior job satisfaction). Analyses based on a mixed methods design (262 prospective and in-service second career teachers for the latent profile analysis and 7 in-service teachers for the multiple case study) revealed three profiles with their own specific characteristics and predicting different levels of sense of efficacy for teaching. This study confirms the heterogeneity of the population of second career teachers and invites reflection on the implications for their entry into teaching.
Published: 2021
Updated: Sep. 09, 2021
20
Does teenage interest in a teaching career lead to becoming a teacher? Evidence from Australia
Authors: Sikora Joanna
Prior research on teenage interest in teaching careers hinges on the assumption that many adolescents, who expect to become teachers, realise their plans in adulthood. However, little is currently known about whether this is the case for recent youth cohorts. This issue is explored here using the nationally representative data from the Australian PISA 2006 cohort who participated, between 2006 and 2016, in the Longitudinal Survey of Australian Youth. The findings indicate that two-thirds of teenage students who wanted to become teachers abandoned their plans before turning 23. The implications for policy and future research are also discussed.
Published: 2021
Updated: Sep. 02, 2021
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