International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Preservice Teachers
Page 8/52
512 items
71
This research examines the quality of student–teachers’ (STs’) verbal communication during their teaching practice on the ‘Studies for the Environment’ subject. It also identifies potential factors affecting it. The results reveal that student teachers clearly dominate classroom discussion, the questions they address to their students are of poor quality, and are not facilitating the development of students’ critical thinking. The findings reveal that the student teachers used types of questions that do not consider students as researchers and do not provide them the opportunity to develop the fundamental skills specified in the ‘Studies for the Environment’ curricula, requiring them to be able to investigate complex issues. The authors also found that the factors influencing STs’ verbal communication are the absence of relevant theoretical and practical background, the inappropriate training school setting and the lack of teaching experience are the most prominent.
Published: 2016
Updated: Apr. 26, 2018
72
This article aims to describe the nature of emergent practice arising from conflicts student-teachers experienced in a teaching practicum and its implications for teacher learning. The authors used critical incident (CI) writing in ePortfolios as a means for student-teachers to record conflicts experienced and what was learned from them. The authors identified new teaching principles students developed through this experience. Furthermore, the authors also identified techniques and strategies they felt helped them teach effectively at their schools. Lastly, the critical incident also gives a view into the teaching principles, strategies, and world-view which comprise student-teacher emergent practice. The authors also regard the issue of theory to practice.
Published: 2017
Updated: Apr. 22, 2018
73
This study aimed to determine whether past research experience and pre-existing motivation style influence pre-service teachers’ perceptions of research. This study demonstrates that pre-service teachers generally display a positive attitude towards research, although these attitudes depend on their perceived research experience and also on their motivational styles.
Furthermore, the authors found that students who believe they possess research experience are more likely, compared to students who believe they do not possess such experience, to value research and support the university’s attempts to promote research at the undergraduate level.
Published: 2016
Updated: Mar. 07, 2018
74
The present article reports on a study that explored identities in the context of a pre-service cohort’s online discussion group. The authors identified six main emergent identities –sociable, supportive, open, helpful, reliant, and hidden. It was also found that one category of identities emerged from a commitment to the social expectations and values of the group, whilst another emerged out of a personal resistance towards the social norms of group participation and involvement. In order to promote a collegial online environment, the findings indicate that pre-service teachers consistently exhibited and conceptualised sociable, supportive, helpful, and reliant identities when interacting within this online forum.
Published: 2015
Updated: Feb. 22, 2018
75
This study examined the professional perceptions of Teaching Chinese as an International Language (TCIL) pre-service teachers through analyzing the metaphors they use to describe themselves as teachers. The findings revealed that the participants used a variety of metaphors to display perceptions of themselves as pre-service TCIL teachers. Additionally, the participants’ metaphors demonstrate the interaction of cultural, historical and sociopolitical conditions underlying their perceptions.
Published: 2017
Updated: Feb. 22, 2018
76
This study examines engagement among pre-service teachers. The findings revealed that preservice teachers only scored between 54% and 70% of the maximum possible across all engagement scales. In particular, the engagement scale that pre-service teachers’ reported lowest in 2013 and 2016 was experiences with faculty. The engagement scale that pre-service teachers reported highest in 2013 and 2016 was campus environment.
Published: 2017
Updated: Feb. 20, 2018
77
The purpose of this study was to examine prospective elementary teachers’ conceptions and values about the learn-from-teaching (LFT) skills and model hold about these skills. The authors argue that PTs had a high level of procedural knowledge. However, their conceptions were not always productive in terms of promoting systematic lifelong learning. In The authors try to explain why PTs may have held these conceptions by suggesting three conjectures.
Published: 2015
Updated: Feb. 13, 2018
78
This study investigates how pre-service teachers understand their caring role and their potential responsibility to care for students. The authors conclude that it was shown that within an Australian teaching and learning context ‘care’ was valued among these pre-service secondary teachers. However, the findings identified student tensions around discipline, boundary issues as well as anxiety about decision-making when faced with various caring dilemmas. Furthermore, the results revealed that these anxieties were underpinned by concerns about the limited training in this area.
Published: 2016
Updated: Feb. 13, 2018
79
This study aimed to examine the preservice teachers’ reflections on the contingent situations of a microteaching experience based on exploratory talk, in order to better understand preservice teachers’ emerging awareness of teaching and learning in mathematics. The findings suggest that the experience had impacted on the preservice teachers’ professional development in some ways. All the participants seemed to have valued the experience, and so may have been sensitised to work with their students in an informed way. However, some preservice teachers said that the experience had changed their beliefs in using talk as a teaching approach; and even that the experience had changed the way they wanted to teach mathematics. Others argued that the experience had raised awareness of the difficulties in working this way.
Published: 2018
Updated: Feb. 13, 2018
80
In this study, the authors explore how pre-service teachers who were introduced to a framework for analyzing teaching in a video-based teacher education course. The authors drew on this tool to analyze their own practice after the conclusion of the course. The findings reveal that providing pre-service teachers with tools to analyze teaching can support them in learning to systematically study teaching and learning. In addition, the authors identified the ways that participants construct substantive analyses that meet this criteria. Moreover, they identified alternative approaches participants use for analyzing practice.
Published: 2014
Updated: Feb. 13, 2018