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Section archive - Preservice Teachers

Page 10/53 527 items
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91
How Engaged Are Pre-service Teachers in the United States?
Authors: Kim Elizabeth, Corcoran Roisin P.
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
92
Prospective Teachers’ Conceptions and Values about Learning from Teaching
Authors: Phelps Christine M., Spitzer Sandy M.
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
93
Exploring Pre-service Secondary Teachers’ Understanding of Care
Authors: Laletas Stella, Reupert Andrea
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
94
Changing the way to Teach Maths: Preservice Primary Teachers’ Reflections on using Exploratory Talk in Teaching Mathematics
Authors: Murphy Carol
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
95
Pre-service Teachers’ Use of Tools to Systematically Analyze Teaching and Learning
Authors: Chung Huy Q., Van Es Elizabeth A.
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
96
Preservice Elementary Teachers’ Science Self-Efficacy Beliefs and Science Content Knowledge
Authors: Menon Deepika, Sadler Troy D.
This study aims to examine relationships between preservice teachers’ science self-efficacy beliefs and science content knowledge in the context of a specialized physics course designed for elementary preservice teachers. The findings indicated statistically significant gains in participants’ science self-efficacy beliefs and science conceptual understandings. Furthermore, it was found that there was a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs. These results strongly suggest positive changes in participants' science self-efficacy beliefs. In addition, participants felt confident in the science content learned in the course and felt comfortable teaching it.
Published: 2016
Updated: Feb. 13, 2018
97
Finnish Student Teachers’ Perceptions on the Role of Purpose in Teaching
Authors: Tirri Kirsi, Kuusisto Elina
In this article, the authors examined the various purposes that Finnish student teachers of different subjects have in teaching. The findings revealed that four purpose profiles were identified among participants: Purposeful, Dabblers, Dreamers, and Disengaged.The majority of participants can be profiled as dabblers. The authors found that the student teachers of religious education most often demonstrated a purposeful profile, while student teachers of mathematics and science were mostly profiled as disengaged. The authors conclude that the moral nature of teaching calls for purposeful teachers for schools worldwide.
Published: 2016
Updated: Nov. 12, 2017
98
Irish Student Teachers’ Levels of Moral Reasoning: Context, Comparisons, and Contributing Influences
Authors: O'Flaherty Joanne, Gleeson Jim
This article discusses findings from a longitudinal study of the levels of moral reasoning of student teachers in an Irish university. While comparing theses students' results to international findings, it was found that the levels of moral reasoning of these students’ were higher than those of their international peers.
Published: 2017
Updated: Oct. 29, 2017
99
Inclusive Education in Pre-schools: Predictors of Pre-service Teacher Attitudes in Australia
Authors: Hoskin Jake, Boyle Christopher, Anderson Joanna
The purpose of this study was to investigate a number of factors that contribute to the formation of positive attitudes towards inclusive education (IE), during the pre-service training of pre-school teachers. The findings showed that pre-service pre-school teachers have a positive attitude towards IE. Furthermore, the results revealed that the completion of a unit studying the philosophy, fundamentals and legislation of IE significantly improved attitudes in pre-service pre-school teachers; a finding consistent with past research. However, the authors found that this attitude did not lead to positive perceptions of ability and competence to implement IE practices upon completion of the degree.
Published: 2015
Updated: Oct. 16, 2017
100
Pre-service Teachers’ Perceptions on TPACK Development after Designing Educational Games
Authors: Tokmak Hatice Sancar
The goal of this study was to explore Early Childhood Education (ECE) pre-service teachers’ perceptions of technological, pedagogical, content knowledge (TPACK) development in the course Instructional Technology and Material Design, which required them to design educational computer games for ECE. The findings show that participants described initial difficulty designing educational computer games since they had limited technological knowledge (TK), design knowledge (DK), or experience designing educational computer games (TPACK). However, the participants compensated for inadequacy in a knowledge domain with help from friends, instructors, or the Internet, in addition to personal efforts to increase knowledge.
Published: 2015
Updated: Sep. 27, 2017
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