International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Preservice Teachers
Page 10/52
512 items
91
This study, drawing upon the approach of narrative inquiry, explores how a student-teacher – Ming – negotiated and navigated conflicting emotions in the process of becoming a teacher. The findings reveal that while Ming experienced some negative feelings in his work, which challenged his self-belief as a teacher, the positive emotions derived from his students’ progress and recognition contributed to his teacher identity. However, due to the constraints imposed by his mentor and the school context, his negative emotions gradually escalated, posing severe impediments to his teacher identity.
Published: 2016
Updated: Sep. 04, 2017
92
This article analyses pre-service education student perceptions and perspectives related to education for democracy in Australia. The article begins by outlining the concepts of thick and thin democracy and why this is important in relation to contemporary debates about the state of civics and citizenship education, and then explains the conceptual framework of critical pedagogy and methodology. The datum analysed is discussed in relation to neoliberalism and indicates that the pre-service teachers in this study view democracy in a narrow or thin way that may impact on their classroom practice where they would be teaching about but not for democracy.
Published: 2016
Updated: Sep. 04, 2017
93
The aim of this study is to examine how special education teacher trainees who were about to begin their training perceive their professional world. The findings revealed that participants described the world of special education as being very closed, consisting of only teacher and students, completely devoid of any learning environs or community and organizational systems. In the world they described, special education teachers serve as role models for others, and devote their lives to their students. Unlike their expectations that they will be working in a closed environment in which they are solo players, they will have to work in complex, multidimensional working environments that also comprise children without special needs, other teachers and professionals, parents, and members of the community.
Published: 2017
Updated: Aug. 16, 2017
94
The authors present a sustainable and innovative model for pre-service teacher paired professional placements called the Teaching School model. The Teaching School model was piloted initially in partnership with a Metropolitan University and a P-12 College located in Melbourne’s northern suburbs in 2013. The authors present evidence of success through the voices of pre-service teachers, mentor teachers and school principals to demonstrate the success of professional experience model.
Published: 2015
Updated: Aug. 13, 2017
95
The Survey of Pre-service Teachers' Knowledge of Teaching and Technology instrument is one popular tool designed to measure Technological pedagogical content knowledge (TPACK). This study extends the measurement framework by providing a confirmatory factor analysis of the theoretical model proposed by Schmidt et al. (2009) on a sample of 227 preservice teachers from four public institutions of higher education in the southeastern United States. The data did not fit the theoretical 10-factor model implied by Schmidt et al. (2009), thus, an exploratory factor analysis was conducted to determine the optimal structure of the measurement tool for these data.
Published: 2016
Updated: Aug. 09, 2017
96
This study aimed to offer a group of preservice teachers with opportunities to learn about interdisciplinary mathematics pedagogy, plus the experience of implementing interdisciplinary mathematics pedagogy with elementary students. This study situated music within a series of mathematics lessons that incorporated the musical elements as a central, rather than superficial, component of the mathematics pedagogy. This study has provided empirical findings pertaining to the connections between music and mathematics to illustrate the concept of the entertainment-education learning strategy. To support the aim of improving preservice teachers’ knowledge for how to effectively implement mathematics teaching strategies with their future elementary students, teacher educators should strive to improve preservice teachers’ awareness of, and capacity for, making mathematics education more engaging for students.
Published: 2016
Updated: Aug. 08, 2017
97
This article reports on a case study that examined the teacher identity construction of preservice ESOL (English for speakers of other languages) teachers in a 13-month MATESOL program. The findings point out that the TCs negotiated their teacher identities throughout their teacher learning experiences in teacher education courses: 1) Throughout their teacher learning experiences in the activities offered in the IMP courses, they negotiated and enacted their emerging identities as ESOL teachers; 2) their professional interaction with other TCs through formal or informal conversations presented them with a dialogic space in which they framed and tried on their subject positions as ESOL teachers; 3) their simultaneous internship along with coursework was highlighted and acknowledged by their professors and peers, and the three TCs of IMP were positioned as experts of public school system.
Published: 2017
Updated: Jul. 12, 2017
98
In this study, the researchers compared pre-service teachers’ perceptions of their professional competencies at two campuses of a large regional teacher education university. Students who had experienced more hours in schools and such settings were more positive about their, ability to apply their knowledge of students and how they learn, classroom management, professional knowledge and practice, and community engagement; however, when students felt well supported during professional experience, such differences diminished. Additional hours were not associated with pre-service teachers’ perceptions of their ability to apply subject content and teaching; plan, assess and report; and effective student communication.
Published: 2016
Updated: Jul. 09, 2017
99
This study examines online assessment strategies employed by preservice teacher candidates when creating thematic learning experiences in online teaching environments. The findings reveal that the majority of students cautiously made use of more traditional tools such as quizzes and reports without taking full advantage of the power and potential of collaborative and creative potential in the development of authentic assessments. Analysis of these data showed that teacher candidates at the upper elementary level and in subjects like Science and Language Arts made far greater use of open-ended summative assessment activities than did other subgroupings.
Published: 2016
Updated: Jun. 27, 2017
100
This study aims to investigate how well student teachers identify common local species, their interest in and ideas about species identification, and their perceptions of the importance of species identification and biodiversity for sustainable development. The Nordic–Baltic students’ level of identification of species was tested using high quality photos of very common species. The student teachers’ ability to identify very common species was low. The authors also found that majority of students suggested that the most efficient teaching, studying and learning method is outdoor experiential learning, where learning is activated by experiences and the use of all senses in authentic environments with living plants and animals.
Published: 2015
Updated: Jun. 19, 2017