International Portal of Teacher Education
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Search results for: Grudnoff Lexie
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4 items
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This article examines the challenges and the promises of complexity theory as a framework for teacher education research. One purpose is to elaborate the basic tenets of complexity theory, summarize its previous uses, and identify key challenges. A second purpose is to propose a new research platform that combines complexity theory with critical realism (CT-CR) and prompts a new set of empirical questions and research methods. This article concludes that the combination of complexity theory and critical realism offers a unique platform for teacher education research, which has theoretical consistency, methodological integrity, and practical significance.
Published: 2014
Updated: Nov. 08, 2016
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The purpose of this study was to examine beginning primary teachers’ perceptions of their induction and mentoring experiences in their first six months of teaching. Furthermore, the findings show that while all of the beginning teachers were allocated a mentor in line with New Zealand requirements, the majority received little or no evaluative feedback on their teaching. In this study less than one-half of the beginning teachers experienced induction that is anchored in a community of learners who are committed to effective teaching.
Published: 2012
Updated: Jul. 06, 2016
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The study raises questions about the pedagogy of initial teacher education, particularly in relation to the assumptions teachers educators make about the candidates they teach. The findings suggest that the prior knowledge that students bring to initial teacher education is both a resource and a challenge for teacher educators.
Published: 2012
Updated: Aug. 26, 2013
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The current study investigated the perceptions of 12 New Zealand first-year primary teachers regarding how their practicum experiences prepared them for starting teaching. The findings showed that, while the beginning teachers consistently viewed the practicum as being a key part of their ITE, their practicum experiences were not always helpful in supporting their move into teaching.
Published: 2011
Updated: Dec. 25, 2012