Search results for: Hobson Andrew J.
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‘Bringing Theory to Life’: Findings from an Evaluation of the Use of Interactive Video within an Initial Teacher Preparation Programme
The current article describes an evaluation of a project in England. The project used the internet to link a university teacher education faculty with local partner schools in which remotely operated Internet Protocol cameras and microphones were mounted in classrooms.
Updated: Jul. 26, 2011
'Teaching Could Be a Fantastic Job but …': Three Stories of Student Teacher Withdrawal from Initial Teacher Preparation Programmes in England
This article presents new findings that focus on the experiences of three (ex-)student teachers who did not complete their ITP. Having conducted in-depth interviews, the authors attempt to understand the experiences, emotions and decisions of three people who committed themselves to ITP, invested much energy and time, but in the end withdrew. The reasons for their decision to withdraw from ITP are numerous and complex. These three case studies provide some insights for teacher educators regarding the obstacles, both personal and course-related, that can impede successful completion of pre-service education and entry to the profession.
Updated: Sep. 19, 2010
This article reports the findings of a review of the international research literature on mentoring beginning teachers. Research identifies a range of potential benefits and costs associated with mentoring. It suggests that the key to maximizing the former and minimizing the latter lies in the realization of a number of conditions for successful mentoring, such as the effective selection and preparation of mentors.
Updated: Jan. 19, 2009
The article describes a longitudinal study regarding the experience of beginning teachers in England. The study set out to explore the students' motivations for deciding on teacher education programs, their preconceptions and expectations of teaching, and their early experiences as student teachers. The findings suggest that the core features of the experience relate to teacher identity, role of relationships, the notion of relevance, and the central presence of emotion.
Updated: Jan. 14, 2008