Search results for: Aelterman Antonia
Page 1/1 9 items
This study intends to explore student and novice teachers’ experiences with the implementation of collaborative learning (CL) in classroom practice, after a formal training pertaining to CL as part of their teacher education programme. The findings revealed several dilemmas in the stories of student and novice teachers that illustrate the conflicting options teachers are facing in relation to their colleagues, their pupils, the curriculum and in the classroom context when implementing CL. In particular, the following dilemmas were identified: two dilemmas related to professional autonomy (student teachers: teacher autonomy vs. pre-service performance assessment and novice teachers: teacher autonomy vs. institutional conformity).
Updated: Jul. 05, 2017
Teacher Education Graduates’ Choice (not) to Enter the Teaching Profession: Does Teacher Education Matter?
The current study identifies the predictors of teacher education graduates’ choice on job entry. The participants were 217 student teachers (subsequently graduates) of integrated teacher training for secondary education. Results indicate that gender, initial motivation for teaching, mentor support, teacher education preparation, teacher efficacy, learner-oriented beliefs, performance in teacher education, and employment opportunities show differences between graduates who entered and those who did not enter the teaching profession.
Updated: Oct. 21, 2014
In this article, the authors examine how experiences during teacher education affect student teachers’ decision on job entrance. The authors examined case studies of 12 student teachers: six student teachers who indicated a major increase in intention to enter teaching and six who indicated a major decrease. The data revealed that guidance, support, follow-up, and feedback on field experiences are crucial determinants of student teachers who indicated a major shift in their intention for job entrance.
Updated: Aug. 27, 2012
The current study explores the development of student teachers’ skills in implementing collaborative learning using a multilevel repeated measures design. Participants were 105 pre-service teachers that were trained in collaborative learning implementation. The results indicate that student teachers generally perform well in implementing collaborative learning.
Updated: Jul. 29, 2012
The purpose of this two-wave survey study was to test a hypothetical model of teacher education graduates’ decisions about whether or not to take a teaching position upon graduation. The model focuses on the relationship between teacher education and graduates’ choice on job entrance.
Updated: Apr. 17, 2011
The purpose of this study is to identify the predicting factors that distinguish teacher education graduates with a low level from those with a high level of teaching commitment. The results suggest that graduates with a low level of teaching commitment can be reliably distinguished from graduates with a high level of commitment by the personality factor ‘conscientiousness’, the type of teacher training, their initial motivation for teaching, their views of their teacher education (in terms of preparation for teaching, faculty support and mentor support) and their teacher efficacy.
Updated: Mar. 09, 2009
The article explores the relationship between teacher education and graduating teachers. The predictors variables referred to teacher education, integration into teachers, teacher commitment were tested. The perception of mentor teachers was found to be an important element teachers' commitment and other variables.
Updated: Jun. 24, 2008
Studying Learning Processes of Student Teachers with Stimulated Recall Interviews Through Changes in Interactive Cognitions
The study explores a qualitative study into student teacher learning process. It proposes theories on learning to teach, professional development, and practical knowledge. They are then video-recorded to while teaching, and audio recorded during a simulated recall interview. Changes in students’ interactive cognitions are understood as indicators for learning and professional development.
Updated: Jun. 24, 2008
The article focuses on a review of the different 'nature' of male and female teachers, their teaching styles, capabilities and effects. The study reviews gender differences from essentialist perspectives on the one hand and constructionist perspectives on the other. The research was divided by the body of literature on teacher gender into two divergent research traditions: sex differences research and gender dynamics research.
Updated: Mar. 04, 2008