Search results for: LoCasale-Crouch Jennifer
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Pre-Service Teachers: Dispositional Traits, Emotional States, and Quality of Teacher-Student Interactions
This study aims to better understand the dispositional traits and emotional states of pre-service teachers and the association between these attributes and the effectiveness of their interactions with students. The authors examine two dispositional traits that hold particular promise: personality and adult attachment style. They also examine three emotional states: depression, anxiety, and stress. The findings of this study offer a new understanding of the importance of gauging pre-service teachers’ personalities and emotions. Overall, pre-service teachers in this study reported positive personality traits and emotions. Given that individuals in teacher education programs may have different personalities and emotional states than their same-age peers, teacher educators should be attuned to the unique qualities of the individuals they prepare for the classroom.
Updated: Mar. 27, 2017
The Role of the Mentor in Supporting New Teachers: Associations with Self-Efficacy, Reflection, and Quality
The aim of this investigation was to better understand the mentoring component of an induction program and how the variability may relate to multiple novice teacher outcomes such as self-efficacy, reflection, and quality of student–teacher interactions. The findings revealed that novice teachers and mentors viewed this program as an effective support for early career teachers, and attribute the high new teacher retention rate to supports received in it.
Updated: Nov. 02, 2016
Using a Standardized Video-Based Assessment in a University Teacher Education program to Examine Preservice Teachers Knowledge related to Effective Teaching
The purpose of this study was to analyze the implementation of the Video Assessment of Interactions in Learning (VAIL) as a standardized measure of preservice teacher learning. Based on the Classroom Assessment Scoring System, the VAIL measures participants’ ability to identify effective teaching strategies and interactions related to emotional supports, classroom organization, and instructional supports. The data suggest that the VAIL may be a useful tool in examining preservice teacher learning. However, large variability in preservice teachers’ ability to identify effective teaching strategies and behaviors remains unexplained by this model.
Updated: Dec. 02, 2014