International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Struyven Katrien
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6 items
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Universal Design for Learning (UDL) holds considerable promise to create inclusive educational environments.
Nevertheless, the most recent theoretical UDL model, which includes both teachers’ philosophy and praxis of teaching, has never been tested empirically.
Therefore, this study aims to validate the UDL model as a “whole” among preservice teachers.
Results show that the three philosophical constructs of UDL predict the performance of preservice teachers’ practices associated with UDL.
These constructs are growth mindset about learning, self-efficacy to implement inclusion, and self-regulation and motivation for teaching.
Results also show that preservice teachers think and reason about UDL not as three separate principles (i.e., engagement, representation, action, and expression) but in an interrelated way as the analysis shows them to be a unidimensional factor.
Finally, this article discusses the implications of a validated model on UDL for teacher-educators, practitioners, and researchers.
Published: 2021
Updated: Aug. 22, 2021
2
The current study explores the motives for teacher attrition of newly qualified teachers who never started a teaching career and those dropping out after a short period. The analyses identified five reasons for exit attrition: ‘job satisfaction and relations with students’, ‘school management and support’, ‘workload’, ‘future prospect’ and ‘relations with parents’. The findings demonstrated that a lack of future prospects was the predominant reason for attrition. Furthermore, attrition differs according to gender, teaching degree and teachers' experience. Results reveal that exit attrition is highest for males and secondary school teachers.
Published: 2014
Updated: Jun. 02, 2015
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This paper discusses to what extent students of teaching in early entry teacher education programs experience their work environment as a stimulating learning environment. The results indicate that in most schools opportunities for learning are incidental and not in the form of labour. Student teachers are not gently introduced into the practice of teaching, gradually taking more responsibilities and becoming experts. Besides, the core of the practices for teachers is enacted in classrooms where student teachers are left to their own devices. However, autonomy is highly valued but double-edged: a source of motivation and isolation. Furthermore, when knowledge exchange, reflection and problem solving occur, they have little prospect of improving student teachers’ conceptual knowledge and deep understanding.
Published: 2014
Updated: Jan. 06, 2015
4
This study examines whether teacher education institutions in Flanders have succeeded to implement competences in teacher education programs. An online survey inquiry was set up in eight elementary teacher education institutions. Findings reveal that whereas some competences are clearly present in the institutions’ policies and practices, others, such as teacher as partner of parents, external parties and as a member of the educational community, are poorly represented, .
Published: 2010
Updated: Apr. 12, 2011
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This study explores the effects of teaching and learning environments on student teachers’ approaches to teaching. The study also compares a lecture-based setting to a student-activating teaching environment. The participants were 852 Flemish students, who were in their first year of the elementary teacher training programme. Results confirm the hypothesis tested only for the increasing conceptual change/student-focused teaching approach, but not in the direction of decreasing information transmission/teacher-focused approaches to teaching. Moreover, the present study proves the majority of students in teacher education to be reflective, critical persons with the best intentions for their pupils.
Published: 2010
Updated: Jul. 25, 2010
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Hands-on experiences are fundamental and need to be positive for student teachers' preferences of assessment methods. That is the result of a study conducted on a course of child development within the first year of elementary teacher education program. The study which utilized questionnaires was linked to four assessment methods: portfolio, case-based, peer assessment and multiple-choice evaluations. Data was gathered during three points of measurements. Results show an initial negative response to unknown assessment methods, but as students became familiar, their preferences changed positively.
Published: 2008
Updated: Jan. 22, 2008