Search results for: USA
Page 8/113 1122 items
Career Orientations and Career Cultures: Individual and Organisational Approaches to Beginning Teachers’ Careers
The purpose of this article is twofold. Firstly, to outline teachers’ orientations towards careers in their first three years in the profession. Secondly, to examine how schools as organisations deal with career, developing a model of organizational responses. In this article, the author provides a new perspective on how schools themselves deal with the career orientations of their teachers, developing a categorisation of what he terms organisational ‘career cultures’.
Updated: Nov. 15, 2018
This study aimed to understand how a journal club, which is used in the science and medical fields to connect theory to practice, could be used in teacher education to reduce the theory–practice gap. The authors argue that the journal club incorporated the three characteristics of a community of practice: learning, meaning, and identity. As the participants presented, discussed, and tied the articles they chose to their practice, their initiative to make the journal club a site for learning grew (enterprise), they grew to respect and trust one another (mutuality), and they became more aware of how participation in the journal club helped them to improve their practice (repertoire).
Updated: Nov. 11, 2018
Climate Change Professional Development: Design, Implementation, and Initial Outcomes on Teacher Learning, Practice, and Student Beliefs
The authors investigated the design and implementation of the Climate Academy, a professional development project intended to help teachers learn about climate change and support the development and implementation of climate change topics in participating teachers’ curricula. This article indicates that a focus on the science of climate change and modeling of theoretically driven pedagogical activities can help teachers improve their climate science knowledge as well as their understanding of how to teach climate science concepts by aligning content and practices with students’ local environment. Furthermore, the authors found that all teachers appreciated the opportunity to learn important content from climate experts and experience hands-on modeling during the summer institute.
Updated: Nov. 11, 2018
Digital Storytelling as Racial Justice: Digital Hopes for Deconstructing Whiteness in Teacher Education
This study examines the utilization of digital storytelling by teacher educators of color to pedagogically deconstruct Whiteness in a predominately White, urban-focused teacher education course. The authors argue that digital storytelling is a racially just way of having White teacher candidates self-reflect on their own Whiteness in a multitude of ways. The authors found four ways in which White teacher candidates can reflect on their own Whiteness: (a) ending emotional distancing, (b) debunking colorblindness, (c) engaging emotions, and (d) sharing the burden of race.
Updated: Nov. 08, 2018
This longitudinal study investigated four secondary social studies teachers, who identified as being constructivist teachers, during their student teaching practicum through their first year of teaching in the classroom. Specifically, this study focused on the relationship between the teachers’ constructivist-oriented beliefs and their use of related practices in their history classrooms. The findings showed that issues of classroom control were major barriers for the implementation of constructivist-oriented practices. Furthermore, the analysis showed that the participants had a limited development of practical tools. The author argues that although their teacher preparation program exposed them to many different types of instructional techniques and their methods course included the teaching of a model lesson to the class, the participants desired more practical tools as they entered their first year.
Updated: Nov. 06, 2018
Effects of Self-Efficacy, Emotional Intelligence, and Perceptions of Future Work Environment on Preservice Teacher Commitment
This study aims to examine the effects of expectations of future work environment, perceptions of satisfaction, self-efficacy, and emotional intelligence on preservice teacher (PSTs) commitment to the profession. The findings reveal that preservice teachers’ personal and environmental expectations play an important role in their motivation to continue in the teacher education program and enter the teaching profession. The results also show that when PSTs perceived higher levels of collaboration with colleagues and higher levels of autonomy in the classroom, they also exhibited increased levels of satisfaction. However, when PSTs perceived their future work environment as less than ideal they exhibited lower levels of satisfaction.
Updated: Nov. 06, 2018
In this study, the authors were interested to understand their practice as teacher educators. The authors argue that from their reflections on their own experiences, they now better understand the power of their personal apprenticeships of observation over their teaching practices.
Updated: Oct. 28, 2018
Riding la Bestia: Preservice Teachers’ Responses to Documentary Counter- Stories of U.S. Immigration
This study investigated the responses of preservice teachers to the acclaimed documentary "Which Way Home", a film that profiles unaccompanied adolescents who hitchhiked the train system of Central America and Mexico en route to the United States. The findings illustrated the efficacy and limitations of using documentary counter-stories to accomplish two important aims simultaneously: promoting content knowledge of an important social issue and challenging negative stereotypes through counter-stories.
Updated: Oct. 25, 2018
This article investigates the trajectories of the student teachers’ changing conceptions of teaching and learning approaches throughout their undergraduate programme. The results reveal that all participants agreed that student-centred teaching approaches were the best teaching strategies in both years 1 and 4 of the BEd programme. The findings also indicate that three factors: faculty, learners’ attitudes towards learning and ability to integrate different learning resources, influenced the development of the student teachers’ conceptions of teaching and learning approaches. The authors present three types of trajectories: guided touring, experiential detouring and self-guided touring, as the changes in both conceptions of teaching and learning approaches.
Updated: Oct. 25, 2018
What Do U.S. and Spanish Pre-service Teachers Think about Educational and Professional Use of Twitter? A Comparative Study
This study examines pre-service teacher (PST) perceptions of educational and professional uses of the social media platform Twitter. The findings reveal that participants from two countries perceived Twitter to have definite learning applications. Furthermore, it was found that a majority of PSTs from both countries perceived benefits from the access Twitter provided them to in-service educators, and expressed intentions to continue collaborating with other educators via Twitter.
Updated: Oct. 21, 2018