Search results for: Attitudes
Page 2/4 36 items
This study concerns the relation between teachers’ beliefs towards teaching behaviour and their actual teaching behaviour in teacher portfolio assessment. The authors analysed the beliefs and behaviour of 18 teachers as described in their portfolios. In addition, each portfolio was independently assessed by two trained raters on eight content standards and the teachers’ classroom behaviour was assessed by their own students in a questionnaire.
Updated: Jan. 21, 2009
The usage of portfolio methods to document professional development in teaching is increasing in Germany, but despite its proliferation, the issue of how the effects of portfolio methods can be determined has received little attention. In this two-part study, the attitudes of both pre-service teachers and teacher educators toward portfolio are investigated and an attempt is made to identify the effects of portfolio on the competences and attitudes of the pre-service teachers. Results suggest that the efficiency of the portfolio method depends both on personal competences and on the framing within the training program.
Updated: Jan. 15, 2009
This article chronicles events in the author's secondary education literacy course when she asked students to write in a descriptive, analytical, and reflective way about the experiences that led them to teaching. The stakes were high, and so was the confusion about what it means to write reflectively and how to link such writing to teacher education standards. This forced the author to study her own efforts to encourage reflective practice to discover where the gaps in understanding had occurred and how those gaps might be reduced. The author realized that the only way to know if understanding has occurred is to ask the right questions and then be prepared to adjust her practice accordingly.
Updated: Dec. 08, 2008
Learning from Teachers' Conceptions of Technology Integration: What Do Blogs, Instant Messages, and 3D Chat Rooms Have to Do with It?
This study was designed to investigate preservice and practicing teachers' conceptions of the role of new technologies in literacy education. The study documented how these conceptions, as well as the author's conceptions, evolved over time and impacted the content and curriculum of a university course. The study raises questions about the role of the instructor and the purposes and goals of courses like Literacy and Technology. It also points to a number of areas that need to be further explored if teacher educators hope to effectively introduce teachers to the ways in which technology can support literacy learning.
Updated: Nov. 09, 2008
Teacher Educators’ Beliefs and Technology Uses as Predictors of Preservice Teachers’ Beliefs and Technology Attitudes
The study examined preservice teachers beliefs and attitudes towards technology uses. Regression analysis was conducted to answer the research questions. Findings indicated that the development of preservice teachers’ nonlearner-centered beliefs was uneven: At the end of the semester, preservice teachers’ nonlearner-centered beliefs about learning and teaching decreased, however, their nonlearner-centered beliefs about learners increased
Updated: Nov. 06, 2008
This study examined the implementation and outcomes of a laptop program initiative in a predominantly low-income, minority school.Both quantitative and qualitative data were collected, analyzed, and compared with students in non-laptop classrooms within the same school. Results of the study revealed that in the hands of well prepared teachers, laptops enabled disadvantaged students to engage in powerful learning experiences.Results of the study have implications for policy makers, researchers, and practitioners, especially those interested in bridging the digital divide in education.
Updated: Nov. 02, 2008
This study examined perspectives of field experiences among preservice teachers and their cooperating teachers because of debate in the politically charged atmosphere of No Child Left Behind regarding teacher preparation programs. Nine pairs of preservice teachers and their respective cooperating teachers were observed and interviewed over the course of a semester.Results indicated that relationships between the pairs, based on communication and trust, were paramount to preservice teachers' development.
Updated: Oct. 02, 2008
The article explored social studies teachers of student-centered instruction. Semi-structured interviewed were conducted. The results showed that the participants had positive attitudes toward learner-centered instruction which they believed has the potential to make instruction engaging, enjoyable, involving, challenging, and relevant to students' learning.
Updated: Sep. 11, 2008
Previous investigations suggest that in addition to positive attitudes toward inclusion, high-level beliefs about knowledge and learning (i.e., epistemological beliefs) are essential for all teachers of students with disabilities in inclusive settings. This study examined the attitudes toward inclusion and epistemological belief status of 71 pre-service general and special educators, along with the relationship between these variables.
Updated: Jul. 20, 2008
'Yeah, but I still don't want to deal with it'. Changes in a Teacher Candidate's Conceptions of Inclusion
Making the connections between course activities and actual classroom teaching practices assisted a preservice teacher in forming a commitment to teaching students with disabilities. The study illustrates the experiences that contributed to the preservice teacher's understanding and changing attitudes towards inclusion. It included a 15-week literacy methods course, and data from observations, interviews and course reflections.
Updated: Mar. 04, 2008