International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Attitudes
Page 3/4
34 items
21
The article discusses the merits of teachers' speaking for students in need and standing up for equitable access to resources. Although their actions helped attain support, the teachers reported that advocacy required persistence and sometimes resulted in confrontation with colleagues and administrators.
Published: 2007
Updated: Feb. 26, 2008
22
The desirable aspect of anger in education is discussed in this article. The author focuses on the argument that emotions, particularly anger in the political sense, are central to the exercise of power relations in the classroom. The author describes conditions that generate angry feelings and the transformative possibilities the feelings create.
Published: 2007
Updated: Feb. 26, 2008
23
The study aimed at exploring attitudes of preservice teachers toward inclusive education in Northern Ireland. The study employed a survey of attitudes towards a range of issues related to the topic. Findings indicate positive attitudes towards the principles of inclusion. However teachers also showed strong attachment to current organizational structure.
Published: 2007
Updated: Feb. 26, 2008
24
A study was conducted to examine preservice teachers' pedagogical beliefs toward technology, compared to those held by teacher educators. Results reveal that at the semester's end, preservice teachers' nonlearner-centered beliefs about learning and teaching decreased. However, their nonlearner-centered beliefs about learners increased. Furthermore, taking an introductory educational technology course was found to be helpful in improving preservice teachers’ technology attitudes related to educational benefits.
Published: 2008
Updated: Feb. 12, 2008
25
The article described the development and validation of the Beliefs about Primary Education Scale (BPES). The 18-item scale for assessing primary school teachers' beliefs toward the nature of good education is subdivided into a transmissive dimension and the developmental dimension. Recent studies (n=381), construct validity of the BPES was confirmed. The BPES’ DD and TD were shown to correlate significantly with constructivist and traditional teaching beliefs.
Published: 2008
Updated: Feb. 05, 2008
26
Key educational experiences in higher education are short and intense instructional episodes that leave a lasting impression on students and their lives. Data from a sample of 3045 educational experiences focused on 11.6% that related to higher education. Results of qualitative analyses of the data suggest that the key experiences involve moments of self revelation for students. These moments take place in academically challenging environments, where professors provide students with sage advice, and opportunities for second chance for self-discovery.
Published: 2008
Updated: Feb. 05, 2008
27
The article describes teachers' feelings of susceptibility as expressed in an online teachers' community in Mainland China. The study reveals how changes in policy affect teachers' professional relations and identities. The study also argues that while Chinese cultural tradition is used to give teachers authority, it also imposes burdens on teachers and subjects them to close scrutiny, which consequently makes them feel more vulnerable.
Published: 2008
Updated: Feb. 05, 2008
28
The study examined the conceptual foundations preservice teachers implement when they teach religious education. Particular attention was given to the teachers' attitudes to science and their relationship to religion. Results of extended interviews point at specific religio-scientific frameworks that link to various approaches to teaching religion.
Published: 2008
Updated: Feb. 05, 2008
29
The article discusses a study regarding how teachers experienced an online course about online learning. Teachers' reflections on their experiences suggested that online learning provided for situated opportunities for reflection in and on action, but the ways in which teachers engaged with the course varied on individual characteristics such as cultural background, the teachers' understanding of themselves and individual responses to specific course attributes.
Published: 2007
Updated: Jan. 14, 2008
30
This article examines the attitudes of Early Childhood Education student teachers towards mathematics and mathematics instruction. The sample of 52 student teachers consisted of a questionnaire with respect to mathematics and its instruction. Findings revealed a negative attitude towards the subject that had no base on any solid conceptual system. The authors suggest the need to improve mathematics education to Early Childhood Education students.
Published: 2007
Updated: Jan. 14, 2008