Search results for: Teacher characteristics
Page 2/7 66 items
In this article, the authors focused on findings from qualitative research on the effects of action research by reporting two linked quantitative studies. The authors' first goal was to triangulate the findings from their quantitative inquiry with the results from qualitative studies in order to increase the generalizability of claims previously reported. Their second goal was to identify potential moderators of action research impact on teachers. The contribution of these two studies to the corpus of action research literature is twofold. First, the authors confirmed two important benefits of action research participation reported by qualitative researchers, improved teacher attitudes to educational research and increased self-efficacy. Second, they found moderators of the impact of action research that help identify conditions in which action research is particularly likely to benefit teachers.
Updated: Apr. 29, 2014
Connecting Changes in Secondary Mathematics Teachers’ Knowledge to their Experiences in a Professional Development Workshop
This article explores changes in teachers’ knowledge of the cognitive demands of mathematical tasks following their participation in the ESP ‘‘Improving Practice’’ workshop throughout the 2004–2005 school year. The article also examines how those changes connect back to teachers’ experiences in the workshop. The findings reveal that at the end of the ‘‘Improving Practice’’ workshop, ESP teachers significantly increased their knowledge of the cognitive demands of mathematical tasks and had significantly higher knowledge than teachers in the contrast group. The author concludes that the strong connections between changes in teachers’ knowledge and their experiences in the workshop provide indications that learning occurred during the workshop, and this learning may have influenced subsequent changes in teachers’ classroom practices.
Updated: Apr. 06, 2014
The purpose of this paper is to examine how institutional norms are enforced through surveillance within a religious university. The eight participants were full-time faculty in a graduate-level teacher licensure program. The participants discussed four themes which illuminate how the surveillance of norms and self-discipline functioned at the university: the university, academic culture, religion and whiteness, and sexism. The data revealed that participants carefully chose what to say – or not say – as they discussed race and racial identity development and as they pondered what it means to be a white teacher educator in a predominantly white context.
Updated: Feb. 17, 2014
This article describes the results of a qualitative study that aimed to explore how one group of preservice English language teachers in Hong Kong constructed their identities as teachers. The findings demonstrate that the trajectory of the preservice teachers’ identity formation relied not only on connecting past and future but also on their perceptions of current English language teaching practices in Hong Kong schools. However, the participants evaluated many of these practices negatively. These negative evaluations resulted in a rigid division being discursively established between ‘traditional’ teachers on the one hand and ‘modern’ teachers on the other.
Updated: Feb. 17, 2014
The Effects of Community-Based Service Learning on Preservice Teachers’ Beliefs About the Characteristics of Effective Science Teachers of Diverse Students
This study aimed to investigate the effects of community-based service learning (CBSL) on preservice elementary teachers’ beliefs of the characteristics of effective science teachers of diverse students. Findings suggest that preservice teachers who participated in CBSL developed beliefs about the characteristics of effective science teachers that are complimentary to the descriptions of effective teachers of diverse students provided in the literature.
Updated: Apr. 24, 2013
This case study examined the experiences of a group of high school science teachers participating in a unique professional development method involving an argue-to-learn intervention. Findings indicate that participant groups were more likely to use the Web to find unique evidence than to they were to use the provided materials.
Updated: Apr. 23, 2013
This study was aimed to examine the current issues published between January 2006 and December 2009 in three leading journals in teacher education. A research team selected three journals: the Journal of Teacher Education, Action in Teacher Education, and Teaching and Teacher Education: An International Journal of Research and Studies. The research team reviewed and analyzed 721 articles from these journals. The findings reveal that the current issues include teacher-focused issues, instructional models for teacher education, multicultural education, field experiences/school partnerships, and mentoring and induction into the profession. The article also discusses the topics which are missing in the current teacher education literature.
Updated: Jan. 15, 2013
This paper aims to identify teacher characteristics which could describe excellent teachers in Scotland. The concept described as ‘teachers for excellence’. Eighty-eight teachers responded to a questionnaire which asked them to rate in importance 44 characteristics of excellent teachers. The findings of this study reveal that teachers saw teaching as an interaction between practitioners and pupils. The findings of this study reveal that teachers saw teaching as an interaction between practitioners and pupils. The teachers consistently described excellence in terms of personal qualities and interpersonal skills.
Updated: Dec. 03, 2012
This study focused on the experiences and perceptions of 12 teacher candidates as they completed a six week rural internship experience. The main objectives of the study were to: (a) describe the learning experiences of teacher candidates as they live and teach in rural communities; (b) examine how teaching and living in rural communities influence teacher identity; and (c) ascertain if living and teaching in rural communities affect teacher candidates' willingness to accept future teaching assignments in rural communities.
Updated: Jul. 30, 2012
The current study examined how teacher characteristics and classroom characteristics predicted teacher self-efficacy for 48 preschool teachers in the U.S. Results showed a significant interaction effect between teachers’ perceptions of collaboration and children’s engagement in predicting teachers’ reported self-efficacy.
Updated: Jun. 27, 2012