Search results for: Preservice teachers
Page 2/119 1183 items
Across the globe, the COVID-19 pandemic has drastically altered the educational landscape, creating new professional realities for practicing and future teachers. As teacher educators prepare preservice teachers for the uncertainty of online and in-person teaching, more information is needed around how mentor teachers designed and implemented their emergency online lessons at the beginning of the pandemic. This study explores the topic by analyzing data from 31 mentor teachers surveyed about their teaching experiences between March and June 2020. The findings suggest that most of the mentor teachers defined similar priorities for creating equitable access to their instructional materials. Accordingly, the mentor teachers focused on increasing their students’ access to digital content, designing instruction that considered families’ capacity for support, and encouraging student engagement in online learning. These findings have implications for how teacher educators learn from mentor teachers’ experiences during this unprecedented period, and work to prepare preservice teachers for the challenges and complexities of online teaching—ultimately helping them develop the skills to adapt to future, unfamiliar teaching environments.
Updated: May. 11, 2022
Pre-service teachers' understanding of culture in multicultural education: A qualitative content analysis
As culture is the core concept in multicultural education, this paper focuses on teachers' understanding of culture, which is a factor in implementing multicultural education successfully. The present study investigates 231 generalist and bilingual pre-service teachers’ definitions of culture and whether or not there is a difference in the number of descriptors used by the groups. To analyze the data collected through a survey, the author conducted a qualitative content analysis and then ran a 2 × 2 factorial ANOVA. Although there is no statistical difference between the groups, bilingual pre-service teachers showed a deeper understanding of culture.
Updated: May. 08, 2022
Barriers and supports to nutrition education in the early childhood classroom are most often presented from in-service teachers’ perspective. Little work has been done to understand pre-service early childhood educators’ perceptions of barriers and supports before entering the classroom. The purpose of this study was to identify early childhood pre-service teachers’ perceived barriers and supports to nutrition education. Using phenomenology, eleven in-depth telephone interviews were conducted with early childhood pre-service teachers from two public universities in North Carolina. Three major themes were revealed: (1) identification of barriers and supports, (2) individual perceptions of nutrition education and the potential influence of barriers and supports, and (3) educational background and training. Pre-service teachers reported human resources (e.g. colleagues, collaborators, administrators), resource availability (materials, time), and policy constraints as anticipated barriers and/or supports. Participants’ perceptions of how they would experience barriers and supports in practice varied, but teachers were generally positive about their ability to overcome potential barriers and obtain needed support. Implications and recommendations for teacher-education programs and the early childhood field are discussed. Relevant pre-service trainings, integration of nutrition education into curriculum, and development of teacher self-efficacy are needed to prepare teachers to navigate barriers and supports in early childhood education.
Updated: Apr. 11, 2022
Cooperative learning in teacher education: its effects on EFL pre-service teachers’ content knowledge and teaching self-efficacy
This study examined the effect of Cooperative learning (CL) on content knowledge and teaching self-efficacy of EFL pre-service teachers using a pre-test/post-test quasi-experimental design. The experimental group (N = 35) and the control group (N = 30) were randomly selected from two Cambodian regional teacher training centres. For 16 weeks, the experimental group was exposed to CL while the control group participated in lecture-based learning. Data was collected before and after the experiment through an achievement test and an adapted scale on teaching self-efficacy. The ANCOVA results revealed that the EFL pre-service teachers in the experimental group outperformed their conventionally trained counterparts in terms of grammar and vocabulary achievement and teaching self-efficacy. This study adds to the existing literature, showing that CL significantly contributes to the increase in content knowledge and teaching self-efficacy among EFL pre-service teachers and highlights the need for applying CL in pre-service instruction.
Updated: Apr. 05, 2022
Emotions are significant in the process of becoming a teacher, especially during the teaching practicum. While studies have repeatedly shown that pupils impact the emotional experiences of student teachers, little is known about student teacher emotions that are triggered by social interactions with their mentor teacher and their team partner. This is the focus of the present research. The following questions are investigated: (1) which emotions are experienced in social interaction situations in the practicum, (2) which factors trigger these emotions, and (3) based on self-determination theory, how the evoked emotions are linked to the fulfilment of basic psychological needs. In order to explore these research questions, semi-structured qualitative interviews with 27 Swiss student teachers were conducted. Thematic qualitative text analysis shows that in different interaction situations, such as successful teaching-related cooperation, support, positive feedback, and goodwill of the mentor teacher, positive emotions are triggered, which are strongly connected to need fulfilment. On the contrary, situations of failed communication, negative feedback, and lack of support are related to need threat and evoke negative emotions. This study shows the importance of emotions in interaction situations during practica and the need to focus more strongly on emotional dimensions of becoming a teacher in teacher education.
Updated: Mar. 31, 2022
Multiple case-study analysis of service-learning as a means to foster sustainability competencies amongst pre-service educators
The aim of this multiple case-study analysis was to find out the influence that service-learning methodology has on the development of sustainability competences amongst university students (Preschool, Primary and Social Education) of three Spanish Universities (UIC, UAM and USAL). A sample of 129 university students of the academic year 2017–18 was used. A pre-experimental study was carried out, using a pre-test-post-test study with natural groups, without a control group. The findings of this study show that service-learning contributed to improve knowledge in sustainability in the 5 case studies analysed. The findings also demonstrate how the use of service-learning promotes the development of practical skills associated with sustainability action.
Updated: Mar. 28, 2022
Effect of students' emotional and behavioral disorder and pre-service teachers’ stress on judgments in a simulated class
The authors investigated the influence of students' emotional and behavioral disorder (EBD) on pre-service teachers' judgments, while considering the frequency of calling on students as a mediator and stress as moderator. They conducted an experiment in a simulated classroom. 56 pre-service teachers went through a stress manipulation, while N = 46 were not stressed. Path analyses controlling for actual performance showed negative effects of EBD on participants’ judgments and an indirect effect via call frequency. Stressed participants called on students with EBD as often as students without EBD, while unstressed participants called on students with EBD more.
Updated: Mar. 10, 2022
Teachers in the United States are primarily White and female. Thus, the education system is built on whiteness and maintains white supremacy. One approach to disrupting racist outcomes is to increase the number of people of color pursuing teaching. Yet, the ways that pre-service teachers (PSTs) are racialized often results in PSTs of color experiencing harm during teacher preparation. Therefore, the purpose of this phenomonological study was to explore the racialized lived experiences of PSTs in a predominantly White teacher preparation program whose stated mission is to work to develop racially conscious educators who work toward equity and justice. Participants were PSTs (n = 15) enrolled in a teacher preparation program in the Midwest who were placed into two focus groups, one that identified as people of color and one as White. Focus groups discussed: their racialized lived experiences (1) with faculty (2) with curriculum (3) with other PSTs (4) with cooperating teachers, and (5) with P-12 students. Results from both groups suggest a lack of race content. PSTs of color reported feelings of exclusion and limited racial consciousness of White peers and faculty.
Updated: Mar. 08, 2022
This qualitative action research project examined preservice teachers’ conceptions of teacher leadership. Through an analysis of preservice teachers’ writings in a graduate-level teacher leadership course, students’ beliefs about the power of teacher leaders emerged. Findings revealed that novice teachers most often identified the scope of leadership as focused in classrooms and schools, while identifying curriculum and instructional decision-making and peer collaboration as the key actions taken by teacher leaders. Barriers to teacher leadership were most often described as administrators and policymakers. Regardless of the scope of influence or actions taken by teacher leaders, the primary purpose of teacher leadership overwhelming reflected a desire to address socioeconomic inequalities through educational change.
Updated: Mar. 08, 2022
A reflective teaching practicum as a platform for stimulating pre-service teachers’ professional development
Reflective teaching practice has long been seen as the cornerstone of early professional growth among pre-service teachers. This article reports on pre-service teachers’ reflective practice during a teaching practicum in which pre-service teachers engaged in peer observation, self-reflection, and student teacher-mentor teacher conferencing. Findings show that reflective practice, along with structured professional learning tasks, helps pre-service teachers harness their teacher identity and agency.
Updated: Feb. 20, 2022