Search results for: Comparative analysis
Page 3/11 105 items
A Comparative Examination of Student Teacher and Intern Perceptions of Teaching Ability at the Preservice and Inservice Stages
The present study investigates how the culminating teacher preparation program (TPP) experience influences the perceptions teachers report about their ability to perform instructional tasks required of teachers. A multivariate ANOVA test was conducted to compare perceptions of 502 student teachers and interns at two points in time—once at the conclusion of their TPP and again after their first year of teaching. Results indicate that overall, student teachers report higher perceptions of their ability to perform instructional tasks than interns do at both the preservice and inservice teacher stages.
Updated: Jan. 27, 2016
This study examined the problem-solving skills of preservice teachers through the use of an online video case with question prompts. This research was a three-level video presentation by two-grade-level between subjects factorial design. The findings indicate that, although the participants drew from at least one teaching knowledge component at any stage of the problem-solving process, they rarely used their content knowledge. The authors provided explanations for preservice teachers’ ability to use their teaching knowledge in video-based problem solving. In addition, the results reveal that the elementary education majors generated pedagogical and content solutions at a higher level than the secondary education counterparts.
Updated: Dec. 20, 2015
A Comparative Study of Teaching Efficacy in Pre-service and In-service Teachers in Korean Early Childhood Education and Care (ECEC)
The main goal of this study was to investigate the differences between the pre-service and in-service teachers in terms of their levels of teaching efficacy and teaching professionalism. The participants were 593 teachers in Korean Early Childhood Education and Care.They were divided into two subgroups consisting of pre-service teachers and in-service teachers who had agreed to participate in the study. The results found that in-service teachers had higher scores than their counterparts in only one of the six subscales of teaching efficacy, which is the subscale “Teaching Strategies”. Furthermore, the results showed that the subject’s college major specialisation and some domains of professionalism were found to be predictive to both groups.
Updated: Nov. 02, 2015
The main objective of the present study was to explore if students and teachers perceive the same antecedents of students’ boredom. The authors asked students to report the reasons for their boredom and compared the teachers’ perceptions to the students’ answers. The results show that students were able to describe the antecedents of their boredom profoundly and in detail. The comparison of students’ and teachers’ perspectives revealed a strong correspondence. The results reveal that most of the antecedents named by students were also mentioned by teachers with only the exception of the student category teacher’s personality.
Updated: Oct. 13, 2015
Cultivating Critical Thinkers: Exploring Transfer of Learning from Pre-service Teacher Training to Classroom Practice
The purpose of this study was to explore the transfer of learning from teacher training to classroom practice by examining the effectiveness of CT-integrated instruction on junior high school students’ critical thinking skills and critical thinking dispositions. The findings suggest that critical thinking skills and dispositions were successfully transferred to learners.Furthermore, the results indicate that the CT-integrated English instruction had a positive impact on participants’ academic performance.
Updated: Sep. 21, 2015
This exploratory study aimed to examine online teachers’ self-reported frequency and confidence in performing online learning tasks. The study compared between two groups of teachers. One group was comprised of teachers who had completed a comprehensive preparation program, the other group comprised of teachers who participated in a one-day face-to-face workshop. This study found no differences between those with extensive preparation for teaching online and those with only a basic understanding of the course design, the structure of online course materials, and expectations and responsibilities.
Updated: Aug. 16, 2015
The purpose of this paper is to report the findings of the Early Childhood Training Program. This program was designed to increase the quality of care offered to children age 0 to 5 in a metropolitan area of Southern California. Participants were recruited from six center-based child care programs serving preschool-age children and included program administrators, teachers, teacher aides, and enrolled children. The six participating programs were assessed at four levels: program administration, classroom, teacher, and child. The results demonstrated that the largest effect sizes were seen at the program administration and classroom levels and that smaller effect sizes were found with regard to the teacher and child levels.
Updated: Jul. 29, 2015
Understanding Outcome-based Education Changes in Teacher Education: Evaluation of A New Instrument with Preliminary Findings
This paper reports findings from the first phase of an outcome-based innovation within one higher education institute in Hong Kong. Specifically, this research seeks to: (1) confirm the properties of a survey instrument designed specifically to explore an outcomes model of course implementation; (2) report preliminary findings regarding students’ course perceptions. The SEOBLS version 1 survey was administered simultaneously across all three groups, at the end of the course. In response to the first intention of confirming the properties of the instrument, the two statistical analyses identified strengths and improvement needs for the SEOBLS questionnaire itself. Furthermore, it was found that for these students, their experience in the OBE course was not a radical departure from a “regular” course.
Updated: Jun. 08, 2015
This study reviews the current literature on missing data handling methods within the special context of education research. The article summarizes the pros and cons of various methods and provides guidelines for future research in this area.
Updated: May. 05, 2015
Relationships of New Teachers’ Beliefs and Instructional Practices: Comparisons Across Four Countries
This study investigates the relationship between new teachers' beliefs about instruction and teaching practices. It also discusses some possible reasons for the relationships between teacher beliefs and teacher practices within national and international contexts. To examine the relationships between new teachers’ beliefs and their instructional practices, the authors selected new teachers in four OECD countries including Hungary, Korea, Norway, and Turkey. The findings showed that the instructional practices of new teachers from the four selected countries were neither consistent nor aligned with their beliefs about instruction. One of the reasons for this result may be that new teachers’ self-reported instructional practices might differ significantly from their actual performance.
Updated: May. 05, 2015