Search results for: Student teachers
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This research collected the voices of students in a UK university, better to understand their perception of their ‘moral responsibility’ as trainee early years educators. The UK Early Years Framework states that practitioners will instil in young children an understanding of what is ‘right and wrong’. This is a formidable expectation in itself; yet early years educators are also expected to work ethically, sensitively and respectfully with a wide network of colleagues and stakeholders. This research, carried out through a fully anonymised survey, provided the opportunity for some student teachers to share that where ethical responsibility was concerned, they just didn’t get it. The research found that an understanding was often assumed by tutors and that a more conscious effort needed to be made more explicitly to explore these concepts, and the associated lexicon, within module content.
Updated: Aug. 11, 2022
The closure of schools across the globe due to the Covid-19 pandemic had the potential to have a catastrophic impact on a fundamental pillar of initial teacher education: school placement. This paper maps a new “site” of professional practice for “school placement” called “Teacher Online Programme” (TOP) using Xu and Brown’s (2016) conceptual framework of teacher assessment literacy in practice. Its main focus lies in the integration of the assessment baseline knowledge into the programme under the seven elements proposed by the framework. A case study methodology informed the approach taken. Data was collected and analysed in three phases: the Teaching Online Programme Year 3 (TOP3) initiative; Student-teacher and Tutor Questionnaires and Student-teacher and Tutor focus group interviews. The findings highlight the complex and multifaceted process of building teacher assessment identity which nests in the larger purposes for education. They encourage an emergentist and collaborative approach to assessment knowledge and view working in communities of practice as a threshold for creativity and innovation.
Updated: Aug. 08, 2022
Supporting student teachers for a participatory pedagogy through Shier’s model of participation in Grade R (Reception Year) South Africa
Providing support to student teachers to implement participatory pedagogies is vital for understanding the importance of listening to children’s voices and involving them in decision making. At a local university in the Western Cape, South Africa, ten final year Foundation Phase student teachers studying toward the Bachelor in Education who enrolled in the Reception Year module participated in a project during work integrated learning using Harry Shier’s Pathways to Participation model in support of a participatory pedagogy. After the first session of work integrated learning, student teachers participated in focus group interviews guided by open-ended questions on their experiences using Shier’s model. Findings reveal that whilst student teachers were open to listening to children’s voices, they did not have the necessary opportunities in their training to listen to children. Students were restricted to the confines of a Grade R class dominated by mentor teachers who adopted a transmissive pedagogy. Student teachers also noted that children were not accustomed to having their voices heard and making decisions.
Updated: Aug. 01, 2022
Student teachers’ professional development: early practice and horizontal networks as ways to bridge the theory-practice gap
This article focuses on student teachers’ professional development and explores how the students connect theory and practice in these processes. Data consist of 17 talks during weekly seminars with 15 preschool student teachers and a group of researchers both at campus and at the practicum placements during their first term. Initially, the researchers introduced discussions with an aim to challenge the students' views on general societal issues as well as specific issues related to the preschool practice. Eventually, the seminars changed toward student and researchers being more equal interlocutors. Experiences were discussed and relations between theory and practice were elaborated. Analyses from an ecological perspective of teacher agency show that the student teachers’ agency develops from a naïve to a proactive understanding of the profession. The early practicum period in combination with regular seminars was important for the student teachers’ developing profession. The practicum period provides practical challenges, and the seminar discussions with researchers provides theoretical challenges. Implications for teacher education are discussed, such as offering horizontal teacher networks where students get support to be able to develop their professional agency.
Updated: Jul. 12, 2022
Policies on inclusion are being increasingly embedded within education systems and teacher education across the world, with schools and teachers called upon to add ‘inclusion’ to their already large set of skills and tasks. There is, however, no consistent definition of what inclusion means or how it can be best promoted. The purpose of this paper is to explore the dilemmas that student teachers face when they encounter policy requirements to practice inclusion, and how they mediate the tensions. Drawing on two exploratory studies with science student teachers in two Initial Teacher Education (ITE) programmes in England, the authors focus on the conceptions of inclusion held by the student teachers and the links between inclusion and teacher education. Their findings suggest that conventional understandings in relation to ability still dominate, with ability-based differentiation viewed as the key teaching strategy to promote inclusion. In addition, student teachers find themselves having to negotiate contradictory and often conflicting approaches to inclusion, diversity, and academic attainment. The discrepancies highlighted by this study have implications for how teacher education courses need to be organised to promote the practice of inclusion.
Updated: Jun. 02, 2022
Possibilities for using visual drawing with student-teachers: Linking childhood memories to future teaching selves
Drawing from memory-work, this study examines the relationship between childhood and the pedagogical perspectives and practices of 16 pre-service student-teachers enrolled at one large university in the United States. In an analysis of their visual drawings and written narratives of childhood memories, student-teachers link childhood pasts with teaching futures in three distinct ways: 1) intimate connections with former teachers, 2) difficult life circumstances involving loss or trauma, and 3) the primacy of family and culture. Each set of memories is tied to a range of responsibilities that student-teachers vow to uphold, leading towards more reflexive practices in teacher education programs.
Updated: Apr. 28, 2022
This study examined student teachers’ perceptions of how well their Teacher Education (TE) had prepared them for 21st-century competencies, and how well they applied these competencies to their teaching. In addition, the study sought to identify best practices, major obstacles, and suggestions to achieve these competencies. The study was implemented in two universities and three universities of applied sciences in Finland that have TE programmes. This study used a mixed-method approach. Data were collected both quantitatively and qualitatively from student teachers (n = 227), who assessed 21st-century competencies with a structured questionnaire that included open-ended questions. Quantitative data analysis used descriptive statistics and correlations, while qualitative data analysis used content analysis. The study found that based on the student teachers’ self-assessment, the student teachers achieved successfully 21st-century competencies despite differences between competencies. The best-achieved competency was ‘Collaboration’ and the least well-achieved was ‘Global connections.’ The study illustrated student teachers’ perception of their success in applying 21st-century competencies to their teaching at schools. Answers to open-ended questions produced convincing evidence that courses involving collaborative and interactive learning, high quality, sufficient support, related 21st-century competencies, certain pedagogical methods used by teacher educators, and integrating theory and practice can contribute strongly to the development of student teachers’ 21st-century competencies.
Updated: Apr. 08, 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
Change advocacy as coping strategy: how beginning teachers cope with emotionally challenging situations
Beginning to teach after teacher education is commonly depicted as an emotionally challenging period. Beginning teachers deploy strategies to cope with the emotionally challenging transition from teacher education and starting a position as a teacher. One way of coping is trying change the origin of the challenges. The aim of the study was to investigate how teachers in their last year as student teachers and their first year as teachers make meaning of a change advocacy strategy to cope with challenging situations as teachers. A qualitative interview study was performed. Twenty-five participants were interviewed while studying in their last year of teacher education, and 20 were interviewed again after having worked as a teacher for a year. In between, 68 self-reports were collected. The material was analysed using constructivist grounded theory tools. The findings show that as student teachers the participants identified two prerequisites to be able to use the change advocacy strategy as beginning teachers: (1) establishing teacher ambiguity and (2) challenging the perceived negative mindset. When utilising a change advocacy strategy as beginning teachers, the participants tried to reform teaching practices and attain a position of competence.
Updated: Mar. 29, 2022
Teacher education involves encountering ethical dilemmas connected to teaching. Student teachers’ ethical dilemmas sometimes occur when ideals clash with experiences. The current study focuses on the challenges experienced by student teachers during work placement education. The aim of the study was to investigate ethical dilemmas student teachers experienced during work placement education, using the sensitising concept of the notion of care. The data consist of semi-structured interviews from 22 student teachers and were analysed using a constructivist grounded theory framework. The findings show that the ethical dilemmas reported by the student teachers regarded two influential agents in work placement education: pupils and teachers. Concerning pupils, the dilemmas involved encountering pupils living in poor circumstances as well as experiencing aggression from and among pupils. When it comes to teachers, dilemmatic experiences stemmed from teachers who were disillusioned and derogatory talk in the teacher lounge.
Updated: Mar. 07, 2022