Search results for: Student teachers
Page 2/30 298 items
Team-skills training and real-time facilitation as a means for developing student teachers’ learning of collaboration
This mixed-methods study investigates whether and how team-skills training and real-time facilitation can enhance students' learning of collaboration. Two hundred and fifty-seven student teachers carried out a group task at two different levels of intervention. The findings show that the intervention had a positive impact on the students’ perceived learning outcomes and on stimulating group reflection. The authors also identified four enabling structures of the task design. The study contributes to literature on how collaborative learning activities in higher education can be facilitated and argues that cultivating a language around the subject of collaboration is a prerequisite for developing transferrable collaborative skills.
Updated: Feb. 27, 2022
Involving student teachers in the recovery of our elders’ memories: a service-learning project in higher education
Through a service-learning project embedded within a broader framework of arts-based research, student teachers designed an artistic workshop that they implemented in a rural community centre. This workshop allowed the creation of visual narratives that were especially appropriate to recover elders’ memories. By means of a case study, the impact of the service-learning project developed during the training of the students was analysed. The results enable us to ascertain students’ perceptions related to the benefits and impact of the project in their training. Students have a positive opinion regarding the opportunity of experiencing a service-learning project that allowed them to create a documentary film where they portrayed the life histories of the elderly people. For the City Council (the partner in this project), as well as for the participants in the workshops, it was also an enriching experience that can be transferred to other contexts. The positive effects of the project reflect student teachers’ commitment to society and opportunities for experiential learning in teacher training courses.
Updated: Feb. 14, 2022
The purpose of the study is to examine how the student teachers’ perceptions of instructional planning competency predict their competency in instructional planning. The study was carried out through explanatory mixed method design. The participants of the study included 102 teacher candidates, 65 of whom were female and 37 of whom were male. As quantitative data collection tools, The Scale for Perception of Proficiency in Instruction Planning (SPPIP) developed by Gülbahar and UbD Design Standards Rubric developed by Wiggins and McTighe were used. As qualitative data collection tools, unit plans and focus group interview were used. The quantitative data was analyzed by applying correlational analysis and simple linear regression analysis. The qualitative data was analyzed through content analysis. The regression analysis demonstrate that student teachers’ perceived proficiency in instructional planning explained 57% (R2 = .57) of the competency in instructional planning. As for the qualitative portion of the study, the analysis of collected data revealed three themes regarding student teachers’ views on competency in instructional planning process: factors affecting competency, challenging elements in instructional planning, and strategies to develop competency.
Updated: Jan. 03, 2022
Online instructional experiences in an unchartered field - The challenges of student-teachers of a Ghanaian College of Education
Student satisfaction is the pinnacle upon which any effective online learning hinges. It is for that reason, educators design course activities that allow students to effectively practice, work together on relevant projects to personalize their learning. In emerging institutions like the Colleges of Education in Ghana that are traditionally inclined toward teachers’ professional development through conventional face-to-face interaction, online education became the medium of interaction for the first time to promote social distancing in response to COVID-19 pandemic while enhancing access and continuous professional development of the human resources for the education sector. This basic qualitative study examined the conduct of online teaching in a traditional face-to-face educational system in Ghana. The analysis of the semi-structured interviews revealed that the basic infrastructure for online teaching and learning is absent. Specifically, student trainees are saddled by poor internet connectivity, high cost of data in an emergency remote teaching environment. Due to these challenges, a significant proportion of the participating student-teachers wouldn’t choose online learning for their work and professional development. In view of this, the study recommends policy makers to institutionalize online education into the curricula of all professional institutions of higher education in Ghana.
Updated: Nov. 11, 2021
Teacher educators’ perspectives on preparing student teachers to work with pupils who speak languages beyond English
This article reports on a mixed-methods study investigating teacher educators’ views on their role in preparing future teachers to work effectively with multilingual children. A survey was conducted with 62 teacher educators who have responsibility for inclusion or English as an Additional Language (EAL) teacher training, which was followed up with a series of semi-structured interviews. Key findings suggest that there may be a mismatch between the perceptions of teacher educators and newly qualified teachers, as the vast majority of the participants reported that they were either confident or very confident about teaching student teachers how to teach EAL children. Additional themes explored were related to concerns over a performativity culture in education, and to balancing linguistic diversity training alongside other pressing priorities in initial teacher education.
Updated: Jul. 27, 2021
This study, based on a corpus of interviews with student primary school teachers engaged in a two-year programme of initial teacher education in France, investigates their readiness to meet the challenges of the multicultural classroom. Their attitudes towards the cultural and linguistic diversity of their classrooms, and their capacity to go beyond simply ‘managing’ the situation are analysed. The results suggest that without major changes in approach at the levels of teacher education, schools administration and within schools themselves; the rich possibilities to develop positive attitudes to inclusion and interculturality offered by the presence of plurilingual and pluricultural children in primary school classrooms will continue to be overlooked.
Updated: Jul. 14, 2021
Student teachers’ beliefs about diversity: analysing the impact of a ‘diversity week’ during Initial Teacher Education
This article reports findings from a week of enrichment placements framed around ‘diversity’ within a secondary Initial Teacher Education (ITE) programme in England. The authors outline the demographics of the county – a largely rural, White county in the East Midlands of England – and describe the challenges this presents for ITE. A mixed-methods approach was used to study student teachers’ (n = 56) beliefs about diversity, generating data through: pre- and post-survey of beliefs and attitudes; student-created reflective videos; journaling; and one pre- and post-diversity week interview. The findings reveal shifts in student teachers’ perceptions about gender, race and sexuality, and these attitudinal shifts were more significant in those attending all week than those attending only the first day. This is particularly interesting because for some topics the only formal input was on the first day, and so the authors argue for the importance of time and space for creative reflection in beginning teachers’ professional development.
Updated: Jun. 23, 2021
The aim of this study is to gain insight into the content and sources of the educational ideals of beginning student teachers. The authors interviewed twenty-four beginning student teachers within the disciplines of history and the English language from three teacher education institutes in the Netherlands. The student teachers were selected using the maximum variation sampling strategy and participated voluntarily. The authors’ findings show that beginning student teachers have various educational ideals regarding the personal, interpersonal and societal development of their students. Meaningful experiences related to forming educational ideals took place in the context of school, family, jobs and voluntary activities and societal issues. They conclude by discussing the outcomes of this study for teacher education and future research.
Updated: May. 13, 2021
Field experiences aim at immersing student teachers in authentic work tasks and conditions of teachers. However, specific psychological needs of the teaching workforce are not considered when studying the fulfilment of student teachers’ psychological needs. This paper proposes a four-dimensional theoretical framework incorporating both basic and specific psychological needs. A diary study is presented, which measures the fulfilment of the hypothesised needs at five intervals during a ten-day field experience. The average fulfilment rates and development trends show differences among the four dimensions, suggesting the presence of lower- and higher-order needs. Significant correlations between need fulfilment and success indicators, such as learner satisfaction, learning gain, teacher self-efficacy and level of self-reflection, are also found. The results highlight the relevance of high rates of need fulfilment right from the start of the field experience.
Updated: May. 13, 2021
This qualitative metasynthesis investigated students’ meaningful learning experiences amid andragogical teacher education programmes. The programmes catered to the specific learning needs of adult students in the context of university-based teacher education. This study aimed to provide a wider picture of the frames of students’ meaningful learning in andragogical teacher education programmes. The findings revealed three major learning worlds of adult students’ meaningful learning, which formed a common system widening from the professional awakening to the transformative community and agency in society. Based on the findings, this study argues that in andragogical teacher education, which emphasises collaboration and networking in accordance with the current trend in higher education, teacher students may become empowered participants and active agents in society. The findings can be used in planning curricula, and developing programmes of higher education in general and teacher education in particular.
Updated: Apr. 17, 2021