Search results for: Teacher skills
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8Novice preschool teachers’ professional skills as assessed by preschool principals and the novice teachers themselves
Novice teachers’ need for support and induction is widely recognized, and so is the role of principals in that process. Accountability-driven reforms in education have compelled principals to increasingly focus on managerial responsibilities, whereas teachers are subjected to external assessment of their professional qualities and their students’ learning outcomes. This role division can undermine the principals’ readiness for instructional leadership and can affect their perceptions of novice teachers’ needs, knowledge, skills, and attitudes, which in turn potentially inhibits adequate support given to novice teachers. Therefore, it is important to know how principals and novice teachers assess novice teachers’ professional qualities. In this study, the authors investigated the Estonian preschool principals’ and novice preschool teachers’ assessments of the professional skills of novice teachers. Fifty-seven principals and 61 first-year teachers responded to a written questionnaire. They first found that, in almost all aspects, the novice teachers assessed their professional skills higher than did the preschool principals. Second, they found that when combining the assessments of both groups of respondents, the lowest ratings were given on novice teachers’ skills in working with children with different linguistic and cultural backgrounds and with children with special needs. They discuss relevant implications for early childhood teacher education.
Updated: Apr. 11, 2022
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
To identify the tasks student teachers perform during the practicum, a quantitative study was designed using a questionnaire completed by 248 students in their final year of teacher training. The results show that the student teachers did not have the chance to tackle the broad range of teaching tasks, limiting their view of teaching and reducing their training potential. It is necessary to clearly establish the obligations of institutions who collaborate in the practicum, defining participants’ roles and ensuring that this experience encourages appropriate learning.
Updated: Dec. 31, 2020
Teaching as Lived Experience: The Value of Exploring the Hidden and Emotional Side of Teaching through Reflective Narratives
In this article, the author presents an approach to gaining awareness and deeper understanding of the practice of teaching through focusing on the lived classroom experience. The process is self-inquiry through engagement with Johns’ (2010) six dialogical movements, which results in gaining valuable insights into practice. The study highlighted some of the emotional aspects of the experiences of teaching and learning, and considered the importance of a teacher focusing on subjective response in order to gain awareness of self in practice. As a result of this narrative and guided reflection process, the author became more aware of the range of life experiences and abilities of the students, and he sought to arrange future sessions that were more encouraging and that attended to different needs more effectively.
Updated: Dec. 27, 2016
This article argues that because mobile technologies are overtaking personal computers as the primary tools of Internet access, new forms of teaching and assessment are required to foster 21st century literacies, including those needed by K–12 teachers. Mobile technologies' unique affordances for teaching and assessment can create unique distributed task environments for learning and assessment. The author illustrates SimSchool as an example of a computer simulation designed for teacher education that utilizes mobile computing affordances.
Updated: Nov. 25, 2015
The purpose of this research was to examine the resilience building process in four novice secondary science teachers in order to understand how and why some novice science teachers remain in the profession while others choose to leave. The results of this study suggest that the interaction between stressors and protective factors constitute the primary force of the resilience process and stimulate responses to help counteract negative effects of stress. Underlying the success of the four novice teachers in this study is the notion that their resilience stems from their ability to revise protective factors in order to address changing stressors. Finally, it can be reasoned that resilience can be fostered in novice teachers as a means to encourage teacher retention.
Updated: Jul. 15, 2014
The study examines differences between preservice and inservice teachers’ knowledge of, perceived skills in, and attitudes toward educational measurement. The participants were preservice and inservice teachers teaching grades 5 to 10 in Oman. Results showed that inservice teachers demonstrated a lower level of knowledge, a higher level of perceived skilfulness, and a more favourable attitude toward educational measurement than preservice teachers.
Updated: Nov. 27, 2012
The article explores the relationship between teacher education and graduating teachers. The predictors variables referred to teacher education, integration into teachers, teacher commitment were tested. The perception of mentor teachers was found to be an important element teachers' commitment and other variables.
Updated: Jun. 24, 2008
This case study examines mentoring and the importance of reciprocal relationships. The study describes a novice teacher who receives tenure after his third year of teaching. It examines the teacher's relationships with various mentors, and a program of mentoring for two preservice teachers which became mutually beneficial for all parties, assisting the failing teacher in reassessing his own teaching skills.
Updated: Apr. 30, 2008
The article discusses teacher preparation programs. The author proposes a four skills framework that is designed to create a teaching and learning process in the classroom, and a systematic path to becoming an effective teacher over time.
Updated: Jan. 03, 2008