Search results for: Attitudes of teachers
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Pre-service early childhood teachers (PECTs) are expected to support young children’s engaged and meaningful use of ICT for early learning and development. Unless teachers believe that ICT is beneficial for young children, they will be unable or unwilling to encourage and support children’s use of ICT in educational environments. This paper aims to uncover PECTs’ attitudes and intentions regarding young children’s use of ICT through a survey on 410 PECTs in a Chinese university. The majority of the PECTs had low positive perceptions of the role of ICT for young children, whereas they expressed great willingness to support young children’s use of ICT. There are considerable parameters which influence both PECTs’ attitudes and intentions: ICT ownership and daily use, the frequency of ICT use, ICT professional learning or training and ICT skills. Implications for PECTs teacher education preparation were discussed.
Updated: Nov. 25, 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
Changes in attitudes and willingness to use co-teaching through pre-service teacher training experiences
This study focuses on pre-service training. Three groups of student teachers were created: one group received conceptual training only, another received conceptual training and the opportunity to co-teach, and a third group received initial conceptual training and explanations on its use from a member of the second group. An explicative sequential mixed design was chosen, which combines a quantitative study, conducted on a pre-post basis to compare test results on attitude and willingness to use co-teaching, with a qualitative study to analyse co-teaching student-teachers’ perceptions in both their own learning experience and the learning experience of the pupils. The results show that those who received only conceptual training modified their attitudes to a lesser degree and curiously, those in the group receiving explanations from a peer improved the most.
Updated: Apr. 17, 2021
Examining preservice teachers’ TPACK, attitudes, self-efficacy, and perceptions of teamwork in a stand-alone educational technology course using flipped classroom or flipped team-based learning pedagogies
The study’s purpose was to investigate whether two different pedagogical strategies, flipped classroom and flipped team-based learning (FTBL), had different impacts on preservice teachers’ TPACK, attitudes, self-efficacy, and perceptions of teamwork. Several survey instruments were sent to 32 preservice teachers who were Middle Grades Education majors at the beginning and end of the spring 2019 semester. Descriptive analyses, paired-samples t-tests, independent sample t-tests, and Pearson’s correlation tests were run. The overall results showed that preservice teachers who enrolled in the FTBL section reported higher scores in most constructs. However, most comparisons had no statistically significant differences. The results may help teacher educators to rethink the pedagogical strategies used in the stand-alone educational technology course and provide alternatives to the traditional teaching approach.
Updated: Feb. 17, 2021
Through the eyes of inclusion: an evaluation of video analysis as a reflective tool for student teachers within special education
The role of special education teachers is currently facing an extensive renewal process closely related to the professional transition from a narrow understanding of special education, rooted in the deficit paradigm, to a broader vision of inclusion as a whole-school and community action. Within such a process, student teachers’ professional development in special education plays a crucial role. Studies on this topic underline how student teachers’ beliefs and attitudes regarding inclusive education deeply affect their future teaching activity. Research shows that, while student teachers usually agree with the principles of inclusive teaching, they are much less sure of how to implement those principles in their teaching practice. By assessing the breadth of the gulf between ideals and practice, the author’s investigation emphasises how the video analysis of simulated lessons carried out by student teachers can contribute to a positive change in student teachers’ attitudes towards inclusion in school. Such a change would help student teachers develop a reflective stance that would strengthen their ability to transform inclusive principles into everyday educational practices.
Updated: Oct. 30, 2020
Hong Kong pre-service early childhood teachers’ attitudes towards parental involvement and the role of their family relationship quality
This study examined Hong Kong pre-service early childhood teachers’ attitudes towards different types of parental involvement strategies and investigated whether these attitudes were related to the quality of relationships within their own family. Data were collected by the authors from 163 Hong Kong pre-service early childhood teachers via questionnaire. Results showed that engaging families in school decisions was perceived as the least important and feasible. The pre-service teachers also felt least confident in implementing it. There were, however, discrepancies in the perceived levels of importance, feasibility and confidence towards other types of parental involvement strategies. The levels of cohesion and expressiveness in pre-service teachers’ own families were positively related to their attitudes towards some types of parental involvement strategies. These findings suggest that teacher educators should take pre-service teachers’ family experiences into consideration when preparing them to work with children’s families.
Updated: Jan. 21, 2020
Using a Technology Acceptance Model (TAM) approach a research model is developed to predict teachers’ behavioural intention to use educational video games in their courses. The research model is tested via structural equation modelling (SEM) on a sample of 312 Higher Education teachers. Main results suggest that perceived usefulness influences in a direct and positive way teachers’ behavioural intention while perceived ease of use indirectly influences intention through perceived usefulness. Gender and age were not found to moderate teachers’ attitude and behavioural intention. Regarding managerial implications, the authors’ findings suggest that Teacher Training Programmes aiming to encourage the use of educational video games should focus in increasing teachers’ perceived usefulness of educational video games.
Updated: Dec. 18, 2019
Beginning To Teach Inclusively: An Analysis of Newly-Qualified Teacher Pedagogy in Lower Primary Classes in Tanzania
This study examined how primary school teachers were trained to teach early reading and mathematics in six Sub-Saharan African countries (Ghana, Kenya, Mali, Senegal, Tanzania and Uganda). The authors found that Tanzanian primary teachers were most inclusive. They found that newly-qualified teachers saw various explanations for their learners' difficulties. It was found that the participants had positive overall attitudes towards their learners. These positive feelings seemed to include all, with little evidence of teachers potentially marginalizing learners through low expectations of their ability to learn.
Updated: Oct. 17, 2018
The Influence of Student Teachers on Student Achievement: A Case Study of Teacher PersThe Influence of Student Teachers on Student Achievement: A Case Study of Teacher Perspectives
The case study aimed to discover the influence of student teachers on student achievement in an elementary school and explore how teachers perceived the influence of student teachers on their students' growth and achievement. Furthermore, the participants argued that student teachers needed to possess characteristics and qualities of highly effective teachers. Although the teachers perceived their experience of working with student teachers as positive, they considered themselves to be an important factor in the equation for impacting student achievement. The teachers said that even when the student teacher was in control, the teacher was available to work with individual students as needed.
Updated: Jul. 12, 2018
Preparing Teachers for Success with English Language Learners: Challenges and Opportunities for University TESOL Education
The study examines the role that university English to Speakers of Other Languages (ESOL) programs play in shaping inservice teachers’ work with English Language Learners (ELLs). The findings reveal that the ESOL endorsement program contributed positively to Wheatland Elementary teachers’ preparation for their transition to becoming a district ESL site. The results show that there was an increase in an appreciation of the use of students’ first language to facilitate comprehension of content and promote bilingualism. These results suggest that well-planned university programs influence even very experienced teachers and those who may be ambivalent toward ESOL endorsement mandates, and policies that limit the requirements for those seeking state ESOL endorsement may be ill advised.
Updated: May. 16, 2018