Search results for: Attitudes of teachers
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The purpose of this study was two-fold. Firstly, it examined how preservice primary teachers develop self-assessed technological, pedagogical, and content knowledge (TPACK) in science through an intervention in which they were acquainted with using simulations in science teaching. Secondly, it studied the possible connection of preservice teachers’ beliefs measured through their self-assessed knowledge in the different domains of the TPACK framework with their attitudes toward simulations. The results indicate that the introduction to simulations in science had a medium to large effect on the preservice teachers’ beliefs in the content knowledge (CK), pedagogical knowledge (PK) and TPACK domains of the TPACK framework. Preservice teachers’ belief in their technological knowledge (TK) correlated with their views on the usefulness of simulations in science teaching.
Updated: Sep. 06, 2017
This article addresses the issue: whether there are key differences in the type and quality of preparation that newly-qualified teachers (NQTs) receive. The findings reveal that, in general, there is a high level of reported overall satisfaction with induction of teacher education (ITE), and that this is true across all routes. There was less satisfaction with specific features such as preparation for handling special needs, behaviour and reading. The average levels of satisfaction for NQTs are largely un-stratified by sex, disability, age and ethnicity. Adding all available variables, including those aggregated and examined as interactions with others, can explain only around 20% of the unexplained variation even in the strongest models.
Updated: Jul. 03, 2017
The primary purpose of this study was to measure important characteristics of professional development that may influence its effectiveness. The second purpose was to determine if any of the characteristics of effective professional development predicted teachers’ use of new knowledge/skills. The results reveal that the professional development instrument appears to be a viable tool for capturing teacher perceptions about characteristics of professional development. The instrument could provide information for state and district leadership about the quality of teachers’ professional development.
Updated: May. 29, 2017
Perils to Self-Efficacy Perceptions and Teacher-Preparation Quality among Special Education Intern Teachers
This study examines special education intern teachers’ perceived levels of teaching efficacy and the important roles of teaching resources, teachers’ backgrounds, and support from school districts, teacher preparation programs, and pupils’ parents. The findings reveal that the relationship between the quality of support and the level of personal teaching efficacy (PTE) was statistically significant for intern teachers. The authors explain that teaching context in the form of lack of support from school districts, lack of resources, and heavy workloads present grave perils to teachers’ self-efficacy and can weaken the ultimate success of special education teachers. Low levels of self-efficacy combined with increased stress brought about by the emphasis on test scores can contribute to teacher burnout and high rates of attrition for special education intern teachers.
Updated: Apr. 25, 2017
This study explored the role that participating in a critical inquiry project (CIP) played on the development of new educators who aspire to teach from a social justice perspective. The study also examined how relationships between the first- and second-year teacher participants shaped their development as social justice educators, learners, and leaders. The findings revealed that members were able to reflect on their journey of developing as social justice educators, seeing where they started and where they were still heading. This ongoing reflection and their own perception of their development kept them committed to the group and to the goal of social justice education (SJE). The findings also showed how members learned to have each other’s backs. A third result was that CIP gave members opportunities to teach SJE to others. Finally, members felt a tremendous sense of accomplishment.
Updated: Mar. 01, 2017
Pre-service Physical Education Teachers’ Indigenous Knowledge, Cultural Competency and Pedagogy: A Service Learning Intervention
In this article, the authors investigate the effects of a community- and school-based service learning experience (SLE) on pre-service physical education teachers’ Indigenous knowledge, cultural competency and pedagogy. Findings support the design of the SLE, with statistically significant changes in pre-service teachers’ perceptions of their cultural competency. Pre-service teachers were able to challenge their assumptions about Indigenous students, plan and implement student-centred and culturally relevant pedagogies.
Updated: Jan. 17, 2017
This study aimed to explore the professional challenges and concerns of 30 second career teachers (SCTs) participating in an alternative fast-track induction program during their first year of teaching. Additionally, the study investigated their perspectives of the institutional support provided to them. The results suggest that the challenges and concerns of SCTs trained through a fast-track program are essentially not dissimilar from novice teachers trained in traditional programs. Even though SCTs entered the profession with extensive life and work experience, they seemed to perceive the same mismatch experienced by other first-year teachers between what they had expected and what they actually encountered. Their main challenges and concerns centered on: classroom teaching, teacher–student relations, the extensive workload, and their emotional involvement.
Updated: Jan. 02, 2017
This paper draws from a qualitative study of seven beginning teachers’ perceptions of diversity over a period of 6–18 months. The study found that while initial teacher training had broadened their understanding of diversity and its implication for teaching, it was established pedagogical practices in their schools that influenced the novices’ ongoing understanding of responsiveness to learner diversity. For these novices, the influence of the structures and systems of their school contexts began to restrict their pedagogical stance.
Updated: Dec. 06, 2016
Exploring the Impact of Prior Experiences in Non-Formal Education on My Pedagogy of Teacher Education
The purpose of this article is to use self-study methodology to uncover what effects these experiences had on the development of the author's pedagogy of teacher education and so he needed to find a way to extract ideas that were relevant to his practice as a teacher educator. The author draws two conclusions from this self-study (1) There is considerable value in re-experiencing oneself as a learner by examining one’s own life history in order to challenge how we know what we know about teaching. (2) If we accept the idea that prior experiences as a student and as a teacher influence our work as teacher educators and professors of education, then our prior experiences as a learner in non-formal settings offer a rich context for additional analysis through self-study.
Updated: Nov. 30, 2016
Using a Cultural Lens to Explore Challenges and Issues in Culturally Diverse Schools for Teach First Beginning Teachers: Implications for Future Teacher Training
The main purpose of this research was to explore the cultural issues and challenges that Teach First (TF) trainees face in their first year of teaching, from the perspective of the teachers. The exploration of these differences allowed the emergence of coping strategies as a major finding to emerge from what was initially a more open-ended investigation. Three main themes emerge from the data: Firstly, there is evidence from all datasets that cultural challenges exist for the participants, and that they have developed strategies for overcoming them during the course of the year; Secondly, the cultural gap exists between curriculum and pupils; Thirdly, while cultural differences have caused problems for the participants, they have come to recognise that although they cannot change the whole culture of the school and its pupils, they can make a difference in class.
Updated: Nov. 29, 2016