Search results for: Attitudes of teachers
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This article draws on Czech teachers’ ideas about multicultural education at a time when the teaching of multicultural education has become obligatory for primary and secondary schools. The authors present results of a qualitative research study of Czech teachers’ ideas about multicultural education.
Updated: Mar. 23, 2008
Teachers' Experiences and Perceptions of Primary EFL in Norway and the Netherlands: A Comparative Study
In this article, the authors compare the primary teaching of English in Norway and the Netherlands, utilizing surveys. Among the issues considered were: starting age, hours of instruction, teacher competence, teacher priorities, the use of the target language for instruction, and materials used. The study placed special emphasis on the transition from primary to secondary level.
Updated: Jan. 22, 2008
The Influence of an Inclusive Education Course on Attitude Change of Pre-service Secondary Teachers in Hong Kong
Hong Kong has slowly shifted from insulating students with disabilities in special classrooms, to providing inclusive programs in regular classrooms. As a result, teacher education institutions have begun offering study programs in order to facilitate coping with the diversity in the classes. The paper examines the adequacy of the inclusive education on the attitude change of preservice teachers in Hong Kong. The study consisted of surveys administered to 200 preservice teachers regarding their opinions about the inclusion program, before and after the special module study.
Updated: Jan. 14, 2008
The article describes a comparison study of Australian and Canadian cooperating teachers. The authors contrast the local settings and draw on the differences with respect to the cooperating teachers' preparation and compensation for their role in practicum settings and the complex relations between schools and universities.
Updated: Jan. 10, 2008
The article examines a study into early childhood education in Singapore regarding language and literacy development, given its importance to subsequent academic achievement. 79 teachers of 4-6 year-old children were surveyed. Findings indicate that almost all teachers viewed their primary goal as fostering the children's ability to communicate and express themselves.
Updated: Jan. 09, 2008
Understanding curriculum as a complex relational dynamic that is shaped by the multiple social and cultural contexts in which teachers and learners dwell, and mindful of the ways in which our discursive practices simultaneously include and exclude, the authors accepted, as an ethical matter, our responsibility to create spaces for critical conversations in which practitioners' voices can be heard. The authors consider the possibilities of emancipatory and collaborative action research with practitioners.
Updated: Jan. 07, 2008