Search results for: Quality
Page 1/3 21 items
The significance of mentor–mentee relationship quality for student teachers' well-being and flourishing during practical field experiences: a longitudinal analysis
To support student teachers' well-being and ensure that they flourish during teacher education, it is necessary to examine the relationship between student teachers and their mentors during field experiences. Previous research has identified a connection between the quality of the mentor–mentee relationship and facets of student teachers' well-being. However, to date, this link has been insufficiently corroborated using longitudinal empirical data. This study aims to investigate the impact of mentor–mentee relationship quality on the well-being and flourishing of student teachers. A cross-lagged panel design with two intervals (six weeks apart) was applied during a 15-week field experience with a sample of 125 German student teachers. Well-being and flourishing were captured using the positive emotions, engagement, relationships, meaning, achievement (PERMA) framework. Relationship quality was assessed by adapting a questionnaire from the field of mentoring in medicine. The study found that relationship quality at the outset significantly predicted all five PERMA dimensions at the end of the assessment period. The impact of relationship quality was especially strong on the dimensions of relationships (R) and meaning (M). Conversely, the PERMA dimensions (except achievement) did not significantly impact relationship quality.
Updated: Jul. 14, 2021
In this article, the author examines the challenges faced by American schooling and the reasons for persistent failure of American school reforms to achieve successful educational outcomes at scale. He concludes that many of the problems faced by American schools are derived from trying to solve a problem that requires professional skill and expertise by using bureaucratic levers of requirements and regulations. The author advances a sectoral perspective on education reform, exploring how this shift in thinking could help education stakeholders produce quality practice across the US.
Updated: Jun. 29, 2015
This study examines the effects of having longer and better quality student teaching on a variety of outcomes. The findings indicate that the duration of student teaching has little effect on teacher outcomes. However, this study finds that the quality of student teaching has significant and positive effects. Prospective teachers who report better quality student teaching experiences feel more prepared to teach, more efficacious, and plan more years in teaching and in the district than peers who report lower quality experiences.
Updated: Nov. 19, 2014
This study investigated the relationship between teachers’ beliefs about quality questions and their questioning behaviours in terms of questioning purposes, content focus, students’ cognitive level, wording and syntax. Findings show that although there was a general congruence between teachers’ beliefs and practices, there were discrepancies between what the teachers believed and what they actually did in the class with respect to the four specified features.
Updated: Sep. 22, 2014
In this evaluation, quality indicators were used to determine whether video analysis is an evidence-based practice for developing special education pre-service and in-service teachers. Significant findings supported video analysis across all seven studies, and the overall quality of the published research suggests video analysis is a promising practice.
Updated: Apr. 13, 2014
Mathematics Teacher Education Quality in TEDS-M: Globalizing the Views of Future Teachers and Teacher Educators
This article seeks to explore teacher education quality in terms of effectiveness among various countries. This study shows that future teachers report that they benefit from both academic and school-based instructors in every participating country. Data indicate that United States have well-organized programs and the most synchronized teaching in TEPs at both the lower secondary and primary levels.
Updated: Feb. 18, 2013
The current article takes up the issue of quality teacher preparation by exploring several pivotal questions: What might quality teaching mean in a global context? What should globally competent teachers know and be able to do? What are some of the issues, dilemmas, barriers, or structures that seem to interfere with teacher education reform and hinder movement towards internationalization in teacher preparation? The discussion is framed by five knowledge domains for teaching and articulates how these domains could support quality teaching in a global context.
Updated: Oct. 12, 2010
Raising the Educational Requirements for Teachers in Infant Toddler Classrooms: Implications for Institutions of Higher Education
The purpose of this article is to examine potential challenges to the institutions of higher education that offer early childhood teacher education programs as the enrollment of early childhood students increases. Challenges related to both the needs of the institutions as well as the needs of the students are addressed. The successful utilization of online courses is explored as one solution to meeting some of the challenges. Recommendations are summarized for policy makers, institutions of higher education, teacher education programs, and faculty.
Updated: Aug. 31, 2010
This paper reports upon findings from four multiple-perspective case studies of successful principals in challenging urban contexts. Each principal was described as making a significant difference to the quality of school education. The analysis of the cases identified that there were several interconnected strategies that are not only important, but essential for leadership success in these schools. They are related to setting the directions, developing people, redesigning the organisation and changing the culture of the school. Each of them encompasses more specific competencies, attitudes and considerations.
Updated: Jan. 12, 2010
Exploring the Quality of Early Childhood Education in China: Implications for Early Childhood Teacher Education
This exploratory study was designed to measure the quality of early childhood education utilizing the Early Childhood Learning Environment Rating Scale-Revised (ECERS-R) in 40 classrooms in Beijing, China. Implications for early childhood teacher education are addressed.
Updated: Oct. 28, 2009