Search results for: Student attitudes
Page 4/19 184 items
The purpose of this study was to explore the impact of international experiences on preservice teachers’ currently held images of the child through their photographs, journal entries, and seminar discussions. The results describe the changing images the preservice teachers developed of children and themselves as teachers.
Updated: Jan. 25, 2016
This study examines the global-mindedness of introductory-level teacher education candidates at a research university in the southeastern United States. Findings indicate that participants were moderately globally minded; however, participants took a neutral stance on more than one third of survey items suggesting a high-level of lack of awareness or indifference. The participants were particularly indifferent on items related to interconnectedness and globalcentrism.
Updated: Jan. 25, 2016
Examining the Impact of Pre-induction Social Networking on the Student Transition into Higher Education
This article discusses an empirical study of how online social networking can be utilised to support the initial student transition to university. An analysis of online activities showed some differences in the pattern of engagement between two contrasting departments, but information drawn from student questionnaires and focus groups, combined with tutor interviews, highlighted similar perceived benefits across both networks. By drawing on a wider cross-university questionnaire survey, eight factors which have been shown to be important in creating effective online social networking environments are discussed, including the need to maximize tutor involvement and provide quick responses to student queries.
Updated: Jan. 19, 2016
Veteran Teachers Mentoring in Training: Negotiating Issues of Power, Vulnerability and Professional Development
This article aims to examine the ways in which a school–university mentorship programme promotes a range of growth experiences, both negative and positive, for the participating mentor teachers. The findings reveal that mentors saw their mentoring experience as a positive one leading to personal and professional growth and giving them a feeling of accomplishment through witnessing the benefits student teachers were drawing from the experience. The findings also indicate that the mentors experienced direct learning from their observations of the student teachers, thus breaking away from a novel/ expert unidirectional definition of mentoring. Moreover, the analysis shows that mentoring can be an effective way to renew the professionalisation of teaching by allowing mentors to recognise what they have to offer as veteran teachers, and so reaffirms the meaningful role they play in the formation of new teachers in Hawai‘i.
Updated: Jan. 12, 2016
Based on findings from a semester-long study, this paper examines the development of Samoan prospective teachers’ mathematical understandings and mathematics attitudes when investigating authentic contexts and applying working mathematically processes, mental computations and problem-solving strategies to find solutions of problems. The authors were also interested in assessing the impact of using the innovative tools, mental computations and creative authentic investigations on PPTs attitudes towards mathematics. The findings reveal that both the positive and negative variations suggested that learning experiences in the FYMM course influenced general perceptions about mathematics learning and therefore, one’s actions when confronted with problems to solve.
Updated: Dec. 09, 2015
Creating Stop-Motion Videos with iPads to Support Students’ Understanding of Cell Processes: ’Because You Have to Know What You’re Talking about to Be Able to Do It”
The purpose of this case study is two-fold: (a) describe the implementation of a stop-motion animation video activity to support students’ understanding of cell processes, and (b) present research findings about students’ beliefs and use of iPads to support their creation of stop-motion videos in an introductory biology course. Data indicated that students used the devices extensively to access, seek, and share information related to cell processes, which led to their increased familiarity with using the iPad to support their learning.
Updated: Nov. 09, 2015
Preservice Teachers’ Beliefs About Childhood: Challenges for a Participatory Early Childhood Education?
The purpose of this study is to examine preservice teachers’ beliefs about childhood in an attempt to see how they may support an active, participatory role for children in early childhood education. The authors highlight three important conclusions from this research. First, preservice teachers already have a number of beliefs that explain children’s behavior, haracteristics, potentials, and needs when they enter university education. Second, beliefs about childhood vary among preservice teachers and some of their beliefs are related to known scientific theories about childhood or to existing typologies. Third, despite this variation, there are specific ontological and epistemological presuppositions underlying these beliefs that construct a framework theory for understanding childhood.
Updated: Nov. 04, 2015
The main objective of the present study was to explore if students and teachers perceive the same antecedents of students’ boredom. The authors asked students to report the reasons for their boredom and compared the teachers’ perceptions to the students’ answers. The results show that students were able to describe the antecedents of their boredom profoundly and in detail. The comparison of students’ and teachers’ perspectives revealed a strong correspondence. The results reveal that most of the antecedents named by students were also mentioned by teachers with only the exception of the student category teacher’s personality.
Updated: Oct. 13, 2015
Motivation for Attending Higher Education From the Perspective of Early Care and Education Professionals
The purpose of this study was to explore the perceptions of early care and education professionals working in community-based child care and Head Start centers as to their educational goals; hindrances, motivations, and benefits to taking coursework/degree completion; and the impact of the early childhood coursework on his or her everyday work with children and families. The findings reveal that the majority of teachers in for profit and non-profit centers viewed the degree as a personal goal. The possibility therefore of increasing their future income and becoming more knowledgeable and marketable in their career was attractive to these teachers as motivators to go on for higher education. The directors, by contrast saw their coursework as enhancing their self-confidence and self-esteem, which in their opinion could make them a more effective director.
Updated: Oct. 07, 2015
This article explores how teacher candidates in a primary physical education curriculum and methods course learned about and were influenced by efforts to emphasise classroom community and organisation. The findings suggested that most teacher candidates came to recognise pedagogies that fostered a sense of community; however, only a few were able to connect this to their developing visions for teaching.
Updated: Aug. 18, 2015