Search results for: Teacher role
Page 1/11 102 items
Special Education Trainee Teachers’ Perceptions of their Professional World: Motives, Roles, and Expectations from Teacher Training
The aim of this study is to examine how special education teacher trainees who were about to begin their training perceive their professional world. The findings revealed that participants described the world of special education as being very closed, consisting of only teacher and students, completely devoid of any learning environs or community and organizational systems. In the world they described, special education teachers serve as role models for others, and devote their lives to their students. Unlike their expectations that they will be working in a closed environment in which they are solo players, they will have to work in complex, multidimensional working environments that also comprise children without special needs, other teachers and professionals, parents, and members of the community.
Updated: Aug. 16, 2017
Special Education Teachers’ Experiences Supporting and Supervising Paraeducators: Implications for Special and General Education Settings
The purpose of this study was to gain a better understanding of current practices in paraeducator supervision. From the interviews, three themes emerged: creating effective teams, ensuring appropriate training and evaluation, and recommendations for the field. Practices for paraeducators working with students with low incidence disabilities in general education settings are noted in the first two themes.
Updated: Jan. 30, 2017
“That’s My Job”: Comparing the Beliefs of More and Less Accomplished Special Educators Related to Their Roles and Responsibilities
This study aims to understand special education teachers’ beliefs regarding their roles and responsibilities. The goal of this study is also to determine how these beliefs differ among more and less accomplished teachers. In this study, the authors examine the interviews of special education teachers identified as either more or less accomplished based on the Reading in Special Education (RISE) observation instrument. Through qualitative coding of the data, several themes about beliefs revealed differences between the teachers. The more accomplished teachers discussed a need for instructional intensity and linked their roles and responsibilities to academic needs.
Updated: Jan. 29, 2017
This paper reports on a two-year self-study exploring the author's roles and evolving philosophy as an early childhood teacher educator teaching diversity in the US. The author was interested in better understanding how and what she can learn from the complexity of her teaching experiences. She examined, when teaching diversity, how she constructed and navigated her roles, how the students constructed and perceived her roles, and how they have transformed her instructional philosophy and practices. The findings illustrated a dynamic and tension-filled experience of a teacher educator teaching diversity in the US as a perceived outsider, suggesting that it was a reflexive learning opportunity.
Updated: Jan. 02, 2017
The first purpose of this article is to contribute to the field of mentoring by investigating whether and how university-based mentor education challenges mentors’ beliefs about mentoring. The second purpose is to explore judge mentoring as a quantitative construct, and to test whether self-efficacy related to their mentor role, role clarity, mentor experience and formal mentor education have influence on beliefs consistent with judge mentoring. The findings indicate that mentor education contributes to lower levels of beliefs consistent with judge mentoring and strengthens mentors’ awareness of their role as a mentor. Higher levels of self-efficacy related to the mentor role were associated with stronger beliefs consistent with judge mentoring.
Updated: Dec. 27, 2016
This paper examines the relationship between pre-service teacher education (ITE) for primary schooling and primary teaching in England between 1974 and 2014. It also explores the ‘fitness of purpose’ of the current system of preparing teachers for the classrooms of the twenty-first century. This historical analysis suggests that, despite 40 years of change in ITE, there are still a number of unresolved issues in ITE.
Updated: Dec. 05, 2016
This collaborative self-study introduces a learning experience regarding the meaning of our roles as teacher educators in an open-space learning environment. The study documents a learning process in which the authors framed and reframed their understanding of the meaning of their roles as they changed perspectives and reconsidered practices.
Updated: Nov. 09, 2016
The Practical Difficulties for Early Educators Who Tried to Address Children’s Realities in Their High-Stakes Teaching Context
This article examines the implementation of a professional development course for prekindergarten and kindergarten teachers that asked them to reconceptualize their understandings of their role in the classroom. Examining how their practical conceptions were affected by their participation in this course revealed an eagerness to pursue lines of study with children that addressed issues central to children’s lives.
Updated: Nov. 08, 2016
In this article, the authors analyze the daily roles of literacy coaches in three schools in one urban US school district. The authors explore how coaches’ responsibilities are shaped by the everyday realities of their school contexts. Further, they discuss how coaches manage those realities through the relationships that they build.
Updated: Sep. 28, 2016
Teaching Assistants and Teacher Education in England: Meeting their Continuing Professional Development Needs
This article explores the role of teaching assistants in the training and assessment of primary initial teacher education students and considers their continuing professional development )CPD) needs in relation to this role. Most of the teaching assistants who participated in the research project worked in schools where initial teacher education (ITE) took place. However, teaching assistants were generally not given guidance on the needs of individual ITE trainees or information on Standards for QTS by their schools or by university-based tutors when visiting the school. Conclusions from the findings were that the majority of teaching assistants would welcome specific CPD in the area of ITE trainee support in schools and the potential role for teaching assistants within this.
Updated: Jul. 25, 2016