Search results for: Teacher role
Page 2/11 102 items
The author examined mentors’ perceptions of their roles before the placement and compared and contrasted them with their mentees’ perceptions and evaluation of such roles after the placement. The findings revealed that all mentor teachers in this study initially argued that their main role was to provide academic and emotional support. They also highly valued the importance of feedback and fostering a positive relationship with their mentees. The findings suggest that 14 out of 16 mentor teachers developed strong relationships with their mentees, fully supported them, provided ongoing and detailed feedback and consequently surpassed their mentees’ expectations. However, two mentor teachers appeared to act against their espoused theories.
Updated: Jul. 20, 2016
Pre-service and In-service Teachers’ Knowledge, Attitudes and Confidence towards Self-injury among Pupils
This study aimed to understand and explore differences between pre-service and in-service teachers’ knowledge, confidence and attitudes towards non-suicidal self-injury (NSSI), and how these variables relate to demographics and prior education in NSSI.The findings revealed that despite their willingness to help pupils who self-injure, pre- and in-service teachers identify their lack of knowledge, training and resources to address confidently self-injury in schools.
Updated: Jul. 13, 2016
In this article, the author argues that we live in a postmodern world in which the pace of the change accelerates daily. The Western world experiences a“crisis of education', in which schools become more irrelevant than ever to real life and teachers lose their authority and influence on the children's lives. This crisis should be addressed by a responsible professional educator, who questions the moral basis of the society and suggests that solidarity and communality are no less significant than individuality, privatization and competition. The author had initiated a teacher education program whose aim is to promote this vision in prospective teachers. ACE [Active-Collaborative-Education] is a teacher education program for post-graduate students conducted in Kaye Academic College of Education in Beer-Sheva.
Updated: Jun. 20, 2016
In this article, the authors argue that teachers have an opportunity to take on leadership roles in technology-rich schools and districts. The findings reveal that teacher leaders emerged as a noticeable and important aspect of what teh authors saw and heard. Therefore, the authors highlight ways teachers and leaders can work together to bring about school improvement and student achievement using technology as a key leverage point; in particular they suggest that teacher candidates should be prepared during their preparation programs to take on the role of teacher leader.
Updated: Jun. 06, 2016
This article reports the main findings of the Work of Teacher Education project that studied the labour of 13 higher education-based teacher educators in England and Scotland over the course of a year. The article concludes by arguing that a new conceptualisation of the work of teacher educators as academic work is essential for the discipline and higher education institutions as a whole.
Updated: May. 04, 2016
The purpose of this research was to explore perceived roles and responsibilities of professionals providing support for mathematics instruction in a large school district. The elementary mathematics leaders who completed the survey indicated a statistically significant lack of alignment between their current role and their idea of what should be their role as an elementary mathematics leader. Further, there were statistically significant differences on 24 of the 30 items between coaches’ actual roles and what they thought that their roles should include.
Updated: May. 03, 2016
This article examines the teacher educator’s role in promoting resilience within new teachers in the light of tensions between what is healthy and sustainable for individual teachers vs. the institutions in which they work. The article concludes with specific recommendations for those in the international teacher education community. These recommendations include innovating university school partnerships to directly link individual and institutional well-being; structured opportunities for ‘mindfulness-based’ training; providing opportunities for candidates to analyse ‘cases’ of teaching from a macro-micro perspective; and learning how to take a professional stance.
Updated: Mar. 14, 2016
The Influence of Teacher Education on Mentor Teachers’ Role Perception in Professional Development Schools
This article examines the influence of the pre-service training on mentor teachers’ role perception in the Professional Development Schools (PDS). The perceptions of the mentor teachers were examined regarding the influence of their teacher education as student teachers on their role perception in the PDS, and whether a difference exists between the perceptions of mentor teachers who were trained to teach via different approaches. The opinions of the pedagogical instructors were also examined, regarding their opinion on the difference between the role performance of Locals and Newcomers. The findings reinforce the fact that preparing mentor teachers is important, especially, if they mentor in a different context from that with which they were once familiar when students themselves.
Updated: Feb. 22, 2016
The Teacher I Wish to Be: Exploring the Influence of Life Histories on Student Teacher Idealised Identities
The present article examines the influence of life histories and apprenticeship of observation on the formation of student teachers’ idealised identities. Through eliciting from the student teachers the teacher they wish to be, this article focuses on the interplay between the personal histories and ideal teacher identities for the future.
Updated: Dec. 22, 2015
Engaging Pre-service Science Teachers to Act as Active Designers of Technology Integration: A MAGDAIRE Framework
This article describes a case study, which conducted in the course to investigate the pre-service teachers’ changes in technology competency as well as reasoning on the interplays between technology, pedagogy, and content. The authors used the Modeled Analysis, Guided Development, Articulated Implementation, and Reflected Evaluation (MAGDAIRE) framework. The findings suggest that MAGDAIRE significantly improved the pre-service teachers’ technology competency levels. Moreover, MAGDAIRE facilitated the pre-service teachers’ critical reexamination of the affordances of Flash for their teaching practices from the views of subject matter selection, motivation empowerment, information presentation, activity design, and pedagogy transition.
Updated: Jul. 21, 2015