Search results for: Surveys
Page 1/4 36 items
Validation of the Survey of Pre-service Teachers' Knowledge of Teaching and Technology: A Multi-Institutional Sample
The Survey of Pre-service Teachers' Knowledge of Teaching and Technology instrument is one popular tool designed to measure Technological pedagogical content knowledge (TPACK). This study extends the measurement framework by providing a confirmatory factor analysis of the theoretical model proposed by Schmidt et al. (2009) on a sample of 227 preservice teachers from four public institutions of higher education in the southeastern United States. The data did not fit the theoretical 10-factor model implied by Schmidt et al. (2009), thus, an exploratory factor analysis was conducted to determine the optimal structure of the measurement tool for these data.
Updated: Aug. 09, 2017
This study investigated the effect selected extrinsic variables have on survey data collected to determine the efficacy of, and improve, teacher preparation programs. The authors conducted two studies. The findings reveal that study 1 addressed the most frequent argument, that more coursework would improve assessment data. California does not allow an undergraduate major in education so credentials are added on to degrees in other subjects and programs are also limited to preparation that can be completed in one year. The results of Study 2, however, showed no clinically significant correlation between the principals’ evaluation of the CSU graduates’ preparation program and the characteristics of schools in which they taught during their first year.
Updated: May. 09, 2017
This study surveyed 128 early childhood programs in 2- and 4-year institutions of higher education across seven states. Results indicate that across 2- and 4-year institutions, language and literacy are a strong focus of feedback for student teachers, as well as child development, planning, and adult–child interactions. Student teachers are typically supervised through on-site visits that range in number and length fairly dramatically across 2- and 4-year institutions.
Updated: Nov. 08, 2016
Counter-Intuitive Findings from Teacher Education Accreditation Council’s Surveys of Candidates and Faculty about Candidate Knowledge and Skill
This article describes the results from surveys conducted by the Teacher Education Accreditation Council regarding the knowledge and skills of graduates from teacher education programs. The students, faculty, and cooperating teachers in a large national sample of accredited teacher education programs rated the graduates of the programs in the ‘more than adequate’ to ‘excellent’ range with regard to the graduates’ knowledge of subject matter, pedagogy, multicultural understanding, instructional technology, the graduates’ skill to teach caringly and effectively and their capacity to develop professionally in their careers. Marginally lower ratings were given for the institution’s commitment to the program, the program’s facilities and resources, and the student support services. These results also occur in varyingly high degrees within each of the 50 programs in the sample.
Updated: May. 04, 2016
This study explored how the initial concerns of preservice teachers changed over the course of a 1-year secondary school teacher training program in New Zealand. It also examined those concerns as they related to teaching efficacy and experiences on practicum. The findings reveal that students develop a more differentiated set of concerns about teaching as they gain classroom experience and their concerns become more realistic with that experience. The results also indicated that teaching efficacy and teaching concerns are not identical or interchangeable but instead have a reciprocal relationship. As teaching efficacy increased, concerns about teaching decreased.
Updated: Dec. 22, 2015
In this article, the authors are interested to measure the preservice teachers' Pedagogical Content Knowledge (PCK) and their personal constructs of teaching about mathematics lesson plans during their teacher education program. The results of the content analysis show that the constructs of the pre-service teachers have a wide variation and could be summarized within different themes. TELPS could also indicate whether there is a difference between first semester pre-service teacher students’ PCK and final semester pre-service teachers’ PCK. The authors conclude that the development of PCK is an important element of any teacher education program, and TELPS appears to be useful in determining pre-service teachers’ PCK.
Updated: Nov. 09, 2015
This study examines the perceptions of preservice teachers before and after using a set of video games as teaching and learning tools. Findings indicated that although a majority agreed that video games can support many specific teaching and learning tasks, many remain skeptical of their value in classroom settings, with many of those participants also doubting their ability to successfully integrate video games into their teaching.
Updated: Oct. 07, 2015
Preservice Teachers’ Perspectives of the Emphasis on Stewardship from Their Initial Teacher Preparation
The current study examined perceptions of future teachers as to the degree to which their teacher preparation program emphasized the idea of stewarding schools. In addition this article outlines specific emerging aspects of the stewardship construct that can be integrated into teacher education curricula. With a theoretical foundation that initial teacher preparation provides the foundation for teacher beliefs and practices, gaining insight how teacher preparation emphasizes the stewardship of schools provides a better understanding of the current milieu in schools.
Updated: Nov. 24, 2014
This article is organised around three themes, each one illuminating half a century of historical life. The author concludes that the article underlines how comparison is becoming one of the main instruments of governance in contemporary societies.
Updated: Aug. 25, 2014
The authors wanted to find out more about student teachers’ understandings of Master’s-level work in relation to teacher education. In addition, they wanted to discover if working at Master’s level during the course of their PGCE changed their perceptions of its value at all. The authors therefore decided to survey the students about their experiences during the PGCE year. The authors conclude that they focused on the processes of understanding teaching and learning, which are most effective when the collaborative and social dimensions of professional learning are developed with the skills of critical reflection and research literacy. This combination enables teachers to problematise their learning contexts and develop complex understandings of teaching and learning.
Updated: Apr. 01, 2014