Search results for: Models
Page 4/20 193 items
Inclusion Seen by Student Teachers in Special Education: Differences among Finnish, Norwegian and Swedish Students
This paper describes various views of special teacher students towards inclusion. The specific aims were to see how these views can be seen as supportive or challenging for inclusion in schools. The results show that students in similar Nordic countries have different views about inclusion. Norwegian students mostly supported inclusion while the special teachers in Finland and in Sweden have more reservations. To sum up, Scandinavian countries are similar yet different. Teacher education needs to be a place to explore inclusion critically as well as a place to prepare for it.
Updated: Jul. 07, 2015
In this study, the authors report the results of a two-year ethnography study of a teaching practicum in Brazil based on the coteaching | cogenerative dialoguing model. This study shows that the practicum does not have to be a mere induction experience, but that it also may be the transformative locus for (a) the practicum participants (new teachers, school teachers, teacher educator, and students) and (b) school and university/school relationships, and (c) of the practicum activity itself.
Updated: Jul. 05, 2015
Early Care and Education Matters: A Conceptual Model for Early Childhood Teacher Preparation Integrating the Key Constructs of Knowledge, Reflection, and Practice
The purpose of this article is to describe promising practices from a Child and Family Development (CFD) Program within the College of Education at a large, urban university. The authors' goal is to detail their attempts to build a core curriculum and program of study that supports the development of knowledgeable, and skilled, early childhood educators. They propose a conceptual model that is built around three key constructs: knowledge, reflection, and practice and describe their approach to preparing early childhood educators. The CFD program has worked towards creating a stronger, more coherent model for early childhood teacher education. In this model, field experiences are closely integrated with coursework, faculty pedagogies link theory and practice, and faculty and field experience supervisors build close mentoring relationships with preservice teachers to model good teaching.
Updated: Jul. 05, 2015
This paper describes a pre–post, quasi-experimental design study conducted to evaluate the contributions of a 56-h “Emotional Intelligence” training model. The model has been developed and studied in an attempt to address educators’ growing needs to practice and implement “emotionally intelligent” learning environments. Findings indicated an increase in emotional intelligence and empathic concern from the beginning to the end of the course. Further regression indicated that both expression and regulation of emotions predicted empathy at the end of the course.
Updated: Jun. 08, 2015
This study reviews the current literature on missing data handling methods within the special context of education research. The article summarizes the pros and cons of various methods and provides guidelines for future research in this area.
Updated: May. 05, 2015
This study attempts to profile beginning teachers according to their professional identity tensions. These profiles regards beginning teachers' changing role from student to teacher, their care for students and their orientations towards learning to teach. The cluster analysis of these tensions revealed that the participants could be classified into six different profiles, namely: teachers struggling with (views of) significant others, teachers with care-related tensions, teachers with responsibility-related tensions, moderately tense teachers, tension-free teachers, and troubled teachers. Furthermore, 30 of the 42 beginning teachers who completed the questionnaire twice changed profiles after the transition period from student teacher to in-practice teacher.
Updated: Mar. 16, 2015
The Teachers’ Sense of Efficacy Scale: Confirming the Factor Structure with Beginning Pre-service Teachers
This study examines the fit between beginning pre-service teachers’ scores from the Teachers’ Sense of Efficacy Scale in two different samples and two plausible rival models: 1-factor and 3-factor. The findings indicated that the 1-factor model resulted in the better fit within both samples. The findings suggest that preservice teachers who lack pedagogical knowledge and teaching experience do not differentiate between the different aspects of teaching measured by the TSES. Based on these results, the authors recommend using the total scale score as an indicator of pre-service teachers’ efficacy beliefs for teaching e at least for those pre-service teachers who have limited teaching experience and knowledge of teaching.
Updated: Feb. 10, 2015
Unlearning and Relearning from Medical Education Research: Teacher Education Research in the Pursuit of Teacher Professionalism
This article explores the field of medical education research to understand, from a comparative approach, how members of an established profession use research knowledge to increase expert practitioner skill.
Updated: Jan. 12, 2015
The purpose of this article was to derive a set of descriptive themes that pertained to the development of preservice teachers' mental models of learning and instruction. The findings highlight the importance of exploring preservice teachers' cause-effect conceptualizations.The authors point to several areas of potential concern in their mental model development. The authors believe that preservice teachers' mental models can be represented by a two-level structure.
Updated: Dec. 25, 2014
Back to the Future: Do Lessons from Finland Point the Way to a Return to Model Schools for Northern Ireland?
This article examines the school-based element of initial teacher education (ITE) and the ways in which it contributes to the professional learning of student teachers in university in Finland and university in Northern Ireland. In particular, the authors seek to assess the potential of Training Schools for Northern Ireland. Teaching/training schools have featured prominently in recent reviews of teacher education in England and Scotland and, while not specifically mentioned in the Northern Ireland (NI) review document, the overall concept could enrich the school-based element of ITE in NI, using existing collaborative networks of schools.
Updated: Dec. 22, 2014