Search results for: Teaching experience
Page 1/14 132 items
The purpose of this study was to examine what effective strategies for managing student behavior meant to the teachers through their classroom experiences. The findings revealed that the participants commonly used eight strategies to manage student misbehavior, of which seven were perceived to be effective, i.e., rules-setting, hinting, directive statements, punishment, after class talks, relationship building, and instructional engagement.
Updated: Dec. 13, 2018
This study aims to examine Turkish pre-service teachers’ experiences related to a two-month international teaching and cultural experience in United States. The findings revealed that pre-service teachers perceived the international teaching experience helped them develop professionally and personally.In this programme, the participants had a chance to observe student-centred teaching approaches and collaborative/cooperative learning strategies while observing their mentor teachers. Later, the participants were able to teach lessons that were observed by their mentors. The opportunity to practice in US helped the participants to improve their teaching confidence and skills during the internship.
Updated: Jul. 22, 2018
An Analysis of Beginning Mentors’ Critical Incidents in English Post-Compulsory Education: Navigating Stormy Waters
This study examines the barriers and dilemmas faced by beginning and novice mentors in post-compulsory education in the Southeast of England. It aims to investigate ways in which mentors’ own values, beliefs and life experiences affected their mentoring practice. The authors used critical incidents methodology to categorize different types of professional experiences that mentors encountered and describes the strategies and rationales mentors used to support mentees. The authors conclude that the case studies represented examples of the dilemmas that mentors faced in post-compulsory education and demonstrated that mentoring is complex, and mediated by mentors’ motivation and values.
Updated: Apr. 22, 2018
The purpose of this study was to understand the process through which a teacher becomes a teacher educator, considering all of the associated variables both personal and professional. The findings reveal that the majority of the participants indicated that they did not receive any kind of support with respect to their professional induction, especially during their early years as teacher educators. Additionally, the findings suggest that the teacher educator’s approach to teaching will be different especially if the teacher educator works simultaneously in a school and in a teacher education program. Hence, teacher educators who work both in a school and teacher education programs teach based on their practical experience as a school teacher.
Updated: Nov. 16, 2017
In this article, the authors were interested to examine the teaching experiences that lead beginning teachers to become early career leavers. The authors found that the participants learned to tell acceptable stories about why they decided to leave teaching profession. For example, one participant argued that she left teaching career because she wanted to become a mother or because she was accepted to graduate school. However, the authors argue that these answers are also cover stories that silence the struggles she experienced at school. Her silence about the harder to tell more complex stories could have disrupted the professional knowledge landscape of schools.
Updated: Nov. 08, 2017
Challenging Transitions and Crossing Borders: Preparing Novice Mathematics Teacher Educators to Support Novice K-12 Mathematics Teachers
The purpose of this study was to compare the challenges faced by new K-12 mathematics teachers (MTs) and new mathematics teacher educators (MTEs) and use what is known about supporting new K-12 MTs to begin to develop improved support systems for new MTEs. These findings show that novice mathematics teacher educators need additional and more valuable teaching opportunities throughout their preparation programs as well as mentoring experiences to help them as they transition into their new positions. These findings are consistent with literature review findings on the experiences of novice K-12 mathematics teachers. The authors conclude that these findings about the need for teaching experiences and mentorship for novice MTEs ,much like those needs identified for novice MTs, may help improve teacher education programs while also improving mathematics teacher education programs.
Updated: Oct. 02, 2017
This study aimed to investigate mentors’ strategies that can be used to facilitate pedagogical knowledge in the mentee. In this study, mentors outlined strategies for developing preservice teachers’ pedagogical knowledge practices. There were several or more practical strategies suggested for each mentoring practice associated with pedagogical knowledge. For example, strategies for deeper learning about planning included co-planning and reflecting verbally on planning with the mentee by deliberating on the specific learning needs of students.
Updated: Jul. 12, 2017
Just Add Hours? An Assessment of Pre-service Teachers’ Perception of the Value of Professional Experience in Attaining Teacher Competencies
In this study, the researchers compared pre-service teachers’ perceptions of their professional competencies at two campuses of a large regional teacher education university. Students who had experienced more hours in schools and such settings were more positive about their, ability to apply their knowledge of students and how they learn, classroom management, professional knowledge and practice, and community engagement; however, when students felt well supported during professional experience, such differences diminished. Additional hours were not associated with pre-service teachers’ perceptions of their ability to apply subject content and teaching; plan, assess and report; and effective student communication.
Updated: Jul. 09, 2017
What Factors Support or Inhibit Secondary Mathematics Pre-service Teachers’ Implementation of Problem-Solving Tasks during Professional Experience?
This qualitative study examined the factors that support or inhibit secondary mathematics pre-service teachers’ implementation of problem-solving tasks during professional experience. The results showed that even though the majority of pre-service teachers reported having beliefs compatible with using problem-solving tasks, the secondary students’ ability, preparation time, and the cooperating teacher were key factors that inhibited pre-service teachers’ implementation of problem-solving tasks.
Updated: Jul. 09, 2017
First-Year Practicum Experiences for Preservice Early Childhood Education Teachers Working with Birth-to-3-Year-Olds: An Australasian Experience
The present article reports on a project, “Collaboration of Universities Pedagogies of Infants’ and Toddlers’ Development—‘down under’ (CUPID)'. This project evaluated the practicum experiences of 1st-year preservice initial teacher education (ITE) students at five universities across Australia and New Zealand engaging in early childhood education (ECE) teacher programs. The results from year 1 of their qualification experiences highlight the diverse and complex approaches to practicum experiences, ranging from specialized events with birth-to-3-year-olds to generic practicum with a wider age group. The implications of the practicum experience, in its many iterations, are explored in terms of the treatment of infant and toddler pedagogy as a specialization, and as an integrated component of the curriculum.
Updated: Jun. 11, 2017