Search results for: Teaching experience
Page 2/14 134 items
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
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
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
Teaching as Lived Experience: The Value of Exploring the Hidden and Emotional Side of Teaching through Reflective Narratives
In this article, the author presents an approach to gaining awareness and deeper understanding of the practice of teaching through focusing on the lived classroom experience. The process is self-inquiry through engagement with Johns’ (2010) six dialogical movements, which results in gaining valuable insights into practice. The study highlighted some of the emotional aspects of the experiences of teaching and learning, and considered the importance of a teacher focusing on subjective response in order to gain awareness of self in practice. As a result of this narrative and guided reflection process, the author became more aware of the range of life experiences and abilities of the students, and he sought to arrange future sessions that were more encouraging and that attended to different needs more effectively.
Updated: Dec. 27, 2016
The purpose of this study was to understand how a group of pre-service English language teachers constructed and negotiated their identities as teachers during a teaching practicum. The results of this study suggest that the identity work is an essential feature of student teachers’ experiences of a teaching practicum as they attempt to position themselves as particular types of teachers, not only within their placement schools, but also in relation to their understandings of what it means to be a language teacher, both within Hong Kong and beyond. However, the study also highlighted the potential for identity conflict that can arise if there is a mismatch between the subject positions offered to pre-service teachers within teacher education programmes and practicum placement schools and the student teachers own self-positioning as teachers.
Updated: Dec. 25, 2016
Preservice Teachers’ Connections of Pedagogical Knowledge to Mentoring At-Risk Adolescents: Benefits and Challenges
The purpose of this study was to examine preservice teachers’ connections of pedagogical knowledge to mentoring at-risk high school adolescents as an approach to enhance preservice teachers’ pedagogical understanding. Major findings generatedfive themes: (a) relationship building, (b) academic immediacy, (c) embracing a professional lens, (d) a student-centered pedagogical philosophy, and (e) self-efficacy.
Updated: Nov. 02, 2016
This study describes the designing and implementation process of a Live Dual Modeling strategy involving both live behavior modeling and cognitive modeling. Using qualitative research methods, the researchers investigated whether Live Dual Modeling was effective in helping preservice teachers develop TPACK in a technology integration course. The findings showed that the preservice teachers demonstrated the initial ability to transfer what they learned in the modeling to classroom teaching.
Updated: Mar. 30, 2016
This paper reports on the development of attitudes toward mathematics among pre-service elementary teachers in relation to their experiences as K-12 learners of mathematics and experiences within a teacher education program. The results indicate that significant changes in attitudes occurred over the duration of mathematics methods coursework and student teaching.
Updated: Mar. 29, 2016
Before Student Teaching: How Undergraduate Students in Early Childhood Teacher Preparation Programs Describe Their Early Classroom-Based Experience
This study explores how early childhood care and education students describe their early classroom-based experience. Results are presented in terms of how students talk about their experiences—belonging or not belonging in the classroom—and what students talk about when discussing their experiences, including communication, support, freedom, new learning, and “the children.” These themes are discussed in terms of students’ experiences in the classroom and implications for undergraduate teacher preparation in early childhood education.
Updated: Mar. 28, 2016
This study explored how teachers’ functionality as scientists developed and aspects of their experiences that were important to their development as scientists. These results suggest that a teachers’ background before participating in a Research Experiences for Teachers program does not determine whether a teacher will reach high scientific functionality or not. Furthermore, teachers within the high science functionality group adjusted to open-ended environment, transitioned from a guided experience to freedom, felt useful in the laboratory, and were self-motivated. In contrast, the low science functionality group did not have a true research project, primarily focused on teaching aspect, and did not display a transition of responsibilities.
Updated: Mar. 15, 2016