Search results for: Children
Page 1/3 26 items
Education and Child Poverty in Times of Austerity in Portugal: Implications for Teachers and Teacher Education
This article aimed to examine recent policy documents and other reports on the education sector. It also analysed the ways in which initial teacher education (ITE) deals with poverty issues, within the post-Bologna context, through the voices of student-teachers who have finished their practicum at school. The findings pointed to the deterioration of working conditions at school for teachers. The authors argue that the strategies used by teachers to face poverty situations have made student-teachers more aware of their lack of preparedness to deal with teaching in such a demanding context.
Updated: Jul. 03, 2018
A Case Study of How a Sample of Preservice Teachers Made Sense of Incorporating iPads into their Instruction with Children
This article examined how a sample of preservice teachers (PSTs) made sense of incorporating technology, specifically iPads and their apps, into their teaching. The findings reveal that the participants perceived the process of making sense of how to incorporate technology, specifically iPads and their apps, into their teaching as a complex and evolving process. The authors suggest that teacher educators ought to plan out both classroom and field experiences that offer numerous opportunities to learn from and teach with these devices in multiple ways.
Updated: Jun. 17, 2018
Preparing Teachers for Success with English Language Learners: Challenges and Opportunities for University TESOL Education
The study examines the role that university English to Speakers of Other Languages (ESOL) programs play in shaping inservice teachers’ work with English Language Learners (ELLs). The findings reveal that the ESOL endorsement program contributed positively to Wheatland Elementary teachers’ preparation for their transition to becoming a district ESL site. The results show that there was an increase in an appreciation of the use of students’ first language to facilitate comprehension of content and promote bilingualism. These results suggest that well-planned university programs influence even very experienced teachers and those who may be ambivalent toward ESOL endorsement mandates, and policies that limit the requirements for those seeking state ESOL endorsement may be ill advised.
Updated: May. 16, 2018
I’m Just Playing iPad”: Comparing Prekindergarteners’ and Preservice Teachers’ Social Interactions While Using Tablets for Learning
This article focuses on how children and preservice teachers responded to using technology in their learning processes and how the choice and use of certain kinds of apps prompted social engagement across both settings. The findings reveal that students, young and old alike, explored iPad apps socially. The authors conclude that they selected apps in their studies and encouraged preservice teachers to select apps that would align with social constructivist and sociocultural perspectives. Using these lenses, the authors advocate for apps designed to allow for open-ended, discovery-based learning through playful exploration and experimentation.
Updated: Apr. 22, 2018
A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge
This review focuses on research related to how prospective teachers (PSTs) learn to connect to children’s mathematical thinking (CMT) and children’s cultural funds of knowledge (CFoK) in mathematics instruction.
Updated: Jun. 07, 2017
This study investigated the relationships between Australian early years teachers’ epistemic beliefs and their beliefs about children’s moral learning. Results indicated that early years teachers held relatively sophisticated epistemic beliefs. The participants held epistemic beliefs reflecting views that knowledge is not certain; that knowledge is more than simple facts and that learning can take time; that truths are not absolute and that what is true today is not necessarily true tomorrow. With respect to beliefs about moral learning, teachers were less likely to agree that teachers had a role in children’s moral learning or that schools were the context where moral learning should take place.
Updated: Jun. 05, 2017
Bringing the Teacher into Teacher Preparation: Learning from Mentor Teachers in Joint Methods Activities
This article draws on Lampert’s three-pronged model of teaching practice (Lampert, 2001) to explore the possible contributions of elementary classroom teachers to the learning-to-teach-mathematics experiences of preservice teachers (PSTs). The authors focus on a third-space context in which mentor teachers (MTs), PSTs, and university teacher educators collaborated to plan and analyze task-based problem-solving interviews of children. The authors analyzed the MT's contributions to a third-space activity involving the task-based interview. This analysis also suggests ways in which university teacher educators might enhance the development of methods/field third spaces by anticipating and preparing to leverage MT contributions.
Updated: Nov. 23, 2016
The purpose of this study was to explore the impact of international experiences on preservice teachers’ currently held images of the child through their photographs, journal entries, and seminar discussions. The results describe the changing images the preservice teachers developed of children and themselves as teachers.
Updated: Jan. 25, 2016
The study examined how a group of pre-service English language teachers perceived immigrant children from Mainland China in terms of learning attitudes, academic performance and classroom behaviour. The findings confirm the prevalence of the ‘deficit model’ in these pre-service teachers’ perceptions of immigrant children, which might negatively impact their professional practice. The participants widely perceived these children as deficit and consider them a serious professional challenge.
Updated: Jan. 06, 2016
Preservice Teachers’ Beliefs About Childhood: Challenges for a Participatory Early Childhood Education?
The purpose of this study is to examine preservice teachers’ beliefs about childhood in an attempt to see how they may support an active, participatory role for children in early childhood education. The authors highlight three important conclusions from this research. First, preservice teachers already have a number of beliefs that explain children’s behavior, haracteristics, potentials, and needs when they enter university education. Second, beliefs about childhood vary among preservice teachers and some of their beliefs are related to known scientific theories about childhood or to existing typologies. Third, despite this variation, there are specific ontological and epistemological presuppositions underlying these beliefs that construct a framework theory for understanding childhood.
Updated: Nov. 04, 2015