Search results for: Primary teachers
Page 1/3 24 items
The purpose of this study is to examine teacher-perceived capacity to meet their students’ additional support needs. This study also aims to identify perceived sources of help or hindrance in meeting students’ additional support needs, as these sources may be relevant when focusing on the improvement of teacher potential. The findings reveal that the participants perceive themselves to be fairly capable of meeting students’ additional support needs. The participants’ own competencies are perceived as being helpful in addressing all dimensions of students’ additional support needs. The teachers discern four sources of help or hindrance to which teachers attribute their success: teacher him/herself, student characteristics, school/working conditions and teachers’ self-efficacy beliefs.
Updated: Sep. 04, 2018
The present study explored what motivates male trainee primary school teachers for the profession. It also investigated the barriers they face and how they have overcome these barriers. The authors found three themes, which were related to potential barriers participants faced: physical contact with children; negative outsider perceptions; and working within a female orientated environment. The authors argue that three themes also emerged as motivators for the participants that enabled them to overcome the barriers they faced: perceiving the teaching profession as a positive career choice; experiencing a supportive working environment; and being perceived as positive role models.
Updated: Apr. 08, 2018
This article describes a project, which focuses on supporting competencies, which foster the ability to act in school settings by using a blended-learning scenario. The authors conclude that this project combines theoretical and practical learning by repeatedly putting students into situation, which let them prepare lessons based on their didactical knowledge, give lessons at school and reflect on them both independently as well as cooperatively in an online environment. The authors indicate that the competencies that are intended to be fostered are reflective competence and media competence in order to support students’ ability to act in school settings. During the process of this blended learning scenario, students tend to blend self-reflection and the reflection of others. In addition, students gain new awareness and knowledge by dealing with their own video material as well as material of others.
Updated: Feb. 06, 2018
Developing Pre-service Primary Teachers’ Perceptions of Cross-Curricular Teaching through Reflection on Learning
This study is focused on post graduate student teachers’ perceptions of cross-curricular approaches to the planning, organisation and representation of the primary curriculum. It tracks their emerging understanding of the nature of cross-curricular education prior to and following their own cross-curricular learning experience in art and science. The findings reveal a paradox between their initial positive perceptions and their direct experiences of such practice. The conclusions identify some implications for enhancing critical engagement and the development of teacher subject and pedagogic knowledge in initial teacher education.
Updated: Sep. 06, 2017
Nordic–Baltic Student Teachers’ Identification of and Interest in Plant and Animal Species: The Importance of Species Identification and Biodiversity for Sustainable Development
This study aims to investigate how well student teachers identify common local species, their interest in and ideas about species identification, and their perceptions of the importance of species identification and biodiversity for sustainable development. The Nordic–Baltic students’ level of identification of species was tested using high quality photos of very common species. The student teachers’ ability to identify very common species was low. The authors also found that majority of students suggested that the most efficient teaching, studying and learning method is outdoor experiential learning, where learning is activated by experiences and the use of all senses in authentic environments with living plants and animals.
Updated: Jun. 19, 2017
The participants were given an exit survey, which measured their estimated attainment of knowledge and experience in the 10 domains of professional activity considered critical for new teachers in the Interstate New Teacher Assessment and Support Consortium (INTASC) standards. The results indicated that the profile of the graduates was uneven, showing low levels of satisfaction in the fields of special education and cooperation but high levels of satisfaction in the fields of reflective practice and planning.
Updated: Feb. 28, 2017
This article reports on the knowledge for teaching mathematics of 294 pre-service primary teachers from seven Australian universities participating in a project aimed at establishing a culture of evidence-based improvement of teacher education. The authors discuss the relative difficulties of items on each of the three subscales. Furthermore, the authors examine the differences between the participants’ performances on each subscale and the overall scale according to level of education, previous mathematics study, course type, mode of study, and confidence to teach mathematics at the grade levels for which they were being prepared.
Updated: Jul. 28, 2016
This article presents data on the mathematical content knowledge and attitudes of pre-service primary teacher education students. The results reveal that fewer than half the students liked mathematics tasks, but some low scorers were positive and some high scorers were negative about mathematics. Most students used algorithmic procedures to solve problems and several consistent misconceptions were identified.
Updated: Jul. 28, 2016
The purpose of this study is to explore how deliberate reflection by student teachers is encouraged as a way to prepare, analyse and evaluate their practice. Three main types of knowledge were produced by the student teachers through deliberate reflection (appraisals, rules and artefacts). A relationship was found between producing high levels of knowledge and precision of reflective statements. The authors interpret this to mean that while deliberate reflection can support the construction of professional knowledge, this only rarely occurs.
Updated: Jun. 05, 2016
The present study focuses on the improvement of pre-service teachers’ self-efficacy for teaching science by including science courses within the teacher training program. The authors conclude that the science teaching self-efficacy of pre-service teachers, in particular, improved during years 1 and 2, and not during years 3 and 4. Higher levels of self-rated subject-matter knowledge and science teaching experience in primary schools both contributed to higher levels of personal self-efficacy for science teaching. Differences at the university level in courses taken during the first year between science content courses and science methods courses also influenced the pre-service teachers’ development of science teaching self-efficacy.
Updated: Dec. 07, 2015