Search results for: Student teacher attitudes
Page 1/13 126 items
This study surveyed 128 early childhood programs in 2- and 4-year institutions of higher education across seven states. Results indicate that across 2- and 4-year institutions, language and literacy are a strong focus of feedback for student teachers, as well as child development, planning, and adult–child interactions. Student teachers are typically supervised through on-site visits that range in number and length fairly dramatically across 2- and 4-year institutions.
Updated: Nov. 08, 2016
The purpose of this study was to explore factors contributing to the effectiveness of a mathematics content-focused intervention designed to nurture positive mathematical beliefs. Utilising interviews, concept mapping, workshop observations and document analysis, shifts in the mathematical beliefs of prospective primary teachers were revealed. The role of the mathematics education tutors was critical in contributing to the development of positive beliefs.
Updated: Nov. 08, 2016
‘I See What I See from the Theory I Have Read.’ Student Teachers Learning through Theory in Practice
This paper presents experiences from a research and development project. In this project, Norwegian student teachers were encouraged to bridge theory and practice by following a pupil’s learning processes over time, and to write papers based on empirical data and relevant subject theory. The evaluations of the project received high ratings from the student teachers. In addition, an inductive analysis of the answers to open-ended questions revealed three key aspects behind its success: commuting between field practice and coursework, the authenticity of the tasks and future relevance for the teacher profession.
Updated: Oct. 05, 2016
A Discourse Analytic Approach to Video Analysis of Teaching: Aligning Desired Identities With Practice
This article presents findings from a qualitative study of an experience that supports teacher candidates to use discourse analysis and positioning theory to analyze videos of their practice during student teaching. Using case study methods for data generation and analysis, the authors demonstrate how one participant used the analytic tools to trace whether and how she enacted her preferred teacher identities during student teaching.
Updated: Oct. 05, 2016
Enhancing Feedback in Student-Teacher Field Experience in Scotland: The Role of School–University Partnership
This paper examines school–university partnership and formative feedback within student-teacher field experience. The authors examine the qualities of a three-way dialogue about student-teacher progress, and the issues that militate against feedback being used to maximise professional development. This small study of additional support for students on field experience indicated that there were positive outcomes regarding the three-way dialogue about student-teacher progress. This dialogue gave a greater focus to the whole feedback process, encouraging the student to consider the learning goals of placement more clearly. And, particularly from the tutor point of view, this more intensive contact with the partner schools helped by giving an even greater incentive to the tutors to have a secure professional relationship with each other and thus with the schools.
Updated: Sep. 20, 2016
An Investigation of Prospective Secondary Mathematics Teachers’ Conceptual Knowledge of and Attitudes towards Statistics
This study explored prospective secondary mathematics teachers’ conceptual understanding of statistics, attitudes towards statistics and the relationship between attitudes and conceptual understanding. The findings reveal that prospective mathematics teachers in this study had all taken modules in linear algebra and calculus at university and higher-level mathematics at secondary school. Despite being very mathematically able and confident, these self-selecting prospective mathematics teachers do no better in the assessment than the students from other disciplines. In addition, the results indicate generally positive attitudes but an acknowledgement that statistics is not a subject quickly learned by everyone and requires discipline to learn, but these positive attitudes are not strongly correlated with their conceptual understanding of statistics.
Updated: Sep. 07, 2016
The present study investigated the effect of a mathematics and pedagogy course focused on conceptual understanding on one class of U.S. preservice elementary teachers' beliefs about mathematical knowledge. The course used the Lesh Translation Model to build conceptual understanding through multiple representations. While the change in beliefs from the beginning to the end of the course was investigated, this study also specifically investigated the change in beliefs arising from session activities concerning division by fractions. The course combined difficulties that students can have when taught procedurally, shown with example video, and conceptual understanding that students can display when taught with well-structured activities.
Updated: Sep. 04, 2016
Student Teachers’ Beliefs about Learning and Teaching and their Participation in Career-Long Learning Activities
This study aims to investigate the relationship between beliefs about learning and teaching and participation in learning activities among student teachers. The authors found that student teachers student teachers appear to hold equally strong subject matter-oriented and pupil-oriented beliefs, but they also appear to vary in their beliefs. The findings reveal that pupil-oriented beliefs are positively related to participate in learning activities. No significant relationship exists between subject matter orientation and learning.
Updated: Aug. 08, 2016
In this self-study, the author investigates the gap between best and actual practices, as experienced by a university teacher educator who spent a year as a student teacher in a middle and high school English language arts program. Occupying the identities of a student, a student teacher, a teacher educator, and a researcher, she explored the gap from these multiple perspectives, with the intent of learning how to better support student teachers' development. Her findings fall into three distinct phases: (1) In “Mind the gap,” she explains the dilemma she encountered as a student teacher. (2) In “Mine the gap,” she describes the process of exploring the nature and extent of this dilemma. (3) In “The gap is mine,” she analyzes a shift in her understanding of where the gap is located.
Updated: Aug. 01, 2016
Pre-service and In-service Teachers’ Knowledge, Attitudes and Confidence towards Self-injury among Pupils
This study aimed to understand and explore differences between pre-service and in-service teachers’ knowledge, confidence and attitudes towards non-suicidal self-injury (NSSI), and how these variables relate to demographics and prior education in NSSI.The findings revealed that despite their willingness to help pupils who self-injure, pre- and in-service teachers identify their lack of knowledge, training and resources to address confidently self-injury in schools.
Updated: Jul. 13, 2016