Search results for: Student teacher attitudes
Page 2/13 128 items
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
The purpose of this study was to assess the impact the mathematics education course had on teacher candidates' (TCs) ability to enact social justice pedagogy (SJP). The results reveal two important findings. The first finding is TCs in this teacher-research study were successful in enacting social justice oriented mathematics lessons as demonstrated through microteaching episodes. The second finding is TCs’ beliefs can be changed as a result of taking mathematics education courses. The results of this study have shown that teacher candidates’ beliefs about teaching for social justice as well as their practices are malleable.
Updated: May. 31, 2016
The purpose of this case study is to investigate the professional mathematics teacher identity (PMTI) of prospective teachers in terms of how the individual perceives her professional identity and how that identity is actualised in the classroom. The participants were required to discuss and describe their own PMTI in terms of three aspects: mathematics specialisation, teaching-and learning specialisation, and caring. Subsequently, they were observed in the classroom, where the actualisation of their PMTI was considered in terms of the same three. These prospective teachers demonstrate that while they may certainly be teaching who they are, this is not necessarily who they think they are. They may believe that they are Mathematics Specialists, Teaching-and-learning Specialists, and Carers, but when they are observed at work in the classroom these specialisations are not necessarily, or at least not consistently evident.
Updated: May. 17, 2016
The purpose of this study is to understand pre-service teachers’ experiences and perceptions of leadership. This inquiry informs the literature on teacher leadership by providing a summary of pre-service teachers’ actions and reflections on teacher leadership while noting the constraints of such mandated activities.
Updated: May. 04, 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 examines changes in preservice elementary teachers’ concern and perceptions about climate change after participation in an intervention situated in an elementary science methods course. Framing was used as a guiding principle for the curriculum development. The findings indicate that the framing approach was successful in promoting more scientific perceptions about climate change. Finally, this study provides preliminary support for the value of providing a careful framing of the topic of climate change within the context of the science methods course.
Updated: Mar. 20, 2016
Preschool Teacher Competence Viewed from the Perspective of Students in Early Childhood Teacher Education
The purpose of this article was to explore dimensions of Swedish preschool teachers’ competence from a student perspective . The findings revealed that students’ definitions of preschool teacher competence were composed of six different dimensions: a general pedagogical competence, specific content competence, distinct teacher competence, play competence, competence of child perspective, and collaborative and social competence. This study contributes to the ambition of seeking out a ‘red thread’ of common understanding of what constitutes early years’ teacher competence.
Updated: Mar. 16, 2016
Social Justice in Practice? Exploring Teacher Candidates’ Commitment Toward Change Agency Through Action Research
This qualitative study explores how candidates’ action research (AR) projects reflect critical AR. The author argues candidates who conduct critical AR promote its emancipatory goals and indicate a commitment to act as change agents for social justice through education. Candidates’ AR projects reveal that the majority explored cultural and institutional factors that may affect schooling. Additionally, students reported actions taken during and after the AR course that show a developing commitment to incorporate democratic practices into the teaching and learning process.
Updated: Feb. 29, 2016
This article explores a teacher educator's observations of preservice teachers’ technological literacy as it is often enacted across iterations of a writing methods course. Using personal examples and classroom anecdotes, the author argues that the construct of digital native is flawed and, instead, the author positions preservice teachers as instructional-technology learners rather than instructional-technology experts. To this end, she positions technological-literacy learning as parallel to early language learning as well as second-language acquisition, suggesting that preservice teachers understand technology and digital products from behind the screen before they are expected to engage in instructional-technology strategies in front of the screen.
Updated: Feb. 29, 2016