Search results for: Student teacher attitudes
Page 11/13 126 items
Transforming the Existing Model of Teaching Practicum: A Study of Chinese EFL Student Teachers' Perceptions
The current article reports on a study of Chinese pre-service teachers' perceived problems in their teaching practicum. Reflective paper-writing was employed to investigate the views of 210 student teachers on an English as a foreign language (EFL) teacher education programme in Central China. The findings highlight six major problems. The article points out that these problems have been caused by the exiting rationalist model of teacher education. Furthermore, the article also emphasises the need to transform the existing model of teaching practicum.
Updated: Sep. 19, 2010
Rachel’s Literacy Stories: Unpacking One Preservice Teacher’s Moral Perspectives on Literacy Teaching
The author illustrates the importance of helping both future teachers become aware of their own moral compasses and teacher educators to understand ways in which such knowledge can support their students. Hence, the author uses methods of qualitative inquiry to explore the life history of one European American preservice elementary teacher in the USA. In recounting the events of her life, Rachel Rosenberg demonstrates how she uses her own life experiences to frame the moral aspects of her future role as a teacher and especially her perspectives on literacy teaching and learning.
Updated: Sep. 19, 2010
'Teaching Could Be a Fantastic Job but …': Three Stories of Student Teacher Withdrawal from Initial Teacher Preparation Programmes in England
This article presents new findings that focus on the experiences of three (ex-)student teachers who did not complete their ITP. Having conducted in-depth interviews, the authors attempt to understand the experiences, emotions and decisions of three people who committed themselves to ITP, invested much energy and time, but in the end withdrew. The reasons for their decision to withdraw from ITP are numerous and complex. These three case studies provide some insights for teacher educators regarding the obstacles, both personal and course-related, that can impede successful completion of pre-service education and entry to the profession.
Updated: Sep. 19, 2010
Can Service Learning Reinforce Social and Cultural Bias? Exploring a Popular Model of Family Involvement for Early Childhood Teacher Candidates
In this study, 21 early childhood teacher certification candidates engaged in service learning experience with families living in deep poverty. 16 candidates appeared to confront their own biases and construct practical theories of poverty that were more complex than their original concepts. However, five candidates appeared to avoid confronting their own biases. More research is needed to examine the relationship between candidates' understanding of social relationships and their approach to service learning experiences.
Updated: Sep. 05, 2010
Prospective Teachers’ Views on the Use of Calculators with Computer Algebra System in Algebra Instruction
This study aimed to investigate the views of prospective teachers on the use of advanced calculators with Computer Algebra Systems (CAS) in algebra instruction. Participants in this study were secondary prospective mathematics teachers at a university in Ankara, Turkey. The students in this study had no prior experience with CAS. An open-ended questionnaire and group interviews revealed prospective teachers’ views and beliefs about when and why they prefer three possible uses of CAS— black box, white box, or Symbolic Math Guide (SMG).
Updated: Aug. 24, 2010
This research explored the impact upon pre-service teachers' orientations towards the arts of a performing arts week within a one-year postgraduate teacher education programme. Findings indicated that the performing arts week had helped to strengthen participants' self-image as artistic individuals who recognise the value of the arts in children's education.
Updated: Aug. 15, 2010
Pre-service Teachers’ Open-Minded Thinking Dispositions, Readiness to Learn, and Attitudes about Learning and Behavioural Difficulties in Students
The purpose of this study was to examine the linkages between the four components of pre-service teachers’ attitudes toward children with learning and behavioural difficulties (LBD) and the factors that predict their attitudes. Using a self-report measure that consisted of four scenarios describing students with LBD, the authors investigated the degree to which pre-service teachers’ open-minded thinking dispositions, readiness to learn about students with LBD, beliefs about the role of regular classroom teachers in providing for these students, and emotions in relation to dealing with these students’ difficulties predict their likelihood of engaging in punitive reactions and planned behaviours.
Updated: Aug. 01, 2010
‘Teach as You Preach’: The Effects of Student-Centred versus Lecture-Based Teaching on Student Teachers’ Approaches to Teaching
This study explores the effects of teaching and learning environments on student teachers’ approaches to teaching. The study also compares a lecture-based setting to a student-activating teaching environment. The participants were 852 Flemish students, who were in their first year of the elementary teacher training programme. Results confirm the hypothesis tested only for the increasing conceptual change/student-focused teaching approach, but not in the direction of decreasing information transmission/teacher-focused approaches to teaching. Moreover, the present study proves the majority of students in teacher education to be reflective, critical persons with the best intentions for their pupils.
Updated: Jul. 25, 2010
This study investigates the short-term evolutions in student teachers’ perception of their professional identity and the effect of teacher education ‘milestones’ on this perception. The study was carried out in the context of a three-year teaching programme in Belgium for lower secondary education teachers. Questionnaires were filled out by first-year, second-year and third-year students from two colleges. The questionnaire included four scales: commitment to teaching, professional orientation, task orientation and self-efficacy. In the first five months of the first-year course, a shift in students’ task orientation was observed: students developed a more pupil-oriented approach in teaching. Another shift occurred after workplace experience.
Updated: Jul. 20, 2010
A New Look at Preservice Teachers' Conceptions of Classroom Management and Organization: Uncovering Complexity and Dissonance
This study examines preservice teachers' conceptions of classroom organization and management in light of their training and beliefs about good teaching. Students in their final year of a 5-year program discussed their definitions and conceptions through an open-ended questionnaire. Respondents exhibited a preoccupation with behavior management previously recognized in other studies; however, findings also revealed underlying conflicts between respondents' theoretical orientations and conceptions of management, a lack of attention to developing student independence, and a conceptual schism between organization and management.
Updated: Jun. 22, 2010