Search results for: Student teacher attitudes
Page 12/13 127 items
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
This yearlong self-study investigated how five interns in a suburban school understood diversity, how their conceptions influenced their relationships with students and their curricular and instructional choices, as well as the strategies a field instructor used to support interns’ learning to respond to student diversity. Influences such as the field instructor’s supervisory practices, the school context, and collaborating teachers are discussed. Suggestions are offered for reframing how supervisory work is approached and areas for future research.
Updated: Jun. 20, 2010
This study systematically tracked a group of 37 pre-service teachers' evolving beliefs about and perceptions of themselves and their experiences through the varied phases of their professional placements involving steadily increasing levels of professional responsibility. The results indicated that the pre-service teachers' beliefs about good teaching evolved from a belief in being in control through expertise to a belief in being in control through charisma and building relationship with their students.
Updated: May. 25, 2010
Student Teachers' Intentions and Actions on Integrating Technology into Their Classrooms during Student Teaching: A Singapore Study
The purpose of the study is to examine student teachers' intentions and actions in technology integration in their classrooms. 118 Singapore student teachers participated in the study. The results suggested that student teachers in Singapore showed positive intentions to integrate technology to facilitate student-centered learning in their future teaching. However, they reported that they were more likely to use technology as a supporting and instructional tool during their student teaching rather than using technology to promote student-centered learning.
Updated: Mar. 02, 2010
Seeing through a Different Lens: What Do Interns Learn When They Make Video Cases of their Own Teaching?
This study focused on four preservice teacher candidates who were completing a yearlong internship at a Midwestern university in the United States. In their courses, the interns were learning to facilitate interactive discussions in English language arts. The authors explored how the interns' perceptions of their self-selected audience influenced what they noticed, talked about, and learned as they constructed a video case about their teaching. All interns gained insights about their teaching as they constructed their case. Implications for teacher education and future research directions are discussed.
Updated: Feb. 21, 2010
Fostering Online Social Construction of Science Knowledge with Primary Pre-service Teachers Working in Virtual Teams
The purpose of this study is to examine an online pedagogical activity that fosters the social construction of science knowledge by primary pre-service teachers working in small virtual teams. The study examined how the pre-service teachers collaborated online in virtual teams to complete set tasks. The study also examined their attitudes toward and beliefs about the effectiveness of the online learning experience, and the types and quality of the resources developed. The findings indicated positive attitudes toward the collaborative learning even though beliefs about online learning were mixed.
Updated: Jan. 31, 2010
This study explores how peer assessment contributes to enhancing student teachers' preparation during field experience. A semi-structured interview was conducted with 72 student teachers. The findings showed that the student teachers have positive beliefs about peer assessment. In light of the study findings, the researchers put forth a number of suggestions and recommendations for employing peer assessment in teacher education programs in Jordan.
Updated: Jan. 31, 2010
The authors discuss an investigation into the understandings of trainee teachers about government policy. The authors use the UK government's 'Every Child Matters' (ECM). The project focused on trainees' reactions to the anticipated outcomes of ECM and their confidence to help implement the initiative in their roles as form tutors (home room teachers) and subject teachers. Trainees react positively to ECM but reveal uncertainty about its precise meaning and about the roles they would need to adopt as teachers.
Updated: Jan. 31, 2010
Language Teacher Education in Finland and the Cultural Dimension of Foreign Language Teaching - A Student Teacher Perspective
This article investigates the cultural agenda in Finnish language teacher education from a student teacher perspective. The focus is on the students' perceptions regarding how effectively cultural aspects are dealt with in their training, and how these perceptions may be affected by the length of time they have spent abroad. The empirical evidence suggests that both the language studies and the pedagogical studies tend to address cultural aspects to a small or very small extent. The main emphasis is placed on traditional aspects of culture.
Updated: Jan. 31, 2010
The Impact of a College Course Where Pre-Service Teachers and Peers With Intellectual Disabilities Study Together
This article describes how 12 pre-service teachers who participated in an inclusive liberal learning understood their experience. The analysis of interviews with these pre-service teachers suggests that they emerged from the course with a commitment to the idea that students with intellectual disabilities have a right to a challenging liberal education. Most emerged with a stronger commitment to inclusive teaching practice and felt that the use of small group activities and discussions was the best way to build classroom community, create relationships among participants, and maximize learning. All of the interviewed pre-service teachers considered this course a positive academic experience
Updated: Jan. 12, 2010