Search results for: Student teacher attitudes
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This study involved a group of Hong Kong English language student teachers who joined a six-week immersion programme in Auckland. The aim of the present investigation was to address our dearth of knowledge as to the impact of such a programme on student teachers, and the benefits that they could derive from it.
Updated: Jan. 12, 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
The relationship between an associate teacher and student teacher is a crucial aspect of the practicum experience in pre-service teacher education. This paper discusses a study which investigated the nature and substance of the professional relationship established between associate teachers and student teachers during a final block practicum.
Updated: Dec. 09, 2009
Moral Spaces in MySpace: Preservice Teachers' Perspectives about Ethical Issues in Social Networking
MySpace and Facebook are innovative digital communication tools that surpass traditional means of social interaction. In this article, the researchers developed a case-based reasoning intervention to support more informed decisions by preservice teachers. The case-based coursework led students to perceive a need for more definitive guidelines about their participation in social networking spaces.
Updated: Nov. 30, 2009
Preparing Preservice Teachers for 21st Century Classrooms: Transforming Attitudes and Behaviors About Innovative Technology
This article promotes instructors’ ideas about behaviors of 21st century teachers. It also explores their efforts to support their preservice teachers to join this rank. In this qualitative study, three instructors report the results of implementing a new project, the Innovations Mini-Teach, into their course. The findings indicated that preservice teachers in this study used a variety of strategies to learn new innovations well enough to teach or model their use to classmates.
Updated: Nov. 16, 2009
Attitudes and Concerns of Pre-Service Teachers Regarding Inclusion of Students with Disabilities into Regular Schools in Pune, India
This study examined attitudes and concerns of pre-service teachers regarding implementation of inclusive education. Participants were 480 pre-service teachers enrolled in a one year Bachelor of Education (B.Ed) program at Pune University, in the state of Maharashtra. The results of the study showed that participants had somewhat negative attitudes and a moderate degree of concern regarding the inclusion of students with disabilities in their classes.
Updated: Oct. 21, 2009
The Influence of an Extensive Inquiry-Based Field Experience on Pre-Service Elementary Student Teachers’ Science Teaching Beliefs
This study investigated the effects of an extensive inquiry-based field experience on pre service elementary teachers’ personal agency beliefs, a composite measure of context beliefs and capability beliefs related to teaching science. The research combined quantitative and qualitative approaches. It also included an experimental group that utilized the inquiry method and a control group that used traditional teaching methods.
Updated: Jul. 08, 2009
The article examines how student-teachers perceive their integration into the school life during their initial teacher education school placements. Data gathered from 23 student-teachers revealed that they considered their social interactions with school staff meaningful professionally and enhancing emotionally.
Updated: Mar. 14, 2008