Search results for: Student teacher attitudes
Page 3/13 126 items
The study examined how a group of pre-service English language teachers perceived immigrant children from Mainland China in terms of learning attitudes, academic performance and classroom behaviour. The findings confirm the prevalence of the ‘deficit model’ in these pre-service teachers’ perceptions of immigrant children, which might negatively impact their professional practice. The participants widely perceived these children as deficit and consider them a serious professional challenge.
Updated: Jan. 06, 2016
Preservice Teachers’ Attitudes and Beliefs Toward Student Diversity and Proposed Instructional Practices: A Sequential Design Study
This research draws on insights from achievement goal theory and multicultural education to examine the interrelated nature of preservice teachers’ biases and beliefs regarding culturally diverse students and the kind of instructional practices they are likely to pursue. The findings reveal that preservice teachers were significantly less biased and prejudiced and more likely to endorse adaptive instructional practices by the time they were ready to graduate from the teacher education program than they were during their 1st year in the program.
Updated: Dec. 29, 2015
Preservice Elementary Science Teachers’ Connections among Aspects of NOS: Toward a Consistent, Overarching Framework
This research examined the connections elementary preservice science teachers made among various aspects of nature of science (NOS). Data analysis focused on preservice teachers’ ability to connect their understandings of the various aspects of NOS to one another. 43 of preservice teachers made connections among NOS aspects and generally, these connections were emphasized at the end of the semester following the intervention.
Updated: Dec. 27, 2015
The purpose of this study was to investigate what kind of emotions are significant as identity shaping for student teachers. The findings show that both positive and negative emotions influence the teaching experiences of the students. In addition, the study reveal that negative emotions exercised the strongest influence. Furthermore, it show that strong negative emotions were expressed related to teachers and supervisors.
Updated: Nov. 23, 2015
The Cultural Responsiveness of Teacher Candidates towards Roma Pupils in Serbia and Slovenia – Case Studies
This study seeks to determine how differences in the Slovenian and Serbian contexts are reflected in differences in the initial cultural responsiveness of student teachers with regard to Roma minority pupils and their parents in the two countries. The results indicate that most student teachers in both groups favoured educating Roma pupils in regular schools and were aware of discrimination against Roma pupils in the education system. In addition, the results indicate that most of the student teachers agreed with the forms of cooperation that are most common in elementary schools, for example, parent meetings and individual meetings with parents. Finally, the results also indicate that the majority of student teachers from both groups would enrol Roma pupils in their class if they were charged with making this decision.
Updated: Nov. 18, 2015
This study aimed to investigate undergraduate preservice teacher candidates’ perceptions regarding variables related to instructor presence in online courses. The findings reveal that participants in online education courses require timely responses, clear instructions, and instructors who design good courses and who are available to them. The point is that if students understand when to expect a response, they may be more satisfied with their online learning experiences.
Updated: Aug. 19, 2015
Centrality of Enactive Experiences, Framing, and Motivation to Student Teachers’ Emerging Professional Identity
In the context of the student-teaching practicum, interactions with cooperating teachers and pupils are believed to comprise the press for professional identity development, though theory-based explanations are often neglected in the literature, and findings are not always consistent. To address this issue, the authors used grounded theory to articulate a model explaining the relations among three constructs important to the process of identity development of student teachers. The findings are organized around a model that highlights the phenomenon of “negotiating who I am as a teacher”.
Updated: Aug. 16, 2015
The purpose of this study was to investigate student interns’ perceptions of the e-portfolio process and what they learned as a result of this practice. The researchers gathered in-depth information from 224 students, who were required to create e-portfolios for their academic program during their final semester of the 2008–2009 academic year. Several themes emerged from this study: increased scope, timing, alignment with standards, guidance, opportunities to document growth, organize work according to standards, and type and frequency of feedback provided by faculty and other key personnel to students developing e-portfolios.
Updated: Aug. 02, 2015
Student Teachers’ Development of a Positive Attitude towards Research and Research Knowledge and Skills
This study investigated the perceived development of student teachers’ attitude towards research and the development of their research knowledge and skills, after participating in an introductory course in teacher research. The findings reveal that the students perceived a positive development in their attitude towards research, especially in their opinions of the importance of research and their own capability of conducting and using research. This study showed a significant difference, as students described teacher research as more important in comparison to the extent to which they were planning on carrying our research or using it in practice.
Updated: Jul. 29, 2015
Teacher Research in Dutch Professional Development Schools: Perceptions of the Actual and Preferred Situation in terms of the Context, Process and Outcomes of Research
The aim of this study is to provide deeper insight into the realisation of teacher research in professional development schools in the Netherlands. Participants of these schools were asked for their perceptions of the actual and preferred situation concerning teacher research in terms of the context, processes and outcomes of practice-based research activities by teachers-as-researchers. The authors can conclude that a large difference between the actual and preferred situation was noticeable. Additionally, pupil learning and outcomes seemed not to be a central focal area of the participants at this moment. Finally, the results suggest that in Dutch professional development schools increased attention is needed both by researchers and practitioners on the process and outcome dimensions of doing teacher research.
Updated: Jul. 08, 2015