Search results for: Student teacher attitudes
Page 3/13 128 items
This study investigated the development of second-year student teachers’ research knowledge and changes in their beliefs and attitude towards research during an introductory research course at an institute for primary teacher education. Remarkably the student teachers’ initial beliefs towards research were already quite positive. The results showed that student teachers’ knowledge about research grew during the introductory course and that their positive beliefs about research became more positive, while their negative beliefs about research decreased. Furthermore, student teachers’ self-efficacy regarding research appeared related to their beliefs and attitude.
Updated: Feb. 21, 2016
A Comparative Examination of Student Teacher and Intern Perceptions of Teaching Ability at the Preservice and Inservice Stages
The present study investigates how the culminating teacher preparation program (TPP) experience influences the perceptions teachers report about their ability to perform instructional tasks required of teachers. A multivariate ANOVA test was conducted to compare perceptions of 502 student teachers and interns at two points in time—once at the conclusion of their TPP and again after their first year of teaching. Results indicate that overall, student teachers report higher perceptions of their ability to perform instructional tasks than interns do at both the preservice and inservice teacher stages.
Updated: Jan. 27, 2016
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