Search results for: Student teacher attitudes
Page 4/13 128 items
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
Does Student Teaching Matter? Investigating Pre-service Teachers’ Sense of Efficacy and Preparedness
This study aimed to investigate how student teaching experiences impact the sense of teaching efficacy and feelings of preparedness of pre-service teachers in a nearly and elementary teacher education program. Findings indicate that pre-service teachers’ perceptions of preparedness and sense of teaching efficacy both increased significantly from pre-student teaching to post-student teaching. In addition, three themes emerged from the answers to open-ended questions on learning components of student teaching experiences: opportunity for hands-on teaching, the opportunity to observe experienced teachers, and the relationship with their cooperating teacher.
Updated: Jul. 07, 2015
This study examined the challenges encountered by student teachers during their practicum experience. They coded the data independently and found three major themes: 1. Student teaching is a very stressful period for preservice teachers, due to the workload and to student behavior issues; 2.The most positive aspect of student teaching is the formation of positive relationships with the mentor teacher and with students. 3. If given a chance to do so, few student teachers would change their experiences and are optimistic about their futures.
Updated: Jul. 01, 2015
This article reports on research into the ways in which student teachers’ experiential learning is mediated by socioculturally situated narrative resources. This research is put into the context of debates about the centrality of ‘on the job’ learning to ITE and developing interest in recent decades in models of teacher knowledge and teacher learning.
Updated: Jun. 08, 2015
Leveraging Data Sampling and Practical Knowledge: Field Instructors’ Perceptions About Inter-Rater Reliability Data
This study examined the attitudes of field instructors regarding inter-rater reliability analyses. The authors analyzed the discussions of the university-based field instructors about what accounted for varying correlations. Qualitative data analysis found that 7 field instructors assumed divergent scores indicate weakness in evaluation processes and posited conflicting root causes.
Updated: Dec. 23, 2014
Beginning and End of the Internship: Student tTachers’ Interpersonal Profiles and the Accuracy of their Self-beliefs
The purpose of this study concerns student teachers’ interpersonal profiles and the accuracy of their self-belief regarding the interpersonal relationship with students at the beginning and end of the internship. The findings reveal that there were fewer student teachers with preferable interpersonal profiles at the end of the internship than in the beginning. Self-beliefs at the beginning indicated that the majority of student teachers were underestimating themselves; at the end of the internship most of them were overestimating themselves.
Updated: Dec. 23, 2014
This article aimed to examine both preservice teachers’ and teacher educators’ attitudes toward student diversity. Two array groups emerged: Students Are Students and Diversity Advocates. The authors find gaps in attitudes toward student diversity between the two array groups. These gaps indicate both consensual and divided attitudes toward student diversity.However, a major gap in attitudes toward student diversity between the two groups is similarity versus diversity: while one group highlights similarity among students, the other group appeals for the importance of acknowledging and addressing student diversity.
Updated: Sep. 16, 2014
The Conflict Within the Role: A Longitudinal Study of Preschool Student Teachers’ Developing Competence In and Attitudes Towards Science Teaching in Relation to Developing a Professional Role
The purpose of this exploratory, longitudinal study is to explore the effect of preschool teacher education on competence, confidence, and attitudes towards science and science teaching in relation to a developing professional identity. The results suggest that there was a gradual change in perceptions of the professional role of preschool teachers during the teacher education program. The data show that the students generally already had a positive and relaxed attitude towards science activities with children when starting the program, and that this positive attitude grew with increasing competence and confidence. Nevertheless, many of them still found science activities to be awkward in preschool, mainly due to a wish to protect the children from school culture.
Updated: Aug. 20, 2014
The study outlined in this article used the Draw-A-Scientist Test (DAST) to explore the views of scientists held by preservice students in science methods classes at both the elementary and secondary levels. The findings revealed that the students with greater previous science experience at both the secondary and post-secondary level would create visual representations of scientist that were significantly less stereotypical than representations created by students with lesser previous science experience. However, results indicated statistically significant differences in stereotypical components of representations of scientists depending on preservice teachers’ program and previous science experiences.
Updated: Jul. 16, 2014