Search results for: Student teacher attitudes
Page 4/13 126 items
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
The authors wanted to find out more about student teachers’ understandings of Master’s-level work in relation to teacher education. In addition, they wanted to discover if working at Master’s level during the course of their PGCE changed their perceptions of its value at all. The authors therefore decided to survey the students about their experiences during the PGCE year. The authors conclude that they focused on the processes of understanding teaching and learning, which are most effective when the collaborative and social dimensions of professional learning are developed with the skills of critical reflection and research literacy. This combination enables teachers to problematise their learning contexts and develop complex understandings of teaching and learning.
Updated: Apr. 01, 2014
Diversity in Primary Teacher Education Gender Differences in Student Factors and Curriculum Perception
In this article, the authors are interested to know whether male and female students in the Netherland perceive the curriculum differently. The following research question was guided this study: Can gender-specific student factors be identified in relation to the initial teacher education curriculum that leads to the differences in the dropout rate? The authors found gender differences in student factors as well as in the way male and female students perceive the curriculum. Concerning the student factors, males and females differ in professional motivation and expectations concerning the curriculum at the start of their training and after two-and-a-half years.
Updated: Feb. 19, 2014