Search results for: Student teacher attitudes
Page 5/13 126 items
This article describes the results of a qualitative study that aimed to explore how one group of preservice English language teachers in Hong Kong constructed their identities as teachers. The findings demonstrate that the trajectory of the preservice teachers’ identity formation relied not only on connecting past and future but also on their perceptions of current English language teaching practices in Hong Kong schools. However, the participants evaluated many of these practices negatively. These negative evaluations resulted in a rigid division being discursively established between ‘traditional’ teachers on the one hand and ‘modern’ teachers on the other.
Updated: Feb. 17, 2014
Pre- and In-service Teachers’ Beliefs about ELLs in Content Area Classes: A Case for Inclusion, Responsibility, and Instructional Support
The current study documents differences between pre- and in-service content area teachers’ beliefs about: whether English language learners (ELLs) should be included in content area classes, the kind of instructional support (IS) they should receive, and responsibility for ELLs’ language and academic achievement. The findings revealed that pre- and in-service and female and male teachers held similar beliefs about ELLs’ inclusion in mainstream classes. However, several significant differences were found between both service and gender groups' beliefs about responsibility for ELLs’ language and academic development.
Updated: Dec. 18, 2013
This article focuses on the ways in which pre-service teachers use autobiographical inquiry to reflect on the impact of the context of real public schools and K-12 students on their constructions of themselves as teachers. In this work, the author draws on bell hooks’ notion of “talking back” as an overarching framework in analyzing the autobiographical reflections of pre-service teachers.
Updated: Nov. 20, 2013
This article presents an example of the use of peer review in teacher education. The participants were 60 pre-service secondary school teachers enrolled at the Melbourne campus of the Australian Catholic University. This study has shown that peer review has the potential to improve skills and pedagogical techniques for the classroom of future teachers. In addition, the participants in this study tended to view feedback from the peer review in a positive light even in situations where they found the feedback to be strongly critical of their work.
Updated: Nov. 19, 2013
Quality of Learning Outcomes in an Online Video-Based Learning Community: Potential and Challenges for Student Teachers
The author investigates the learning outcomes of 25 student teachers in an online video-based learning community (VBLC). Based on Biggs and Collis's Structure of Observed Learning Outcomes (SOLO) taxonomy, the majority of comments and feedback were classified as uni-structural, but more sophisticated responses could also be found. The interviews revealed that the student teachers benefited from the opportunities of peer interaction and self-reflection.
Updated: Aug. 21, 2013
This study examined the results of a project providing interns with two forms of a technology-mediated, remote observation program with the objective of overcoming cost-related barriers to geographic dispersion of interns, while maintaining quality controls. The authors will compare issues related to intern satisfaction, observer satisfaction, learning effectiveness, and cost-effectiveness for both face-to-face and remote graduate intern observations. In addition, the authors will explore similarities and differences in two alternatives to remote observations, synchronous and asynchronous, as possible solutions for cost-effective expansion of teacher licensure programs.
Updated: Jul. 24, 2013
This study aimed to identify and analyze the preservice technology training experiences of novice teachers. Furthermore, the author examined novice teachers’ perceptions of how well their teacher preparation program equipped them with the knowledge and skills necessary to fulfill the National Educational Technology Standards for Teachers (NETS•T). Three major themes regarding the Essential Conditions became evident: (a) a disconnect between preservice teachers’ technology training and other aspects of their professional education, (b) a lack of content-area relevance, and c) inadequate retention and transfer.
Updated: Jul. 10, 2013
The authors examined shifts in secondary preservice teachers’ belief orientations as they progressed through a science methods course. The authors found that overall many of the preservice teachers progressed in their orientation beliefs from a teacher-centered orientation to more student-centered orientation. The authors characterized four trajectories of change or clusters that describe how preservice teachers’ beliefs changed over the course of the semester. The authors also describe the different ways in which preservice teachers reacted to specific instructional activities, and how those activities influenced their belief orientation.
Updated: May. 29, 2013
The paper describes how field studies can be useful in teacher education. Students teachers participated in a specialty area called Play, learning and development. During this activity, the student teachers collected data about their own and young children's experience and perception of the outdoor environment. The results showed that the student teachers were positive about the involvement of children, teachers, and parents in the data collection process. They also perceived that their knowledge had increased about children's ways of using the outdoor space.
Updated: May. 28, 2013
The Net Generation as Preservice Teachers: Transferring Familiarity with New Technologies to Educational Environments
This research explored the ways that preservice teachers today (a) use Web 2.0 and other new technologies in their daily lives and in their learning experiences and (b) create online content informally and formally while learning to use new technologies in their teaching and producing teaching materials for students using new technologies. The findings reveal that preservice teachers were highly aware of new technologies and not only adopted them for personal use, but also adapted them in certain educational contexts for group projects or communication. However, this group of preservice teachers applied their knowledge of digital technologies for assignment and group work but not for classroom activities and assignments that were instructor directed.
Updated: May. 13, 2013