Search results for: Student teacher attitudes
Page 6/13 127 items
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
The Effects of Community-Based Service Learning on Preservice Teachers’ Beliefs About the Characteristics of Effective Science Teachers of Diverse Students
This study aimed to investigate the effects of community-based service learning (CBSL) on preservice elementary teachers’ beliefs of the characteristics of effective science teachers of diverse students. Findings suggest that preservice teachers who participated in CBSL developed beliefs about the characteristics of effective science teachers that are complimentary to the descriptions of effective teachers of diverse students provided in the literature.
Updated: Apr. 24, 2013
The current article draws upon data from a larger study of teacher preparation in New York City which is engaged in examining the features of both alternative and traditional pathways into teaching. The authors found that less than half of the traditional programs required any coursework in classroom management. Early entry candidates were more likely to have had a course in classroom management.
Updated: Jan. 28, 2013
A Case Study of Beginning Science Teachers’ Subject Matter (SMK) and Pedagogical Content Knowledge (PCK) of Teaching Chemical Reaction in Turkey
This study aimed to evaluate subject matter knowledge (SMK), pedagogical content knowledge (PCK), concerning chemical reactions for science teaching of beginning student teachers in Turkey. The results revealed that a high proportion of the student teachers were able to correctly apply the very basic concepts of Conservation of Mass and Conservation of Atoms. However, only one quarter of the students brought a sufficient understanding with them from secondary school to correctly answer the more difficult problems.
Updated: Nov. 28, 2012
The current study examined how preservice teachers view the nature and role of creativity in light of the complexities of contemporary early childhood classrooms. Findings indicate that the vast majority of preservice teachers valued creative thinking. However, they voiced concerns over their own unclear understandings of how to support children's creative endeavors in complex classroom environments.
Updated: Nov. 28, 2012
The current study examines the potential of employing recent graduates to facilitate the learning of current students in a BEd program. The study included 46 participants. The authors argue that the use of recent graduates is a form of intergenerational learning that is characterised by knowledge-based, as opposed to age-based, generations. The authors refer to the Jared Phenomenon as a special instance of intergenerational learning. The authors define this phenomenon, describe the contexts which it is applicable and identify three dilemmas associated with the application of this phenomenon.
Updated: Nov. 27, 2012
The current study examines how student teachers perceive their first year of teaching, by examining how they picture their development, their key experiences during that development, and, in case of negative experiences, how they coped with those experiences. This study was carried out at a teacher education institute in the Netherlands. The findings suggest that most of the student teachers in this study perceive their own development as a path with highs and lows, and with transformative moments or periods.
Updated: Nov. 06, 2012
The purpose of this study was to investigate the effects of a master's-level course designed to integrate instruction in family-centered care and diversity responsiveness. The authors aim to provide useful information on the potential of such a course for positive attitude change. Results indicate that students saw the course as having a positive effect on their understanding of issues regarding family-centered practice and diversity responsiveness.
Updated: Sep. 27, 2012
Improving Preservice Teachers' Perspectives on Family Involvement in Teaching Children With Special Needs: Guest Speaker Versus Video
The current study examines preservice teachers' perspectives on family involvement in special education and effective teaching methods for delivering family-involvement content. Eighty-three preservice teachers provided data on pre- and postadministrations of a questionnaire. The effectiveness of two methods, a video and a guest speaker, in delivering curriculum concerning family involvement was compared.
Updated: Sep. 27, 2012
Examining the Challenges Early Childhood Teacher Candidates Face in Figuring Their Roles as Early Educators
The current paper examines how three early childhood teacher candidates' figured conceptions of themselves as early educators evolve in high-stakes classrooms and teacher education environments. The article also explores how these candidates see themselves addressing these reforms in their own classrooms.
Updated: Sep. 23, 2012