Search results for: Student teacher attitudes
Page 7/13 127 items
The Multiple Meanings of Play: Exploring Preservice Teachers' Beliefs About a Central Element of Early Childhood Education
This study investigates preservice teachers' beliefs about what constitutes play. Research for this study focused on 7 preservice teachers enrolled in an early childhood through Grade 4 practicum course at a small private university in south central Texas.
Updated: Sep. 23, 2012
Formative Conceptions of Assessment: Trainee Teachers’ Thinking about Assessment Issues in English Secondary Schools
In this article, the authors examine the developing thinking about assessment of graduate trainees preparing for secondary teaching in England. The authors interview a sample of trainee teachers at an early stage of preparation for teaching. The findings suggest that the preconceptions of trainee teachers about the nature and purpose of assessment, and their interpretations of classroom observations on school placement, offer a confused and complex basis for adopting recommended assessment practices in their own teaching.
Updated: Aug. 28, 2012
This study aimed to explore preservice teachers' attitudes toward teacher self-disclosure as part of citizenship curriculum. The study also investigated the challenges for teachers to integrate self-disclosure into their teaching. The study focused on the examination of teachers' sharing their religious beliefs and political perspectives to enhance students' civic knowledge, skills, and dispositions.
Updated: Aug. 08, 2012
This study focused on the experiences and perceptions of 12 teacher candidates as they completed a six week rural internship experience. The main objectives of the study were to: (a) describe the learning experiences of teacher candidates as they live and teach in rural communities; (b) examine how teaching and living in rural communities influence teacher identity; and (c) ascertain if living and teaching in rural communities affect teacher candidates' willingness to accept future teaching assignments in rural communities.
Updated: Jul. 30, 2012
Core Values and the Identity-Supportive Classroom: Setting LGBTQ Issues within Wider Frameworks for Preservice Educators
In this article, the author discusses how to introduce a new group of teacher education students or other preservice educators to the research about lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth and schooling-related issues. The author believes that educators empowered with strong arguments about the needs of LGBTQ students are best prepared to articulate to their colleagues why the inclusion of LGBTQ issues is a fundamental obligation as educators and is in keeping with the broader mission of any school community.
Updated: Jul. 23, 2012
Challenges in Teaching for Critical Multicultural Citizenship: Student Teaching in an Accountability-Driven Context
The purpose of this paper is to examine how three preservice teachers who supported the tenets of critical multicultural citizenship negotiated the constraints they encountered when trying to teach for this kind of citizenship in an urban school classroom. Participants in this study negotiated constraints, mostly contextual, by de-emphasizing teaching to the test, finding ways to sneak in critical and multicultural social studies knowledge and contemporary issues into the curriculum, and incorporating multiple perspectives as a way to increase critical inquiry while teaching the facts necessary for standardized tests.
Updated: Jun. 20, 2012
This article outlines research on teaching controversial issues in initial teacher education in England and South Africa.This study suggested that obstacles to teaching controversial issues in schools and teacher education persist in schools in England and South Africa. The overall challenge for both societies that are the focus of this study is to ensure that all their teachers and teacher educators have the necessary skills, knowledge and confidence to handle controversial issues in their classrooms.
Updated: May. 22, 2012
This study was conducted to reveal how students perceived their experience of preparing portfolios and the effects of the portfolio process on their learning. The participants were 35 fourth-year biology student teachers enrolled in the course ‘Assessment and evaluation’ in the Faculty of Education at Karadeniz Technical University, Turkey. Five themes were drawn from the analysis of the students’ written reflections in their portfolios, regarding how they perceived the portfolio process and its effects on their learning.
Updated: May. 07, 2012
Teacher Education Students’ Perceptions of the Value of Handouts Accompanying Teacher Educators’ Computer-Generated Slide Presentations
The current mixed-methods study investigated the perceptions of 304 teacher education students regarding the learning-related value of handouts accompanying teacher educators’ computer-generated slide presentations. The extent to which graduate and undergraduate students differed in their perceptions was also investigated. The results revealed that handouts that accompany computer-generated slide presentations served as a crucial learning tool for students in their teacher education experiences. This study also found that amount of detail provided in a handout affects the degree of perceived student learning
Updated: Apr. 24, 2012
Changes in Preservice Elementary Teachers’ Personal Science Teaching Efficacy and Science Teaching Outcome Expectancies: The Influence of Context
The current study explored contextual changes in perceptions of science teaching self-efficacy through pre-, post- and retrospective administrations of the Science Teaching Expectancy Belief Instrument (STEBI-B). Findings revealed that the number of postsecondary science courses completed, and prior school science experiences had a significant main effect on personal science teaching efficacy (PSTE) but not science teaching outcome expectancy (STOE).
Updated: Apr. 22, 2012