Search results for: Student teacher attitudes
Page 8/13 128 items
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
The current study looks at the perceptions of preservice early educators in regards to their understanding of preschoolers' social and antisocial behaviors. This study examines early educators' assumptions about what appropriate adult interventions might be.
Updated: Mar. 12, 2012
The main purpose of the present research is to investigate the perceptions of the student teachers regarding mentor roles and create a reliable Mentor Teacher Role Inventory (MTRI) for a distance English Teacher Training context. The analysis shows that the MTRI is a very valid and reliable instrument. The author concludes that an imperative implication of the present study is that a reliable and valid Mentor Teacher Role Inventory is constructed. The analysis of the MTRI yielded mentor dimensions similar to those reported in previous literature increasing the confidence in the stability of these mentor roles.
Updated: Mar. 07, 2012
The main purpose of the present study was to investigate the relationships between moral reasoning and epistemological beliefs in the context of educational research. The sample consisted of 96 elementary student teachers in Turkey. The findings of this study demonstrated that epistemological beliefs did not make a unique contribution to moral reasoning. The results also showed that while student teachers develop more sophisticated beliefs in some epistemological dimensions, they develop less sophisticated beliefs in other epistemological dimensions.
Updated: Mar. 06, 2012
Dual Roles – Conflicting Purposes: A Comparative Study on Perceptions on Assessment in Mentoring Relations during Practicum
This article describes a comparative study which conducted in Norway, Israel and The Netherlands to examine the perceptions of mentors and mentees the nature of assessment in practice teaching. The participants were 74 student teachers and 52 mentors from these three countries. The authors found high agreement between mentors and students on a number of issues related to assessment in mentoring both in the nature of teaching as well in the process of mentoring. This study also found that there is a similar level of agreement in the three contexts regarding what to assess and how the assessment is done as there is about the mentoring activity.
Updated: Jan. 31, 2012
This study aimed to explore student teachers’ views regarding 1) the efficacy and the applicability of a brief teacher education programme in certain counselling skills; and 2) its impact on their competence to adequately apply a SEL intervention programme in their classrooms. The authors consider that the results of this study highlight the need for applying inservice training in counselling skills for teachers.
Updated: Jan. 02, 2012
The purpose of this study was to determine the longitudinal changes in the attitudes of pre-service primary education teachers towards teaching as they progressed through training. The findings show that both positive and negative changes are observed in the attitudes of student teachers towards teaching during the teacher education period. Student teachers mention teaching practices, cooperating teachers, the training programme and supervising teachers as the reasons for these changes.
Updated: Dec. 13, 2011
The Impact of a Combined Cognitive–Affective Intervention on Pre-service Teachers’ Attitudes, Knowledge, and Anticipated Professional Behaviors regarding Homosexuality and Gay and Lesbian Issues
The purpose of the current study was to examine the effectiveness of a combined cognitive–affective intervention on female pre-service teachers’ attitudes, knowledge, and anticipated professional behaviors regarding homosexuality and gay and lesbian issues, as they relate to students and their families. Sixty-seven female preservice teachers were randomly assigned either to a control group or an experimental group. Following a combined cognitive–affective intervention, female pre-service teachers showed improved knowledge and more positive attitudes toward gay men and lesbians. However, pre-service teachers who did not participate in the intervention did not evidence any change in attitudes.
Updated: Nov. 24, 2011
Defining Content for Field-Based Coursework: Contrasting the Perspectives of Secondary Preservice Teachers and Their Teacher Preparation Curricula
This study examined changes and continuities in how secondary teacher preparation programs and preservice teachers conceptualized the content and sequence of field-based teacher preparation.
Updated: Nov. 17, 2011
The article describes a study that evaluated pre-service teachers' perceptions regarding their preparedness for inclusion. The study found that increasing knowledge about legislation and policy related to inclusion, and improving levels of confidence in becoming inclusive teachers, did not likewise address their concerns, or perceived stress, about having students with disabilities in their classes.
Updated: Sep. 14, 2011