Search results for: Student teacher attitudes
Page 10/13 126 items
Preservice Teachers' Perceptions of Field Experiences in Inclusive Preschool Settings: Implications for Personnel Preparation
The goal of this study was to identify events in the field experiences of Early Childhood Special Education (ECSE) preservice teachers that were perceived by the preservice teachers as influencing their thinking about intervention practices.The assumption was that preservice teachers would write and talk about those experiences that most affected them during their field experience. The data reveal that preservice teachers provided the most information in the strand of child-focused practices, since the focus of their fieldwork related to interventions with individual children. Findings from this study have three implications for the preparation of ECSE teachers.
Updated: Jan. 23, 2011
This article discusses the findings of a research study undertaken by a group of providers of ITE (initial teacher education) in England aiming to examine current issues relating to the recruitment and retention of male students in primary ITE. This research examined views of both successful male and female trainees on ITE courses and their course providers. The findings indicated that gender was overwhelmingly seen as irrelevant by trainees themselves. The study also identified successful strategies for retention and completion.
Updated: Dec. 26, 2010
This study examined the relationship between the past and current reading habits of pre-service teachers in relation to their reading and writing abilities. Teacher candidates who received higher scores on the comprehension subtest of the Nelson-Denny Reading Test recalled a higher degree of early school emphasis on enjoying stories and mastering reading skills, frequent childhood visits to the library, frequently being read to as a child and a higher degree of enjoyment associated with reading.
Updated: Dec. 26, 2010
This study explores the personal values and beliefs about students and learning of experienced teachers and teacher candidates during clinical practice internship. This study was conducted in the teacher education unit of an urban southern university. The majority of the respondents were female and White. Using the Rokeach Value Scale, results showed significant relationships between values and dispositions for teacher candidates and successful teachers.
Updated: Nov. 02, 2010
Book Talks in Special Education Methods Courses: Using Literature to Influence, Inspire, and Prepare Teacher Candidates
The article describes an investigation on the use of literature as part of the teacher preparation process which probed the impact of book talks on teacher candidates' attitudes toward people with disabilities. The study took place in a private college in western New York. Forty undergraduate teacher candidates in 4-year special education certification program participated in the study. Qualitative analysis revealed that the assignment influenced an increase in positive attitudes toward individuals with disabilities reflecting insight, empathy, and respect.
Updated: Oct. 26, 2010
Themes in the Research on Preservice Teachers’ Views of Cultural Diversity: Implications for Researching Millennial Preservice Teachers
This paper traces themes found in the research on preservice teachers’ views of cultural diversity. The article seeks to draw insights that inform education researchers interested in interrogating and unpacking views about diversity expressed by today’s millennial college students. Findings suggest that although recent studies report a shift toward more positive attitudes about teaching culturally diverse students, persistent issues plague preservice teachers’ understanding of cultural diversity.
Updated: Oct. 19, 2010
This study examined the classroom discipline orientations of pre-service elementary teachers both before and after the student teaching experience. 220 pre-service teachers from three southeastern universities in the USA participated in the study. The results showed that the student teaching experience significantly increased beginning teachers' preferences toward a more assertive discipline model and decreased their preferences toward the humanistic discipline model.
Updated: Oct. 17, 2010
This article describes a university-school partnership which was formed to develop a community-based model (CBM) of teacher preparation that placed pre-service teachers in urban schools for a full year. The authors wished to explore the sustainability of the CBM of teacher preparation. Data were collected through surveying faculty and both pre-service and new teachers who graduated from the CBM-based teacher preparation program. The article considers the common concerns and disparate roles that the three groups considered paramount in preparing new teachers for urban schools.
Updated: Oct. 12, 2010
Language, Culture and Dissonance: A Study Course for Globally Minded Teachers with Possibilities for Catalytic Transformation
This article presents a study which explores the impact of a course taught abroad, with the objective of preparing globally minded intercultural educators proficient in second language and culture pedagogy for English learners.
Updated: Oct. 05, 2010
Closing the Gap between the Theory and Practice of Teaching: Implications for Teacher Education Programmes in Hong Kong
This article examines the gap between the theory and practice of teaching by reporting a study that researched the inconsistencies between student teachers' best teaching strategies and their most commonly employed ones. Specifically, the authors investigated: (1) the considerations that contribute to the inconsistencies in the student teachers' conceptions of teaching; and (2) the enhancing factors of the teacher education programme which help to close the gap between the theory and practice of teaching. The findings revealed three main dimensions of consideration attributing to the inconsistencies in the conceptions of teaching: pre-training experience, teaching context and student needs.
Updated: Sep. 27, 2010