Search results for: Qualitative studies
Page 1/2 16 items
Understanding university-based teacher educators’ boundary crossing experiences: voices from Hong Kong
This qualitative multi-case study explores a group of university-based language teacher educators’ boundary crossing experiences in Hong Kong. Informed by a conceptual framework on boundary crossing and drawing on data from in-depth interviews and field observations, the findings reveal the opportunities and challenges embedded in teacher educators’ boundary crossing between university and schools, between the teacher education and academic community, and between local and external contexts. The study contributes new knowledge to our understanding of teacher educators’ boundary crossing through two different forms, i.e., horizontal and hierarchical, as they navigate sociocultural differences between various communities. The paper concludes with practical implications on how to promote teacher educators’ continuing development in university settings.
Updated: Oct. 23, 2020
This article compares two different procedures for incorporating translation in education qualitative research. Its goal is providing a clear depiction of the complexities involved in translating qualitative data and the strengths and weaknesses of each procedure. Taking into account the resource constraints often faced by novice qualitative researchers, this article provides some strategies that can be employed in similar contexts.
Updated: Apr. 13, 2015
This paper analyzes teacher educators’ constructions of their professionalism and the constituent professional resources and senses of identity on which that professionalism draws. The study is framed by a broadly sociological concern with the (re)production of social patterns and relations through teacher education. The findings show that three modes of professionalism were constructed by educators within the sample group, with each deploying professional resources and senses of identity in varying ways to position individuals as credible and legitimate practitioners within the field of teacher education.
Updated: Dec. 22, 2014
Turkish Preservice Science Teachers’ Informal Reasoning Regarding Socioscientific Issues and the Factors Influencing Their Informal Reasoning
In this study, the authors explore Turkish preservice science teachers’ informal reasoning regarding socioscientific issues and the factors influencing their informal reasoning. The authors found that the factors influencing informal reasoning were: personal experiences, social considerations, moral-ethical considerations, and technological concerns.
Updated: Jan. 28, 2013
This study was aimed to examine the current issues published between January 2006 and December 2009 in three leading journals in teacher education. A research team selected three journals: the Journal of Teacher Education, Action in Teacher Education, and Teaching and Teacher Education: An International Journal of Research and Studies. The research team reviewed and analyzed 721 articles from these journals. The findings reveal that the current issues include teacher-focused issues, instructional models for teacher education, multicultural education, field experiences/school partnerships, and mentoring and induction into the profession. The article also discusses the topics which are missing in the current teacher education literature.
Updated: Jan. 15, 2013
In this article, the authors examine how experiences during teacher education affect student teachers’ decision on job entrance. The authors examined case studies of 12 student teachers: six student teachers who indicated a major increase in intention to enter teaching and six who indicated a major decrease. The data revealed that guidance, support, follow-up, and feedback on field experiences are crucial determinants of student teachers who indicated a major shift in their intention for job entrance.
Updated: Aug. 27, 2012
The purpose of this paper was to understand whether the long‐held beliefs about the importance of mentoring would be revealed as what actually occurs in an undergraduate research program. The authors describe students’ perceptions of the mentoring process and students’ beliefs about how it impacted their experiences as undergraduate researchers and their development as scientists. The authors also described are professors’ perceptions of their roles and effectiveness as mentors in students’ development as scientists. As this grounded research study shows, students and professors described student gains as increased technical expertise and communication skills.
Updated: Jul. 05, 2011
English as an Additional Language and Initial Teacher Education: Views and Experiences from Northern Ireland
This article addresses training for teaching English as an Additional Language (EAL) at initial teacher education (ITE) level in Northern Ireland. 15 primary and post-primary teachers participated in this small-scale qualitative study. The study investigates reflections on EAL content in ITE programmes, and the type of difficulties faced when teaching pupils whose first language is not English.
Updated: Sep. 19, 2010
The article is a study of Hannah Arendt’s early essays, “Reflections on Little Rock” and “The Crisis in Education,” reading them through the lens of Thinking, the first volume of her final and posthumously published work, The Life of the Mind. The result of this study is the identification of educational thinking as occurring in the existential space of solitude where students, withdrawn from the continuity of everyday life, engage in an activity that enables them to reflect upon and critically reimagine the world and thereby prepare for world-caring.
Updated: May. 25, 2010
This article reports on a qualitative interview study with eleven pre-service primary teachers in Queensland. The study examines their career plans, exploring whether, and how, a global imagination motivates this next generation of teachers. The analysis of the interview data reveals the kind of impact these possibilities make on how pre-service teachers imagine their career, and what other considerations enhance or limit their global imagination. The findings are used to reflect on the highly localised governance of pre-service teacher preparation.
Updated: May. 09, 2010