Search results for: Educational environment
Page 1/5 43 items
From the imagined to the practiced: A case study on novice EFL teachers’ professional identity change in China
This article examines the change of four novice EFL teachers’ professional identities in the first years of teaching in K-12 schools in China. the findings suggest that (1) novice teachers’ cue-based or exemplar-based imagined identities may change into rule-based or schema-based practiced identities as mediated by the mixed influences of the institutional contexts of school and the dynamic educational contexts; and that (2) the institutional pressures seem to cause the imagined identities to be negatively replaced, but the teacher’s perseverance and agency in seeking opportunities of professional development may ultimately determine the positive evolution of the imagined identities.
Updated: Feb. 08, 2015
This article focuses on how preservice primary teachers can be supported to embrace digital learning technologies (DLTs) in their teaching of mathematics. The findings reveal that preservice teachers demonstrated a high degree of initiative. In addition, the students began to recognize the potential of such creative DLTs as a bridge between the use of familiar hands-on materials as representations and abstract representations of mathematical models. Furthermore, the students gained confidence after successfully presenting their DLTs to their peers, and their self-efficacy in using technology to teach mathematics increased due to these enactive mastery experiences.
Updated: Jan. 13, 2015
The Centre for Educational Research and Innovation launched a project in a number of countries, which focuses on how ‘innovative learning environments’ can contribute to offering meaningful and sustainable learning experiences for learners in the twenty-first century. This article presents the main findings of the Austrian part of the project. The article discusses whether and how the development of ILE is possible against the background of school routines and a school system that seems to be successfully resistant to change.
Updated: Nov. 19, 2014
This study explores the job satisfaction and career development of beginning teachers in Hong Kong at a time of education reform. The authors are interested to understand teachers’ reasons for joining the profession, and how their personal goals interact with the teaching environment to shape job satisfaction. The participants were eleven graduates from the Post-graduate Diploma of Education (PGDE) Primary Programme of the Hong Kong Institute of Education in 2007. The findings reveal that the school environment was found to be more determinative of teachers’ satisfaction and their initial teaching orientation. The authors suggest that teachers’ level of job satisfaction may be improved through systematically reducing their non-teaching workload by a generous increase in the number of supporting staff in schools.
Updated: Dec. 17, 2013
Educational Action Research to Initiate Discourse on Inclusion in an E-learning Environment in Teacher Education
The authors ascertain the possibilities of using the online environment of google.doc for initiating pre-service teachers’ discourse about the nature of inclusive relationships between individuals and the environment, and the ways of their enhancement. The content analysis of the generated discourse yields a system of 15 approaches that pre-service teachers use for communicating about the nature of and prerequisites for inclusive relationships.
Updated: Aug. 27, 2013
This paper is a critical account of a particular experience of an Australian teacher educator leading an international teaching practicum in South Africa.
Updated: Aug. 21, 2013
What Keeps Teachers In and What Drives Them Out: How Urban Public, Urban Catholic, and Jewish Day Schools Affect Beginning Teachers’ Careers
The author explores the important roles that school leaders and school environment play in supporting or inhibiting teachers’ initial commitments to teaching in urban public, Catholic, and Jewish schools.The study demonstrates that teachers from elite colleges who were recruited and prepared for teaching in a specific school sector might develop powerful commitments to their schools, their students, the community, and to teaching, which could result in longer teaching service.
Updated: Jun. 12, 2013
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
This study aimed to examine how national curriculum, school, and classroom contexts in Turkey influenced beginning teachers’ learning to teach when they did not have any support. The findings reveal that teachers’ classroom practice was influenced by national curriculum requirements, lack of collegial support at schools, and students’ mixed knowledge levels in the classrooms due to the complex relationship between the three contexts.
Updated: Dec. 10, 2012
This study explored a situated learning environment implemented in an educational technology course where pre-service teachers worked collaboratively on meaningful real-world projects, assuming the role of professional teachers. The authors found that the students in the situated learning environment demonstrated sophisticated problem-solving skills, exhibited metacognitive awareness, produced coherent artifacts, and showed high levels of motivation.
Updated: Jul. 30, 2012