Preservice Teachers (512 items)To section archive
Early childhood education (ECE) is not given as much attention as primary and secondary education in rural areas in China, and rural preschool teachers lack opportunities to receive high quality and appropriate pre-service and in-service professional training. This study focused on professional development (PD) opportunities available for preschool teachers in Heilongjiang, one of China’s largest provinces, wherein 44.3% of the population lives in rural areas. This study (i) considered PD opportunities available for preschool teachers in rural areas; and (ii) surveyed key stakeholders, including preschool teachers and principals, to understand their views on PD activities. A total of 71 teachers and 3 principals from three preschools completed online surveys. Results indicated that (i) rural preschool teachers had relatively limited PD opportunities; (ii) school-based activities that focused on curriculum implementation were the dominant form of PD; and (iii) teachers felt that the PD they received was relevant, of good quality and effective, and that the individual mentoring they received had a positive impact on their pedagogical practices. Implications of the findings are discussed.
Updated: Nov. 25, 2021
Achieving the goal of a scientifically literate society greatly depends on teachers. This study assesses preservice elementary teachers’ conceptual understanding of scientific literacy. Study participants include 20 preservice elementary teachers registered in an advanced science methods course at a midsize university in the United States. A qualitative interview design with a sem-istructured interview format was used. The results of this study showed that preservice elementary teachers’ scientific literacy and knowledge of the nature of science required improvement to comply with science education reforms; however, they showed adequate understanding of the relationship among science, technology, and society.
Updated: Oct. 21, 2021
This year-long study by an undergraduate teacher candidate explores the identity and emotional work involved in learning decisions through her teacher preparation program. Using personal reflections, analytic memos, and notes, she was able to discover patterns of learning in the emotional geographies in teacher education. Further, the authors employed both a critical and meta-critical friend to rigorously develop and interrogate themes and interpretations. Findings revealed that decisions to ‘invest’ in any particular learning context did not merely constitute an intellectual commitment. Rather embodied emotional responses to persons, ideologies, and environments challenged her to make sense of her place in emotional geographies. Her decision-making process involved moving toward investing in learning or presenting a more superficial performance. These decisions depended, in part, on her deliberations of whether the emotional geographies provided opportunities that she perceived would ‘build her’ or ‘break her.’ The authors assert that learning actively requires students to make decisions about their position, identity and belonging within educational relationships. Attending to embodied emotional work in classroom learning is often understudied, and yet is relevant to issues of power and equity with teacher education. This self-study offers teacher educators and researchers a glimpse into the benefits of a teacher candidate initiating and conducting a self-study and suggests that this could be a fruitful area to pursue methodologically. This research contributes a deeper understanding of such emotional work and how self-study involving teacher candidates can be used as a source of knowledge in teacher preparation programs.
Updated: Oct. 06, 2021
In this study, the authors present and evaluate a way to profile second career teachers (SCTs) in technical and vocational education and training schools (TVET schools) that goes beyond the traditional motivational approach. More specifically, by considering multiple entry-related variables (entry motivation, career adaptability, and prior job satisfaction). Analyses based on a mixed methods design (262 prospective and in-service second career teachers for the latent profile analysis and 7 in-service teachers for the multiple case study) revealed three profiles with their own specific characteristics and predicting different levels of sense of efficacy for teaching. This study confirms the heterogeneity of the population of second career teachers and invites reflection on the implications for their entry into teaching.
Updated: Sep. 09, 2021