Section archive - Programs & Practicum
Page 1/33 329 items
Evidence-Based Practice in Teacher Education: The Mediating Role of Self-Efficacy Beliefs and Practical Knowledge
European educational reforms call for the implementation of evidence-based teaching (EBT) in universities. Based on the evidence-based research paradigm in medical education, this study investigates the relationship between teacher educators' research experience, practical knowledge, self-efficacy beliefs, and frequency of EBT implementation. The authors report on survey data from N = 243 teacher educators from Germany, Austria, Switzerland, and the United Kingdom. A set of mediation analyses were run to identify the mediating role of self-efficacy beliefs and practical knowledge in the interplay among teacher educators' research experience and frequency of research evidence implementation. The results indicate that self-efficacy beliefs are a strong predictor of how frequently teacher educators implement EBT. Implications about the role of self-efficacy beliefs in teacher educators' professional learning and development along with future steps that are necessary to increase the implementation of EBT practices in teacher education will be discussed.
Updated: Jul. 29, 2021
Teaching and Learning with Others: Situated Encounters in Service Learning among Pre-Service Teachers
This ethnographic case study looks at the emerging teacher identities of pre-service teachers by examining their service learning experiences in a literacy programme for pre-school children from an urban poor community in the Philippines. Specifically, constructs of teacher’s roles, understandings of the goals of education, sense of self-efficacy, and identification to the teaching profession are explored from their situated encounters in a literacy programme. The relevance of reflection and mentoring during the teaching-learning process of service learning is likewise considered. Thematic analysis of observation notes, submitted portfolios, and interview transcripts revealed how pre-service teachers can learn more about themselves and their pivotal role in society particularly when their service learning is deliberately oriented towards social justice. Such findings on these situated encounters in service learning can provide valuable insights as to how a social justice approach to service learning is important to curriculum design and implementation of teacher education.
Updated: Jul. 28, 2021
The present research demonstrates initial evidence of validity of a model of pedagogical practice for teacher educators, the Pre-Service Teacher Motivation Model, which is conceptually based in self-determination theory. The study deployed a survey comprising items constituting the proposed model’s factors, and measures of satisfaction of basic psychological needs and teacher self-efficacy, which were completed by pre-service teachers (N = 402) in two independent cohorts (n = 185; n = 217). The final model comprised three factors, Relational Dynamics, Student-Centered Organization, and Connected Learning. The findings are evidence of the model’s potential utility as a tool for informing the design of learning and teaching, and reflective practices in teacher education.
Updated: Jul. 27, 2021
Results of Practice-Based Professional Development for Supporting Special Educators in Learning How to Design Functional Assessment–Based Interventions
Content-focused practice-based professional development (PBPD) with active learning is one avenue to support teachers in learning new strategies, practices, and programs. This type of professional development moves away from traditional lectures. In this descriptive study, the authors used a pre–post group design to examine the extent to which a PBPD was effective in teaching participants how to design, implement, and evaluate functional assessment–based interventions. Results indicate participants increased perceived knowledge, confidence, and usefulness and made gains in actual knowledge. The authors conclude with implications, limitations, and suggestions for research and practice.
Updated: Jul. 14, 2021
Supporting Pre-Service Teachers in Becoming Reflective Practitioners Using Conversation and Professional Standards
A significant goal of teacher education is to support the development of reflective practitioners. This intention, however, is not easily achieved when after-the-fact recall and reporting are key features of pre-service teacher learning rather than critique and contemplation. This research reports on a small-scale pilot study evaluating a novel approach to help pre-service teachers develop reflective skills in order to both understand and address the requirements of the profession. The approach involved a set of Conversation Cards with a series of question-based prompts directly linked to the Australian Professional Standards for Teachers (APSTs) and designed to enhance reflective conversations. Focus group interview discussions unveiled the surprising ways in which the pre-service teachers used the question prompts, not only as tools for reflection but for planning lessons and preparing for professional discussions with mentors. This research provides insight into a creative and meaningful approach for integrating reflection, professional standards and classroom practice through professional experience.
Updated: Jun. 24, 2021
Learning to teach across the boundary: A cultural historical activity theory perspective on a university-school partnership in Vietnam
Featuring a fundamental component in initial teacher education (ITE), the practicum also presents pre-service teachers (PSTs) with challenges arising in the process of crossing the boundary between the university and school. This paper draws on the Cultural Historical Activity Theory (CHAT) to analyse case study data on a university-school partnership in Vietnam. Findings reveal a ‘separatist’ partnership, characterised by marked division of labour, and insufficient communication between the partners. In light of CHAT, the paper offers a renewed understanding of partnership, whereby contradictions are viewed as valuable for learning as consistent ideas and values held by the partners.
Updated: Jun. 23, 2021
Relationships in early practicum experiences: positive and negative aspects and associations with practicum students’ characteristics and teaching efficacy
One aspect of teaching which has implications for teacher development is the practicum student-supervising teacher relationship. The current study examines this relationship. Over 100 pre-service teachers across 3 institutions of higher education reported on their relationship with their supervising teacher and their feelings of teaching self-efficacy. Results show that practicums students report both positive and negative relationship aspects; environmental stressors were associated with reported relationships. Furthermore, practicum student efficacy was associated with both positivity and negativity in reported relationships. Findings are discussed in terms of implications for teacher preparation and providing support to pre-service teachers during their practica.
Updated: May. 12, 2021
Career changers form a substantial proportion of teacher education (TE) students. They bring a broader set of life and work experiences than do their younger, school-leaving counterparts. This paper investigates the needs and concerns of career change student teachers (CCSTs) in Australia. The study on which this article reports analysed survey data from 508 CCSTs enrolled in 29 of Australia’s 34 universities. The article explores what this group brings to their TE courses, and how their needs and contributions may differ from those of younger students. The data confirmed career changers’ reasons for choosing teaching are primarily driven by intrinsic and altruistic motivations. Concerns regarding flexibility in course offerings was expressed. The authors advise that attracting and retaining career change teachers is likely to become increasingly important in the context of rising school student numbers, teacher attrition, and the impending departure from the profession of many ‘baby boomers’.
Updated: May. 11, 2021
A comparison of population and employment projections shows the gap between teacher supply and demand growing through 2025. Alternative certification programs (ACPs) were created to increase teacher production, but research on who selects ACPs versus traditional preparation programs (TPPs) shows mixed results as does research on new teacher attrition. Analyzing employment and preparation data for over 225,000 new teachers (56% ACP), the authors found male and teachers of color were more likely to be ACP prepared. Using survival analysis, they found TPP teachers were significantly more likely to remain in the classroom than ACP teachers. They also found that teachers of color were more likely to stay teaching after accounting for preparation differences, and Latinx teachers from traditional preparation programs were most likely to stay teaching.
Updated: Apr. 17, 2021
Changes in attitudes and willingness to use co-teaching through pre-service teacher training experiences
This study focuses on pre-service training. Three groups of student teachers were created: one group received conceptual training only, another received conceptual training and the opportunity to co-teach, and a third group received initial conceptual training and explanations on its use from a member of the second group. An explicative sequential mixed design was chosen, which combines a quantitative study, conducted on a pre-post basis to compare test results on attitude and willingness to use co-teaching, with a qualitative study to analyse co-teaching student-teachers’ perceptions in both their own learning experience and the learning experience of the pupils. The results show that those who received only conceptual training modified their attitudes to a lesser degree and curiously, those in the group receiving explanations from a peer improved the most.
Updated: Apr. 17, 2021