Search results for: Self perception
Page 1/2 13 items
This study examines pre-service primary school teachers’ (PSTs’) possible selves in relation to science teaching and the ways in which these possible selves change over time. This longitudinal study adds to the body of knowledge by examining PSTs’ possible selves at various time points throughout their teacher preparation: three PSTs, selected from a wider sample, were interviewed three times about their future aspirations as science teachers. Narrative analysis was applied to show the changes in three PSTs’ possible selves in response to the science methods course and teaching practicum. PSTs articulated general, collective and specific hoped-for and feared possible selves. The findings highlight the changes in the possible selves that pertain to their cognitive and affective dimensions and occurred in different stages of teacher education. These changes were significant for the development of PSTs’ identity. The implications of these findings are discussed in the context of science teaching.
Updated: Jul. 12, 2022
An Investigation of the Influence of Video Types and External Facilitation on PE Inservice Teachers’ Reflections and Their Perceptions of Learning: Findings From the AMPED Cluster Controlled Trial
Teacher professional development (TPD) programs are increasingly using video recordings of teaching practice to develop teacher capacity and foster student learning. However, consensus has yet to be reached about how to utilize video recordings in TPD for physical education (PE) teachers. The authors used semi-structured interviews and evaluations of PE teachers’ written reflective statements to investigate how they reacted as they engaged with different video material and external facilitators during a TPD program. Teachers believed video-based reflection on their own teaching, rather than viewing others’ practice, was the most useful, even though both forms of analysis produced a similar depth of reflection. PE teachers also benefited from dialogue with external facilitators during the TPD program. These results highlight the importance of researchers, teachers, and facilitators delivering and participating in TPD collaboratively and focusing on strategies that may increase the depth of teacher reflection on their own practices, which is considered a first step toward changing classroom practice and improving student outcomes.
Updated: Aug. 25, 2021
Fun and Friendly or Wild and Offensive? Preservice Teachers’ Use of and Image Conveyed by Social Media
The study presents survey results from 515 preservice teachers at a regional United States institution on their social media use, specifically, their self-reported personal image conveyed on their social media sites, likelihood of posting problematic content on their social media sites, and preference for various others viewing their social media sites. While many preservice teachers reported appropriate social media use, some participants conveyed inappropriate personal images; had reservations about supervisors, employers, and university faculty viewing their sites; and were likely to post problematic content. Thus, it is incumbent for teacher preparation programs to develop clear policies as preservice teachers must be made aware of the professional consequences of inappropriate social media usage and behaviours.
Updated: Feb. 17, 2021
Competence and challenge in professional development: teacher perceptions at different stages of career
The present study investigates teachers’ perceived challenge and competence at different stages when dealing with professional requirements. A total of 655 teachers from 250 primary schools in the state of Zurich, Switzerland, at different career stages (pre-service, beginning and experienced teachers), completed a survey measuring four professional requirements in competence and challenge dimensions. Structural equation modelling was used to assess the validity of the measures and teachers’ sense of competence and perceived challenge were compared across different career stages. Beginning teachers were found to be lower in their sense of competence in all four requirements, but teachers’ experiences of challenge varied at different career stages. The findings call for attention to facilitating new teachers to accomplish the required competencies and to minimise any stress arising from the challenges they face. Promoting optimal use of resources through cooperation in the workplace may help beginning teachers to maximise their sense of competence.
Updated: Dec. 29, 2020
In this study, the authors intended to focus on: (1) the development of teachers’ self-perception of their roles; (2) the major concerns of the teacher candidates; and (3) the reasons behind these concerns. The findings revealed that the participants considered their roles as teachers as being both the authority and facilitator in the classroom, and focused on both content delivery and student moral development. The authors claim that it is important for teacher educators to recognize teacher candidates’ struggles between the ideal and the reality of teaching, and their concerns with the ways they present themselves in front of the students.
Updated: Dec. 14, 2014
This study had two purposes: (1) to test the hypothesis that teacher candidates who faced challenges in student teaching had lower self-ratings on teacher dispositions than their counterparts who did not face challenges in student teaching, and (2) to develop an explanatory model to predict teacher candidates’ challenging experiences in student teaching. As the authors hypothesized, teacher candidates who successfully completed student teaching had significantly higher self-rating scores on dispositions than their counterparts who faced notable challenges. The findings from this study stand to advance our understanding of how dispositions relate to instructional practices and approaches.
Updated: Oct. 08, 2013
This exploratory feasibility study assesses a mindfulness program in a fifth-grade classroom. The goal of the study was to help children understand and access their own mindfulness within the classroom setting without instruction by teachers and without using meditation techniques. Participants were 24 children of low socioeconomic status (SES) from urban areas in Fairfield County, Connecticut, who attended a summer program. The mindfulness program was feasible, and overall improvements in attention were evident.
Updated: Oct. 19, 2009
This study describes an innovative leadership development program in self-awareness in the Summer Principals Academy at Teachers College. It describes both the theoretical and practical pedagogy of self-awareness training. The themes that emerged from the data led to the development of cognitive maps for practitioners that provide heuristics and developmental guides for practice, as well as refinements of the training protocols.
Updated: Oct. 19, 2009
International Field Experiences: The Impact of Class, Gender and Race on the Perceptions and Experiences of Preservice Teachers
The authors explore ways class, gender and race complicate perceptions and experiences of preservice teachers during an international field experience in Honduras. Data were collected over 5 years through observations, group discussions, course assignments, and on-site focus group interviews and post-trip individual interviews. An inductive approach combined with cross-comparative analysis reveal diverse ways class, gender and race shaped and re-shaped preservice teachers' perceptions of self, peers, and host community members.
Updated: Jan. 05, 2009
The article describes teachers' feelings of susceptibility as expressed in an online teachers' community in Mainland China. The study reveals how changes in policy affect teachers' professional relations and identities. The study also argues that while Chinese cultural tradition is used to give teachers authority, it also imposes burdens on teachers and subjects them to close scrutiny, which consequently makes them feel more vulnerable.
Updated: Feb. 05, 2008