Search results for: Student teachers
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Teacher educators’ perspectives on preparing student teachers to work with pupils who speak languages beyond English
This article reports on a mixed-methods study investigating teacher educators’ views on their role in preparing future teachers to work effectively with multilingual children. A survey was conducted with 62 teacher educators who have responsibility for inclusion or English as an Additional Language (EAL) teacher training, which was followed up with a series of semi-structured interviews. Key findings suggest that there may be a mismatch between the perceptions of teacher educators and newly qualified teachers, as the vast majority of the participants reported that they were either confident or very confident about teaching student teachers how to teach EAL children. Additional themes explored were related to concerns over a performativity culture in education, and to balancing linguistic diversity training alongside other pressing priorities in initial teacher education.
Updated: Jul. 27, 2021
This study, based on a corpus of interviews with student primary school teachers engaged in a two-year programme of initial teacher education in France, investigates their readiness to meet the challenges of the multicultural classroom. Their attitudes towards the cultural and linguistic diversity of their classrooms, and their capacity to go beyond simply ‘managing’ the situation are analysed. The results suggest that without major changes in approach at the levels of teacher education, schools administration and within schools themselves; the rich possibilities to develop positive attitudes to inclusion and interculturality offered by the presence of plurilingual and pluricultural children in primary school classrooms will continue to be overlooked.
Updated: Jul. 14, 2021
Student teachers’ beliefs about diversity: analysing the impact of a ‘diversity week’ during Initial Teacher Education
This article reports findings from a week of enrichment placements framed around ‘diversity’ within a secondary Initial Teacher Education (ITE) programme in England. The authors outline the demographics of the county – a largely rural, White county in the East Midlands of England – and describe the challenges this presents for ITE. A mixed-methods approach was used to study student teachers’ (n = 56) beliefs about diversity, generating data through: pre- and post-survey of beliefs and attitudes; student-created reflective videos; journaling; and one pre- and post-diversity week interview. The findings reveal shifts in student teachers’ perceptions about gender, race and sexuality, and these attitudinal shifts were more significant in those attending all week than those attending only the first day. This is particularly interesting because for some topics the only formal input was on the first day, and so the authors argue for the importance of time and space for creative reflection in beginning teachers’ professional development.
Updated: Jun. 23, 2021
The aim of this study is to gain insight into the content and sources of the educational ideals of beginning student teachers. The authors interviewed twenty-four beginning student teachers within the disciplines of history and the English language from three teacher education institutes in the Netherlands. The student teachers were selected using the maximum variation sampling strategy and participated voluntarily. The authors’ findings show that beginning student teachers have various educational ideals regarding the personal, interpersonal and societal development of their students. Meaningful experiences related to forming educational ideals took place in the context of school, family, jobs and voluntary activities and societal issues. They conclude by discussing the outcomes of this study for teacher education and future research.
Updated: May. 13, 2021
Field experiences aim at immersing student teachers in authentic work tasks and conditions of teachers. However, specific psychological needs of the teaching workforce are not considered when studying the fulfilment of student teachers’ psychological needs. This paper proposes a four-dimensional theoretical framework incorporating both basic and specific psychological needs. A diary study is presented, which measures the fulfilment of the hypothesised needs at five intervals during a ten-day field experience. The average fulfilment rates and development trends show differences among the four dimensions, suggesting the presence of lower- and higher-order needs. Significant correlations between need fulfilment and success indicators, such as learner satisfaction, learning gain, teacher self-efficacy and level of self-reflection, are also found. The results highlight the relevance of high rates of need fulfilment right from the start of the field experience.
Updated: May. 13, 2021
This qualitative metasynthesis investigated students’ meaningful learning experiences amid andragogical teacher education programmes. The programmes catered to the specific learning needs of adult students in the context of university-based teacher education. This study aimed to provide a wider picture of the frames of students’ meaningful learning in andragogical teacher education programmes. The findings revealed three major learning worlds of adult students’ meaningful learning, which formed a common system widening from the professional awakening to the transformative community and agency in society. Based on the findings, this study argues that in andragogical teacher education, which emphasises collaboration and networking in accordance with the current trend in higher education, teacher students may become empowered participants and active agents in society. The findings can be used in planning curricula, and developing programmes of higher education in general and teacher education in particular.
Updated: Apr. 17, 2021
Rethinking teacher education in a VUCA world: student teachers’ social-emotional competencies during the Covid-19 crisis
Policy documents from OECD and UNESCO have been stressing the need to prepare students for what has been termed a VUCA (volatile, uncertain, complex, ambiguous) world. They emphasise social-emotional competencies as necessary for coping with such conditions. This qualitative research frames the COVID-19 outbreak as an extreme case of VUCA that grants the opportunity to examine whether our teacher preparation curriculum provides teacher students with these social-emotional competencies that they are expected to model and are necessary for coping with such circumstances. Fifty-four student teachers and 24 teacher educators responded to open-ended questionnaires, and 16 semi-structured interviews with teacher educators were analysed based on grounded theory. Results demonstrate that our student teachers struggle substantially with VUCA circumstances and do not seem to receive sufficient preparation in the domain of social-emotional competencies. These troubling findings serve as a wake-up call to increase a social-emotional orientation in teacher education curriculum.
Updated: Apr. 11, 2021
Confrontation, negotiation and agency: exploring the inner dynamics of student teacher identity transformation during teaching practicum
Despite a surge of research interest in pre-service teachers’ identities over the past years, scant attention has been paid to the process of their identity construction during their teaching practicum. Adopting a qualitative case study approach, this study seeks to fill this gap by examining the identity construction experiences of four pre-service school counselling teachers who have just completed their teaching practicum in a university in China. Informed by possible selves theory and identity conflicts theory, the study shows that the participants’ identity construction emerged from the interactions between their core identities and new forms of identities arising from their daily practice and social interactions in different school settings. While some participants’ identities updated and expanded in a supportive work environment, some experienced identity conflicts and deficits with a reduced sense of commitment towards teaching in a constraining school context. However, facilitated by their self-agency and contextual affordance, some navigated their identity conflicts by developing a negotiated identity and/or enriching their ideal identities for their continuing practice and development. The study argues for an explicit focus on teacher identities in current teacher education programs to raise student teachers’ identity awareness and facilitate their reflective learning and identity building.
Updated: Feb. 27, 2021
This In Practice paper reports on an autoethnographic study based on the author’s 12-week teaching practicum experience in two secondary schools in an initial teacher education programme to professionally develop himself as a teacher educator. As a novice teacher educator, the author took on the role as a student teacher in the practicum. Through ongoing dialogues with different stakeholders in schools and the author’s own reflective self, the practicum experience provided an opportunity for the author to understand the tension between theory and practice, learn to give feedback as a teaching practicum supervisor and facilitate the development of schools. This paper offers implications on the benefits of engaging in self-study such as autoethnography in the school context for novice teacher educators to understand the educational reality and professional lives of schoolteachers as well as professionally develop themselves in their teacher education career.
Updated: Jan. 25, 2021
Examining Chinese and Spanish preservice teachers’ practicum teaching experiences: a transformative learning perspective
This paper examines how Chinese (n = 11) and Spanish (n = 11) preservice teachers reflect on their learning-to-teach experiences during the teaching practicum period through the lenses of transformative learning theory and third space conceptualisation. Specifically, the authors adopted the five-stage transformative learning model and collected reflective journals from the participants. Framed by this model, the authors traced the Chinese and Spanish preservice teachers’ transformative professional learning experiences evidenced by (1) disorienting dilemma, (2) reflection and exploration of assumptions, (3) gaining confidence in a new role, (4) behaviour changes, and (5) integration of new perspectives. Implications for fostering a third space, namely hybridity and boundary-crossing between university and schools, during teaching practicum are discussed in this paper.
Updated: Dec. 28, 2020