Search results for: Skills
Page 1/2 18 items
This study examined professional teacher noticing in the context of written responses 12 pre-service teachers (PSTs) provided in a reflective journal after posing addition and subtraction problems for students in an after-school tutoring program. Professional teacher noticing skills, attending, interpreting, and deciding, were situated within the well-defined mathematics content and associated trajectory of student strategies for the meaning of addition and subtraction. A three-point rubric was designed and utilized to analyze PST attending, interpreting, and deciding responses. Results characterize what PSTs “could do” relative to each skill as well as development of noticing skills over time. Results also highlight how PSTs included a rationale and next steps in deciding responses that related to supporting student understanding of the meaning of addition and subtraction, providing additional practice, and teaching solution strategies. Implications for teacher education are discussed.
Updated: Jan. 23, 2022
Mentoring plays a critical role in providing a quality professional experience for pre-service teachers in their initial teacher education. There have been numerous studies about pre-service teacher mentoring, yet actual mentoring practice still remains varied and poorly understood. Consequently, there is a need for mentoring processes that can enhance graduate teacher quality. In response to this call, this study aims to elucidate an understanding of how mentoring is operationalized, as perceived by the teacher mentor. Semi-structured interviews, with experienced teacher mentors, provided understanding on mentoring practices used within differing school contexts. These findings increase our understanding of actual mentoring processes that are used during the different phases of support for the preservice teachers. Understanding how the mentor–mentee relationship is operationalized has implications for supporting and enhancing quality mentoring experiences.
Updated: Jul. 14, 2021
Preservice Teachers’ Skills to Identify Effective Teaching Interactions: Does It Relate to Their Ability to Implement Them?
Research about in-service teachers has shown that specific skills such as the skill to identify effective teaching interactions in others relates to the teachers’ skill to engage in effective classroom interactions related to student learning. This study aimed to examine the relationship between these skills for 130 preservice teachers in the final year of their program. Findings indicated that preservice teachers’ skill to identify effective teaching interactions in others related to the effectiveness of the emotional support and instructional support exhibited in their observed classroom interactions. In addition, the study investigated the relationship between these skills and the teacher program characteristics. This study provides further evidence that the skill of noticing effective teaching interactions in others is related to implementing one’s own effective classroom interactions. Thus, enhancing preservice teachers’ noticing skills serves as an important target for current and future teacher training.
Updated: Jun. 06, 2021
Beginning teachers’ developing clinical judgement: knowledge, skills and attributes for clinical teaching
This paper reports on a case study that tracked a group of beginning teachers who were undertaking an employment-based model of Initial Teacher Education (ITE). This ITE program combined academic study for a Masters-level degree with part-time employment in secondary schools. The beginning teachers were concurrently engaged in face-to-face and blended learning, with substantial professional in-school experience (0.8). The focus of the study was an investigation of the development of clinical judgement and how these beginning teachers articulate the knowledge, skills and attributes required for their professional decision-making with a model of clinical teaching. Drawing on data collected using open-text questionnaires at two-time points, findings of the study indicate a strong acknowledgement of the centrality of a student centered focus by the beginning teachers. Participants’ responses indicated awareness of the importance of using data to identify learning need/s and for planning pedagogic interventions. However, there was comparatively limited evidence of beginning teachers generating data on or reflecting on the implications of their pedagogical choices to inform adjustments for future interventions. This highlights the importance of providing beginning teachers with ongoing support to build their clinical judgement and refine its application in clinical teaching.
Updated: Apr. 26, 2021
This article aims to determine whether the age of teachers has an influence on their knowledge about Information and Communication Technologies. The objective is to detect if there really exists a digital gap between generations, specifically in Dual Vocational Education Training, a kind of education which has been growing in the recent years. To do so, a study with a quantitative and descriptive method has been carried out, with the participation of 1.568 teachers of this training modality in the Autonomous Community of Andalusia. The data were extracted by means of a questionnaire to measure the level of digital teaching competence in Dual Vocational Education and Training schools. The results showed that the level of digital competence shown was medium to low across all dimensions. With regard to the age factor, only the problem-solving dimension was found to be age-dependent.
Updated: Mar. 17, 2021
Promoting Student Teachers' Lesson Analysis and Observation Skills by Using Gagn's Model of an Instructional Unit
The current article presents a study of an experimental training methodology for promoting lesson analysis skills in student teachers. This methodology is based on the idea that the quality of lesson analysis skills depends mainly on teachers' perception of relevant instructional events and on their understanding of these events. The experimental intervention consists of student teachers' participation in sessions on guided analysis of videotaped lessons and writing lesson analysis reports. Gagn's model of an instructional unit is used as a theoretical framework for defining a lesson and identifying its critical events.
Updated: Sep. 27, 2010
This case study investigates the dynamics of enhancing the capacities of teacher candidates in the Bilingual/Bicultural Education Students Interacting to Obtain Success (BESITOS) recruitment and retention program to advocate for culturally and linguistically diverse (CLD) students. This study describes the efforts of one Midwestern university to increase the number of highly qualified teachers prepared to address the challenges that confront CLD students.
Updated: Jun. 18, 2009
The Relationship between Critical Thinking Skills and In-Class Questioning Behaviors of English Language Teaching Students
It is important that trainee teachers in the faculties of education should develop their critical thinking skills so that they can meet the expectations and needs of their profession. The goal of this study was to investigate the relationship between critical thinking skills and in-class questioning behaviors of English Language Teaching (ELT) students at the Faculty of Education at Mugla University.The data suggest that the questions asked by the students of the higher critical thinking score group are not questions that clarify unclear points, but questions asked out of curiosity, to remove the uncertainties, and to lead people to think profoundly.
Updated: Feb. 04, 2009
The purpose of this study was to explore the relationship among a broader range of emotions (anger, anxiety, happiness, and sadness) and the acquisition of nine computer related skills.Pre- and post-surveys were given to 184 preservice education students (123 females, 61 males) enrolled in 8 month, integrated laptop program.Happiness was expressed most of the time – anxiety, anger, and sadness were reported sometimes. Anxiety and anger levels decreased significantly, while computer knowledge increased. Happiness and anxiety were the only emotions significantly related to change in computer knowledge.
Updated: Dec. 07, 2008
This article explored empirical studies of early childhood educators' experience with 63 junior and senior level university students who were involved in concurrent instructional lecture and practicum experiences. Participants defined “positive guidance” diversely with definitions ranging from accurate to inaccurate, considered several positive guidance skills difficult to master, including conflict resolution, positive language usage, setting and following through with limits, and offering choices.
Updated: Sep. 04, 2008