Search results for: Attitudes of teachers
Page 11/46 456 items
Dancing in the Ditches: Reflecting on the Capacity of a University/School Partnership to Clarify the Role of a Teacher Educator
The present article examines common themes identified in the roles required and/or perceived for teacher educators by both teachers and teacher educators. Collaboration, discussion and critique enabled personal reflection as teacher educators worked as partners to schools in a state-sponsored teaching and learning skills project. The teacher educators were required to be change agents at the interface of theory and practice and their experiences reflected individual journeys, but their reflections have ongoing implications for clarifying and professionalising the role of teacher educators.
Updated: Oct. 22, 2014
This study investigated the nature of relationships among student teachers, university supervisors, and cooperating teachers in one UAE teacher education program. The findings reveal that most student teachers preferred the collaborative approach to supervision. The cooperating teachers most often used collaborative supervision with student teachers. In contrast, the university supervisors used directive approach. Moreover, unlike cooperating teachers, university supervisors had negative opinions of the abilities of student teachers in this program.
Updated: Oct. 07, 2014
Newly Qualified Teachers’ Reflections on the Quality of Initial Teacher Education in the Republic of Ireland
This article discusses the impact of initial teacher education )ITE) on teachers’ professional experiences around the classroom teaching and interpersonal relationships with colleagues and parents. This article also explores what areas newly qualified teachers (NQTs( identified as deserving more attention within college courses. This article discusses the findings of a large scale mixed-methods research conducted on a variety of early professional experiences of beginning primary teachers in the Republic of Ireland. The findings reveal that majority of the sample expressed that they generally felt well prepared for teaching and carrying out teaching duties through their first year in practice. In addition, majority of preservice teachers identified teaching practice as the most important element of the ITE course. However, majority of the beginning teachers identified teaching methods as the most important element of the ITE course.
Updated: Oct. 06, 2014
This study explored how preservice teachers demonstrate evidence of cultural competence in the work sample. Using the Teacher Work Sample (TWS), a plan for instruction serving as a teacher performance assessment, the research examines the document for evidence of cultural competence. Twenty TWSs ultimately fell into four distinct categories designated as static, reactive, active, and proactive. The author concludes that this study found heavy evidence of recognition and response within the reactive, active, and proactive TWSs; however, teacher educators must take care to use multiple ways to measure the cultural competence of preservice teachers, and we need more research in this area.
Updated: Oct. 06, 2014
This article aimed to examine both preservice teachers’ and teacher educators’ attitudes toward student diversity. Two array groups emerged: Students Are Students and Diversity Advocates. The authors find gaps in attitudes toward student diversity between the two array groups. These gaps indicate both consensual and divided attitudes toward student diversity.However, a major gap in attitudes toward student diversity between the two groups is similarity versus diversity: while one group highlights similarity among students, the other group appeals for the importance of acknowledging and addressing student diversity.
Updated: Sep. 16, 2014
Teacher Educators' Perceptions and Use of Differentiated Instruction Practices: An Exploratory Investigation
The purpose of this study was to explore how teacher educators perceive and use differentiated instruction. The results suggest teacher educators highly value and prioritize creating a positive learning environment. Furthermore, teacher educators reported using a variety of strategies that support differentiation of content, process, and product. Although they found some congruence between teacher educators' beliefs and practices and Tomlinson's model, the results suggest that a comprehensive framework for differentiation is not being modeled for candidates. The article concludes that this exploratory study provided timely and valuable information about teacher educators' beliefs and practices related to differentiation.
Updated: Sep. 02, 2014
Preservice Teachers’ Perceptions of Learning Science Methods through Hybridizing Asynchronous and Traditional Experiences
This study addresses the research question about preservice teachers’ perceptions toward online learning after completing an elementary science methods course. Specifically, their perceptions about utilizing an online science methods curriculum versus a traditional methods curriculum. Survey and focus group data indicate that the preservice teachers valued and wanted more online experiences, but not as a total replacement of traditional methods experiences. Furthermore, using the video cases made improved comprehension possible because all preservice teachers could watch the same learning experience. The author concludes that online video cases will likely continue to provide instructors with the ability tangentially to capture elementary classroom learning environments and elementary student learning while working with preservice teachers.
Updated: Sep. 02, 2014
This article describes a two-year longitudinal study of two “at-risk” US teenagers who successfully transformed their unusually challenging high school experiences into motivation to become classroom teachers. Results suggest (1) memories of personal adversity in school may have a profound impact on an individual’s orientation to teaching, and (2) these memories can be used advantageously by pre-service teachers. Implications for teacher educators are discussed.
Updated: Aug. 24, 2014
This study investigated novice teachers’ attributions of their experiences of internship, as conveyed through a visual text. Findings indicate that novices expose critical stances in relation to activism, collegiality, and leverage, making public their unique potential to improve the educational system.
Updated: Aug. 24, 2014
The aim of this study was to investigate the views and actual practices related to inquiry and nature of science (NOS) of a group of highly motivated and well-qualified teachers from classrooms across the United States. The findings indicated that most of these teachers held fairly limited views and misconceptions on inquiry and NOS. Data analyses indicated an association between teachers’ views and classroom practice. That is, teachers with more robust views were more likely to teach science as inquiry, whereas teachers who held more limited views were less likely to teach science in this way. This study provides empirical evidence for the claim that although reform documents in the United States highlight the importance of inquiry and NOS and refer to inquiry as a central teaching strategy, some of the best teachers currently struggle to enact reformed-based teaching.
Updated: Aug. 05, 2014