Search results for: Attitudes of teachers
Page 4/46 456 items
A Comparative Study of Awarding Organisation and HEI Initial Teacher Training Programmes for the Lifelong Learning Sector in England
The central purpose of this research was to ascertain the views of teachers and teacher educators in the lifelong learning sector in England about the comparative ‘value’ of different forms of initial teacher training (ITT). The article reveals that both teachers and teacher educators perceive HEI programmes as superior to other forms of teacher training, in terms of both labour-market currency and the quality of learning provided. Although the majority of respondents regarded awarding body courses as adequate, the data reveal that most believed that HEI provision offers a different learning experience to that provided by alternative awarding bodies. Furthermore, both teachers and teacher educators believed that HEI-validated courses offered a challenging experience combining theory and practice.
Updated: Sep. 19, 2016
The purpose of this study was to examine the attitudes of mentors, mentees, and principals pertaining to the first year of mentoring in an induction program. The findings revealed that principals noted little concern with program components and appeared the most satisfied with the mentoring program as a whole. Subsequently, mentors had more positive attitudes than did mentees across grade span, and mentees at the elementary school level had the most positive attitudes among all mentees across grade span. In addition, it was most important to elementary school teachers to participate in mentoring, and also to observe veteran teachers as part of their mentoring activities.
Updated: Aug. 30, 2016
Exploring Early Childhood Teachers’ Beliefs and Practices About Preschool Outdoor Play: A Qualitative Study
This case study examined how early childhood teachers’ beliefs and practices influence the function of preschool outdoor play. Teachers’ perceptions about outdoor play included the theme of outdoor play opportunities afforded children on the playground. Additional teachers’ perceptions included barriers to outdoor play and teacher preparation and planning for the outdoor environment.The early childhood teachers at the center believed that supervision is paramount during children’s outdoor play. The teachers viewed their primary responsibility outdoors as keeping the children safe and providing guidance, yet allowing children to play without teacher intrusion. Furthermore, teachers perceived that outdoor play opportunities were limited due to the physical space and the fixed equipment outdoors.
Updated: Aug. 22, 2016
Continuing Professional Development – Why Bother? Perceptions and Motivations of Teachers in Ireland
This article aims to focus on the motivating and inhibiting factors relating to teachers’ engagement with continuing professional development (CPD) and to analyse the data in relation to Herzberg et al.’s (1959) two-factor theory, as a means of drawing implications for the future provision of CPD in the Republic of Ireland and Northern Ireland. The findings indicate that teachers’ intrinsic motivation to seek out their own CPD continues to apply to actually engaging in CPD. Teachers in this study expressed a preference both to seek out and to pursue CPD areas that they valued for their own personal reasons and in response to their own personal and/or professional needs. The findings demonstrate that intrinsic (personal) factors – namely career advancement, potential growth and achievement – were the chief catalysts in motivating teachers in this study to engage in CPD.
Updated: Aug. 03, 2016
The Impact of Changing Policies about Technology on the Professional Development Needs of Early Years Educators in England
This article explores the pedagogical technology continuing professional development (CPD) needs of early years educators in England. The findings reveal a difference in interpretation of ICTs between the UK governments and academic research that questions the merits of using ICTs for teaching. The practitioners associate ICTs with computers and software and mirror recent UK governments and their message that ‘e is best’. Furthermore, the practitioners view ICT as being a key CPD priority but they expect ‘instruction’ as opposed to directing CPD processes themselves.
Updated: Aug. 03, 2016
In this self-study, the author investigates the gap between best and actual practices, as experienced by a university teacher educator who spent a year as a student teacher in a middle and high school English language arts program. Occupying the identities of a student, a student teacher, a teacher educator, and a researcher, she explored the gap from these multiple perspectives, with the intent of learning how to better support student teachers' development. Her findings fall into three distinct phases: (1) In “Mind the gap,” she explains the dilemma she encountered as a student teacher. (2) In “Mine the gap,” she describes the process of exploring the nature and extent of this dilemma. (3) In “The gap is mine,” she analyzes a shift in her understanding of where the gap is located.
Updated: Aug. 01, 2016
This study examined what pedagogical advisors perceive as factors affecting their professional self-efficacy. The major finding is that pedagogical advisors perceive their professional autonomy as a necessary condition for the effective fulfillment of their role. Autonomy allows them to develop their potential in the intrapersonal, interpersonal and organizational domains of their work. Their sense of autonomy is based on a connection between freedom and commitment to the teaching profession.
Updated: Aug. 01, 2016
Pre-service teachers make extensive use of material found during internet searches, much of it purporting to exemplify ‘good’ practice, the authors were interested to know what sense they make of such material. By encouraging pre-service teachers to reflect and comment on the practices being promoted in this way, the authors wanted to hear what they focused on, their initial views of the teaching and learning shown in the video, and how their views were formed and affected by engaging in discussion.
Updated: Jul. 31, 2016
This article aimed to investigate relationships between teacher preparation and teacher outcomes. The findings suggest that features of preservice teacher preparation are positively related to teacher outcomes. Teachers who completed more practice teaching and more methods-related courses felt significantly better instructionally prepared in their first year of teaching. Results suggest that estimated effects of preparation also vary by kind of school, and particularly by school level and urbanicity. Secondary school teachers, more than elementary school teachers, seem to benefit from additional preparation. The findings also indicate that estimated positive effects of preparation are stronger among teachers employed in urban and rural settings as compared to teachers in suburban settings.
Updated: Jul. 27, 2016
This study reports on the development of a small-scale, professional development program aimed at preparing preschool teacher assistants to earn the Child Development Associate (CDA). The study examined both the participants’ and mentors’ perceptions of the program. The results revealed overlapping themes across teacher assistants and their mentors, including readiness for the CDA credentialing process, mentoring support/ relationship-building, and mutual respect.
Updated: Jul. 20, 2016