Search results for: Student attitudes
Page 11/19 184 items
Building Caring Relationships between a Teacher and Students in a Teacher Preparation Program Word-by-Word, Moment-by-Moment
The authors' purpose was to illustrate the process by which caring relationships between students and their teacher educator developed in the context of preservice reading preparation that made use of online communication as one class activity.
Updated: Jun. 27, 2012
The purpose of this study is to clarify how pre-service teachers perceive mentor teachers’ use of mentoring skills. Sixty stimulated-recall interviews were conducted, each in connection with a previously recorded mentoring dialogue. A quantitative analysis showed that six types of mentoring skills appeared to be perceived by pre-service teachers as offering emotional support and five others as offering task assistance.
Updated: Jun. 27, 2012
In this article, the authors examined the relationship between mentees’ perceptions of success with the mentoring relationship, and their achievement of the intended outcomes of the program. To examine the complexity of the relationship that can exist between students' satisfaction and students' learning, the authors report data from their own work with high school social studies students. Analysis of survey and interview data collected from mentees showed that they appreciated different experiences than those that led to the outcomes intended by the program designers.
Updated: Jun. 18, 2012
Learning to Attend to Culturally and Linguistically Diverse Learners Through Teacher Inquiry in Teacher Education
In this article, the authors sought to understand how student teachers (STs) in a teacher credential program with a history of attention to diverse learners were learning about their culturally and linguistically diverse (CLD) students through Teacher inquiry (TI). STs took actions of various kinds to learn about diverse students: researching contexts and histories; examining student work and performance at full-class, subgroup, and individual levels; and asking and listening beneath the surface to students’ reasoning, attitudes, beliefs, and concerns about school learning and other issues. However, TI elements were used to varying degrees, in various ways, and with varying levels of success.
Updated: May. 28, 2012
This article reports on the effectiveness of a programme designed to enhance aspects of teacher knowledge believed to contribute to successful teaching for numeracy in the middle years of schooling. Teacher profiling instruments and pupil surveys of their classes were administered at the beginning and end of the programme. This programme shows that progress can be made on pupils’ numeracy levels with a dedicated programme .
Updated: May. 22, 2012
The current article describes the experiences of elementary education majors during their social studies methods course. The authors used digital primary sources to teach historical perspective and to model historical inquiry teaching strategies for use in elementary classrooms. The students indicated that their experiences were positive and that digital resources had great potential for elementary classroom use.
Updated: Apr. 16, 2012
The current study explores novice, urban-trained teachers’ evaluations of their current schools. The participants were16 teachers from the same private, graduate-level university teacher education program (TEP) in the eastern United States. The findings reveal that these teachers prefer the behaviors, beliefs, and values that they perceive most resemble suburban-ness or middle-class-ness. This study demonstrates how these teachers’ ranking essentially reinforced the dominance of White, middle-class culture, revealing the hidden discourse of class and how the beliefs associated with class are often entangled with race.
Updated: Mar. 27, 2012
The current paper describes a research project developed at the University of Cordoba during the academic year 2007‑8. The participants in this research were 2414 students studying courses included in a pilot scheme for the implementation of European Credit Transfer System credits. The purpose of this paper was to ascertain the opinions of students in relation to their grasp and working level of the transversal competences encompassed in the Tuning Project.
Updated: Mar. 12, 2012
A general theoretical frame on human actions was adapted to describe teacher’s teaching related goals, concerns and future-time extension, expanding previous studies only on of teachers concerns, or on their goals and concerns. Eighty-eight pre-service teachers participated in this study. Thirteen goal and fifteen concern categories were identified. It was found that goals and concerns were to some extent related to well-being.
Updated: Dec. 21, 2011
This article examines the learning strategies and learning-related emotions of German teacher trainees. Characteristics of German teacher trainees are identified through comparisons with German students on educational science course, and through comparisons with Swedish teacher trainees. It was found that there are national differences between German and Swedish teacher trainees.
Updated: Dec. 20, 2011