Search results for: Student attitudes
Page 15/19 184 items
This study is the second from a longitudinal project examining students' motivation for teaching. This study examines motivation at the end of the course among the students who entering the Postgraduate Certificate in Education (PGCE) course at four universities in Norway. The study also reports on their experiences with teacher education in relation to motivation. The results indicate stability in motivation among the prospective teachers. Moreover, the PGCE course fulfils the students' expectations in various degrees.
Updated: Sep. 27, 2010
This article reports on an in-depth study of assessment across one university, exploring views and practices in each of the five faculties. The authors conducted semi-structured interviews with eight staff and small group interviews with 60 students. The data indicate that: there is very little common understanding of the terms often used to describe forms of assessment in policy documents and other literature; and students, contrary to popular belief, do value assessment that carries no marks, although a form of ‘deferred instrumentalism’ may be at work here. The article concludes by suggesting frameworks and terminology for future discussion and issues for staff development.
Updated: Sep. 27, 2010
This article describes the process for change undertaken by one early childhood teacher preparation program. While the changes were spurred in part by increasing emphases on standards and assessment systems, faculty noted concerns with how this framed the program and with how students negotiated learning in this system.
Updated: Sep. 05, 2010
Development of Instruments to Assess Teacher and Student Perceptions of Inquiry Experiences in Science Classrooms
This study describes the development of two instruments, the Principles of Scientific Inquiry- Teacher (PSI-T) and the Principles of Scientific Inquiry-Student (PSI-S), to investigate the extent to which students are engaged in scientific inquiry. As a result of the instrument development process employed, each finalized instrument consisted of 20-items separated into five categories. Based on the analyses completed, the instruments appear to be useful instruments for use in comprehensive assessment packages for assessing the extent to which students are experiencing inquiry in science classrooms.
Updated: Aug. 29, 2010
The main purpose of the study was to evaluate the quality of BEd programme with regard to the internal efficiency of Government Colleges for Elementary Teachers. The study was conducted on a random sample of 600 BEd students in Punjab province. The findings revealed that BEd programme was effective in terms of updating student teachers' knowledge and skills.
Updated: Aug. 17, 2010
This study explores student attitudes and learning before and after completing a course in race, culture and politics at an American university in California. Data were gathered over a three-year period from 365 students. Faculty utilized a Confluent Education framework that integrates cognitive, affective, and psychomotor dimensions of teaching and learning. Faculty used this framework to structure opportunities for students to study and discuss issues, and then, examine social settings for evidence to tie cognitive study with real world experiences.
Updated: Aug. 03, 2010
This study investigates the short-term evolutions in student teachers’ perception of their professional identity and the effect of teacher education ‘milestones’ on this perception. The study was carried out in the context of a three-year teaching programme in Belgium for lower secondary education teachers. Questionnaires were filled out by first-year, second-year and third-year students from two colleges. The questionnaire included four scales: commitment to teaching, professional orientation, task orientation and self-efficacy. In the first five months of the first-year course, a shift in students’ task orientation was observed: students developed a more pupil-oriented approach in teaching. Another shift occurred after workplace experience.
Updated: Jul. 20, 2010
This article focuses on the relationship between higher education, employability of graduates and students’ satisfaction with their studies. The article draws on European statistics, as well as on data collected at national and/or institutional level in Portugal and Sweden. Employability has been understood as a measure of higher education quality and one of the issues at stake within the Bologna process. The authors discuss if ‘Bologna’ makes a difference regarding graduate employability and students’ satisfaction with their studies, and how the differences between the countries can be understood.
Updated: Jun. 29, 2010
Validation of the Electronic Portfolio Student Perspective Instrument (EPSPI): Conditions under a Different Integration Initiative
This article describes the validation of the modified Electronic Portfolio Student Perspective Instrument (EPSPI). The article also reports the second major data collection effort involving 224 preservice teachers in a southeastern public university. Results suggest that student perspectives toward e-portfolios are multidimensional, involving four distinct and highly internally consistent underlying constructs accounting for 69% of the cumulative variability: learning, assessment, visibility, and support. This research provides further evidence that the EPSPI is a reliable measurement system.
Updated: Jun. 13, 2010
Social Studies Teacher Candidates' Views on the Controversial Issues Incorporated into their Courses in Turkey
The purpose of this study was to ascertain social studies teacher candidates' views on the controversial issues involved in their courses in Turkey. The study was based on semi-structured interviews with 15 teacher candidates. It was found that controversial issues were not sufficiently included in teacher candidates' courses and that teacher candidates have difficulty in discussing critical issues in class.
Updated: May. 25, 2010