Search results for: Perceptions
Page 1/11 101 items
The purpose of the study is to examine how the student teachers’ perceptions of instructional planning competency predict their competency in instructional planning. The study was carried out through explanatory mixed method design. The participants of the study included 102 teacher candidates, 65 of whom were female and 37 of whom were male. As quantitative data collection tools, The Scale for Perception of Proficiency in Instruction Planning (SPPIP) developed by Gülbahar and UbD Design Standards Rubric developed by Wiggins and McTighe were used. As qualitative data collection tools, unit plans and focus group interview were used. The quantitative data was analyzed by applying correlational analysis and simple linear regression analysis. The qualitative data was analyzed through content analysis. The regression analysis demonstrate that student teachers’ perceived proficiency in instructional planning explained 57% (R2 = .57) of the competency in instructional planning. As for the qualitative portion of the study, the analysis of collected data revealed three themes regarding student teachers’ views on competency in instructional planning process: factors affecting competency, challenging elements in instructional planning, and strategies to develop competency.
Updated: Jan. 03, 2022
The Impact on Pre-service Teachers’ Perceptions toward Co-Teaching from Being a Learner in Co-taught College Courses
This qualitative study investigated pre-service teachers’ perceptions toward co-teaching after experiencing co-taught sessions within a special education methods class and literacy methods class. For two semesters, participants included cohort groups in a dual teacher license program in elementary and special education. The authors gathered information through surveys, exit notes, and focus-group interviews about pre-service teachers’ perceptions of six different types of co-teaching approaches and the impact of co-teaching on students’ learning. After participating in the co-taught lessons, pre-service teachers expressed more positive perceptions toward co-teaching’s impact on student learning, and a greater willingness to implement co-teaching in their future teaching. The results also suggest that a co-teaching instructional approach used within a university classroom affects pre-service teachers’ perceptions of the benefit and intended future use of that co-teaching instructional approach.
Updated: Nov. 17, 2021
Perceptions of preparedness for online teaching due to the COVID-19 pandemic as a graduate of an education program at a university in the Midwest
This study examined how prepared teachers felt when shifting to online instruction during the COVID-19 pandemic. The teachers were graduates of an education preparation program at a small private Midwestern University. The authors constructed a questionnaire to measure the graduates’ perceptions of preparation in online teaching, as well as their experience of online teaching during the pandemic. The graduates reported the importance of university faculty modeling the use of online tools, effective course management and virtual teaching strategies to preservice teachers, as well as having the opportunity to take a course focused on teaching in virtual contexts. Such preparation enabled the graduates to successfully transition to online instruction during the pandemic.
Updated: Nov. 08, 2021
Teacher educators’ task perception and its relationship to professional identity and teaching practice
The authors assessed teacher educators’ task perception and investigated its relationship with components of their professional identity and their teaching practice. Using data from 145 teacher educators, two different task perceptions were found: transmitters and facilitators. Teacher educators who were categorized as facilitator tend to demonstrate higher levels of self-efficacy, job satisfaction, constructivist beliefs about teaching and learning and use more effective teaching strategies. The findings demonstrate that teaching practices of teacher educators are rooted in their professional identity.
Updated: Sep. 03, 2021
Rapid developments in ideas of knowledge, the role of educational technologies and the needs of students suggest that innovation is important in higher education. However, many factors can affect how and whether innovation occurs. In a study of identified innovative teachers, five thematic dimensions were identified that served to support or constrain pedagogical innovation: the teacher, the institution, colleagues, students and the teaching environment. In this paper the authours discuss the ways in which innovative teachers experienced each theme within their practice. They also consider how individuals and institutions might better support pedagogical innovation.
Updated: Jul. 15, 2021
Pre-service teachers’ perception of technology competencies based on the new ISTE technology standards
With a plethora of technology available to support teaching and learning, preservice teachers are expected to become well-versed in technology literacy and competencies through their teacher education programs. This study examined preservice teachers’ perceptions of technology competencies, based on newly issued International Society for Technology in Education (ISTE) Standards for Educators. A mixed-methods design was used to collect data at one of the national universities of education in South Korea. The preservice teachers viewed their current technology education courses as deficient: neither tailored to their technology competency levels, nor strategically aligned with each other. This study suggested that teacher education curricula should be redesigned to offer more and better opportunities for teachers to improve teaching technology skills that can be readily applied to classrooms.
Updated: Jun. 07, 2021
The current study aimed to examine the perceptions of primary school teachers in different periods of their professional life regarding what constitutes professional development and their experiences with reformed professional development courses. Teachers (N = 45) were enrolled in the study from three professional life periods (entry-level, advanced, and expert) as defined by the Israeli Ministry of Education, largely on the basis of years of teaching experience. Their perceptions were examined in semi-structured interviews. Teachers in all periods of their professional life seek to learn material that they can apply in teaching, student learning, or assessment contexts in their schools and classroom. Entry-level teachers overwhelmingly desire to pursue professional learning goals that extend beyond the current focus on classroom competence. Entry-level and advanced teachers express a preference to learn in workshops, which offer participatory learning experiences. For expert teachers in Israel, consideration should be given to removing the compulsory nature of formal professional development, while enabling them to pursue courses beyond their discipline and according to their interests. All three groups suggest that course content should be better mapped to teachers’ needs. These findings are consistent with the life phase model of teachers’ professional development.
Updated: Apr. 20, 2021
The use of digital badges has become increasingly common in educational settings as an alternative assessment tool, and they are linked with student motivation and integration of gamification elements into learning environments. This study explores the perceptions of pre-service English teachers at a university of the inclusion of digital badges in an LMS used in their face-to-face courses. Seventy-nine prospective English teachers participated in the 14-week study employing a mixed method design in which data were collected through a questionnaire and open-ended questions. Quantitative data analysis suggests that the participants had positive perceptions of the use of digital badges as an integral part of their courses. Content analysis of the qualitative data generated themes demonstrating teacher candidates’ perceptions of digital badges. Overall, the study provides some implications for using digital badges as well as caveats to be taken into account in planning their use.
Updated: Jan. 04, 2021
Finnish pre-service teachers’ perceptions of their strategic learning skills and collaboration dispositions
To support the development of pupils’ 21st-century skills, teachers themselves must also be competent in these skills and learn them during pre-service teacher education. The aim of this study is to investigate what kind of profiles emerge among Finnish first-year pre-service teachers’ (N = 872) in terms of perceptions of their strategic learning skills and collaboration dispositions and what background variables explain membership of the profiles found. Latent profile analysis showed five student profiles corresponding to perceived strategic learning skills and collaboration dispositions. The most robust factor explaining the membership of the profiles was life satisfaction. Pre-service teachers in a profile group of high strategic learning skills and high collaboration dispositions showed the highest anticipated life satisfaction after five years. Obtaining a better understanding of pre-service teachers’ skills and dispositions will provide the basis for deeper exploration of how they may acquire these skills and how instruction can better be designed to assist students in developing these skills.
Updated: Dec. 29, 2020
Although there has been increased interest in what constitutes effective professional development (PD) for in-service teachers in recent decades, the literature indicates that the issue continues to promote ongoing debate. Based upon the findings of previous research, this qualitative study set out to determine the extent to which, how, and why a PD course was considered effective in its contribution to the development and practice of the 28 in-service EFL teachers in Israel who participated in the course. Data from written reflective accounts, interviews, and field notes were collected and analysed. The findings identify various ways in which the course was considered effective, and reasons for such effectiveness, that, in turn, indicate the need for PD courses to be tailored to the current needs of practitioners as perceived by the course participants themselves.
Updated: Nov. 27, 2020