Search results for: Perceptions
Page 1/10 96 items
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
A Comparative Investigation of First and Fourth Year Pre-service Teachers’ Expectations and Perceptions of Emotional Intelligence
This article reports on the perceptions and expectations of pre-service teachers (PSTs) on the role of Emotional Intelligence (EI) taught as part of a teacher preparation course. The research was conducted across core units in first and fourth years of an undergraduate education degree in an Australian university. The researchers used a mixed method study. Online survey data from 208 students were analysed, using descriptive statistics for quantitative data and thematic analysis for open-ended responses. Results indicate that PSTs’ understandings of EI included awareness and management of emotions in oneself and others. They perceived EI as highly important to teachers in various aspects of teaching such as classroom management, student well-being and classroom pedagogy. Additionally, first year students stated that they expected to learn about EI in their teacher education program, however fourth year students expressed that they had not learnt about EI during their course.
Updated: Nov. 18, 2020
Pre-service teachers’ job-related perceptions of teaching in rural areas: a study of the free teacher education programme in mainland China
This article examines the development of pre-service teachers’ job-related perceptions of teaching in rural areas in the Free Teacher Education (FTE) programme in mainland China. Drawing on in-depth interviews with 22 teacher educators and 11 pre-service teachers, this study found that pre-service teachers’ perceptions were constructed through relative perspectives, professionality orientation, and realistic expectations during the process of FTE teacher education. Pre-service teachers employed utilitarian concerns to increase access to prestigious universities to the detriment of their academic interests. The professionality orientation of the FTE programme held a profile of isolated curriculum modules, urban-centred approach, and theory-practice divide, resulting in pre-service teachers’ fragmented body of knowledge and weak rural consciousness. Although participants saw significant improvement in living and working conditions of rural schools, their negative perceptions were magnified due to this weak rural consciousness. This study argues that the FTE programme needs to integrate separated courses and embed the components of rural settings in addition to current financial incentives.
Updated: Aug. 29, 2020
A Case Study of Early Career Secondary Teachers’ Perceptions of their Preparedness for Teaching: Lessons from Australia and Spain
This case study aims to identify the extent to which beginning teachers believe they are prepared for their careers through their teacher training. The study also examines what teachers have learned as practicing teachers. The findings indicated that the internship period was believed to be of most use and benefit in the preparation of pre-service teachers for entering the profession. The findings suggest that the practicum also leads to an awareness of the participants’ vocational identity as teachers, where values as educators are reasserted and they become more conscious of their transition from being university students to being ‘teachers’.
Updated: Dec. 09, 2018
Effects of Self-Efficacy, Emotional Intelligence, and Perceptions of Future Work Environment on Preservice Teacher Commitment
This study aims to examine the effects of expectations of future work environment, perceptions of satisfaction, self-efficacy, and emotional intelligence on preservice teacher (PSTs) commitment to the profession. The findings reveal that preservice teachers’ personal and environmental expectations play an important role in their motivation to continue in the teacher education program and enter the teaching profession. The results also show that when PSTs perceived higher levels of collaboration with colleagues and higher levels of autonomy in the classroom, they also exhibited increased levels of satisfaction. However, when PSTs perceived their future work environment as less than ideal they exhibited lower levels of satisfaction.
Updated: Nov. 06, 2018