Search results for: Perceptions
Page 2/11 103 items
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
The purpose of this study is to examine teacher-perceived capacity to meet their students’ additional support needs. This study also aims to identify perceived sources of help or hindrance in meeting students’ additional support needs, as these sources may be relevant when focusing on the improvement of teacher potential. The findings reveal that the participants perceive themselves to be fairly capable of meeting students’ additional support needs. The participants’ own competencies are perceived as being helpful in addressing all dimensions of students’ additional support needs. The teachers discern four sources of help or hindrance to which teachers attribute their success: teacher him/herself, student characteristics, school/working conditions and teachers’ self-efficacy beliefs.
Updated: Sep. 04, 2018
This article investigates the identity work of three non-Aboriginal young women pre-service teachers taking part in a professional placement in remote Aboriginal Australia. The author also considers the ways in which their identity work might challenge colonizing discourses and racialized forms of power. The author concludes that the participants in this study performed a variety of subjective positions which worked to both reinforce and challenge colonial discourse and racialized forms of power.
Updated: Jun. 03, 2018
This study examined the professional perceptions of Teaching Chinese as an International Language (TCIL) pre-service teachers through analyzing the metaphors they use to describe themselves as teachers. The findings revealed that the participants used a variety of metaphors to display perceptions of themselves as pre-service TCIL teachers. Additionally, the participants’ metaphors demonstrate the interaction of cultural, historical and sociopolitical conditions underlying their perceptions.
Updated: Feb. 22, 2018
This study aimed to examine practicing mentor teachers (MTs) and prospective teachers' (PSTs) perspectives on their experiences in co-learning events. The findings reveal there is evidence of a personal orientation toward mentoring interactions among both PSTs and MTs. MTs noted that the co-learning events helped them connect with and build relationships with PSTs, in particular the sessions when MTs joined the PSTs in their methods courses. MTs saw these personal connections to PSTs as supporting their ability to serve as mentors. However, the authors also found that some PSTs resisted the positioning of MTs as learners during particular co-learning events. PSTs said that they considered the methods course as a learning space for them. Hence, when MTs joined the class, they expected them to instruct the class in particular content.
Updated: Feb. 15, 2018