Search results for: Perceptions
Page 7/11 103 items
Crossing Borders without Leaving Town: The Impact of Cultural Immersion on the Perceptions of Teacher Education Candidates
This article examines the impact of teacher education program courses on candidates’ perceptions of urban communities and urban teaching. The results reveal that candidates shared many common perceptions of urban communities and perceptions of teaching in urban schools, such as: understanding and appreciation for community agencies, Changed perception of families including a new understanding of self and others, new understanding of community. The findings of this study show that carefully-designed, non-school experiences in teacher education can have significant impact on the preparation of urban teachers.
Updated: Sep. 28, 2014
The purpose of THIS study was to examine preservice teachers’ perceptions about their experiences in the Teaching Residency Program for Critical Shortage Areas program. This program designed to address teacher shortages in mathematics and science in high-need schools. Three themes emerged from the data analysis: (a) the residency framework, (b) a relevant curriculum, and (c) immersion in an authentic school context.
Updated: Sep. 22, 2014
This research examined preservice early childhood educators' perceptions of outdoor settings and their intentions to use outdoor settings in their teaching practice. Participants reported relatively high intentions to use natural settings in future teaching, as well as knowledge of the benefits of nature for children, but moderate levels of personal nature relatedness. Participants were more likely to select “maintained” settings such as parks for educational purposes, and more “natural” settings, especially those with water, for personal purposes. Knowledge of the benefits of nature experiences, the perceived difficulty in using natural settings, and personal levels of nature relatedness each significantly predicted intention to use natural settings in future teaching.
Updated: Sep. 22, 2014
Stories of Practitioner Enquiry: Using Narrative Interviews to Explore Teachers’ Perspectives of Learning to Learn
This article describes the decision to use narrative interviews in conjunction with an iterative validation process between the researchers and the participating teachers in research project at Newcastle University. This article examines how the decision to use narrative interviews supported a meaningful and ethical exchange between the teachers and researchers.The article also explores where knowledge generation was foregrounded, and how despite each teacher producing a unique, highly contextual story, cross-narrative themes emerged which have enabled the research team to broaden our understanding of practitioner enquiry.
Updated: Sep. 17, 2014
This research study explored student teachers’ perceptions of rural teaching from a qualitative research paradigm. The findings revealed that the participants failed to demonstrate a comprehensive understanding of the uniqueness and consequences of teaching in a rural area. For some of the participants, the rural teaching offered a unique opportunity for the realization of an idealistic mission for their country. However, other participants were particularly fearful of adjusting to an unfamiliar rural context.
Updated: Sep. 08, 2014
Preparing Special Education Teachers for Teaching Mathematics and Science with Technology by Integrating TPACK Framework into the Curriculum: A Study of Teachers’ Perceptions
This study examined the development of Technological Pedagogical And Content Knowledge (TPACK) in mathematics and science of pre-service special education teachers via one course. The findings revealed that upon completion of the course requirements, students perceived to have had significant gains in each of the domains of teacher knowledge addressed in the course.
Updated: Aug. 25, 2014
This study evaluated the effectiveness of the simSchool (v.1) simulation as a tool for preparing student teachers for actual classroom teaching. The findings reveal that participants’ scores for their simulated students’ learning significantly improved between practice and actual simulation sessions with one student. However, participants' learning scores significantly decreased as complexity increased between sessions with one student and five students.
Updated: Jul. 20, 2014
Prospective Teachers’ Perceptions of Instrumentality, Boredom Coping Strategies, and Four Aspects of Engagement
This study examined the mediating roles of prospective teachers’ boredom coping strategies in the relationships between their perceptions of instrumentality and four aspects of engagement. The results demonstrated that perceived instrumentality, boredom coping strategies with the exception of cognitive-avoidance orientation, and four aspects of engagement were significantly related to each other.
Updated: Feb. 19, 2014
Impact on Student Teachers' Conception of Learning and Teaching from Studying a Course in Educational Psychology
This study investigates changes in the conceptions of learning and teaching among undergraduate student teachers. It was found that there was an increase in the share of students that see learning and teaching from a cognitive-constructivist perspective.Furthermore, the findings revealed a decrease in the share that see learning and teaching from a behaviourist perspective by the end of the course.
Updated: Sep. 16, 2013
Interacting and Learning Together: Factors Influencing Preservice Teachers’ Perceptions of Academic Wiki Use
The authors investigated the use of an academic wiki within a technology teacher preparation course. The results showed that although the preservice teachers believed that the wikis were useful in organizing and presenting information, their interactions within the wiki were somewhat immature and included little constructive feedback or editing others’ work.
Updated: Jun. 25, 2013