Search results for: Surveys
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This article is organised around three themes, each one illuminating half a century of historical life. The author concludes that the article underlines how comparison is becoming one of the main instruments of governance in contemporary societies.
Updated: Aug. 25, 2014
The authors wanted to find out more about student teachers’ understandings of Master’s-level work in relation to teacher education. In addition, they wanted to discover if working at Master’s level during the course of their PGCE changed their perceptions of its value at all. The authors therefore decided to survey the students about their experiences during the PGCE year. The authors conclude that they focused on the processes of understanding teaching and learning, which are most effective when the collaborative and social dimensions of professional learning are developed with the skills of critical reflection and research literacy. This combination enables teachers to problematise their learning contexts and develop complex understandings of teaching and learning.
Updated: Apr. 01, 2014
The Context of the Demand for Special Education Faculty: A Study of Special Education Teacher Preparation Programs
This article describes the results of a survey completed in fall of 2009 by special education and teacher education coordinators. The survey requested information about past, present, and future concentrations or programmatic offerings. It also asked questions about projected need for new faculty resulting from attrition, program expansion, and expanded faculty roles. In addition, the survey gathered information about current staffing patterns at these college and university preparation programs. Results indicate that the roles of special education faculty and the programs they offer will expand greatly in the upcoming 5 years.
Updated: Mar. 19, 2014
This article presents key findings from the Teaching and Learning International Survey (TALIS) conducted in 2007-2008. The aim was to provide comparative insights into the conditions of teaching and learning at their school, the leadership in their schools, their preparation and professional development, and the feedback and appraisal which they do—or do not—receive. TALIS yields important insights into current teaching practices in secondary school as well as teachers’ beliefs and attitudes. TALIS highlights not only that better and more targeted professional development is an important lever toward improvement but also that systems need to do better in matching the costs and benefit as well as supply and demand for professional development.
Updated: Jan. 06, 2014
The Mentoring Profile Inventory: An Online Professional Development Resource for Cooperating Teachers
This article reports on the origins, development and refinement of an online inventory to help cooperating teachers focus on selected dimensions of their practice. Results can be used individually or collectively to facilitate cooperating teacher professional development by providing the opportunity for dialog around a set of common issues.
Updated: Nov. 20, 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
Defining the Job of University Supervisor: A Department-Wide Study of University Supervisors’ Practices
This article explores how individual university supervisors, operating within a teacher education department of a college of education at a large public U.S. institution, valued, defined, and enacted their supervision of student teachers. Fourteen university supervisors from the secondary teacher education department at Smyth University participated in this study. The findings reveal that the participants agreed on the importance of the work of the university supervisor in integrating university coursework and practical classroom experiences. The findings demonstrate supervision is not enacted the same way by university supervisors in this department.
Updated: Dec. 26, 2012
The current paper presents the results of an evaluation of the continuing training received by teachers in the preschool educational sector in Spain. The authors examine factors such as culture and motivation, and look into the initiatives taken with respect to training. The authors evaluate the results of training, focussing on satisfaction, learning, pedagogical suitability and the transfer of training.
Updated: Aug. 30, 2012
In recent years, there has been an increasing trend for experienced primary teachers to undertake a degree qualification in New Zealand. This study was interested to examine the question ‘In what ways does the completion of a Bachelor of Education (Teaching) degree contribute to practicing primary teachers’ professional learning?’ Quantitative and Qualitative data were collected through questionnaire, and semi-structured interviews. 202 primary teachers responded to the questionnaire and eight teacher were interviewed. The teachers’ questionnaire and interview responses provided convincing evidence that they perceived that degree study had made a significant contribution to their professional learning.
Updated: May. 14, 2012
In this article, a survey focusing on primary schools in Scotland established the extent to which some form of ability grouping has emerged within classes dealing with children from 5 to 12 years of age. Teaching in these schools was considered to be more direct and interactive with more time available for individual support. This article highlights the significance of personal constructs of ability when setting is applied.
Updated: Feb. 07, 2012