Search results for: Secondary education
Page 1/5 43 items
This study used two training sessions and two focus groups with 17 preservice teachers (aged 20–36) completing their first teaching practicum placement during their Bachelor of Education program at an urban research university in western Canada. The aim was to implement ideas from terror management theory (TMT) during their teaching practicum. Participants explored how to facilitate contentious issues so as to prevent defensive reactions when worldviews clash in the classroom. A dramaturgical analysis identified participant objectives, conflicts, tactics, attitudes, emotions, and subtexts as they explored how to anticipate and avoid worldview and self-esteem threat, navigate tense pedagogical spaces, build capacity for expressing uncomfortable emotions, and diffuse threat with humor. Because difficult emotions are central to teaching potentially polarizing content, participating preservice teachers explored when compensatory reactions might emerge and, as a result, developed their own emotional awareness—TMT became both an experience and a teachable theory.
Updated: Jun. 01, 2022
This study examines the general level of effective teaching behavior of pre-service teachers teaching in secondary education. It also investigates the role of several contextual and personal characteristics in explaining differences in effective teaching behavior and the link between effective teaching behavior and pupils’ academic engagement. The results show substantiate differences in the level of effective teaching behavior between pre-service and experienced teachers. It was found that several contextual and personal characteristics determine differences in effective teaching behavior. Furthermore, the importance of effective pre-service teaching behavior for pupil engagement was established. The authors conclude that findings suggest that when pre-service teachers display better effective teaching behavior, the more pupils’ academic engagement is achieved.
Updated: May. 10, 2018
The purpose of this study was to explore the relationship between mentors’ mentoring conceptions and their mentoring motives. The findings showed that a motivation to mentor for personal learning was more strongly associated with a developmental conception of mentored learning to teach than with an instrumental mentoring conception. The same was found for a motivation to mentor for contributing to the profession, but less pronounced.
Updated: Sep. 10, 2017
“It Isn’t Necessarily Sunshine and Daisies Every Time”: Coplanning Opportunities and Challenges When Student Teaching
This case study examines how six coteachers planned instruction for three environmental science classes. Using sociocultural theory, the study provides insight into the complexity and challenges in coplanning such as using collective knowledge to produce lesson plans, identification of teaching resources, the importance of communication between coteachers during planning and the enactment of lessons, and teachers’ time as a limited resource.
Updated: Aug. 13, 2017
Workplace Learning Impact: An Analysis of French-Secondary Trainee Teachers’ Perception of their Professional Development
The aim of this study was to inquire into the professional development of French secondary- trainee teachers. The results first showed that learning in the workplace is a multifaceted process including mentoring, learning with experienced colleagues and learning by oneself from classroom teaching. Because trainee teachers tended to cite colleagues more often than mentors, it appears that workplace learning cannot be curtailed to mentoring. The authors argue that the findings of this research have allowed them to claim that there is a relationship between learning modes used for the competencies to be acquired and the content of these competencies.
Updated: Jun. 06, 2017
‘We Matter Just The Same’: Students and Pre-service Teachers Working Together in an Alternative Educational Setting
This article examines how a clinical experience in an alternative educational setting impacted both pre-service secondary teachers and the students with whom they worked. Findings indicate that for the pre-service teachers, the experience allowed them to develop a deeper understanding of learner diversity and the importance of connecting to students. For the agency students, the interactions with the pre-service teachers provided them with additional academic support, as well as resources for post-secondary education.
Updated: Apr. 26, 2017
This article uses data from multiple stakeholders to evaluate whether Secondary Dual Educator’s Program (SDEP) candidates and graduates are meeting program goals. The findings suggest that graduates of a merged secondary program developed competency in differentiated planning, assessment, and instruction in content area classrooms and embedded the provision of accommodations into their planning process. These graduates reported that learning a process for differentiated planning and instruction helped them to be successful first-year content-area teachers in diverse inclusive classrooms.
Updated: Apr. 24, 2017
Generating a Networked Improvement Community to Improve Secondary Mathematics Teacher Preparation: Network Leadership, Organization, and Operation
The purpose of this article is to describe an important aspect of organizing a Networked Improvement Community (NIC) by a large national effort, namely, the role of leadership structures. The article analyses a case study of the formation of a particular NIC, the Mathematics Teacher Education Partnership (MTE-Partnership). Six factors were identified as particularly important: convening the network, development of a membership framework, development of participation structures, building the leadership and hub functions of the partnership, development of an effective infrastructure for communications and developing human and material resources needed for the partnership to function effectively.
Updated: Aug. 10, 2016
TPACK Development in Teacher Education: A Longitudinal Study of Preservice Teachers in a Secondary M.A.Ed. Program
In this mixed-methods study, the authors sought to trace the development of preservice teachers’ technological pedagogical content knowledge (TPACK) over time. The results revealed significant development of the participants technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPACK), but only limited growth in technological content knowledge (TCK).
Updated: Jun. 06, 2016
Since the 1970s, the Chinese political, economic and social sectors have experienced significant transformations, which have caused educational challenges. The quality of education, of the teaching force and of teacher education has become a major concern in educational reform. This article examines the educational reforms conducted in China in the past 40 years. The Chinese Government has conducted a top-down reform of teacher education over the past several decades. This reform has established a relatively stable teacher education system, regulated teacher education programmes and curricula, and provided an opportunity for in-service teachers to be trained and to upgrade their educational credentials.
Updated: Mar. 14, 2016