Search results for: Teaching experience
Page 13/14 134 items
Teachers' Experiences of Mentoring on A Flexible Initial Teacher Education Program: Implications for Partnership Development
The paper explores school mentors' perspectives on their role in training student-teachers following an initial teacher education (ITE) program via a flexible learning route. The paper concludes by highlighting some implications for the role of the mentor on a flexible ITE program. It also highlights future evolution of the partnership between Goldsmiths College, University of London and the schools.
Updated: Apr. 30, 2009
Supporting Presence in Teacher Education: The Connection between the Personal and Professional Aspects of Teaching
The current study follows one individual student teacher during a period of one single school year in which she was supported in developing ‘presence’ while teaching. In this paper, both the teacher's growth and the supervisor's interventions are described in detail, and illustrated using quotations from supervisory sessions, logbooks, and interviews. A case is made for connecting professional and personal aspects in supervising student teachers.
Updated: Mar. 30, 2009
Assessing In-service Teachers' Instructional Beliefs about Student-centered Education: A Turkish Perspective
The main purpose of this research is to investigate in-service teachers' instructional beliefs about student-centered education. The inventory was designed to measure teachers' student-centered educational beliefs based on four components of the educational curriculum. A quantitative research analysis showed that in-service teachers held positive beliefs about student-centered education.
Updated: Mar. 30, 2009
The article compares and evaluates teacher induction in Canada and Japan, following an overview of each educational system and an assessment of higher education in each region. Based on the author's personal teaching experience and research, suggestions for educational reforms are made to enhance the role of teachers.
Updated: Mar. 04, 2009
The goal of this study was to examine the experiences of preservice elementary teachers in a content-specific field-based experience with elementary science specialists.The results showed that preservice teachers experienced a wide range of instructional and assessment strategies in specialists’ classrooms. However, the teachers failed to generalize aspects of the specialist model of science instruction to traditional models for delivery of science instruction at the elementary level.
Updated: Feb. 11, 2009
Student teaching provides an important opportunity for prospective teachers to increase their understanding of mathematics in and for teaching. The authors report on data that is part of a larger study of eight student teacher/cooperating teacher pairs, and the core themes that emerged from their conversations. They focus on two pairs for whom the core conversational themes represent disparate approaches to mathematics in and for teaching.
Updated: Feb. 04, 2009
The article describes a qualitative and quantitative studies regarding practicum in New Zealand. This research interprets data from a beginning teacher survey to examine school-level variation within the semi-structured national guidelines for induction programs. A discussion of survey design and distribution, pedagogical practices reported in New Zealand induction are reviewed. Interesting patterns surfaced regarding mid-year entrants and older beginning teachers in their second year of practicum studies.
Updated: Sep. 21, 2008
This article report on the impact of pedagogical training and self-efficacy beliefs on teachers. 200 teachers were divided into groups depending on the amount pedagogical training they had. The results indicated that pedagogical training had an effect on scales measuring conceptual change/student-focused approach and self-efficacy beliefs.
Updated: Jul. 23, 2008
Mentoring practices during teacher education define the passage into graduation. The article explores the Norwegian system. During internship the student teachers learn ways of seeing, representing and talking about their experiences that are deemed relevant within the school's practice, using and transforming resources accordingly.
Updated: Jun. 24, 2008
A preliminary study is conducted, exploring the reflective thinking of beginning teachers. The study is focused on practice experience. The study reviews system of analyzing reflective writing, and comments on their suitability for writing journals.
Updated: Jun. 11, 2008