Search results for: Teaching experience
Page 14/14 134 items
A new research was conducted on the beginning teachers in Chile. The study used questionnaires, interviews, observations and focus groups to examine their working conditions. Findings show variations on the theme of professional identity, socialization into schools, education and experience of the beginning teachers and lack of support.
Updated: Jun. 10, 2008
Reconceptualizing Teacher Educator Knowledge as Tensions: Exploring the tension between valuing and reconstructing experience
This paper reports the author's efforts as a teacher educator to improve our understanding of the process of learning to teach. It illustrates how the nature of the knowledge developed by teacher educators about their practice is often embedded in complexity and ambiguity. This knowledge is explored as a source of tensions that teacher educators can learn to recognize and manage within their work.
Updated: Jan. 24, 2008
Teachers' Experiences and Perceptions of Primary EFL in Norway and the Netherlands: A Comparative Study
In this article, the authors compare the primary teaching of English in Norway and the Netherlands, utilizing surveys. Among the issues considered were: starting age, hours of instruction, teacher competence, teacher priorities, the use of the target language for instruction, and materials used. The study placed special emphasis on the transition from primary to secondary level.
Updated: Jan. 22, 2008
The article describes a longitudinal study regarding the experience of beginning teachers in England. The study set out to explore the students' motivations for deciding on teacher education programs, their preconceptions and expectations of teaching, and their early experiences as student teachers. The findings suggest that the core features of the experience relate to teacher identity, role of relationships, the notion of relevance, and the central presence of emotion.
Updated: Jan. 14, 2008