Search results for: Comparative study
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Teacher educators’ professional trajectories: evidence from Ireland, Israel, Norway and the Netherlands
This study describes higher education-based teacher educators’ professional trajectories, i.e. their professional activities and learning as developed throughout their career. Semi-structured interviews were held with 41 teacher educators from Ireland, Israel, Norway and the Netherlands. Findings show that teacher educators were recruited mainly from schools and universities. As novices, they received some, but no formal, support. Research and teaching are the main areas for on-the-job learning. Most teacher educators have positive attitudes towards research, are active researchers and contribute to teaching. However, they believe their respective institutes are not sufficiently appreciative of teaching, given that institutes do not prioritise practice-oriented research, nor align their policies with research findings. While socially coherent and idealistic attitudes are present among teacher educators, they are predominantly responsive to institutes’ perceived individualistic and pragmatic expectations. Such expectations include contribution to their institutes’ academic status through their academic publications.
Updated: Dec. 08, 2021
A Comparative Investigation of First and Fourth Year Pre-service Teachers’ Expectations and Perceptions of Emotional Intelligence
This article reports on the perceptions and expectations of pre-service teachers (PSTs) on the role of Emotional Intelligence (EI) taught as part of a teacher preparation course. The research was conducted across core units in first and fourth years of an undergraduate education degree in an Australian university. The researchers used a mixed method study. Online survey data from 208 students were analysed, using descriptive statistics for quantitative data and thematic analysis for open-ended responses. Results indicate that PSTs’ understandings of EI included awareness and management of emotions in oneself and others. They perceived EI as highly important to teachers in various aspects of teaching such as classroom management, student well-being and classroom pedagogy. Additionally, first year students stated that they expected to learn about EI in their teacher education program, however fourth year students expressed that they had not learnt about EI during their course.
Updated: Nov. 18, 2020
Motivation and Commitment: Pre-Service Teachers from Hong Kong and Mainland China at a Training Institute in Hong Kong
This study examined the motivation to teach and the commitment to teaching among prospective student teachers from mainland China and their Hong Kong counterparts. The findings suggest that the individuals’ commitment to teaching was mediated by immediate contextual factors, closely related to their imagined teaching identity. These factors were also shaped by their socio-economic backgrounds, and constructed by social discourses on teachers and the teaching profession. The authors conclude that this research sheds lights on how to sustain non-local prospective student teachers’ motivation to teach and commitment to teaching. This study also highlights how to ensure their full participation in teaching practices after graduation, and how to retain young qualified teachers in the teaching profession, in educational settings elsewhere.
Updated: Feb. 22, 2018
A Comparison Study of Web-Based and Traditional Instruction on Preservice Teachers’ Knowledge of Fractions
The goal of this study was to compare the effectiveness of Web-based instruction (WBI) and traditional teaching methods on preservice elementary teachers’ fraction knowledge. Students’ knowledge of fractions was measured using a Fraction Knowledge Test. The test was administered as pre and posttests to a total of 42 preservice teachers in two classes at the same university. One of the classes was randomly assigned as the experimental group and was given WBI. The other class was assigned as a control group and was given traditional instruction. The analysis of results showed a statistically significant difference between the experimental and the control groups’ posttest mean scores in favor of the experimental group.
Updated: Jun. 13, 2010
Models and Predictors of Teacher Effectiveness: A Comparison of Research About Teaching and Other Occupations
This study compares research on the theoretical models and predictors of teacher effectiveness with those of other occupations. Four models of teaching are identified—labor, profession, craft, and art—each with its own (often implicit) objectives and theories about how learning takes place. In addition, there is considerable similarity between the teacher characteristics that predict teacher effectiveness and those predicting worker effectiveness in similarly complex occupations and professions. Specifically, cognitive ability and experience predict effectiveness for both groups, whereas personality and education are not predictive. These specific findings are informative for developing specific models of effectiveness.
Updated: May. 30, 2010
The present study was designed to explore pre-service teachers' attitudes towards teacher self-disclosure in Chinese and US classroom teaching. 126 Chinese pre-service teachers and 180 US pre-service teachers participated in this study.
Updated: Nov. 04, 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
Accommodating Individual Differences in the Design of Online Learning Environments: A Comparative Study
The purpose of this paper is to report the results of a comparative and descriptive study that examined the relationship and effects of incorporating students’ learning styles in the design of instruction and the outcome of students’ learning, including their attitude and satisfaction. The paper will first explain how the literature on learning styles was used to develop a list of assumptions about learning styles, and further how these assumptions were used to identify a learning style model.
Updated: Mar. 09, 2008
Field placement within teacher education represents a topic of interest for all preservice teacher programs. Present research addresses a set of important questions regarding field placement: (1) What pedagogical methodologies facilitate deep learning during field experiences? (2) Is there a significant difference in treatment effect for elementary education majors as opposed to secondary education majors?
Updated: Mar. 02, 2008