Search results for: Preservice teacher programs
Page 1/3 23 items
Preparedness and Experiences of Novice Teachers in the Sociopolitical Context of Heightened Immigration Enforcement: Evidence From a Survey of California Teachers
For teachers of immigrant-origin students and their peers, emerging research notes the challenge of facilitating a high-quality education for students subject to traumatic events related to harsh immigration enforcement policies. This study examines whether new teachers from seven teacher preparation programs experienced the impacts of immigration enforcement and felt prepared to support students who were impacted. The author surveyed new teachers in preservice and after 1 year of teaching (N = 473) using survey instruments developed by Cohen and colleagues along with additional constructs developed via pilot testing. New teachers reported that immigration enforcement negatively impacted their students and their job satisfaction. Teachers exposed to discussion of immigration policy and teachers who reported engaging with immigrant families in preservice were more likely to view themselves as prepared to support students. He discusses differences for teachers in urban, Title I, and elementary settings.
Updated: Jun. 02, 2022
The current study examined multiple factors in predicting whether preservice teachers felt self-efficacious for instructing lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students. Among the predictive factors, heterosexist beliefs had the strongest relationship with self-efficacy for teaching LGBTQ students, with participants who reported lower levels of heterosexism demonstrating higher self-efficacy. Contrary to expectations, general teacher self-efficacy was not a strong predictor of self-efficacy for teaching LGBTQ students. Implications for these findings suggest that teacher-training programs should include components that focus on developing preservice teachers’ abilities to work with LGBTQ students, including addressing future educators’ heterosexist beliefs.
Updated: Jan. 25, 2022
Teacher education is a leading issue in education research, and creativity has been targeted as an important goal in teacher education. This study investigated little-c creativity in first-year preservice teacher candidates, as manifested in their yearlong fieldwork. It was designed as a qualitative empirical study. Three major themes related to the candidates’ creativity and the components that fostered it were revealed. The first was the process the candidates underwent to construct and implement their initiatives; the second was related to the process that the candidates underwent as they transitioned from feelings of chaos to creativity; and the third was the candidates’ interpersonal relationships. The authors conclude that preservice teacher education should provide unique experiences that foster creativity.
Updated: Mar. 15, 2021
The authors undertook this systematic review in order to find out the impact of blended learning on academic achievement and attitudes at teacher education programs in Turkey. 21 articles and 10 theses complying with all pre-determined criteria were included in this review. The authors found that blended learning that the majority of the studies confirmed that blended learning had a positive impact on attaining academic course outcomes. They also found that a blended learning environment contributed to pre-service teachers developing positive attitudes towards the courses. In addition, they also concluded that face-to-face aspects of the courses were favoured considerably asthey enhanced social interaction between peers and teachers. The authors recommend that pre-service teacher education curricula be modified by infusing ICT into the entire program through blended learning rather than delivering isolated ICT courses. They suggest that this may thus serve as catalysts for prospective teachers to integrate the use of ICT in their own teaching.
Updated: Aug. 11, 2019
Pre-service Teachers’ Growth as Practitioners of Developmentally Appropriate Practice: A Vygotskian Analysis of Constraints and Affordances in the English Context
This article reports on a research programme designed to explore the opportunities for, and barriers to, pre-service teachers’ growth as practitioners of developmentally appropriate practice for children aged 5–11. The analysis is framed by a Vygotskian cultural–historical perspective and points to personal, cultural and structural factors as potential constraints immanent in the various configurations produced by the pre-service teacher–environment interface.
Updated: Jun. 30, 2016
In this article, the authors argue that teacher education programs should equip future teachers with skills for engaging in productive collaboration focused on improving instruction. The authors found that pre-service teachers’ initial conceptions of collaboration do not necessarily match with the kind of collaboration expected of them in professional development settings such as lesson study or professional learning communities. With support, pre-service teachers can learn to collaborate and find collaboration useful. Finally, collaboration in fieldwork settings can further develop collaboration skills.
Updated: Jul. 13, 2015
Incorporating Critical Thinking in the Pedagogical Content of a Teacher Education Programme: Does It Make A Difference?
This study assesses the effects of a critical thinking-based pedagogical course on student teachers’ content knowledge and CT disposition. Although the students who were exposed to CT-based instruction showed better progress in both academic achievement and CT disposition than in traditional instruction, this result was not statistically significant according to the Mixed Factorial ANOVA and ANCOVA results.
Updated: Mar. 24, 2013
This article presents a theoretical framework for citizenship education grounded in historical, philosophical, theoretical, and practical experience foundations. This '4E framework' for citizenship education provides a way for educators to actualize goals for civic empowerment with their students. The 4E model proposes a four-part process for student learning: educate, equip, engage, and empower.
Updated: Dec. 19, 2012
Knowledge Expectations in Mathematics Teacher Preparation Programs in South Korea and the United States: Towards International Dialogue
This study explores social expectations around adequate knowledge for prospective secondary mathematics teachers in South Korea and the United States. The authors selected a sample of 49 teacher preparation institutions in South Korea and the United States. The findings suggest that transnational commonalities and national differences exist simultaneously, and examining both is necessary to better understand teacher knowledge.
Updated: Apr. 01, 2012
In this article, the authors present the construction of a conceptual guide for teacher education faculty considering various experiences. The guide assists in the selection of the most appropriate learning experiences in order to achieve the specific intended goals of the faculty member. The conceptual guide addresses three main elements of technology experiences: approaches, technology content goals, and the broader context.
Updated: May. 29, 2011