Search results for: Primary teachers
Page 1/3 28 items
Reflecting on Emotions During Teaching: Developing Affective-Reflective Skills in Novice Teachers Using a Novel Critical Moment Protocol
Affective-reflective skills are an integral component of classroom pedagogy, providing teachers with emotional understandings and confidence that can improve overall classroom performance. This article presents a case study of early career primary school teachers, showing how such affective-reflective skills can be developed through iterations of a purpose-designed collaborative protocol. Use of this novel protocol allowed teachers to examine their classroom practices via critical moment analysis of affective responses observed from lesson videos. Findings demonstrate how teachers’ use of this non-judgmental and self-evaluative protocol contributed to an emerging understanding of the relationship between their affective-reflective skills and teaching confidence. Findings support an argument for reframing teacher professional learning, from a focus largely on curriculum content and pedagogy, to a focus that includes the teacher’s emotional experience and its subsequent analysis, as part of the learned content that supports the growth of teacher confidence.
Updated: Jun. 24, 2021
The current study aimed to examine the perceptions of primary school teachers in different periods of their professional life regarding what constitutes professional development and their experiences with reformed professional development courses. Teachers (N = 45) were enrolled in the study from three professional life periods (entry-level, advanced, and expert) as defined by the Israeli Ministry of Education, largely on the basis of years of teaching experience. Their perceptions were examined in semi-structured interviews. Teachers in all periods of their professional life seek to learn material that they can apply in teaching, student learning, or assessment contexts in their schools and classroom. Entry-level teachers overwhelmingly desire to pursue professional learning goals that extend beyond the current focus on classroom competence. Entry-level and advanced teachers express a preference to learn in workshops, which offer participatory learning experiences. For expert teachers in Israel, consideration should be given to removing the compulsory nature of formal professional development, while enabling them to pursue courses beyond their discipline and according to their interests. All three groups suggest that course content should be better mapped to teachers’ needs. These findings are consistent with the life phase model of teachers’ professional development.
Updated: Apr. 20, 2021
This study investigated differences between the inquiring attitudes of student teachers who followed an academic programme and student teachers who followed a professional programme in teacher education. Differences between students were assessed through a survey among 260 students and interviews with nine students. Differences between the curricula of both programmes were explored through a curriculum analysis. In particular, academic students appeared to have a more inquiring attitude than professional students. They had a more critical attitude towards classroom situations and a higher motivation to use and perform research. Teacher research was integrated in the curricula of both academic and professional programmes. However, the academic programme addressed a larger variety of forms of research and the focus on research was more consistent throughout the programme than in the professional programme.
Updated: Dec. 30, 2020
The purpose of this study was to examine the experiences of teacher education students participating in an experiential learning environment designed to support active play opportunities for children. 43 Participants completed a 5-hour recess assistance volunteer activity, thereby leading active play, and were then asked to write about their experiences. Student journal reflections were examined by researchers and coded in three phases: open, axial, and selective coding. Findings indicated student teachers perceived three educational and professional development needs to successfully facilitate active play opportunities as future teachers: pedagogical experiences, content-based experiences, and relationship building.
Updated: Feb. 25, 2020
The purpose of this study is to examine teacher-perceived capacity to meet their students’ additional support needs. This study also aims to identify perceived sources of help or hindrance in meeting students’ additional support needs, as these sources may be relevant when focusing on the improvement of teacher potential. The findings reveal that the participants perceive themselves to be fairly capable of meeting students’ additional support needs. The participants’ own competencies are perceived as being helpful in addressing all dimensions of students’ additional support needs. The teachers discern four sources of help or hindrance to which teachers attribute their success: teacher him/herself, student characteristics, school/working conditions and teachers’ self-efficacy beliefs.
Updated: Sep. 04, 2018
The present study explored what motivates male trainee primary school teachers for the profession. It also investigated the barriers they face and how they have overcome these barriers. The authors found three themes, which were related to potential barriers participants faced: physical contact with children; negative outsider perceptions; and working within a female orientated environment. The authors argue that three themes also emerged as motivators for the participants that enabled them to overcome the barriers they faced: perceiving the teaching profession as a positive career choice; experiencing a supportive working environment; and being perceived as positive role models.
Updated: Apr. 08, 2018
This article describes a project, which focuses on supporting competencies, which foster the ability to act in school settings by using a blended-learning scenario. The authors conclude that this project combines theoretical and practical learning by repeatedly putting students into situation, which let them prepare lessons based on their didactical knowledge, give lessons at school and reflect on them both independently as well as cooperatively in an online environment. The authors indicate that the competencies that are intended to be fostered are reflective competence and media competence in order to support students’ ability to act in school settings. During the process of this blended learning scenario, students tend to blend self-reflection and the reflection of others. In addition, students gain new awareness and knowledge by dealing with their own video material as well as material of others.
Updated: Feb. 06, 2018
Developing Pre-service Primary Teachers’ Perceptions of Cross-Curricular Teaching through Reflection on Learning
This study is focused on post graduate student teachers’ perceptions of cross-curricular approaches to the planning, organisation and representation of the primary curriculum. It tracks their emerging understanding of the nature of cross-curricular education prior to and following their own cross-curricular learning experience in art and science. The findings reveal a paradox between their initial positive perceptions and their direct experiences of such practice. The conclusions identify some implications for enhancing critical engagement and the development of teacher subject and pedagogic knowledge in initial teacher education.
Updated: Sep. 06, 2017
Nordic–Baltic Student Teachers’ Identification of and Interest in Plant and Animal Species: The Importance of Species Identification and Biodiversity for Sustainable Development
This study aims to investigate how well student teachers identify common local species, their interest in and ideas about species identification, and their perceptions of the importance of species identification and biodiversity for sustainable development. The Nordic–Baltic students’ level of identification of species was tested using high quality photos of very common species. The student teachers’ ability to identify very common species was low. The authors also found that majority of students suggested that the most efficient teaching, studying and learning method is outdoor experiential learning, where learning is activated by experiences and the use of all senses in authentic environments with living plants and animals.
Updated: Jun. 19, 2017
The participants were given an exit survey, which measured their estimated attainment of knowledge and experience in the 10 domains of professional activity considered critical for new teachers in the Interstate New Teacher Assessment and Support Consortium (INTASC) standards. The results indicated that the profile of the graduates was uneven, showing low levels of satisfaction in the fields of special education and cooperation but high levels of satisfaction in the fields of reflective practice and planning.
Updated: Feb. 28, 2017