Search results for: Students’ needs
Page 1/2 17 items
Field experiences aim at immersing student teachers in authentic work tasks and conditions of teachers. However, specific psychological needs of the teaching workforce are not considered when studying the fulfilment of student teachers’ psychological needs. This paper proposes a four-dimensional theoretical framework incorporating both basic and specific psychological needs. A diary study is presented, which measures the fulfilment of the hypothesised needs at five intervals during a ten-day field experience. The average fulfilment rates and development trends show differences among the four dimensions, suggesting the presence of lower- and higher-order needs. Significant correlations between need fulfilment and success indicators, such as learner satisfaction, learning gain, teacher self-efficacy and level of self-reflection, are also found. The results highlight the relevance of high rates of need fulfilment right from the start of the field experience.
Updated: May. 13, 2021
Factors Influencing Preservice Teachers’ Self-Efficacy in Addressing Cultural and Linguistic Needs of Diverse Learners
How preservice teachers perceive their readiness to work with diverse learners can indicate their future success in the classroom. Using self-efficacy theory as a conceptual base, this study examined what factors contribute to preservice teachers’ self-efficacy level in addressing English Learners’ (ELs) cultural and linguistic needs, while adopting a multi-method design. Data sources included a self-efficacy survey of a group of preservice teachers, written rationales for their self-efficacy ratings, and suggestions for improving their self-efficacy. Data analyses revealed that the preservice teachers lacked self-efficacy in communicating with ELs while showing high self-efficacy in employing different learning modalities. In addition, direct exposure through field and/or life experiences and curriculum emphasis were identified as key factors. Findings further illuminate the preservice teachers’ incongruent understandings of mainstream school culture versus ELs’ cultures, the role of culture in academic versus social and emotional domains, and lack of interconnectedness between academic excellence and cultural competency.
Updated: Mar. 11, 2021
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
This study aimed to explore the impact on program improvement of systematically gathering P-12 student learning data over a 5-year period. The findings reveal that candidates can demonstrate a positive impact on student learning that is generally equivalent for P-12 students of all ethnicities and learning needs. The authors did not identify statistically significant learning gain differences among P-12 students. The data also indicated that participants could differentiate instruction and meet the needs of all learners.
Updated: Feb. 22, 2018
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
The present study sought to identify the Asia literacy needs of 54 undergraduate pre-service students in a teacher education programme of study at a regional university. The results indicated that few respondents considered themselves to be Asia literate and most did not believe they were ready to teach about Asia. However, the majority of respondents wanted to know more about Asia prior to graduation. The results indicate that much needs to be done to support students and universities in preparing students to teach about Asia.
Updated: Jan. 17, 2017
Supporting Early Childhood Preservice Teachers in Their Work With Children and Families With Complex Needs: A Strengths Approach
The purpose of this article is to examine the possibility of teacher educators using the principles of the Strengths Approach when teaching preservice teachers to enrich the preservice teachers understanding and skills in parent–educator communication across a range of children’s early development, protection, attachment, and learning needs. The findings reveal that the preservice teacher responses used for this study indicate that before learning about and practicing the Strengths Approach, the participants initially struggled in their approach to working through complex issues with families and children. However, after participating in the Strength Approach module, the participants indicated changes in their perspectives and approaches to these complex issues, coming to the point of seeing families as partners, and communicating with children and families.
Updated: Nov. 11, 2015
Maximizing ESY Services: Teaching Pre-Service Teachers to Assess Communication Skills and Implement Picture Exchange With Students With Autism Spectrum Disorder and Developmental Disabilities
In this article, the authors supervised and trained pre-service teachers while conducting extended school year (ESY) services for pre-kindergarten and elementary students with autism spectrum disorder (ASD) and other developmental disabilities (DD). One intervention, the Picture Exchange Communication System (PECS™), was taught to three pre-service teachers and staff who implemented PECS™ with four students who lacked functional communication skills.
Updated: Jul. 05, 2015
Confidence or Confusion: How Well Are Today’s Newly Qualified Teachers in England Prepared to Meet the Additional Needs of Children in Schools?
The current paper investigates the perceived confidence levels of student teachers in their final year, prior to entering the profession in regard to meeting the needs of children with a range of complex needs. The research forms part of a three-year project supported by ESCalate.
Updated: Aug. 30, 2012
Knowing How to Know: Building Meaningful Relationships Through Instruction That Meets the Needs of Students Learning English
In this article, the authors wish to highlight the need for teachers to build healthy and productive relationships with students while at the same time finding ways to provide them with more effective instruction and programming. Accordingly, the authors present a synopsis of what scholars know about helping preservice teachers learn about students learning English. Finally, the authors provide some specific exercises and procedures that they have employed to help preservice teachers move in the direction of learning about and developing relationships with students.
Updated: Feb. 21, 2012