Search results for: Educational environment
Page 3/5 43 items
This two-year research study examined the usefulness of the induction programme for newly recruited teachers in Bedouin schools in the Negev as a unique environment and home for the Bedouin. The results indicate that local teachers value the contribution of the components of the induction programme better than the non-locals and males more than females.In general, the inductees highly valued the contribution of the mentor in the three fields; however, the local new teachers valued the contribution of the mentor more than the non-local ones.
Updated: Sep. 19, 2010
A small study of men teachers in England, Sweden and New Zealand explored the extent to which the men believed their teacher education had prepared them to teach in the gendered environment of the primary school. Teachers were also questioned about their views on gender differences in students and in the teaching practices of male and female teachers. Although the size of the study restricts the validity of data, the differences between the teachers in England and New Zealand, and those interviewed in Sweden, suggest that further research is warranted.
Updated: Sep. 05, 2010
Learning to Unlearn: How a Service-Learning Project Can Help Teacher Candidates to Reframe Urban Students
This study explored how a group of prospective teachers explained the shift in their perspectives of low-income, urban youth as a result of participating in a service-learning project that explicitly attended to issues of status and processes of unlearning. The findings indicate that when fused with student voice work, service learning can help prospective teachers to examine and revise their assumptions about students.
Updated: Sep. 05, 2010
Is This What We Want Them to Say? Examining the Tensions in What U.S. Preservice Teachers Say about Risk and Academic Achievement
This paper examines how a group of preservice teachers—enrolled in a teacher education program that challenges deficit thinking—understand and talk about academic achievement. The article pays particular attention to the extent to which the candidates account for academic achievement and recognize potential academic risk. The author suggests the need to illuminate the complex body of knowledge that informs teacher candidates' understanding, particularly the knowledge deployed in teacher education curriculum.
Updated: Sep. 05, 2010
In this article, the author discusses the professional literature on culturally responsive higher education training. The author focuses on the intended outcomes of professional development, including faculty knowledge, skills, and dispositions. Once the intended outcomes for professional development have been established, activities that best meet these outcomes can be designed and implemented.
Updated: Aug. 29, 2010
The purpose of this study was two-fold: (1) to test the factor structure of a recently developed Norwegian scale for measuring teacher self-efficacy, and (2) to explore relations between teachers' perception of the school context, teacher self-efficacy, collective teacher efficacy, teacher burnout, teacher job satisfaction, and teachers' beliefs that factors external to teaching puts limitations to what they can accomplish. Norwegian teachers in elementary school and middle school participated in this study.
Updated: Aug. 24, 2010
“I Had No Idea”: Developing Dispositional Awareness and Sensitivity through a Cross-Professional Pedagogy
The current research scrutinized the diffusion of a medical education pedagogy to the context of teacher education. Specifically, this research focused on the use of standardized parents as an emerging pedagogy in teacher education. Preservice teachers taking part in a six case, fifteen-week intervention showed advances in multicultural awareness and ethical sensitivity as they engaged in multiple simulated parent–teacher conferences.
Updated: Aug. 17, 2010
Much of what has been written about the Professional Development School (PDS) experience consists of recounting personal experiences. In this article, the author draws on mythology, folklore, psychology and literature. The author suggests that effective storytelling can serve the same function in nurturing PDS culture as it does in the maintenance of culture in general.
Updated: Aug. 03, 2010
‘Teach as You Preach’: The Effects of Student-Centred versus Lecture-Based Teaching on Student Teachers’ Approaches to Teaching
This study explores the effects of teaching and learning environments on student teachers’ approaches to teaching. The study also compares a lecture-based setting to a student-activating teaching environment. The participants were 852 Flemish students, who were in their first year of the elementary teacher training programme. Results confirm the hypothesis tested only for the increasing conceptual change/student-focused teaching approach, but not in the direction of decreasing information transmission/teacher-focused approaches to teaching. Moreover, the present study proves the majority of students in teacher education to be reflective, critical persons with the best intentions for their pupils.
Updated: Jul. 25, 2010
The purpose of the study was to examine relationships between 10th-grade science proficiency and school context factors related to school environment, courses, and teachers. The moderating or interaction effects were examined for the school demographic composition variables of free/reduced lunch and minority percentages on variable relationships with science proficiency scores. This study suggests that teacher quality in high poverty, majority-minority school settings remains an important policy target for reform and improvement.
Updated: May. 30, 2010