Search results for: Teacher candidates
Page 2/5 45 items
Teacher candidates are required to learn substantial fundamental and practical knowledge often within short, fast-paced initial teacher education (ITE) programs. This study examined assessment education through a case study of 35 teacher candidates enrolled in an assessment/evaluation concentration at one Canadian institution. Using a slow movement framework with Fink’s (2013) significant learning experiences taxonomy, pedagogies were analyzed that provoked slow and significant learning. Findings from multiple data sources revealed trends in significant learning across program phases and pedagogical conditions, including authentic course assessments, cycles of coursework and placements, and collaboration. Directions for future research and ITE programming are provided.
Updated: Sep. 02, 2021
As part of the requirements for Residency I, a clinical-based course to prepare undergraduates for teaching, teacher candidates (art, music, physical education, agriculture, English, history, math, and science) participated in ATLAS video case analysis activities to examine the instructional strategies of accomplished teachers. Before watching the videos, candidates read lesson summaries and created possible questions to promote student discussion and higher-level thinking. Through peer group discussions, reflection questions, and interviews, candidates explained how the accomplished teachers 1) incorporated higher-order thinking questions; 2) probed and guided student thinking; 3) encouraged peer-to-peer interactions; 4) gave oral feedback; 5) provided wait time after questioning students; and 6) created classroom environments conducive to the use of questioning strategies. After the video case analysis activities, many candidates chose to revise their original questions to emulate the types of questions used by the accomplished teachers in the videos.
Updated: Aug. 03, 2021
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
In the field of teacher education, the disconnect between university-based coursework and practical field experiences has long been a concern. To make teacher preparation coursework more meaningful, some programs partner with P-12 schools to offer site-based courses. Although situated learning for novices in practice-based professions makes sense, more research is needed to determine if, how, and why site-based courses in particular may be beneficial for teacher candidates’ (TCs) learning. In this study, the authors used surveys and interviews with TCs, who had taken the same site-based literacy methods course, to identify which aspects of the course they found most facilitative of connections between the course content and the field. Our findings suggest working with children in classrooms, course instructors’ involvement at the school, and opportunities to discuss and reflect upon their experiences immediately after they had been in the field were the primary features of a site-based course TCs found valuable.
Updated: Mar. 09, 2021
“Reality Shock” of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-Oriented Beliefs
In the present study, the authors investigated changes in teacher candidates’ constructivist beliefs and emotional exhaustion. They assessed 163 German mathematics teacher candidates 3 times: at the beginning of, in the middle of, and after they completed the induction program. The results revealed a statistically significant decrease in constructivist beliefs and an inverted U-shaped change in emotional exhaustion with an increase at the beginning of the induction program and a decrease afterward. They also found that personal (i.e., math enjoyment) and social (i.e., instrumental support from peers and a constructivist-oriented mentor teacher) resources buffered the decrease in constructivist beliefs and the increase in emotional exhaustion.
Updated: Mar. 08, 2021
The authors use comprehensive data on student teaching placements from 14 teacher education programs (TEPs) in Washington State to explore the sorting of teacher candidates to the teachers who supervise their student teaching (“cooperating teachers”) and the schools in which student teaching occurs. They find that, all else equal, teachers with more experience, higher degree levels, and higher value added in math are more likely to serve as cooperating teachers, as are schools with lower levels of historical teacher turnover but with more open positions the following year. They also find that teacher candidates are more likely to be placed with cooperating teachers of the same gender and race/ethnicity, and are more likely to work with cooperating teachers and in schools with administrators who graduated from the candidate’s TEP.
Updated: Feb. 17, 2021
Feedback sessions as mediation spaces: empowering teacher candidates to deepen instructional knowledge and engage in the construction and transformation of theory in practice
In this paper, the authors present what they believe to be important elements of action research (AR) that emerged from their final feedback sessions with 13 teacher candidates in their program as they prepared for the professional presentations. They found that considering these feedback sessions as mediation spaces (1) empowers teacher candidates to externalize and deepen personal understandings of their research through dialogical discourse with expert others, and (2) negotiate their power and emerging practitioner researcher identities.
Updated: Feb. 03, 2021
This phenomenological research explores the opinions of social studies teacher candidates about self and peer assessment. It is a descriptive study using qualitative data from a sample of 21 teacher candidates. Research data were collected using a semi-structured interview and the researcher's observation notes. The data were analysed using the descriptive content analysis method. The findings showed that self and peer assessment could serve as a powerful learning activity rather than simply an assessment tool. The results also indicated that self and peer assessment support the development of skills, such as self-regulation, critical thinking and decision-making. Teacher candidates reported that self and peer assessment had positive effects, such as recognizing their own shortcomings, learning by sampling from peers’ work, constructive contribution to each other's work, comprehension of the skills and criteria that form the basis of assessment, being part of the assessment process, gaining assessment skills, recognizing individual differences and developing critical thinking skills. Self and peer assessment facilitate the development of a learning environment that is more cooperative, participative and appropriate to the educational needs of initial teacher education students in the 21st century.
Updated: Jan. 04, 2021
In this study the career motivations and values of regional candidate teachers are investigated using a mixed methodology. Expectancy–value theory (Wigfield & Eccles, 2000) supports the understanding of motivations through the use of four key value categories: interest, utility, attainment and cost. A total of 135 pre-service teachers were surveyed using a modified survey instrument. This study addresses a gap in career motivational literature by exploring the motivations of regional teacher candidates. Current research indicates that quality staffing in Australian regional schools remains a significant concern. Findings indicated that candidates’ motivations tended to be aspirational, yet there also exist strong pragmatic imperatives for choosing teaching. Career motivations were aligned to job opportunities in local communities, as well as the desire for social contribution. The findings have implications for university programs in terms of developing teacher agency and supporting career pathways.
Updated: Nov. 20, 2020
Reflecting on Others Before Reflecting on Self: Using Video Evidence to Guide Teacher Candidates’ Reflective Practices
A convergent parallel mixed methods study investigated the potential of one teacher preparation approach for promoting candidate reflection. Thirteen candidates participated in clinical field experiences and four corresponding seminar classes with guided video analysis activities. Candidates were systematically guided through focusing on others before focusing on self and explicitly learned about a reflection continuum using an instructional framework to build prerequisite skills and ultimately improve reflective abilities. Results of paired-sample t tests indicated candidates demonstrated significantly higher reflective ability scores over time as measured by a reflection checklist. Qualitative analysis of structured interviews revealed candidates felt activities were (a) a systematic approach to authentic growth, (b) a challenging approach to necessary self-confrontation, and (c) allowed for connections between self and other. Methodological triangulation was used to validate the findings. Implications for teacher preparation research and practice are discussed.
Updated: Oct. 26, 2020