Search results for: Teacher candidates
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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
This article presents a scoping review of the 103 empirical studies focused on coteaching in teacher education to enhance conceptual clarity and heighten understandings of the nature and extent of such research. The authors map the methodological characteristics of these studies that serve to the breadth and depth to which coteaching in teacher education has been examined. Next, they describe the outcomes and phenomena explored by the 103 studies to reveal the intended results as well as points of tension for coteaching in teacher education. Finally, they couple an analysis of coteaching definitions within these studies with an analysis of the ways in which coteaching is implemented in teacher education. Notable findings of this scoping review include the extensive range of ways coteaching is implemented across the preservice teacher education curriculum, the variety of aims for coteaching in these contexts, and the need for continued grounding in frameworks to enhance understandings of coteaching practices and impacts for stakeholders including P–12 students, inservice teachers, teacher candidates, and university faculty.
Updated: Sep. 11, 2020
This article reports the perceived learning of a group of Chinese teacher candidates who audited an ICT (Information and Communication Technologies) literacy course while participating in an exchange programme between Southwest University in China and the University of Windsor in Canada. Data were collected through 1) reflective notes written by visiting students and 2) semi-structured interviews conducted with them towards the end of their visit. The majority of participants stated that the learning experience helped them to realise the important role theory plays in the learning of ICT and to seek ideas of how to creatively integrate ICT in their future classrooms. Participants with limited ICT knowledge and skills reported that by being exposed to various functions of frequently used programmes and many free software programmes, they felt more confident in using ICT in their own teaching. Furthermore, those with strong ICT backgrounds found that the course helped them to understand the relationship among ICT, society, and pedagogy. The teacher candidates’ perceived learning included aspects of culture and pedagogy in addition to ICT knowledge and skills. Coming to know in ways like this is critically important to international partnerships and foundational to reciprocal learning where each learns from the other.
Updated: Aug. 24, 2020
Teacher candidate learning of action-oriented knowledge from triggering incidents in teaching practice
This study investigated student teachers’ (N = 82) learning of action-oriented knowledge (AOK), triggering incidents in teaching practice, and the relationships between these two. The results showed that student teachers identified critical incidents related to didactical relation (57%), pedagogical relation (39%) and content relation (4%) meaningful for their learning. Within the relations, student teachers showed descriptive (43%), inferential (24%) and justified (33%) AOK in their reflections. The incidents related to pedagogical and didactical relation especially triggered descriptive and justified AOK. The results showed that teacher candidates AOK reflection started with evaluative descriptions of their teaching, and moved on to practical justifications. The study confirms that teacher candidates’ videos can extend their focus of teaching and afford more attention to student learning.
Updated: Aug. 19, 2020
Teacher candidates’ intentions to teach: implications for recruiting and retaining teachers in urban schools
This study addresses how teacher candidates committed to a social-justice-oriented urban teacher residency programme articulate and reflect why they want to be teachers in high-need public schools and what they expect from teaching so as to ascertain what they expect to do. The participants of this study included 77 graduates who participated in four cohorts of an urban teacher residency programme from 2010 through 2014. Employing a qualitative case study design, the authors analysed 77 sets of admissions essays, which were completed as part of the residency application process. Building on their analysis of candidates’ admissions essays through inductive coding, the authors find that candidates’ reflections on why they want to be teachers in high-need public schools and what they expect to do, stem from their beliefs in their role as a teacher and their beliefs about the role of education. Such reflections are grounded in beliefs of teacher activism, pupil activism, and advocacy for pupils who have been marginalised due to systemic inequalities. The study illuminates committed teachers’ reasons for entering the teaching profession so as to inform better recruitment strategies, and has implications for how initial teacher education (ITE) programmes could specifically improve their professional preparation and practices to recruit and retain qualified teachers who intend to stay.
Updated: Jun. 14, 2020
This study explored the teaching motivations of 306 B.Ed. first-year teacher trainees who chose teaching as their career. Analysing data of Likert questionnaires showed that altruistic factors were rated as more important than extrinsic and intrinsic factors regardless of gender. Interestingly, MANOVA results indicated that females were more extrinsically motivated to be a classroom teacher than males. The teacher trainees’ responses to open-ended questions showed that their socio-economic background and cultural and religious beliefs were other factors that motivated them to choose the teaching profession. According to ANOVA results, there were significant differences in teaching motivations between teacher trainees who had the intention to work as a teacher before attending the teaching institution and those who did not. Significant differences were also found in teacher trainees’ teaching motivations between and among the three groups in terms of their satisfaction with career choice. However, there were no significant differences in teacher trainees’ teaching motivations in terms of their residency.
Updated: Jun. 03, 2020
The goal of the "Write for Your Life Project" was to strengthen teacher candidates’ skills in both traditional and digital writing literacies through the use of social networks, blogging, texting, online modules and other social media. The project was designed to encourage teacher candidates to write daily, devise writing minilessons, use peer conferencing, and publish final pieces. This paper describes how the Write for Your Life Project (W4YL) helped teacher candidates (TCs) integrate traditional approaches to teaching writing with new literacies.
Updated: Oct. 11, 2018