Search results for: Teaching skills
Page 3/6 56 items
The article focuses on identifying which motives for becoming a teacher have a beneficial effect and which ones have a detrimental effect. A longitudinal study on the motivation for becoming a teacher investigated the importance that Dutch pre-service teachers ascribed to multiple motives. The article examined how these motives are related to the efforts, involvement and professional commitment to the teaching profession of the participants. The results were used to distinguish between adaptive motives and maladaptive motives for becoming a teacher. The findings revealed that the perceptions of teaching ability, intrinsic career values and making a social contribution were the most important motives for choosing the teaching profession. Choosing teaching as a fallback career or because of social influences were two motives that were found to be least important for the pre-service teachers.
Updated: Mar. 19, 2014
This article reviews the literature on adaptive expertise. The article proposes a conceptual framework, and presents implications for special educator preparation to promote cognitive and metacognitve skills and adaptive dispositions that are critical to professional growth and effectiveness.
Updated: Feb. 19, 2014
The aim of the study was to ascertain what skills were reinforced or developed by local cooperating teachers via the process of supervising student-teachers in the Cayman Islands and Saint Kitts-Nevis. The participants were four cooperating teachers from University College of the Cayman Islands Teacher Education programme and four cooperating teachers from St Kitts-Nevis. The findings reveal that skills cooperating teachers developed or reinforced were categorised as essential teaching, mentoring, collaborating and strategic. The authors argue that teachers should be recognised for the dynamic role that they play in the education of the nation’s teachers. Therefore, there is the need to develop a policy to guide this initiative. Furthermore, this study suggests the need to provide opportunities to encourage cooperating teachers to engage reflectively with their teaching.
Updated: Feb. 03, 2014
The present article set out to examine the issue of whether opportunity to learn (OTL) was related to mathematics and mathematics pedagogy knowledge for future middle school mathematics teachers and for future elementary teachers who will likely teach mathematics. The authors used data from 81 randomly sampled U.S. public and private institutions as well as international data from top-achieving countries. The results showed major differences in course taking between the A+ countries and the United States, especially for lower secondary preparation programs.
Updated: Jan. 01, 2014
Beyond Induction: The Continuing Professional Development Needs of Early-Career Teachers in Scotland
This article describes a research project which explored the CPD needs and priorities of early-career teachers and the barriers to their participation in Scotland. The project employed a three-staged methodology: nominal group technique interviews with teachers in four local authorities; a national online survey; and a stakeholder consultation exercise. The analysis of data led to the development of six strategic recommendations. These recommendations related to issues such as the different needs and work in different contexts of year two to six teachers, the responsibility of local authorities and schools to support year two to six teachers, ect'.
Updated: Dec. 08, 2013
The goal of this study is to investigate teachers' core competencies in relation to their innovative teaching performance. The findings indicate that teachers' educational competency, social competency and technological competency were positively related to their innovative teaching performance. The study also shows that a supportive relationship with colleagues is important for teachers' innovative teaching performance.
Updated: Oct. 17, 2013
The purpose of this article is twofold. Firstly, to examine the pre-service teachers’ knowledge of mathematical content, and the effectiveness of a pre-service mathematics curriculum subject in improving that knowledge. Secondly, to compare this knowledge with that of the students whom they would be teaching. The results showed that many pre-service teachers entered this teacher education program with very poor levels of mathematical content knowledge. However, the preservice teachers improved their mathematical knowledge after participating in the pre-service teacher education unit on mathematics education.
Updated: Jul. 24, 2013
The authors focus on preparing early childhood and early childhood special education preservice teachers for inclusive settings. The use of inclusive sites for well sequenced and focused field experiences provides the opportunity for preservice teachers to develop skills and attitudes for teaching all children. One institution's site-based methods courses, with preservice teachers in school sites for a significant portion of their coursework accompanied by their faculty members, enhanced the course content and preservice teaching at the sites. Measures of self-perceptions of preservice teachers indicate significant growth in preservice teachers' confidence and skills for working with students with special needs through structured inclusive field experiences.
Updated: Jul. 10, 2013
This study aimed to identify and analyze the preservice technology training experiences of novice teachers. Furthermore, the author examined novice teachers’ perceptions of how well their teacher preparation program equipped them with the knowledge and skills necessary to fulfill the National Educational Technology Standards for Teachers (NETS•T). Three major themes regarding the Essential Conditions became evident: (a) a disconnect between preservice teachers’ technology training and other aspects of their professional education, (b) a lack of content-area relevance, and c) inadequate retention and transfer.
Updated: Jul. 10, 2013
Feelings of Preparedness Among Alternatively Certified Teachers: What is the Role of Program Features?
This study examines the extent to which program features relate to new teacher feelings of preparedness. The final sample of approximately 1,690 1st-year teachers included the teachers who had pursued either the traditional route or the alternative route. The findings reveal that alternatively certified teachers are found to feel somewhat less well prepared than traditionally certified teachers. The results also show that 1st-year teachers who have fewer types of education coursework and shorter field experiences feel less well prepared than teachers whose pedagogical preparation is more complete.
Updated: Jul. 08, 2013