Search results for: Self esteem
Page 1/1 9 items
The aim of this study is to consider the role of self-confidence upon the approach to teaching and development as a teacher for a group of new academics. The current paper has aimed to illustrate the different ways in which confidence manifests itself in the participants’ experience of developing as a new teacher. The findings indicate a number of interrelationships between: confidence and content knowledge; confidence and approach to teaching; and experience and confidence. What was also apparent in the relationship between confidence and approach to teaching was the importance of richer and fuller incidental feedback from students, as a result of the use of more interactive approaches, upon an individuals’ confidence.
Updated: Mar. 26, 2017
Adolescents' Comprehension and Content Area Education Students' Perceptions: Benefits from One-on-One Tutoring
This research study analyzed the effectiveness of content-area education students tutoring adolescents and documented changes in the attitudes of the education students over time. The tutors tested the reading comprehension of both the 46 students they tutored and 47 students they did not. Results revealed that both the tutees and tutors gained from this experience. Tutors indicated that adolescents grew in their self-esteem and self-confidence due to the positive relationships that developed throughout the tutoring experience. Secondly, significant changes in the attitudes of the content area students toward implementing reading strategies were noted following the one-on-one tutoring experiences and instruction in the college literacy class.
Updated: Oct. 15, 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 understand pre-service teachers’ use of online journaling (or blogging) to contextualize, question, construct and transform their understanding of their initial field experience within an urban school setting. The findings suggest transformative shifts in the areas of developing confidence and observation skills, understanding the complexity of schools, developing concern for others, promoting democratic ideals and becoming a professional.
Updated: Jun. 26, 2013
A general theoretical frame on human actions was adapted to describe teacher’s teaching related goals, concerns and future-time extension, expanding previous studies only on of teachers concerns, or on their goals and concerns. Eighty-eight pre-service teachers participated in this study. Thirteen goal and fifteen concern categories were identified. It was found that goals and concerns were to some extent related to well-being.
Updated: Dec. 21, 2011
This paper presents an effort to support reflective practice of teachers in the outdoors. The teaching experience of five pre- and in-service teachers included preparation for teaching in the outdoors, designing learning materials, teaching elementary and junior-high school students in an ecogarden, and reflecting upon these teaching experiences. The authors suggest that supported field experience followed by individual and group reflection are promising in encouraging teachers to carry out outdoor learning activities.
Updated: Jul. 08, 2009
One way to help preservice teachers to articulate and advocate their teaching stance is by developing their knowledge, skills, and confidence in their ability to carefully, didactically, and strategically plan for instruction. The Integrative Research Project (IRP) is a planning process that enables the preservice teacher to incorporate developmentally appropriate practices in an authentic inquiry-based planning process. It also enables the preservice teacher to incorporate goals, objectives, and standards for learning. The IRP provides the preservice teachers with the kind of long-term planning that is so necessary to become an effective teacher.
Updated: Apr. 06, 2009
Festinger's classical social comparison theory deals with individuals' need to have accurate appraisals of their abilities and opinions. At the end of the 1970s and the early 1980s, however, researchers proposed that social comparison is not limited to self-evaluation. The paper reviews research conducted on social comparison processes in the classroom since Festinger proposed his theory of social comparison.
Updated: Mar. 04, 2009
Alternative Mentoring of Street Girls in Bangladesh: New Identities and Non-traditional Opportunities
The article describes how mentoring and female role models enhance self-worth and for adolescent girls. The project involved low socio economic girls from Bangladesh. Qualitative data was collected from participant diaries, focus group discussions, and mentor and participant interviews were conducted.
Updated: Nov. 17, 2008