Search results for: Secondary school teachers
Page 1/11 102 items
‘A validation of my pedagogy’: how subject discipline practice supports early career teachers’ identities and perceptions of retention
For secondary school teachers, developing a teacher identity is complicated by spoken or implied expectations of the need to be an expert in the skills and knowledge of one’s subject discipline. Since 2009, the Teacher as Practitioner study (N = 764) has explored the effect of continued subject discipline practice on teachers’ identity and retention using a longitudinal mixed-method design. Within the population are 305 responses from initial teacher education graduates classified as early career teachers, those within their first five years of teaching. This sub-sample was used to explore relationships between discipline practice, identity and perceptions of retention in the profession. Analysis of quantitative data showed time spent engaged in practice had a greater effect on expectations of retention and identity than simply aspiring to maintain a discipline practice, while qualitative analysis showed maintaining a practice in a supportive community was also highly valued.
Updated: Feb. 08, 2022
Incorporating problem-based learning in a secondary school mathematics preservice teacher education course
Preservice secondary school mathematics teacher education must incorporate large amounts of material within a limited timeframe, of mathematics curricula, best teaching practices, professional learning strategies, and more. Mathematics education instructors using a mixed instruction course incorporating an initial phase of transmission and transactional teaching practices followed by a phase of problem-based learning instruction was investigated as a professional learning model for preservice teachers. This was a sequential four-phase mixed methods study. Over the phases, data was gathered via a questionnaire administered to forty-seven secondary school mathematics preservice teachers. Significant and important changes in preservice teacher beliefs and orientations were observed.
Updated: Oct. 25, 2021
Picture This: Multimodal Representations of Prospective Teachers' Metaphors about Teachers and Teaching
This article describes the results of a multimodal project. The research study centers on participant-generated metaphors and required prospective teachers to capture, produce, and share their selected metaphors through multimodal means. The findings reveal that the participants vary in their metaphorical conceptions of teachers and teaching. They are able to identify and articulate metaphors for teachers and teaching through multimodal means. The participants understood the metaphors and shared through multiple modes they were able to demonstrate and articulate in more than one way. The findings suggest prospective teachers' uses of multimodality enabled individuals, to varying degrees, to more readily and through multiple modes identify, capture and articulate their understanding(s) of teaching and teachers.
Updated: Oct. 04, 2018
Beginning and Experienced Secondary School Teachers' Self- and Student Schema in Positive and Problematic Teacher-Student Relationships
This study explores what cognitions underlie teachers' mental representations of different types of positive and problematic relationships with their students. The findings show that when comparing positive and problematic relationships, accounts of the student schema differ. The teachers viewed their positive relationships with their students as agreeable and their problematic ones, as unagreeable. The authors found differences regarding positive relationships between novices and more experienced teachers.
Updated: Aug. 02, 2018
The purpose of this study was to assess the emotional intelligence (EI) of the student in the process of training for teaching in secondary schools. The findings reveal that the participants show acceptable levels of EI and skills that are adequate to feel, express and understand their emotions according to the criteria that each of the instruments used present: MSCEIT and TMMS-24. Furthermore, the authors found differences among students enrolled in the various specialities of the Master’s degree in Teacher Training in some aspects of EI, namely in the strategic EI area and the branch of emotional management in the Physical Education and Educational Guidance specialities.
Updated: Jun. 10, 2018
The present study explores the evolution of prospective teachers’ understanding of mathematical modeling through the implementation of a modeling module. The findings reveal that though most prospective teachers had misconceived definitions of mathematical modeling prior to the module. The participants developed the correct understanding of modeling as an iterative process involving making assumptions and validating conclusions connected to everyday situations. Furthermore, the authors found that the participants translated the modeling cycle into practice. The authors indicate that the experience offered by mathematical modeling modules of this type can have a lasting positive effect in the prospective teachers’ quality of instruction.
Updated: Feb. 22, 2018
This article describes a project, which focuses on supporting competencies, which foster the ability to act in school settings by using a blended-learning scenario. The authors conclude that this project combines theoretical and practical learning by repeatedly putting students into situation, which let them prepare lessons based on their didactical knowledge, give lessons at school and reflect on them both independently as well as cooperatively in an online environment. The authors indicate that the competencies that are intended to be fostered are reflective competence and media competence in order to support students’ ability to act in school settings. During the process of this blended learning scenario, students tend to blend self-reflection and the reflection of others. In addition, students gain new awareness and knowledge by dealing with their own video material as well as material of others.
Updated: Feb. 06, 2018
This study aimed to examine what prospective teachers (PSTs) noticed while watching video of their own co-teaching, particularly in a microteaching setting that consisted of peers. The findings reveal that PSTs PSTs demonstrated the ability to look beyond themselves in the video and focus on students and student learning. The majority of PSTs' observations also included some aspect of the mathematical content they were attempting to help students understand in the video. PSTs also demonstrated the ability to dissect specific moments of their teaching. They also consider some observations in regard to previous teaching experiences and theories.
Updated: Oct. 29, 2017
What Factors Support or Inhibit Secondary Mathematics Pre-service Teachers’ Implementation of Problem-Solving Tasks during Professional Experience?
This qualitative study examined the factors that support or inhibit secondary mathematics pre-service teachers’ implementation of problem-solving tasks during professional experience. The results showed that even though the majority of pre-service teachers reported having beliefs compatible with using problem-solving tasks, the secondary students’ ability, preparation time, and the cooperating teacher were key factors that inhibited pre-service teachers’ implementation of problem-solving tasks.
Updated: Jul. 09, 2017
In this study, the authors explored the journey of five secondary teachers for two years through their teacher education program and their first year of teaching. The findings revealed: (1) major concerns of the preservice teachers; and (2) teacher educators used strategies to help the preservice teachers face their concerns. During their student teaching experiences, participants were concerned about classroom management, keeping students motivated in learning the content, and parent involvement through knowledge of their children’s academic progress or non-progress as well as of their behavioral issues. The authors also noted that the participants expressed concern for making connections with diverse student populations. As first-year teachers, they fully understood their multiple roles as teachers and perceived teaching as more than content delivery.
Updated: May. 24, 2017