Search results for: Recall (psychology)
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Looking Back on Experienced Teachers’ Reflections: How Did Pre-service School Practice Support the Development of Self-efficacy?
This study investigates how Estonian teachers with more than 25 years of professional experience recall and describe their pre-service teaching practice experience. This study indicates that supportive professional communication is essential for developing self-efficacy. The majority of the interviewees emphasised, either explicitly or implicitly, the importance of cooperation between student teachers and supervisors in the form of discussion and feedback. Both positive and negative experiences during their school practice contributed towards meaningful experiences becoming the catalyst of self-reflection. Many participants seemed to have experienced at least one particular feature in common, such as low perception of a sense of community within the school.
Updated: Apr. 18, 2016
Student Response Systems in the College Classroom: An Investigation of Short-term, Intermediate, and Long-term Recall of Facts
The author investigated the effects of student response system (SRS) use during lecture-style instruction on short-term, intermediate, and long-term retention of facts in an undergraduate teacher preparation course. Findings regarding short-term recall were mixed, while performance on quiz questions testing intermediate and long-term recall were significantly improved with use of the SRS.
Updated: Feb. 27, 2013
The goal of the study was to examine how pre-service teachers’ memories reflect classroom management models that are typically taught in teacher education coursework prior to their study of those models. Furthermore, the study explored memories that did not fit a particular model. 148 pre-service teachers wrote episodic narratives about a past teacher.
Updated: Nov. 17, 2011