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1.
Differences in teachers’ comments on classroom events as indicators of their professional development 总被引：1，自引：0，他引：1
This study aims at identifying indicators of schoolteachers’ professional development by learning teachers’ perceptual and thinking capabilities of classroom events as reflected in their comments. The analysis of comments produced by novice and expert teachers on videotaped lesson activities, based mainly on the grounded theory strategy, revealed that expert teachers are more sensitive towards certain instructional events and to general teaching strategy used by the model teacher than novice teachers. The findings of this study might be useful for promoting student teachers’ professional sensitivity towards relevant features of classroom instruction and atmosphere in pre-service teacher education programs. 相似文献
2.
Drawing on extant theorizing and research on reflective teaching, this paper discusses the impact of an innovative methods course designed around the activity of student teachers’ reflections on their own classroom discourse, for their understandings of the connections between theory and practice. Situated in the context of foreign language pre-service teacher education in Israel, and focusing on one aspect of a larger research study on the connections that student teachers make between theory and practice, this paper presents three exemplary cases of student teachers’ learning. The connections exhibited by these three student teachers between theory (principles of pedagogy) and practice (the classroom discourse patterns that characterized their teaching) were interpreted as: (1) understanding how practice fits theory; (2) connecting theory and practice to generate grounded theories of practice; and (3) developing practical theories. We discuss these findings as related to the idiosyncratic character of students teachers’ learning and to activities in teacher education that enhance reflection on the meeting between theory and practice. 相似文献
3.
Pre-service teachers are taught that the funds of knowledge their students bring to school provide intellectual resources to be engaged through productive pedagogies. Teacher education may assist and/or hinder World English Speaking (WES) pre-service teachers in gaining access to the teaching profession by doing likewise. The interpretative case study presented in this paper involves exploring possibilities for teacher education programs to make transnational knowledge connections through WES pre-service teachers. Evidence from interviews with WES pre-service teachers and their Anglophone teacher educators are analysed to elaborate issues confronting teacher education programs involving World English Speakers. The findings indicate that teamwork which is constructed to privilege the knowledge of Anglophone pre-service teachers over their WES peers is questionable. Further, WES pre-service teachers are not only structurally disadvantaged by teamwork practices that privilege local knowledge, they are also challenged by teacher educators’ assessment procedures. The pressures created on teacher educators’ workloads, may lead to ‘lean and mean’ assessment procedures which serve to contain excessive demands on their labour, but do not necessarily resolve the dilemma of how to use assessment practices that minimise WES pre-service teachers’ learning. 相似文献
4.
This paper explores the process of learning to become a social justice teacher, drawing in particular on Bakhtin’s notions of dialogue in order to theorize pre-service teachers’ identity negotiations. Interpretations of learning and identity are based on the content of pre-service teachers’ narratives about community-based learning. Supported by theoretically-sensitive ways of conceptualizing identity and social justice, the author develops an understanding of the ways pre-service teachers shape their identities through participating in community events. Implications for teacher education, in terms of the design and pedagogic practices, are presented with the intent of enabling the realization of social justice teacher education. 相似文献
5.
This paper describes our efforts in developing the MAGDAIRE framework (abbreviated from Modeled Analysis, Guided Development, Articulated Implementation, and Reflected Evaluation) to transform pre-service science teachers’ roles in a teacher education course: moving pre-service teachers from the roles of passive users of technology, as they themselves learn technology integration, into active designers of technology. The results suggested that MAGDAIRE significantly improved the pre-service teachers’ technology competency levels. Moreover, MAGDAIRE facilitated the pre-service teachers’ critical reexamination of the affordances of technology for their teaching practices from the views of subject matter selection, motivation empowerment, information presentation, activity design, and pedagogy transition. 相似文献
6.
Survey-based research was conducted with Australian pre-service teachers to identify the classroom management strategies that they would employ, their confidence in employing them, and the effectiveness of the strategies. Furthermore, the study aimed to identify significant differences in these variables between pre-service teachers in the final year of a four-year teacher training course and pre-service teachers undertaking a one-year, stand-alone teaching program. The results of this study indicate that the most frequently reported strategies by all the Australian pre-service primary teachers surveyed were rewards and initial corrections. The pre-service teachers were selective in the type of corrective strategies they would employ, with a preference for relatively less intrusive reactive strategies. All of the pre-service teachers here found rewards and preventative strategies to be the most effective. The only significant differences found between the four-year trained and one-year trained pre-service teachers were around preventative strategies. Specifically, four-year trained pre-service teachers employ preventative strategies significantly more often than pre-service teachers in the one-year teaching course. Similarly, four-year trained pre-service teachers are significantly more confident in using preventative strategies than those in the one-year course. The implications of the results for teacher education programs are considered. 相似文献
7.
Drawing on pre-service teachers’ curriculum, the promises and pitfalls of three orientations to arts integration—making, analyzing, and balancing—are described. While few pre-service teachers create balanced curriculum where students make and analyze art, even fewer implement such lessons as student teachers. By contrast, most pre-service teachers initially approach arts integration by asking students to make or analyze art. Such patterns imply teacher educators need to identify fieldwork placements supporting arts integration, frame pre-service teachers’ initial arts integration as steps to be nurtured by continuing professional development, and prepare teachers committed to the arts to resist narrow definitions of learning in a climate of standardization. 相似文献
8.
Paul Hennissen Frank CrasbornNiels Brouwer Fred Korthagen Theo Bergen 《Teaching and Teacher Education》2011,27(6):1049-1058
The aim of this study is to clarify how pre-service teachers perceive mentor teachers’ use of mentoring skills. Sixty stimulated-recall interviews were conducted, each in connection with a previously recorded mentoring dialogue. A quantitative analysis showed that six types of mentoring skills appeared to be perceived by pre-service teachers as offering emotional support and five others as offering task assistance. After mentor teachers were trained in mentoring skills, shifts in their frequencies of use of distinct skills, as observed by independent raters, corresponded to a considerable extent with shifts in frequencies of pre-service teacher perceptions of mentor teachers’ mentoring behaviour. 相似文献
9.
Preschool teachers’ job stressors have received increasing attention but have been understudied in the literature. We investigated the impacts of a classroom-based intervention, the Chicago School Readiness Project (CSRP), on teachers’ perceived job stressors and confidence, as indexed by their perceptions of job control, job resources, job demands, and confidence in behavior management. Using a clustered randomized controlled trial (RCT) design, the CSRP provided multifaceted services to the treatment group, including teacher training and mental health consultation, which were accompanied by stress-reduction services and workshops. Overall, 90 teachers in 35 classrooms at 18 Head Start sites participated in the study. After adjusting for teacher and classroom factors and site fixed effects, we found that the CSRP had significant effects on the improvement of teachers’ perceived job control and work-related resources. We also found that the CSRP decreased teachers’ confidence in behavior management and had no statistically significant effects on job demands. Overall, we did not find significant moderation effects of teacher race/ethnicity, education, teaching experience, or teacher type. The implications for research and policy are discussed. 相似文献
10.
Gaye Tuncer Ceren Tekkaya Semra Sungur Jale Cakiroglu Hamide Ertepinar Michael Kaplowitz 《International Journal of Educational Development》2009
The study investigates environmental literacy of pre-service teachers at one of the largest public universities in Turkey. The research evaluates the relationship of pre-service teachers’ environmental knowledge, attitude, and concerns of their interests in environmental problems, involving outdoor activities, parents’ interest and involvement in environmental activities. Canonical analysis is used to explore relationships between pre-service teachers’ environmental background and literacy. The results are promising and rewarding in addition to restructuring efforts of faculties of education in Turkey. Showing that environmental background of pre-service teachers is positively related to environmental literacy and attitudes along with other uses affected significantly by gender. 相似文献
11.
In order to stimulate student teachers to thoroughly comprehend the main variables influencing their work, teaching and assessment strategies in teacher education have changed significantly. One of the changes in the assessment of student teachers in teacher education programs is the use of case-based assessment instruments. Such instruments evaluate the extent to which student teachers are able to handle authentic problems. It is expected that implementing this mode of assessment will stimulate student teachers to adopt a deep approach to learning. In this study we examine student teachers’ learning approaches in the context of case-based assessment. Hereto, we investigated the direct effects of the student teachers’ general beliefs on the cognitive demands of assessment on their learning approaches. Also the student teachers’ perceptions of the cognitive demands of the case-based assessment instrument were considered as a mediating variable. The present study is conducted in the Netherlands, in the third year of a 4-year initial teacher training program for primary education. A case-based assessment instrument, called the OverAll Test, was implemented as the major determinate of the third-year final examination grade of the student teachers. 相似文献
12.
This study concerns the relation between teachers’ beliefs towards teaching behaviour and their actual teaching behaviour in teacher portfolio assessment. We analysed the beliefs and behaviour of 18 teachers as described in their portfolios. In addition, each portfolio was independently assessed by two trained raters on eight content standards and the teachers’ classroom behaviour was assessed by their own students in a questionnaire (n=317). Linear multilevel analysis showed that part of the raters’ assessments of the teachers’ beliefs and their behaviour as described in their portfolios was significantly related to the students’ assessments of their teachers’ behaviour. Teachers with high raters’ assessments on the content standard about ‘choosing and arguing for teaching strategies that meet students’ knowledge, abilities and experience’ had significantly higher student assessments than teachers who were judged low on this standard. Implications of the results and suggestions for further research are discussed. 相似文献
13.
There has been conjecture that completing focused coursework units on classroom management during pre-service teacher preparation might lead to increased feelings of preparedness and confidence. This study reports the preparedness in managing specific problem behaviours, familiarity, and confidence in using management strategies and models of final-year pre-service teachers in Australia who had and had not completed focused classroom management units. Unit completion significantly increased perceived preparedness, familiarity, and confidence in using strategies and models. However, the whole sample felt only somewhat prepared to manage misbehaviour, and were confident in using only half of the strategies they were familiar with. 相似文献
14.
This article reports on a study that explored the management of information and communication technology (ICT) in teaching and learning. In particular it focuses on the use of ICT in the pre-service teacher’s classroom in the South African context. The study was interventionist in that pre-service teachers were trained how to use ICT in teaching and learning, and were then followed into the teaching practice classroom where they were observed as to how they used the technology and managed it. Data for the project was also collected through semi-structured interviews with the pre-service teachers and through the researchers’ reflection. The results showed that the pre-service teachers, who in this case were all digital natives, are willing to use ICT for teaching, but lack the skills to manage ICT in the classroom. The results further showed that the motivation to use and integrate ICT in the classroom may not be sufficient to ensure the effective integration thereof, that is, the teachers still require management. Further, the article recommends the importance of higher education institution lecturers as role models in the use and management of ICT. 相似文献
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Geraldine Blomberg Kathleen Stürmer Tina Seidel 《Teaching and Teacher Education》2011,27(7):1131-1140
As critical component of teachers’ expertise, professional vision should be developed during teacher education. Professional vision draws on subject specific and generic knowledge, however, little is known about the knowledge interplay. This study systematically investigated pre-service teachers’ (n = 32 majoring in mathematics/science; n = 56 in social sciences/humanities) professional vision as elicited by videos of various subjects. Such a design allows studying the relevance of subject matter for professional vision. We found evidence for different professional visions among pre-service teachers majoring in different fields, indicating that—beyond knowledge acquisition—subject-specific socializations may result in distinct sets of shared beliefs and values. 相似文献
17.
Ronald A. Beghetto 《Thinking Skills and Creativity》2007,2(1):1-9
The purpose of this study was to examine prospective middle and secondary teachers’ preferences for unique versus relevant student responses during classroom discussions. Results indicate that, on average, prospective teachers (N = 70) preferred relevance to uniqueness in student responses. In addition, results of regression analysis indicate that prospective teachers’ preference for unique responses varied as a function of grade level and academic subject area. Finally, analysis of written explanations revealed nuanced reasons for prospective teachers’ preferences ranging from viewing unique responses as potentially distracting to viewing any response as acceptable because of a desire to encourage student participation. Implications for future research and teacher education are discussed. 相似文献
18.
Geraldine Blomberg Miriam Gamoran Sherin Alexander Renkl Inga Glogger Tina Seidel 《Instructional Science》2014,42(3):443-463
There is a general consensus among researchers and teacher educators that classroom video can be a valuable tool for pre-service teacher education. Media such as video are not, however, in themselves effective. They have to be embedded in an instructional program to be useful. Yet, little empirical research examines how specific instructional approaches might effectively exploit the potential of video in teacher education. In this study we explored the use of two video-based university courses, one representing a cognitive instructional strategy integrating video, the other representing a situative strategy. Using data from learning journals we analyzed the effects of the two strategies on pre-service teachers’ (N = 28) ability to reflect on classroom video. We found that the two strategies have distinct impacts on the kinds of reflection patterns that are fostered. Our findings suggest that the learning goal and purpose at hand should determine which instructional strategy should be employed when embedding classroom video into teacher education courses. 相似文献
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20.
Exploring the relationship between certification sources,experience levels,and classroom management orientations of classroom teachers 总被引：1，自引：0，他引：1
Teachers continue to report that classroom management is one of their greatest challenges in the classroom. Classroom management involves teacher's efforts to oversee classroom activities such as learning, social interaction, and student behavior. In this study, we examined the relationship between sources of teachers’ certification (traditional or alternative), teachers’ experience levels (experienced or novice), and teachers’ classroom management orientations (interventionist, non-interventionist, or interactionalist). We discovered that neither source of certification nor experience level alone impacts a teachers’ classroom management orientation. However, teachers with traditional certification and many years of experience exert significantly less control over classroom activities and students’ behaviors than do their colleagues with other educational and experimental backgrounds. Potential causes and ramifications of these findings are discussed. 相似文献