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1.
Karen Loman Nicole Nickens Natalie Tye Angela Danley Karrie Snider Ann McCoy 《Journal of Early Childhood Teacher Education》2020,41(1):85-99
ABSTRACTDesigning field embedded experiences for teacher candidates poses a unique challenge for large teacher education programs. Field experiences must include working with students, enhanced pedagogical coaching, and interaction within a professional community. Coursework coupled with field work should engage teacher candidates in a process of planning, implementing, analyzing and reflecting, and then modifying future teaching as evidence of reflective practice. Skilled coaching by the university based teacher educator or classroom mentor is one avenue for teaching novice educators how to analyze their classroom experiences. However, in large teacher education programs the ratio of candidates to UBTEs can make adequate coaching impossible. Thus, peer coaching can provide a feasible option for UBTE coaching. The purpose of this article is to describe the peer coaching experiences of teacher candidates and their university based teacher educators during junior level clinical block courses focused on developmentally appropriate practices for students in grades 1-3. Presented are a discussion of reflective practice, a rationale for peer coaching, and the application of peer coaching within three early childhood and elementary courses. Recommendations and challenges of peer coaching in a clinical pre-service teacher education program and implications for further studies are explored in the closing. 相似文献
2.
Sloan Storie Christan Grygas Coogle Naomi Rahn Jennifer Riggie Ottley 《Early Childhood Education Journal》2017,45(6):735-743
This article reports the results of a post hoc analysis of child data from a single-case multiple-probe study of pre-service teachers’ use of communication strategies before, while, and after receiving distance coaching. Data were analyzed for the number of functional communication utterances used by groups of preschool children with and without disabilities who participated in activities. Results suggest pre-service teachers’ use of evidence-based communication strategies was related to increased functional communication by children in the inclusive preschool classrooms. Implications for future research and classroom practices are discussed. 相似文献
3.
From PCK to TPACK: Developing a Transformative Model for Pre-Service Science Teachers 总被引：4，自引：2，他引：2
New science teachers should be equipped with the ability to integrate and design the curriculum and technology for innovative
teaching. How to integrate technology into pre-service science teachers’ pedagogical content knowledge is the important issue.
This study examined the impact on a transformative model of integrating technology and peer coaching for developing technological
pedagogical and content knowledge (TPACK) of pre-service science teachers. A transformative model and an online system were
designed to restructure science teacher education courses. Participants of this study included an instructor and 12 pre-service
teachers. The main sources of data included written assignments, online data, reflective journals, videotapes and interviews.
This study expanded four views, namely, the comprehensive, imitative, transformative and integrative views to explore the
impact of TPACK. The model could help pre-service teachers develop technological pedagogical methods and strategies of integrating
subject-matter knowledge into science lessons, and further enhanced their TPACK. 相似文献
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Mothers' Social Coaching, Mother-Child Relationship Style, and Children's Peer Competence: Is the Medium the Message? 总被引：3，自引：0，他引：3
Contributions of mothers' social coaching and responsive style to preschoolers' peer competence were evaluated in 2 studies. In Study 1, 43 mother-child dyads participated in 3 laboratory tasks; videotapes were coded for responsive interaction style in play, advice regarding videotaped peer dilemmas (coaching), and nonsocial teaching in a puzzle task. Coaching and style were largely independent and were correlated with measures of social competence. In Study 2 ( n = 62), coaching and style uniquely predicted teacher ratings, but only style predicted peer acceptance. To investigate whether coaching mediated the effects of style and/or whether style moderated the effects of coaching, the samples were combined. No evidence was found for mediation, but coaching was a more powerful predictor of lower levels of boys' aggression when the mother-child relationship was less responsive. Discussion focuses on models of socialization that stress the interplay of general style and specific socialization practices in promoting social competence. 相似文献
6.
This study reviewed eight studies selected from the ERIC and Education Complete databases covering the years 1997 through 2007. The goals of this study were to identify similarities and differences of peer coaching and to examine its feasibility and challenges in preservice teacher education. The four similarities among the studies identified are (i) study participants, (ii) coaching relationships, (iii) coaching duration, and (iv) coaching strategies. The differences identified were in relation to the following four areas: (i) the purposes of peer coaching, (ii) the nature of the field-based experiences of the programmes, (iii) the training for peer coaching, and (iv) the effects of peer coaching. Peer coaching appears to possess unique advantages and have much value for preservice teacher education. How barriers to the comprehensive recognition of peer coaching could be eliminated in preservice teacher education is also discussed. 相似文献
7.
This study examined pre-service teachers’ intentions to use computers in traditional and innovative teaching practices in primary mathematics classrooms. It extended the technology acceptance model (TAM) by adding as external variables pre-service teachers’ experience with computers and their technological pedagogical content knowledge (TPCK). Data collected from 226 participants revealed that the proposed model had a good fit for both traditional and innovative uses of computers. Structural equation modelling suggested that the established TAM variables, together with TPCK and experience, were significant determinants of pre-service teachers’ intentions to use computers in teaching mathematics at both levels. The most dominant determinant of behavioural intention was TPCK, followed by attitude. The proposed model explained 22.7% of the variance in the use of computers in traditional teaching practices and 27.6% of the variance in the use of computers in innovative teaching practices. The implications for mathematics teaching are discussed in the final section. 相似文献
8.
Hulya Kilic 《International Journal of Science and Mathematics Education》2018,16(2):377-400
A 14-week course program was designed to investigate pre-service teachers’ noticing skills and scaffolding practices. Six pre-service teachers were matched with a pair of sixth grade students to observe and scaffold students’ mathematical understanding while they were working on the given tasks. Data was collected through pre-service teachers’ own recorded videos of implementation of tasks, their written reflections about the implementations, videos of group reflections before and after the implementations, and students’ written work. The analysis of data revealed that pre-service teachers mostly noticed students’ errors and strategies during their interactions with students, they attended important instances about students’ thinking and justified their reasoning for their comments in their written reflections. However, while interacting with students, they usually used low level scaffolding practices such as asking for clarification, explanation, and justification rather than attempting to elicit students’ thinking and improve their understanding. 相似文献
9.
Lia M. Daniels 《教育心理学》2015,35(8):984-1005
Research shows that personal and classroom goals are important for pre-service and practicing teachers’ personal and professional outcomes; however, no research has examined changes to these types of motivation across the transition from student to teacher. This study followed pre-service teachers (n?=?47) into practise and assessed changes in self-reported personal and classroom goals using surveys and focus groups. Correlations, repeated measures analysis of covariance and reliable change indices were used to assess stability/change in the quantitative data. Qualitative data were analysed for themes and largely supported the quantitative results. The results showed that teachers were at least as personally oriented towards mastery-approach in their practice as they were during their pre-service education but less personally performance focused. In terms of classroom goals, performance practices increased whereas mastery practices decreased, particularly for secondary school teachers. Although practicing teachers are personally mastery-oriented in their teaching, their intentions to establish classroom mastery goals appear difficult to enact in practice. 相似文献
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Despite the benefits of peer assessment, many teachers are not willing to implement it, particularly for low-achieving students. This study used the theory of planned behaviour to predict pre-service teachers’ intention to use peer assessment for low-achieving students. A total of 229 pre-service teachers in Singapore participated in the survey which consists of eight factors about peer assessment in writing: belief of knowledge source, belief of ability, belief of constructivist assessment, attitude, subjective norm, perceived behaviour control, behavioural intention, and intention for low-achieving students. Structural equation modelling was used to test hypothesized relationships of the eight factors. This study found that pre-service teachers’ beliefs about knowledge source and constructivist assessment significantly influenced their attitude towards peer assessment of writing. In addition, the attitude and perceived behaviour control were significant factors in shaping the intention of peer assessment. Lastly, pre-service teachers’ intention of implementing peer assessment for low-achieving students was influenced by both the intention of peer assessment and the belief of ability. 相似文献
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Amy Roth McDuffie 《Journal of Mathematics Teacher Education》2004,7(1):33-61
In this case study I examine the reflectivepractices of two elementary pre-serviceteachers during their student teachinginternship. I extend current views ofreflective practice to create a framework for a`deliberate practitioner'. With this framework,I investigate the pre-service teachers'thinking with regard to reflective processesand how they use their pedagogical contentknowledge in their practices. My findingsindicate that the pre-service teachers usetheir pedagogical content knowledge inanticipating problematic events, and inreflecting on problematic events ininstruction. However, limits in pedagogicalcontent knowledge and lack of confidence impedethe pre-service teachers' reflection while inthe act of teaching. They were more likely toreflect on their practices outside of the actof teaching. Implications for teacher educatorsand pre-service teachers are discussed. 相似文献
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James J. Watters Carmel M. Diezmann Loan Dao 《Asia-Pacific Journal of Teacher Education》2018,46(3):239-255
This paper reports on the novel use of classroom videos by 71 pre-service teachers enrolled in a one-year graduate diploma pre-service teacher education program across three Australian universities. The classroom videos were of an experienced teacher delivering a Year-6 mathematics lesson. Students observed, discussed and debated practices that were evident. Data were collected via observation protocols and through recorded focussed discussions. Pre-service teachers, even at the early phase of their course, were able to articulate theoretical explanations for events occurring in the lesson. All students, irrespective of the progression in the course, lamented the absence of prior opportunities to engage in analysis and discussion of classroom lessons. The study reinforces the value of dialectical interactions focussed on authentic teaching scenarios. 相似文献
16.
Elaine Cox 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):427-443
This paper explores organizational and peer dynamics that impact the potential for productive, trusting peer relationships. An in-depth phenomenological study of five peer coaching dyads was undertaken to examine the establishment and maintenance of peer coaching. Joint interviews were used to promote co-construction of responses. Findings suggested that formation of trust is impacted by values-based attachment, confidentiality, and the capacity of peers to make themselves vulnerable. Individual bonds are important at the start of coaching, but trust is further strengthened through contracting and reciprocity within the relationship itself and by an open culture within the organization. Organizational culture was found to influence trust and the need for a combination of benign organizational support, transparency, and non-intervention was seen as vital. 相似文献
17.
Jiling Liu Ron E. McBride Ping Xiang Melissa Scarmardo-Rhodes 《Quest (Human Kinetics)》2018,70(1):12-27
To better prepare physical education (PE) teachers, this study explored a group of pre-service teachers’ understanding, application, and development of critical thinking (CT) in a capstone methods course. Participants were 12 pre-service teachers from a PE teacher education (PETE) program at a large university in the southwestern United States. Data were collected through focus group interviews and post-lab assignments and were analyzed via content analysis. Findings showed that the PE pre-service teachers could define CT and recognize its importance to teaching and learning. Together with field-based teaching practices, course written assignments such as the encyclopedia article, curriculum project, lesson plans, and post assignments were identified as contributors to CT development. At the end of the semester, the PE pre-service teachers demonstrated an improvement in CT across three levels. Based on our findings, we recommend the integration of CT instruction into PETE programs. 相似文献
18.
Mehmet Aydeniz Zehra Ozdilek 《International Journal of Science and Mathematics Education》2016,14(7):1255-1273
The purpose of this study was to explore the impact of an intervention on pre-service science teachers’ self-efficacy to teach science through argumentation and explore the challenges they experienced while implementing argumentation. Forty pre-service science teachers in their final semester of schooling participated in an intervention that lasted for 11 weeks. Intervention focused on participants’ understanding of argumentation as a scientific practice and as a pedagogical tool. The participants engaged in argument construction, evaluation, and critique, taught three argumentation lessons, engaged in peer observation of teaching, and reflection on their teaching skills. Data were collected through Argumentation Self-Efficacy Scale and an open-ended questionnaire. The results show that the intervention had a significantly positive effect on pre-service teachers’ self-efficacy. Despite this reported self-efficacy, participants experienced significant challenges in guiding their students to construct scientific arguments and assessing the arguments developed by their students. Discussion focuses on implications for professional development of pre-service and in-service science teachers. 相似文献
19.
Changing personal epistemologies in early childhood pre-service teachers using an integrated teaching program 总被引：1，自引：0，他引：1
This study investigated changes in pre-service teachers' personal epistemologies as they engaged in an integrated teaching program. Personal epistemology refers to individual beliefs about the nature of knowing and knowledge and has been shown to influence teaching practice. An integrated approach to teaching, based on both an implicit and explicit focus on personal epistemology, was developed by an academic team within a Bachelor of Education (Early Childhood). The teaching program integrated content across four units of study, modelling personal epistemologies implicitly through collaborative reflexive practice. The students were also required to engage in explicit reflections on their personal epistemologies. Quantitative measures of personal epistemology were collected at the beginning and end of the semester using the Epistemological Beliefs Survey (EBS) to assess changes across the teaching period. Results indicated that pre-service teachers' epistemological beliefs about the integration of knowledge became more sophisticated over the course of the teaching period. Qualitative data included pre-service teachers' responses to open ended questions and field experience journal reflections about their perceptions of the teaching program and were collected at the end of the semester. These data showed that pre-service teachers held different conceptions about learning as integration, which provided a more nuanced understanding of the EBS data. Understanding pre-service teachers' epistemological beliefs provides promising directions for teacher preparation and professional enrichment. 相似文献
20.
While different theoretical frameworks have been proposed to characterise the nature of feedback and the conditions under which feedback contributes to student learning, few empirical studies have examined the usefulness of these theoretical frameworks to understand student feedback experiences in classrooms particularly in a pre-service context. This article explores what classroom feedback practices trainee teachers experience, and how their feedback experiences relate to their learning motivation. The paper presents the results of questionnaire surveys conducted with 276 pre-service ESL trainee teachers in a BEd English education programme. The study found that trainee teachers in this study experienced predominantly activity-based feedback and teacher evaluation feedback, while peer/self feedback and longitudinal-development feedback were relatively infrequently used in the classroom. However, peer/self feedback and longitudinal-development feedback appeared to be most powerful in predicting positive motivational processes, followed by activity-based feedback and teacher evaluation feedback. 相似文献