共查询到20条相似文献，搜索用时 31 毫秒
1.
Irem Kızılaslan 《欧洲师范教育杂志》2012,35(2):243-254
Despite preliminary findings that preparing teachers for rural positions is of great importance in Turkey’s conditions, little has been reported regarding the measures that need to be addressed in order to effectively prepare teachers for remote areas. In response to this gap, the present study aimed to provide some preliminary views about the expectations of pre-service teachers in relation to rural teaching from a qualitative research paradigm. Data were collected through an open-ended questionnaire from 115 senior pre-service teachers in a large Turkish university. Thematic analysis of the data revealed that participants had polarised views about the issue. While some of them viewed the experience positively, others highlighted the potential challenges. Pre-service teachers’ vague and dichotomous images concerning rural teaching suggested that they had some preconceptions formed through media representations or word of mouth. Implications for teacher education and professional development, along with directions for future research were included. 相似文献
2.
There is an acknowledged gap between the theory presented in university preparation programmes and the reality of classroom practice that has resulted in many secondary mathematics pre-service teachers failing to implement university-endorsed teaching strategies. Using responses to a questionnaire and interviews, 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. It is recommended that pre-service teachers regularly visit classrooms to observe the evolving implementation of problem-solving approaches. Furthermore, cooperating teachers should be required to attend professional development before the professional experience so they understand the goals of the university preparation programme and have the requisite skills and knowledge to support the implementation of problem-solving tasks in learning mathematics. 相似文献
3.
Stephanie Chitpin Marielle Simon James Galipeau 《Teaching and Teacher Education》2008,24(8):2049-2058
This empirical study, conducted in a Canadian university, argues that the objective knowledge growth framework (OKGF), a self-directed reflective approach, can contribute to the professional development of pre-service teachers in dealing with the complexities of teaching. The paper seeks to answer the following research question: How do pre-service teachers use the OKGF as a self-directed professional development tool to solve teaching practice issues that arise during their practicum? It offers a critical analysis of 24 pre-service teachers’ use of the OKGF, as well as the trends in their application and interpretation of the OKGF in solving issues of teaching practice during practicum. 相似文献
4.
Helen Boulton 《欧洲师范教育杂志》2014,37(3):374-389
The aim of this paper is to demonstrate the efficacy of using ePortfolios to enhance career skills for newly qualified teachers (NQTs). The context is the final phase of a longitudinal action research project investigating whether an ePortfolio, created as a pre-service teacher to evidence a digital story of developing professional identity, could transition into employability, i.e. the first year as an NQT. Thus, this paper focuses on a new area of ePortfolio-related research in teacher education; the transition from university into employment. The research findings indicate a changing purpose of the ePortfolio from training to the workplace, an increasing strength of ownership as part of the transition, and empowerment in becoming a teacher. Secondary findings demonstrate an increasing acceptance amongst head teachers regarding the usefulness of the ePortfolio in pre-service teacher education and in the continuing professional development of qualified teachers. Key outcomes are discussed and arguments are presented for an ePortfolio to support professional development from university to employment. 相似文献
5.
Conceptualising teacher learning as being immersed in and arising from the totality of professional practice, this paper reports experiences and insights from practice-based teacher education. Initial data are drawn from two sites of seven involved in the federally funded School Centres for Teaching Excellence programme conducted in the state of Victoria, Australia. This programme is arranged as a partnership between the Department of Education and Early Childhood Development and various school clusters and universities. Each university is working with a cluster of primary and secondary schools and with large numbers (20–100) of pre-service teachers allocated to schools across each cluster. In general, PSTs in Victoria University’s two clusters are placed at each school for 2 days per week with some block time throughout the year. Some university units of study are taught on-site by visiting lecturers with a strong emphasis being placed on the mentoring of PSTs by classroom teachers. Interviews with mentors/mentees and teachers, PSTs and principals indicate a particular understanding or approach to an issue of learning or relationship that provides a frame/scaffold of practice. Further practice begins to detail the frame for continuing application. We are considering the notion of frame as a conceptual skeleton of understanding that arises from school and classroom practice and is formatted in practice. Cases of practice have been reported in the paper below that indicate preliminary understandings and engagement with this concept for the learning of teachers. 相似文献
6.
Sonia White Erika Hepple Donna Tangen Marlana Comelli Amyzar Alwi Zaira Abu Hassan Shaari 《Asia-Pacific Journal of Teacher Education》2016,44(1):35-48
Internationally there is interest in developing the research skills of pre-service teachers as a means of ongoing professional renewal with a distinct need for systematic and longitudinal investigation of student learning. The current study takes a unique perspective by exploring the research learning journey of pre-service teachers participating in a transnational degree programme. Using a case-study design that includes both a self-reported and direct measure of research knowledge, the results indicate a progression in learning, as well as evidence that this research knowledge is continued or maintained when the pre-service teachers return to their home university. The findings of this study have implications for both pre-service teacher research training and transnational programmes. 相似文献
7.
This paper reports on research that took place at two universities in the United Kingdom, over two years. The research focuses on the use of Web 2.0 technology, specifically blogs, with pre-service teachers, both during their university programme and the first year of teaching as full-time newly qualified teachers (NQTs). The purpose of this research was to add to a developing body of knowledge by identifying whether technology used by pre-service teachers during their training course can be cascaded into their practice once qualified. Key findings identify a number of enablers and barriers to cascading technology in the classroom; these include curriculum time, pupil skills and support. The research concludes that early professional support and development should continue during the early years of teaching and assumptions about new teachers as champions of cascading innovative use of Web 2.0 technologies into their practice as NQTs may be over-optimistic. 相似文献
8.
9.
《师资教育杂志》2012,38(2):128-139
Although research reveals that pre-service student teachers often regard their relationships with their significant others as an important element of their initial teaching practice experience, much remains unknown about the influence of significant others on non-native English as a Second Language (ESL) student teachers’ professional learning process during field experiences. This paper presents the findings of a qualitative study of the professional learning experiences of 17 pre-service non-native ESL student teachers during an eight-week-long practicum. Grounded in a sociocultural view of teacher learning, the study explores how the ESL student teachers developed their understanding of professional learning in the light of their experiences of engaging with their supporting teachers, supervisors, other school staff members as well as peer student teachers during the practicum. Analysis of the data reveals that these people assumed the role of coach either directly or indirectly, having a positive influence on the student teachers’ role as a teacher. Analysis of the data also reveals negative interactions between student teachers and their significant others, which sociocultural theories have so far not taken sufficiently into account. While, findings of this study challenge past assumptions about where knowledge for teaching comes from and how it can be learned; this study also suggests an urgent need to consolidate university–school partnership to foster student teachers’ adaptation to the context of teaching practice and maximise their professional learning opportunities. 相似文献
10.
This research paper is framed by concerns about recent UK Government policy regarding the training of mathematics and science teachers in England and discusses how two cohorts of pre-service teachers negotiated the development of a professional identity while undertaking subject-specific training. The data reported upon were garnered in two ways; through an evaluation survey that received quantitative and qualitative responses from 159 teacher trainees and through focus groups conducted with 40 trainees. In the paper, the authors take the concept of ‘participation in communities of practice’ as a departure point to explore how trainees demonstrate their development of professional identities as chemistry, maths or physics teachers. In the conclusion, the authors consider the implications of the findings for pre-service teachers and teacher trainers given the current education climate of financial austerity being experienced across Europe. 相似文献
11.
Hannah Soong 《Asia-Pacific Journal of Teacher Education》2013,41(1):69-83
Anecdotal evidence suggests that pre-service teachers who have volunteered in schools demonstrate greater awareness of the general operational aspects of a school and, thus, are better prepared for the teaching practicum. However, there is little documented evidence about the cross-cultural challenges of international pre-service teachers volunteering in the host community. Drawing on the preliminary findings of a larger study, this paper offers a hermeneutic view of the adjustment experiences of five international pre-service teachers who have volunteered to be tutors in schools and unpaid helpers within local community centres. The findings highlight a range of cultural and personal dimensions associated with the process of pre-service teacher professional development and their intercultural engagement with members in the host society. Hence, adjustment through community service engagement is viewed as an opportunity to increase the intercultural and intracultural awareness of the international pre-service teachers. 相似文献
12.
Gillian Potter 《The Australian Educational Researcher》2001,28(3):117-139
This paper emanates from a study that analysed the critical reflection of teacher researchers as they talked about their investigations of the home cultures and literacies of a small group of children from socioculturally diverse family contexts. The collaborative research enterprise was undertaken by university and teacher researchers. The important role that collaborative teacher research and social interaction played in the critical reflection and co-construction of professional understandings in the project is the focus of this paper. The teacher researchers’ theorising about the complexity of their work as a result of the collaborative enterprise is discussed. Through the voiced research and critical reflection of the teachers, it has become obvious that their life’s experiences and resources are powerful in their pedagogical theorising. Teachers comment on the way in which they are positioned by ‘the system’ as technicians and how they experience tension between their own professional and primary discourses and that of the system. It is suggested that teachers be given opportunity within their work sites to enter the conversations about curriculum, pedagogy and change in knowledgeable and meaningful ways that are grounded in collaborative reflection and research. This paper explores the critical reflection and the social construction of new understandings about the complexity of teachers’ work that occurred in a collaborative research project carried out by a university-based researcher and four school-based early years teacher researchers. It will show how the collaborative research process facilitated critical reflection on previously unquestioned or unconsidered issues about the teachers’ work. The paper has been written by the university researcher under the watchful eye of the teacher researchers who want to remain anonymous. Their pseudonyms have been used. When the terms of this project were negotiated among the group, it was agreed that the voices of the teachers would always be reported authentically and anonymously. It was also agreed that any theorising, integrated language analysis (Freeman, 1996) or reporting that might be carried out, would be done by the university researcher That is not to say that the teacher researchers have not spoken about their involvement in the project to colleagues in professional development forums and conferences. Nor is to say that the teachers were not privy to the analysis process. It is to say that written reports for publication are to be done by the university researcher. 相似文献
13.
Anita Eriksson 《欧洲师范教育杂志》2017,40(1):76-90
The use of mentoring group conversations as a tool to support pre-service teachers’ professional development has become more common. However, there is still a lack of research that shows how conversations are used to develop knowledge. The present paper is based on ethnographical observations of mentoring group conversations, and describes how pre-service teachers who participate in an obligatory mentoring model use their conversations as an arena in their search for professional knowledge. Three areas were focused upon during the conversations: the teachers’ role and teaching practice, conditions for professional development and conditions related to the profession. The pre-service teachers mainly used conversations to question, discuss, share and reflect over pedagogical and didactical dilemmas related to teaching activities in the classroom and to their own as well as other teachers’ behaviour and attitudes in different situations. The paper provides an insight into how a mentoring model can contribute to professional preparation. 相似文献
14.
M.V. Sá 《Teachers and Teaching》2016,22(4):504-518
Despite the Bologna agreement implementation in 2008, teachers' education in Portugal has not changed significantly from earlier practice. The major modification in the requirements of master’s level teacher education programmes was the introduction of a strong component of educational research in a master’s degree; this is designed to replace an educational monograph in the typical 5-year ‘Licenciatura’. Both a professional one-year in-school pedagogical stage and a fifth year as a university student continue to be mandatory, as well as the stage co-supervision of the university and the school. However, existing government regulations imply that in the very near future the full professional education of teachers will have to be complemented with an in-service probation year conducted under the supervision of a school mentor. The current study has been designed to try to determine: (a) how the activities of the probation year should be organised in order to improve this stage of professional education; and (b) how probation years could be used to promote school–university partnerships that could provide for more effective in-service teacher education and/or possible shared educational action research. Drawing on the survey data from pre-service students from four different universities, novice teachers, stage supervisors and school principals, information was collected on the perceptions of the quality and scope of the professional education of future teachers from the beginning of their programmes through their pedagogical stage. A high degree of agreement among all the respondents enables us to point towards the perceived high quality of several components of the teacher education programmes, e.g, teachers’ ability to plan a lesson using different teaching strategies and the high value-accorded school–university collaborations. The results also show the weaknesses of other components, e.g, teachers’ skill with controlling badly behaved students and their ability to capture students’ attention and motivation. Based on these results and on our knowledge about the type of professional support needed to promote teaching practice, we conclude with a holistic plan designed for teachers’ professional education during the pre-service pedagogical stage and the in-service probation year. 相似文献
15.
Ileana M. Greca 《International Journal of Science Education》2016,38(5):791-813
Several international reports promote the use of the inquiry teaching methodology for improvements in science education at elementary school. Nevertheless, research indicates that pre-service elementary teachers have insufficient experience with this methodology and when they try to implement it, the theory they learnt in their university education clashes with the classroom practice they observe, a problem that has also been noted with other innovative methodologies. So, it appears essential for pre-service teachers to conduct supportive reflective practice during their education to integrate theory and practice, which various studies suggest is not usually done. Our study shows how opening up a third discursive space can assist this supportive reflective practice. The third discursive space appears when pre-service teachers are involved in specific activities that allow them to contrast the discourses of theoretical knowledge taught at university with practical knowledge arising from their ideas on science and science teaching and their observations during classroom practice. The case study of three pre-service teachers shows that this strategy was fundamental in helping them to integrate theory and practice, resulting in a better understanding of the inquiry methodology and its application in the classroom. 相似文献
16.
Catherine Lang Deborah Neal Maria Karvouni Debbie Chandler 《Asia-Pacific Journal of Teacher Education》2015,43(4):338-354
We present a sustainable and innovative model for pre-service teacher paired professional placements called the Teaching School model. The Teaching School model was piloted initially in partnership with a Metropolitan University and a P-12 College located in Melbourne’s northern suburbs in 2013. It was expanded in 2014 to capitalise on an existing university school partnership at a regional campus of the university. We present evidence of success through the voices of pre-service teachers, mentor teachers and school principals to demonstrate the success of professional experience model. The findings clearly show the benefit of this model of professional experience for producing work-ready graduates and for creating authentic learning and teaching environments that, according to the school principals and mentor teachers, contribute to school improvement. Our research demonstrates that this Teaching School model builds relationships and creates a community of learning and teaching educators; however, its adoption is not without challenges and limitations. 相似文献
17.
This paper explores one implementation of an extended, structured, collaborative professional experience program. Its context is a new partnership between a university and a professional experience school. The program draws on elements of Instructional Rounds and Lesson Study, framed around a learning community model of professional experience for peer collaboration, observations, reflections and discussions across disciplines by pre-service teachers. Results show that pre-service teachers experienced a sense of belonging, developed professional relationships and dialogue with staff and peers, linked theory with practice, and developed dispositions for on-going improvement of teaching quality, all factors likely to improve their readiness for teaching. On the other hand, participants faced challenges in terms of logistics and communication, time pressure and anxiety and power relations between novice and expert. 相似文献
18.
采用问誊调查方法,对河北北方学院职前数学教师职业认同状况进行了调查,剖析其认同度不高的主要原因,一是对教师职业缺乏必要的了解,二是教师对教育类课程认同度不高。建议高师院校严把学生入学关,不断改革教学内容与教学方法,加强相关教师与中小学的沟通,增加职前教师教学实践机会。 相似文献
19.
John Trent 《Teacher Development》2018,22(4):571-586
This paper reports the results of a qualitative study that examined the perspectives of one group of teacher educators and pre-service teachers about a teaching internship in Hong Kong. Reflecting recent interest in both a practice turn in pre-service teacher education as well as teacher identity construction, the study uses in-depth interviews to reveal how both teacher educators and pre-service teachers construct the meaning of a teaching internship. The results suggest that two discourses dominate such meanings: the discourse of integration and the discourse of separation. The study not only reveals the presence of these discourses but, moreover, considers how their interplay provides affordances for and constraints upon the capacity of pre-service teachers to construct their professional identities during the teaching internship. This exploration suggests that this interplay can lead to identity conflict for pre-service teachers. Implications for overcoming such conflict in ways that support the construction of pre-service teachers’ professional identities are considered and suggestions for future comparative research discussed. 相似文献
20.
根据大学教师职前培养现状以及大学教师职业特性,可以将大学教师的职前培养体制分成三种模式:纯粹的学科专业型、学科专业主导型、学科专业与教学专业并重型。学科专业主导型模式既遵循了大学教师的成长规律,也兼顾了大学教师培养与成长的实际,是当前大学教师职前培养体制的理想选择。 相似文献