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1.
Abstract

The NCATE performance standards include “dispositions,” which validate the importance of teacher beliefs and attitudes. This project was designed to measure preservice and inservice teachers’ beliefs and potential dispositions toward struggling students. The children's story, Next Year I'll be Special, was read to preservice teachers from two teacher education programs (n = 139) and one group of inservice teachers (n = 41). Marilyn, the main character, is struggling in first grade, but she anticipates second grade will be better because she will have a new teacher. Participants were asked to write their prognoses for Marilyn's second‐grade year. Responses were coded into three categories, Overall Impression, Ownership of Academic Challenges, and Ownership of Social Challenges. Respondents (56%) indicated that second grade would be as bad as or worse than first grade for Marilyn. Further, results revealed that experienced teachers were more negative in their predictions than beginning teacher education students. Results were replicated in the second teacher education sample.  相似文献   

2.
The importance of reflection in supporting the continued professional learning of preservice practitioners is well recognised. This study examines one aspect of the outcomes of preservice teachers' reflection: the development of their own self-image as a teacher. In making the transition from student to teacher, preservice teachers create their own professional identity. Their ability to articulate this identity is examined through a new construct, a “teachers' voice”. A teachers' voice, develops when preservice teachers interpret and reinterpret their experiences through the processes of reflection. A teachers' voice is articulated as part of the persons' self-image. The construct, a teachers' voice, was investigated by examining changes in preservice teachers' contributions in an online discussion forum. Two complementary approaches of content analysis were applied. Both methods revealed changes in preservice teachers' levels of engagement and showed that in the first semester of preservice teacher education, the majority of preservice teachers moved towards a more professional stance in their contributions.  相似文献   

3.
The disparity between the ethnic and cultural makeup of our teaching force and the ethnic and cultural makeup of the student population demands initiatives on the part of teacher preparation programs. Preservice teachers need to learn about the various cultures of their students in order to increase communication and understanding. As preservice teachers learn about and come to understand culturally diverse students, they move toward becoming culturally responsive teachers. Through the use of ethnic children's literature and focused discussion in field experience seminars, preservice teachers increased their background knowledge about Latino children's lives and began to make connections with the students themselves.  相似文献   

4.
Despite the body of literature around practicing teachers and policy (Knapp, Ferguson, Bamberg, &; Hill, 1998; Kumar &; Scuderi, 2000; Lortie, 1975/2002), little is known about the involvement of their preservice counterparts. Preservice teachers have limited exposure to policy-related coursework in their professional training (Floden &; Meniketti, 2005) and scholarship is relatively silent regarding preservice teachers' experiences with educational policies and their sense-making process (Spillane, 2004; Weick, 1995; see Heineke, Ryan, &; Tocci, 2015, for a notable exception).

This paper examines preservice teachers negotiating and making sense of a particular policy, the Massachusetts' Rethinking Equity and Teaching for English Language Learners (RETELL). It addresses the following questions: First, what do preservice teachers know about policy in general and the RETELL language policy in particular? Second, how do preservice teachers make sense of the implementation of the RETELL policy in the various settings of their professional training? Third, in what ways do preservice teachers' experiences with the policy influence their orientations toward teaching emergent bilingual students? This analysis demonstrates that preservice teachers have limited general knowledge of educational policy process, and limited specific knowledge around the RETELL language policy. Yet, they learn important lessons about how to “do” policy from their field supervisors and play an important role in policy implementation. The impact of the RETELL policy on preservice teachers' beliefs about teaching emergent bilingual students is mediated by the lack of policy information they receive and by their experiences in the field. This paper adds to the limited literature around preservice teachers involvement in policy and offers recommendations for highlighting the importance of policy education in teacher training.  相似文献   

5.
Practicum experiences in preservice teacher education are often characterised by disconnection. Preservice teachers are typically disconnected from university faculty and from their peers. Traditionally, university-based supervisors work to bridge the school and university contexts of preservice teacher education and facilitate learning to teach by visiting preservice teachers in their schools. This situation places high importance on the value of face-to-face interaction. The research reported in this paper explores the possibilities of utilising information and communication technologies (ICT) in the practicum component of preservice teacher education. It investigated the use of electronic discussion groups by preservice teachers and university lecturers while the preservice teachers were completing an internship towards the end of their teacher preparation programme. The paper discusses the benefits and challenges as reported by the participants in interviews, draws on the actual text of the electronic communication, analyses the findings, and draws implications for all participants in the preservice teacher education practicum. The study highlights the potential of ICT in providing new learning spaces that enable personal and professional networking and support, and points to reconceptualised notions of university supervision focussing on facilitating learning to teach and promoting reflective practice within the context of a professional learning community rather than as 'check-up' trips to schools.  相似文献   

6.
This paper explores the value of action research in the understanding of the professional development of 4 preservice secondary school mathematics (PSSM) teachers and their instructors in a teacher education program. It draws upon data collected from multiple cycles in a research project (2007–2010). The goal of the long term project was to explore how PSSM teachers combined knowledge from their content area and pedagogy courses with the action research course. This paper represents how activity theory facilitated the instructors' interpretations and understandings of the benefits and challenges of using action research as a professional development strategy with PSSM teachers.  相似文献   

7.
Understanding preservice teachers' misconceptions regarding the brain and neuroscience (neuromyths) can provide information that helps teachers to apply neuroscience knowledge in an educational context. The objective of this study was to investigate these misconceptions. Following preliminary research, a questionnaire comprising 59 challenging assertions in two categories (education and neuromyths) was developed as a data collection tool. The findings identify preservice teachers' neuromyths, which were found to vary by teaching area.  相似文献   

8.
The purpose of this study was to examine preservice teachers' perceived benefits of instructional blogs, classroom community, course satisfaction, and learning. The data were obtained via surveys administered throughout Fall 2009. Fifty preservice teachers from two undergraduate courses participated in this study. Results indicate that students did not utilize the full benefits of blogging. Students mainly used blogs for information sharing, rather than discussion or reflection. Additionally, preservice teachers' course satisfaction and perceived learning were found to be related to their feeling a sense of learning community.  相似文献   

9.
Students benefit when teachers support their autonomy. Recognizing this, the present study examined the motivating styles of beginning preservice teachers by asking two questions: (1) Do personality characteristics orient preservice teachers toward either an autonomy-supportive or controlling motivating style? and (2) Is the autonomy-supportive style teachable to preservice teachers? Study 1, which addressed the first question, relied on self-determination theory to identify and confirm causality orientation as one personality characteristic related to motivating style. Study 2, which addressed the second question, randomly assigned preservice teachers to receive training in either autonomy-supportive, controlling, or neutral instructional strategies. Results showed that the autonomy-supportive style was teachable. Autonomy-oriented preservice teachers (as measured by causality orientation) assimilated the information rather easily, while control-oriented preservice teachers accommodated the information only in proportion to the extent that they perceived it to be highly plausible and classroom applicable. The discussion relies on self-determination theory and the conceptual change literature to recommend how teacher certification programs can assist teachers-in-training develop an autonomy-supportive motivating style.  相似文献   

10.
This article describes a study of how Chinese preservice teachers unpacked a learning goal pertaining to adding fractions and understanding the concepts underlying the operation. Based on work in the USA by Morris, Hiebert, and Spizter (Journal for Research in Mathematics Education, 40(5), 491–529, 2009), 50 Chinese preservice teachers completed a task, anticipating an ideal student response, in the context of four representations: (1) fraction pieces, (2) graph paper, (3) common denominator algorithm, and (4) pennies. Like the US-based study, this study shows that Chinese preservice teachers’ ability to unpack a learning goal was highly influenced by how the problem was represented. The pennies and graph paper problems provided more supportive contexts for unpacking the learning goal; the algorithm problem provided the least supportive context. The main difference between the preservice teachers from these two countries was the US preservice teachers chose the pennies and graph paper problems as having the most potential for revealing students’ understanding of the learning goal; while the Chinese preservice teachers chose the algorithm problem despite the problem’s unsupportive context. Chinese preservice teachers’ preference suggests that they privileged algorithmic/symbolic representations over pictorial/concrete representations. Based on our results, we argue that it is time for cross-cultural comparative research to refocus on the common barriers, challenges, and benefits as related to mathematics teacher preparation and professional development. A cooperative instead of competitive orientation will lead to richer and deeper dialogues among mathematics educators.  相似文献   

11.
This case study of mathematics instruction using children's literature reports on the experiences 47 elementary preservice teachers had in their mathematics methods course while completing a microteaching assignment. As part of the microteaching assignment, preservice teachers were required to plan and teach mathematics lessons based on children's books that included both mathematics concepts and multicultural aspects. The preservice teachers audio-recorded their lessons, transcribed the audio, and wrote reflective essays to articulate their experiences. At the end of the assignment, the professor and two additional researchers interviewed the preservice teachers about their experiences. Themes that emerged were (a) teaching experiences, (b) teaching performance, and (c) learning purposes and tools for integrating multicultural children's math books. The Learning Purposes and Teaching Strategies for Integrating Multicultural Mathematics Picturebooks Framework was developed to demonstrate the intricate balance needed to ensure mathematics learning happens during instruction with multicultural mathematics picturebooks.  相似文献   

12.
At Australian Catholic University and Monash University, preservice mathematics teachers are required to conduct and analyse one-to-one mathematics assessment interviews with primary-aged children. The assessment tool is drawn from the Early Numeracy Research Project, where it was used with over 11,000 children in Victorian schools. The interview assesses content from Number, Measurement and Geometry, in an interactive, hands-on format, with children's responses and strategies determining the path through the interview protocol. Follow-up discussion in class enabled preservice teachers to explore appropriate pedagogies that build upon what had been learned from the interviews. The research described in this chapter sought to investigate the effectiveness of this process. Interviews and written questionnaires were the data sources. Analysis of the data suggested that teachers were more aware of the kinds of strategies that children use including their variety and relative level of sophistication, and that the interview and subsequent discussion stimulated preservice teachers to reflect upon appropriate classroom experiences for young mathematics learners.  相似文献   

13.
One-to-one interviewing is one of the most powerful ways of exploring young children's thinking. While there are a few studies which report the use of this pedagogic strategy by preservice teachers, more are needed. This paper describes an early childhood mathematics education assignment which preservice teachers in a teacher-education college in Ireland undertake with four- and five-year-old children. It presents an analysis of data from a selected sample of 58 preservice teachers' reflections on their dialogues with individual children. It describes how the preservice teachers engaged with the process of interviewing the children; how they reflected on their interactions with the children; their reflections on the children's engagement; and their reflections on young children's mathematics generally. Some dilemmas faced by the participants in the course of the interviewing are highlighted. Findings demonstrate the integrated nature of the knowledge that early childhood teachers need to teach early childhood mathematics effectively. The learning arising from this assignment relates to early childhood mathematics thinking, to the psycho-social nature of learning in early childhood and to pedagogy in early childhood education.  相似文献   

14.
For this study of teacher-identity, which is part of a larger research project on teacher resilience, preservice teachers were invited to draw “the kind of teacher you hope to become”. In this, our study recognises drawing as a semiotic system of meaning-making and communication. The drawings were examined in terms of the “stories” they told. Using an emergent design approach to the data, drawings were synthesised into categories that were distilled into theme clusters. A hermeneutic reading revealed the core identity narrative underpinning each teacher-identity story. This story was told in sociocultural terms, or constructed around functioning at work or couched in terms of personal validation and achievement. These core identity narratives signal what “matters” to preservice teachers’ sense of their teacher-selves. Since there is an observed correlation between teacher-identity and resilience, knowing what matters is a helpful basis for building resilience.  相似文献   

15.
This article presents a thread of discussion posted to a web-based forum in the context of a children's literature course in one teacher education program in the USA. Participants in the virtual discussion include three preservice elementary teachers and the course instructor (author) on the subject of bringing lesbian, gay, bisexual and transgender (LGBT) literature into the elementary classroom. Classroom teachers who lead discussions about race, gender, class, sexuality and inequality are encouraged to create and maintain a safe environment for dialogue. In this article, the author explores how the need to maintain a culture of safety around discussions of sexuality shaped the participants’ views on teaching LGBT literature written for children. Applying the tools of critical discourse analysis, the author demonstrates how events in the discussion unfolded that left normative constructions of sexuality unexamined.  相似文献   

16.
The purpose of this investigation was to qualitatively investigate the effects of a microteaching course on preservice science teachers' perceptions of teaching, instructional decisions, and changes in beliefs which occur throughout the course. A total of 17 preservice teachers constituted the sample for this investigation. In addition to viewing and self-critiquing the videotapes of their lessons, students received both oral and written feedback from peers and instructors. Subjects were also required to complete a reaction questionnaire concerning their beliefs/perceptions prior to the first presentation as well as following each of the four required presentations. Systematic comparisons among students' self-critiques and reaction questionnaires yielded a total of 12 categories of concerns/beliefs about teaching. These categories pertained to either “Concerns for Self” or “Concerns for Students.” Although the subjects appeared to proceed through a developmental process beginning with concerns for self and moving toward concerns for students, analyses of subjects' comments about students revealed that such remarks were actually egocentric. Additionally, the data indicated that preservice teachers view planning as a complex, two-component process (i.e., the physical act of writing a plan and the subsequent mental rehearsal of that plan.).  相似文献   

17.
This study investigated whether listening to spontaneous conversations of elementary students and their teachers/chaperones, while they were visiting a zoo, affected preservice elementary teachers' conceptions about planning a field trip to the zoo. One hundred five preservice elementary teachers designed field trips prior to and after listening to students' conversations during a field trip to the zoo. In order to analyze the preservice teachers' field trip designs, we conducted a review of the literature on field trips to develop the field trip inventory (FTI). The FTI focussed on three major components of field trips: cognitive, procedural, and social. Cognitive components were subdivided into pre-visit, during-visit, and post-visit activities and problem-solving. Procedural components included information about the informal science education facility (the zoo) and the zoo staff and included advanced organizers. Social components on student groups, fun, control during the zoo visit, and control of student learning. The results of the investigation showed that (a) the dominant topic in conversations among elementary school groups at the zoo was management, (b) procedural components were mentioned least often, (c) preservice teachers described during-visit activities more often than any other characteristic central to field trip design, (d) seven of the nine characteristics listed in the FTI were noted more frequently in the preservice teachers' field trip designs after they listened to students' conversations at the zoo, and (e) preservice teachers thought that students were not learning and that planning was important.  相似文献   

18.
A group of preservice primary teachers (46) in their third year of a Bachelor of Education degree were overtly taught the nature of science (NOS) and nature of technology (NOT) within an authentic context of the issues of UV radiation. The research question asked was, ‘What characteristics of NOS and NOT are identified, illustrated and justified within an authentic context by the preservice teachers?’ This context was accessed via a web-based resource, ‘You, Me and UV’ (www.sciencelearn.org.nz), which provided preservice teachers with virtual access to the science research community. The goal of this research was to explore the potential of providing a virtual authentic resource, accompanied by explicit teaching of NOS and NOT, to develop preservice teachers' understandings of NOS and NOT. A data collection instrument where preservice teachers were required not only to identify examples of NOS and NOT, but also to justify and contextualise them from this context, was able to capture their level of understanding. It also showed the potential of an authentic context and the possibilities of a virtual resource to provide access to communities of practice of science and technology research.  相似文献   

19.
The purpose of this paper is to synthesize findings from three studies that have addressed the conceptualization and application of the metaphor construct to the study of teachers and teaching. With respect to the perspectives of elementary and secondary preservice teachers, we specifically examined how the particular metaphors they used indicated conceptualizations of and orientations to classroom life, and how these metaphors influenced teachers' approaches to teaching, curriculum, and their work with pupils. We frame the discussion in light of the larger literature on the relationship of teachers' beliefs and practices as it relates to learning to teach and teacher education. The paper provides implications for linking the research reported with contemporary ideas for teaching and teacher preparation.  相似文献   

20.
This study investigates the preservice teacher learning in the context of conversations about their field-based challenges. First, a review of the literature explores studies that highlight the role of evidence-based conversation as a mechanism to approach the inevitable problems faced by teachers in the classroom. The subsequent case study provides an analysis of how a group of preservice teachers approached a colleague's challenge through a structured conversation and used digital videotapes and artifacts to add specificity to their analysis. The study's implications suggest how constructive and critical conversations between prospective teachers can play an important role in their professional development.  相似文献   

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