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Despite the growing interest and importance of pre-service teachers’ cross-cultural experiences, a review of the literature shows that few studies have discussed the international teaching practicum experiences of pre-service teachers from Asian countries. Bridging this gap, this qualitative case study examined the perceptions and experiences of 15 Korean social studies pre-service teachers who participated in an international teaching practicum in the United States. The findings of the study demonstrated that although participants encountered difficulties in speaking a foreign language and adjusting to a different culture, they also gained confidence and self-efficacy by negotiating and actively participating in the teaching and learning process. This international teaching practicum also helped participants promote their own understanding of multiculturalism and their different perspectives of the teachers’ roles, teaching pedagogies, and local education systems. This study offers implications for future multicultural professional development in teacher education and contributes to developing a body of research and scholarship on international teaching practicums from Asian contexts that have, to date, been largely underexplored. 相似文献
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This article is part of a narrative study of Chinese beginning teacher induction through cross-cultural teacher development, which has been developed and contextualized in the Teacher Education Reciprocal Learning Program between the University of Windsor (UW), Canada and Southwest University (SWU), China. This program is part of Social Sciences and Humanities Research Council of Canada (SSHRC) Partnership Grant Project, Reciprocal Learning in Teacher Education and School Education between Canada and China. The partnership builds on the Teacher Education Reciprocal Learning Program, and the Shanghai-Toronto-Beijing Sister School Network. In this article, the authors conducted narrative inquiry with two of the SWU participants in the Teacher Education Reciprocal Learning Program to explore their experience from their cross-cultural learning in Canada to beginning teachers in West China. The findings of the research suggest the need to develop a global and cross-cultural dimension in teacher education and development in West China. It is evident that the cross-cultural experiences in Canada have influenced beginning teachers’ curriculum views, relationship to students, and beliefs about teaching. Their “lived stories” (Connelly & Clandinin, 1990, p. 6) also indicate that the personal, pedagogical, and social influences of cross-cultural experiences play important roles in beginning teachers’ teaching careers. 相似文献
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The primary purpose of this study was to develop and apply a method for assessing teachers' context beliefs about their science teaching environment. Interviews with 130 purposefully selected teachers resulted in 28 categories of environmental factors and/or people who were perceived to influence science teaching. These categories were used to develop items for the Context Beliefs about Teaching Science instrument and provided evidence for content validity. Construct validity was partially confirmed through factor analysis that resulted in 26 items and two subscales on the final instrument. Using Ford's Motivation Systems Theory and Bandura's Theory of Collective Efficacy, additional evidence for construct validity was found in the modest correlation of context beliefs with outcome expectancy beliefs and the low correlation with science teaching self‐efficacy beliefs. The instrument was tested using 262 teachers participating in long‐term science professional development programs. These teachers possessed fairly positive context beliefs and, according to Ford's theory, should be capable of effective functioning in the classroom. It was concluded that the assessment of context beliefs would complement current science teacher self‐efficacy measures, thereby allowing researchers to develop profiles of science teachers' personal agency belief patterns. It could also be used to determine the factors which predict particular personal agency belief patterns, and assess teachers' perceptions of the strengths and weaknesses of school science programs, and could be used in planning and monitoring professional development experiences for science teachers. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 275–292, 2000. 相似文献
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Caroline Couture Egide Royer Franc¸ois A. Dupuis Pierre Potvin 《Emotional and Behavioural Difficulties》2013,18(4):284-302
Abstract This study compares belief patterns of teachers from Quebec and Britain about attention deficit hyperactivity disorder (ADHD). It also compares teacher training in ADHD in both countries, as well as their experience with students who have this disorder. The results indicate that: (1) teacher belief patterns about ADHD in Quebec and Britain are different, although teachers from both countries have predominant beliefs about ADHD that are of an allopathic medical nature; (2) British teachers have received less information on ADHD in their initial training than Quebec teachers; and (3) British teachers are contacted more often than Quebec teachers by doctors when they have a youngster using medication to treat ADHD in their classroom. Results are discussed from a sociological and an educational perspective. 相似文献
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Listening to teacher lore: The challenges and resources of Korean heritage language teachers 总被引：1，自引：0，他引：1
In this paper, we present a study on the experiences of four Korean heritage language teachers in the United States, specifically the challenges they face and the resources they draw upon for their teaching. We situate our work within the conceptual framework of teacher lore (Ayers & Schubert, 1994) that accentuates the importance of putting teachers at the center of teacher knowledge. Our findings point to the importance of positioning heritage language teachers as bearers of funds of knowledge (Mercado & Moll, 1997) and to the importance of listening to their voice. 相似文献
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Eulsun Seung Soonhye Park Ratna Narayan 《Journal of Science Education and Technology》2011,20(6):703-714
This study examined elementary preservice teachers’ beliefs about the role/image of a science teacher and science teaching
and how these beliefs change during an elementary science methods course; this examination was conducted through an analysis
of their metaphor writing. Data included personal metaphors and rationale papers for supporting them collected from 106 participants
at the start and end of the semester. Data were analyzed using the constant comparative method and also quantified for statistical
analysis. Results indicate that most participants came to the course with traditional views and developed more constructivist
views during the course. However, they tended to keep their traditional views and added new constructivist perspectives into
their original belief systems. This study suggests that metaphor writing can be used as both a reflection tool for preservice
teachers to clarify and refine their beliefs about science teaching and learning and a diagnostic assessment tool for teacher
educators to understand their students for tailoring a methods course accordingly. 相似文献
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吴薇 《集美大学学报(教育科学版》2014,(2):1-6
教师信念决定课堂教学质量高低和教学改革成败,目前国际上对大学教师信念比较研究的重视正日益凸显。加强中外大学教师信念比较研究一方面能够拓展高等教育中的教学问题,尤其是促进大学教师信念这一新兴领域的研究与发展,另一方面可以推进不同文明之间大学教育的交流与对话。其实践价值表现在:高等教育改革的深化需要改革者和教师共同关注教师信念;全球化时代的教与学需要大学教师理解他国的教师信念。我国教育研究界应加强对大学教师信念研究的重视,并创造机会开展跨文化比较研究,为我国大学教师发展提供理论支持与实践指导。 相似文献
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International high school science teachers are crossing international and cultural borders to teach, raising important issues
in education. In this article, we describe the cross-cultural assessment challenges that four international science teachers
encountered when they migrated to teach in the United States. These included differences in grade expectations for a given
quality of work, the weight given to final examinations, the assessment process, and cut-off scores for letter grades. To
become proficient in their new teaching contexts, the participating teachers had to modify (or hybridize) their assessment
philosophies and practices in order to conform to the expectations of their new schools. This hybridization process ushered
them into what is proposed as the pedagogical imaginary; a transitional space between the “purity” of their native educational conventions and that of their American schools. The
implications of these findings are discussed in hopes of improving high school science teaching experiences for international
science teachers. 相似文献
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Beliefs about mathematics education and their influences on teaching practices have been widely investigated in recent decades. There have been numerous empirical studies on the influences of religions on teachers’ and students’ beliefs about subjects such as sciences and language. However, the influences of worldviews in general and religions in particular, as one of the major sources of beliefs in relation to mathematics education, are under-researched. The current study is a first step to unpacking the relationship between teachers’ religions and their beliefs about mathematics teaching and learning. By means of semi-structured interviews with mathematics teachers of different religious backgrounds, teachers’ perceptions on the connection between their personal religious beliefs and their beliefs about teaching and learning are investigated. In-depth analyses of the perceptions of three mathematics teachers reveal the complex relationship between teachers’ religious beliefs and their teaching beliefs. First, there are some common values shared by different religions, which influence the beliefs about mathematics teaching and learning as well as education in general. Second, religion is a rich belief system, and the teachers appear to apply only a portion of their religious beliefs to guide their teaching. It is also possible that a teacher is influenced by more than one religion or cultural tradition. Despite its subtleties, our study provides evidence to support the alignment between teachers’ personal religious beliefs and their beliefs about mathematics teaching and learning. 相似文献
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《师资教育杂志》2012,38(1):33-44
The purpose of this study was to compare pre‐service elementary teachers' sense of mathematics teaching efficacy beliefs in a Turkish university and in a major American university located in the Midwest. The data for this study were collected by means of the Mathematics Teaching Efficacy Beliefs Instrument. In the Turkish sample there were 141 pre‐service elementary teachers, and in the American sample there were 104 pre‐service elementary teachers. Results from the study indicate that pre‐service teachers in Turkey tend to have a stronger belief that teaching can influence student learning when compared with pre‐service teachers in the United States. However, a similar difference was not observed for personal mathematics teaching efficacy. 相似文献
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Leena Krokfors 《欧洲师范教育杂志》1996,19(1):35-45
In a previous study, an outline for a model of supervision in action was presented. This model of action presented four fields of knowledge of which a supervisor must have a conception: theory of teaching, content knowledge of teaching, development of student teachers’ personality and interaction. This model is one of the starting points of the empirical inquiry this paper is dealing with. The supervisors’ model of action is based on the idea that the underlying assumptions modify the action of the supervisor in the supervisory situation. There is a knowledge base and a belief system about the fields of knowledge that operationalize in the supervisory action. The knowledge base and the belief system are connected to the personal theory of education which is dynamic in nature. The purpose of this study is to explain and understand the form and substance of the discourse during the supervisory post‐observation conferences in an elementary student teaching program at the University of Helsinki. Another purpose is to understand what kind of belief systems and thought processes it reflects upon. 相似文献
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《Teaching and Teacher Education》1996,12(4):401-411
To explore dimensions of teacher efficacy, the responses of 310 teachers to a modified version of the Gibson & Dembo (1984) [Journal of Educational Psychology, 76, 569–582], scale were factor analyzed, yielding three factors. Personal efficacy concerned teachers' beliefs about their ability to perform specific behaviors. Outcome efficacy referred to teachers belief that student outcomes were attributable to their actions. We believe these two factors represent the efficacy expectations and outcome expectations of Bandura's model of self-efficacy. The third factor, teaching efficacy, concerned teachers' beliefs about the influence of external factors, including the home, heredity and television violence, on the impact of teaching. 相似文献
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Anne Jordan Gonul Kircaali‐Iftar C.T. Patrick Diamond 《International Journal of Disability, Development & Education》1993,40(1):45-62
In this study, teachers' assumptions and beliefs are explored about the needs of at‐risk and exceptional students, and about their roles and responsibilities in meeting such needs. Teachers appear to hold consistent and coherent belief systems which differ along an ordinal scale. At one end, ‘restorative’ beliefs assume that problems reside largely within the pupil, and therefore the teacher's duty is to refer the pupil for confirmatory assessment as soon as possible. At the other ‘preventive’ end, teachers assume that the environment, including instruction, plays a part in a student's problems. The teacher therefore attempts prereferral interventions, and requests assessment to identify instructional alternatives. This study provides evidence for the validity of the restorative‐preventive construct, reporting the results of both quantitative and qualitative analyses of interviews with 27 regular class elementary teachers. Teachers' ratings on the construct correlated significantly with their self‐ratings of teaching efficacy (Gibson & Dembo, 1984). Teachers with preventive beliefs had higher self‐efficacy scores than those with a restorative profile. Further, teachers with restorative beliefs rated the withdrawal of problem pupils from the classroom as a more desirable resource service than preventive teachers, who preferred in‐class consultative support. 相似文献
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Süleyman Turşucu Jeroen Spandaw Steven Flipse Geurt Jongbloed Marc J. de Vries 《International Journal of Science Education》2018,40(12):1493-1519
Senior pre-university education (SPE) students experience difficulties applying mathematics to physics. This paper reports the outcome of an online explorative quantitative study of teachers' belief systems about improving transfer of algebraic skills from mathematics into physics, conducted among 503 mathematics and physics teachers working in SPE. We used a questionnaire with 16 beliefs about improving transfer, and asked teachers to select a top 5 and distribute 50 points among them. We used agglomerative hierarchical clustering to cluster qualified SPE teachers with more than 10 years of teaching experience. We found 3 large clusters, each containing naïve and desirable beliefs about transfer. These clusters turned out to be rather coherent sets of beliefs. Hence, these clusters can be interpreted as belief systems, to a certain extent justifying Ernest's [(1991). The philosophy of mathematics education. London: Falmer.] idea to cluster teachers based on their belief systems. We found relations between our groups and those of Ernest. Since naïve beliefs turn out to be weak in each cluster, science teacher educators can help science teachers to change their harmful naïve beliefs, into desirable transfer enhancing beliefs. Furthermore, we discuss some implications of our results for science teacher educators, curricula, teachers and textbooks. 相似文献
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Science in the Trenches: An Exploration of Four Pre-service Teachers' First Attempts at Teaching Science in the Classroom 总被引：1，自引：0，他引：1
This paper explores four students' attempts at teaching science in the real world classroom during their initial student teaching practicum, including their struggles and successes. When pre-service teachers enter their initial practicum experience they are confronted with differing teaching philosophies of their own, their university professors, and their school mentors (Sullivan, Mousley & Gervasioni, 2000; John, 2001; Fu and Shelton, 2002). Within this situation, preservice teachers struggle to find their own niche of teaching science and learn to reflect as both learner and teacher (Kelly, 2000). Our goal as science teacher educators is to help pre-service teachers have an easy transfer from personal university experiences to teaching science in the real classroom environment while maintaining the integrity of newly learned teaching strategies (Segall, 2001). This work adds to and helps guide science teacher educators in identifying difficulties pre-service teachers' experiences in the transition from methods courses to practice. 相似文献
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Kathie M. Webb 《Teachers and Teaching》2013,19(2):299-313
Abstract This paper concerns recognition of the authority of teachers’ personal practical knowledge. An Australian teacher reports on her three‐and‐a‐half‐year collaborative study with a Canadian junior high school teacher. The research follows a line of research on teacher knowledge (Elbaz, 1983; Clandinin, 1986; Connelly & Clandinin, 1988; Clandinin & Connelly, 1995) informed by Dewey's (1938) philosophy of education based on experience. Narrative inquiry (Connelly & Clandinin, 1990) is the methodology guiding the study. A summary of five papers on teacher knowledge emerging from the study is presented. These papers show how the research knowledge is constructed as the researcher and collaborating teacher examine their narratives of experience as a means to articulating their understandings of curriculum and teacher knowledge. This dissertation research argues for recognition of teachers’ personal practical knowledge as knowledge and for recognition of collaborative research as educative for teachers. The implications of this research concern teachers authoring their development and the ways in which teachers’ knowledge is systemically denied. 相似文献