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1.
《师资教育杂志》2012,38(3):309-321
There are increasing opportunities in many countries for pre-service teachers to engage in a transnational school-based experience as part of study abroad programmes. The transformative potential of such transnational teaching experiences is recorded in research studies, often supported by data from participant surveys. However, there has been a lack of evidence investigating shifts in professional understanding derived from such experiences. This qualitative study addresses this issue by exploring the perspectives of 16 pre-service teachers of English as a Second Language from Hong Kong, who engaged in transnational teaching activities with primary school pupils in Australia during their study abroad programme. Discourse analysis of participants’ dialogues traces how they encountered conflicting Discourses of ‘student-centredness’ in the Australian classroom. Reflecting dialogically on their experiences led participants to negotiate and reframe their understandings of language teaching pedagogy and themselves as language teachers. The findings demonstrate the importance of both peer and lecturer feedback into the process of dialogic reflection and the need for more longitudinal research into the impact of transnational school-based experience in pre-service teacher education. 相似文献
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Ruth Reynolds Peter Howley Erica Southgate Joanna Brown 《Asia-Pacific Journal of Teacher Education》2016,44(5):455-469
This study compared pre-service teachers’ perceptions of their professional competencies at two campuses of a large regional teacher education university, where one campus provided students 22% more hours of professional placement in schools and related educational settings. Students who had experienced more hours in schools and such settings were more positive about their, ability to apply their knowledge of students and how they learn, classroom management, professional knowledge and practice, and community engagement; however, when students felt well supported during professional experience, such differences diminished. Additional hours were not associated with pre-service teachers’ perceptions of their ability to apply subject content and teaching; plan, assess and report; and effective student communication. Researchers argued that this pointed to the crucial role of good classroom mentors in teacher professional experience but also the value of students’ tertiary teacher education in preparing them for classroom teaching. 相似文献
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The purpose of this study was to investigate the perceptions of pre-service teachers in the United States and China about ethics of classroom assessment practices. To investigate pre-service teachers’ perceptions, we developed 36 scenarios that described teachers’ actions or thoughts related to ethics and assessment practices. Participants were 173 pre-service teachers in the U.S. and 174 pre-service teachers in China. Overall, the perceptions of Chinese and American respondents were divided within countries on different scenarios. In addition, chi-square analyses contrasting Chinese responses with American responses indicated that the pre-service teachers had statistically significant differences in their opinions on 22 out of 36 scenarios, but only 13 had practical significance (effect size ≥ .3). Chinese and American pre-service teachers had similar perceptions on 14 scenarios. In some instances, respondents’ perceptions of the ethics of assessment practices depicted in the scenarios did not agree with the literature on classroom assessment. The findings offer insights for developing ethical guidelines in classroom assessment in both cultures. In addition, we recommend that cultural issues as related to ethics should be included in assessment courses for pre-service teachers. 相似文献
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Mehmet Kılıç 《Asia Pacific Journal of Education》2020,40(2):182-196
ABSTRACT Knowledge and human identity are socially constructed phenomena. Like other aspects of human identity, teacher identity is shaped through social influences. Some of the social influences that contribute to teacher identity development happen through critical incidents that teachers or teacher candidates experience. The current study, adopting a critical incident analysis perspective, attempts to ascertain the nature of the critical incidents that 49 pre-service teachers of EFL have experienced throughout their English learning process. It also tries to uncover the effects of these critical incidents on their English learning and teacher identity. The data for the research was collected using a Critical Incident Form developed by the researchers and focus group interviews. The findings indicated that pre-service ELT teachers’ early learning experiences included certain critical incidents. An inductive quantitative analysis of these incidents revealed that they can be categorized into three themes: people, context, and outcome. Exploring the nature of critical incidents and their role in the construction of English language teacher identity will hopefully be a benefit to teachers and teacher educators. 相似文献
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This study explores the perceptions held by nine mentor teachers from four Australian secondary schools about the impact they have on pre-service teachers during professional placement. Using Fraser’s (2000, 2005, 2008) social justice framework as a theoretical lens, this paper examines what can be learnt from these teacher mentors about mentoring in disadvantaged school contexts. These mentor teachers felt their most significant impact was in shaping pre-service teachers’ awareness and responsiveness to contextual factors so that they could not only fulfil professional experience requirements, but also be better prepared for potential future teaching opportunities in disadvantaged school contexts. 相似文献
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Chuanjun He 《Teaching Education》2013,24(3):291-302
This study examined the perspective of a cohort of 60 Chinese EFL pre-service teachers with regards to microteaching. Reflective paper writing was employed to explore the student teachers’ perceptions of the experience. The study results show that microteaching was a useful tool for the pre-service teachers’ professional development; however, the experience was not without flaws. The most commonly perceived deficiency was artificiality, which appeared to have to some extent limited the student teachers’ development of real-life classroom teaching competence. The study suggests that microteaching should be supplemented with various alternative forms of school experience and practice. 相似文献
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This three-year study focuses on 42 pre-service teachers’ perspectives on integrating literacy into their content area teaching. Pre-service teachers described time as an influential factor shaping their teaching practices, and, we found, that perceptions of time influenced pre-service teachers’ reported ability and willingness to plan for and enact the implementation of literacy strategies as part of content area lessons. While we noted a number of factors related to time, we were particularly drawn to three time-related factors that signified for pre-service teacher participants’ active roles and agency in how they were enacted in the classroom. Identifying temporal concerns about curriculum, learner response to literacy practices, and use of classroom time to scaffold learning allowed us to specify aspects of participants’ pedagogical content knowledge (PCK) development as well as facets of limited PCK growth. Using time as a theoretical lens to view pre-service teachers’ accounts of literacy practices, we suggest, provides insights into their PCK, specifically indicators of stasis and growth, and understanding about pre-service teacher resistance or acceptance to the infusion of literacy into content area teaching. 相似文献
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《Teaching and Teacher Education》2006,22(7):946-960
Teacher educators and researchers have studied the improvement of teacher education programs so that pre-service teachers may be well prepared. Research has shown that not only teachers’ knowledge but also their beliefs have major influence on their approach to teaching. This present research examined the mathematics and science pre-service teachers’ beliefs and perceptions in Turkey. Specifically, the study focused on the student–teachers’ perspectives on “effective education” at the end of their subject area dominant program before the student teaching and the changes in those beliefs after having teaching experience. Many pre-service teachers described the teacher-centered environment as effective, and those who supported a student-centered environment discussed difficulties they faced in creating it during student and full-time teaching. 相似文献
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关丽娜 《邢台职业技术学院学报》2014,(4):27-29
本文采用剀利方格法调查师范院校在中学实习的毕业生的教学信念,从学生信念和以前语言学习经历的关系、学生信念和课堂实践的关系、学生信念和教师发展三方面进行了分析和探讨,结果表明实习学生的教学实践仍然深受自己以前英语学习方法的影响,自己的教学信念往往很难在课堂实践中进行操作,也很难进行教师的自我发展。 相似文献
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Strategies student-teachers employ in classroom interaction with pupils during teaching practice periods are surprisingly understudied, considering that the teaching practicum provides a central arena for student-teachers learning to become teachers. This study investigates the primary strategies student-teachers utilised in classroom interaction and the multiple qualities of these strategies. The data were collected from 31 student-teachers during their teaching practicum through stimulated recall (STR) interviews focusing on challenging and empowering critical incidents that student-teachers chose from their video-recorded lessons. The results showed that in challenging classroom incidents, student-teachers applied predominantly reactive behavioural strategies, whereas in the empowering situations, student-teachers primarily employed proactive cognitive and behavioural strategies. Use of proactive cognitive strategies was typically associated with positive meaningful experiences; hence, they setting the stage for utilising a more diverse set of proactive strategies in the classroom. Implications for teacher education programmes providing student-teachers authentic learning opportunities that promote proactive strategies are discussed. 相似文献
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《师资教育杂志》2012,38(2):140-154
The research reported here investigated pre-service English language teachers’ perceptions of newly arrived immigrant children from Mainland China in Hong Kong. Seventeen participants, who had at least 10 weeks of experience working with these immigrant children during teaching practicum, participated in focus group discussions and shared their perceptions. The data analysis revealed that the participants widely perceived these children as deficit and consider them a serious professional challenge. Further examination of the data helped reveal media, life and teaching practicum experiences with immigrant children as crucial sources that contributed to the formation of these perceptions. The findings call for teacher education programmes to involve pre-service teachers in critical engagement with the mass media and their own experiences so that they can address the deficit model applied by teachers to immigrant children. 相似文献
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This study employed qualitative data collection and analysis methods to investigate the influence of English as a foreign language teacher education programme on Korean teachers’ classroom teaching practices. Six in-service secondary-school teachers participated in semi-structured interviews. Thematic analysis was applied to the data collected from these interviews. Findings from the analysis included that: a) most of the teachers were dissatisfied with the largely theory-oriented pre-service teacher education programmes that they attended; b) a major source of influence on their teaching was their experience of in-service teacher training programmes with practical curricula; c) observation of other fellow teachers’ teaching had the strongest impact upon the teachers’ teaching practices; and d) the teachers’ low English proficiency and the washback effect of the Korea Scholastic Aptitude Test hindered the maintenance of the changes brought about by in-service teacher education programmes. This study ends with a discussion of the implications of these findings. 相似文献
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This article examines how Boalian Theatre of the Oppressed exercises helped instructors and pre-service teachers navigate the consequences of ventriloquized, racialized discourses in a pre-service world language teacher education classroom. Applying a critical and performative approach, we analyse the mostly White student–actors’ varying representations of a “White teacher’s” use of the term “hoodlum” for classroom management and the resulting communication breakdown that occurred between the teacher and a “Black parent.” Findings indicate that rehearsing pre-service teachers’ classroom struggles helped to move the group away from monochromatic perceptions of White/Black, Teacher/Parent interactions to a polychromatic view of interlocutors’ multiple histories and investments. This study has implications for revitalizing the place of world language education in K-12 education, extending the acquisition of second language verbs and nouns to incorporate connections between language, culture, history, and power. 相似文献
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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
16.
Chin-Wen Chien 《Teachers and Teaching》2013,19(3):328-345
Though it is well known that pre-service teachers’ field experiences are recognized as key to enhancing teaching practice, Taiwanese pre-service teachers who take ‘Teaching Methods and Materials’ in elementary school’s seven areas often complain that they lack field experience. They do not have the opportunity to experience teaching demonstrations among real elementary school students. This case study discusses 35 pre-service English teachers’ professional learning and the field experience they acquired from expert teachers in the Teaching Methods and Materials of English in the Elementary School course in Taiwan. Data in this study include: (1) observation notes, (2) lesson plans, worksheets, and teaching materials, (3) videos on teaching demonstrations, (4) conversation notes on lesson planning, (5) the class syllabus, (6) semi-structured interviews with expert teachers, and (7) participants’ reflections on their mentoring experience. Participants held positive attitudes toward the mentoring experience and their expert teachers. Because it helped them combine their knowledge of the classroom context, lesson plan content, instructional pedagogy, and their students, these 35 participants regarded teaching practice as more beneficial than observing expert teachers’ instructions and having conversation with expert teachers after teaching practice. In addition to mentored field experience, online discussions and seminars on topics are suggested for inclusion in mentoring activities. 相似文献
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Mallihai Tambyah 《Teaching Education》2019,30(1):105-122
The ethnic and cultural diversity of many schools calls for teachers with well-developed intercultural understanding. Teacher education programmes have traditionally offered international fieldwork in bilingual settings to challenge ethnocentric attitudes to teaching. However, an international practicum in a ‘similar but different’ education system with English as the dominant language offers a different pathway, providing opportunities to deepen intercultural understanding and global education. This study investigates the impact of a three-week international teaching practicum in the American Midwest on two groups of Brisbane-based pre-service teachers in 2014 (n = 9) and 2015 (n = 4). Their reflective journals and reports indicate that international professional experience disrupts stereotypes and fosters global education and intercultural understanding. The paper presents key programme measures to promote intercultural understanding and concludes that the benefits of international teaching in a ‘similar but different’ education system are a nuanced understanding of cultural diversity and increased readiness for the classroom. 相似文献
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《Educational Philosophy and Theory》2012,44(3):284-299
AbstractValues, moral values and democratic values are attracting the attention of education researchers in general and mathematics education researchers in particular. Little research has studied pre-service teachers’ perceptions of values in the classroom, their perceptions of the relationship between the different variables of values in the classroom, as well as their relationship with the democratic society. The present research attempts to do so. Twenty-two graduate pre-service teachers who participated in ‘New trends in mathematics education’ course discussed how to cultivated values in the mathematics classroom. Moreover, they answered survey questions related to the cultivation of values in this classroom. We used a combination of deductive and inductive content analysis to characterize the pre-service teachers’ texts. The research results indicate that the pre-service teachers perceived values as encouraging students’ activity in the mathematics classroom. In addition, the pre-service teachers perceived values as encouraging specific categories of values needed as skills for the citizen in a democratic society, as creativity, critical thinking and metacognition. 相似文献
19.
Over the last 50?years, there has been ample research dedicated to mathematics anxiety in contexts of teaching and learning. However, there has been less attention focused on pre-service teachers’ anxieties about teaching mathematics in classroom settings. This study analyzed pre-service teachers’ reflections at the conclusion of an elementary mathematics field experience in order to determine common themes surrounding anxiety-related events based on mathematics practice-teaching experiences. Through qualitative analysis of pre-service teachers’ reflections using open and axial coding, three categories and ten themes surrounding elementary pre-service teachers’ anxiety-related events based on mathematics practice-teaching experiences emerged. Some of the themes presented were ones that increased pre-service teachers’ anxieties for teaching mathematics, whereas other themes reflected aspects of the field experience that decreased anxiety for teaching mathematics. Based on the themes revealed in this study, suggestions for strategies and materials that could be developed for university mathematics methods courses are discussed. Novel perspectives for considering mathematics teaching anxiety, such as locus of control and future time perspective, are shared. 相似文献
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This article explores pre-service and in-service science teachers’ perceptions on active learning, and examines the effectiveness of active learning by pre-service science teachers in the Irish second level classroom through a two-phase study. In the first phase, data on perceptions were gathered from final year pre-service teachers and in-service teachers in Irish post-primary schools. In the second phase, pre-service science teachers, working with teacher educators, designed a comparative test for students in lower secondary science classrooms. This tested achievement differences for students taught in traditional ways and students taught using active learning approaches. While the test results show a significant difference between traditional teaching and active learning, overall analysis indicates that the majority of teachers in the study were not convinced of the value of this way of teaching. The findings have implications for science teaching and the enactment of curriculum reform measures in compulsory education. 相似文献