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1.
《Africa Education Review》2013,10(1):85-106
Abstract The focus of this study was to explore the opinions, knowledge and requirements of regular primary school teachers who taught in schools where children with hearing impairments were included. A questionnaire which covered the four aspects, was used to collect data on a sample of 104 regular school teachers. Results indicate that teachers who taught these children had more knowledge about hearing impairment than those who did not. The majority of teachers expressed a positive attitude towards inclusion and there was no difference in the opinions of teachers concerning inclusion. On seeking teachers' views on their requirements when helping children with hearing impairments, seminars and short courses, full-time in-service training, sign language and equipment were the four major factors suggested. The implementation of the results was discussed in relation to the INSET requirements of teachers and the education of the children with hearing impairments in included settings. 相似文献
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《The Journal of educational research》2012,105(2):84-92
Abstract The interaction patterns of teachers and students in public and private urban schools was investigated specifically to explore higher order teacher questioning. On the basis of a review of the literature, the authors speculated that patterns of student response to higher order teacher questioning would differ by student gender. Higher order questioning encourages students to think critically, and, therefore, is powerful for learning. Lower order questioning, however, taps only the memorization of facts. The results from this study suggested no gender difference in students' responses to higher order questioning. The 16 teachers observed used predominately lower level questioning patterns in their classrooms. 相似文献
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《师资教育杂志》2012,38(1):113-122
ABSTRACT Each year an overwhelming number of students apply to join teacher training courses to become primary school teachers in Brunei Darussalam. This article analyses some of the factors that teacher trainees find attractive in the teaching profession. Among 25 factors listed in a questionnaire, the factors concerning more opportunity to further education through the BA Education course received the highest score. Other factors considered important were classified under various categories such as status of teaching, salaries, conditions of service and benefits. Under these categories, it was revealed that teacher status, respect by community and salaries were among the dominant factors that influenced teacher trainees’ attraction to teaching. The article concludes with implications for the teaching profession in Brunei Darussalam particularly in issues pertaining to continuing education for teachers. 相似文献
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《师资教育杂志》2012,38(3):297-309
ABSTRACT Recent proposals by the British government to radically reform initial teacher education have generated responses from both higher education and schools. The views of student teachers concerning their levels of satisfaction with current training have not been widely reported. This paper redresses the balance by collecting information from 122 Postgraduate Certificate of Education students who trained at the University of Birmingham, United Kingdom, in 1989 and 1990. Their responses are analysed in the context of the proposals for secondary courses which have moved from a recommendation that 80% should be school‐based to one which requires students to spend 24 out of 36 weeks in school. There is also reflection upon the arguments for reform put forward by various right wing institutions and individuals. 相似文献
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Abstract Researchers interviewed 22 teacher education students prepared in an experimental high school professional development school (PDS) and 20 teacher education students simultaneously prepared in the campus‐based traditional program (TP). The purpose of this research was to examine the impact of program location on preservice teachers' program‐related beliefs and experiences. Results demonstrated that those preservice teachers prepared in the PDS participated in a greater variety of experiences, became more involved with the public school classes, interacted more with teachers and students, and were more satisfied with their preparation than were the TP students. Additionally, PDS‐prepared students made more frequent connections between theory and practice and exhibited greater confidence in their readiness to student teach. Campus‐based students voiced more dissatisfaction with the relevancy and currency of their courses and also with the quality and amount of their field experiences. 相似文献
6.
The demands on the primary school teacher in delivering the National Curriculum in England and Wales at Key Stage 2 (KS 2) for children aged 7‐11 years are considerable. Public debate concerning teacher subject knowledge and understanding, particularly in science, has raised the issue of the need for increased specialism in the primary school. A core element of this debate has focused on how to develop teacher subject knowledge for the effective delivery of the Programme of Study (POS) at KS 2 for practising teachers. This has resulted in the increased provision of in‐service courses in higher education and has also impacted significantly on course content in initial teacher training. This paper relates to the ‘The Earth and Beyond’ POS exploring factors which contribute to developing teachers’ understanding of basic astronomical events. Results indicate that providing teachers with the necessary skills and confidence to teach this aspect of science effectively is much more complex than simply explicating science content knowledge. The findings suggest that what is needed is the explicit recognition of key features in supporting learning. These are identified and the implications for teacher education are discussed. 相似文献
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Yezdan Boz Sevda Yerdelen-Damar Nurdane Aydemir Murat Aydemir 《Research in Science & Technological Education》2016,34(3):307-324
Background: Investigating factors contributing to chemistry achievement is important since it enables us to make more concrete instructional decisions related to improving students? chemistry achievement.Purpose: This study aimed to investigate how students? perceptions of learning environment, self-efficacy and gender are related to chemistry achievement.Sample: Three hundred fifty six high school students with the age range of 14 and 19 from three different schools in the same district were the participants.Design and methods: A structural equation model was designed and tested. Constructivist learning environment survey, self-efficacy scale were the instruments of the study. Information about students? gender and their chemistry grades belonging to the previous semester were also collected.Results: The model testing showed that chemistry self-efficacy beliefs, students? perceptions of constructivist learning environment (through chemistry-self efficacy) and gender were significantly related to chemistry achievement. Moreover, the findings showed that students? chemistry self-efficacy beliefs mediated the relation of students? learning environment perceptions to their chemistry achievement.Conclusions: The present study has some educational implications for teachers, teacher educators and curriculum developers. First of all, self-efficacy was found to have an effect on students? achievement. Therefore, teachers should consider students? self-efficacy beliefs and devise their instruction accordingly. Another implication of this study is the necessity of considering gender differences in designing teachers? instruction. 相似文献
9.
Nechama Nadav Pascale Benoliel Chen Schechter 《British Educational Research Journal》2023,49(2):405-426
Relying on the contingency theory, the present study examines the influence of school characteristics and principal–teacher gender (dis)similarity on the relationship between principals’ systems thinking (PST) and teacher withdrawal behaviours of absenteeism and intent to leave. Data were collected from two sources: 111 school management team members and 109 teachers (220 participants in total) randomly chosen from elementary schools in Israel. Hierarchical regression analyses showed that principal–teacher dissimilarity and a bureaucratic school structure moderate the relationship between PST and teachers’ withdrawal behaviours. These findings indicate that the organisational conditions under which principals practise systems thinking can affect teachers’ withdrawal behaviours. Therefore, this study may advance theory and practise regarding the implications of PST on withdrawal behaviours, which are an important determinant of teachers’ performance and a school's success. 相似文献
10.
AbstractWe examined the role of gender in teachers’ perceived autonomy support (PAS), relatedness with students, workplace buoyancy, and organizational commitment. With 276 Australian secondary school teachers, structural equation modelling showed predominant similarities across gender in associations between PAS, relatedness, buoyancy, and commitment. For example, for both female and male teachers, PAS predicted greater relatedness with students and both factors were positively associated with organizational commitment. However, there were some noteworthy differences across teacher gender. For example, relatedness with students was positively associated with buoyancy for male teachers only. In addition, findings showed that male teachers reported higher levels of workplace buoyancy. 相似文献
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Wendy Lam Yuen‐Kwan 《Asia-Pacific Journal of Teacher Education》1998,26(1):65-73
The present research addressed the issue of ‘life after a course’. The study aimed to evaluate the efficacy of four in‐service teacher‐training courses at the Hong Kong Institute of Education in terms of their usefulness and relevance to the teachers’ needs on return to school. An end‐of‐course evaluation questionnaire and a follow‐up questionnaire were sent six months after the courses to see if there were any significant differences in the participants’ views on the effectiveness of a course at two different time points. Qualitative data collected from interviews between the tutors and participants six months after the courses were also analysed to find out which aspects of the courses were considered to be most useful to the teachers on their return to school, and why they were useful. The findings from the research give valuable insights into the design of teacher‐education courses. 相似文献
13.
《师资教育杂志》2012,38(2):109-120
In England, Scotland and other countries, policy‐makers often depict the targeted recruitment of men to the teaching profession as a panacea for male underachievement and disaffection from school. It is commonly assumed that the gender gap in achievement stems from the dearth of male role models in teaching, especially at primary level. Giving particular attention to recent literature on the influence of teacher gender on classroom interaction and educational outcomes, the paper begins by scrutinizing the policy's evidence‐base. We move on to examine the findings of a qualitative study conducted in English primary schools. Drawing upon data from semi‐structured interviews with teachers of 7‐ to 8‐year‐olds (25 men, 26 women), an attempt is made to assess their responses to the policy of targeted male recruitment and perceptions of the benefits of same‐gender matching. The paper (an earlier version of which paper was presented at the European Educational Research Association's Annual Conference at the University of Ghent, September 2007) concludes by tentatively exploring the implications of this small‐scale study for policy and practice. 相似文献
14.
Marcel Helbig 《British Journal of Sociology of Education》2012,33(5):661-677
The prevalence of women in the teaching profession has been claimed by various scholars to be responsible for the low school performance among boys. Based on this claim there have been widespread calls for increasing the share of male teachers as a means of improving boys' school performance. There is, however, very little empirical evidence supporting the claim that boys do in fact benefit from being taught by male teachers. Drawing on data from the 2007 Trends in International Mathematics and Science Study and the 2006 Progress in International Reading Literacy Study, this paper examines the relationship between teacher gender and boys' and girls' respective school performance in a sample of 146,315 elementary school students from 21 countries. It finds that boys do not benefit from being taught by male teachers, neither in mathematics nor in reading. In some countries, however, girls seem to profit from being taught by female teachers. 相似文献
15.
Audrey D. Mccray Paul T. Sindelar Karen K. Kilgore Lavonne I. Neal 《International journal of qualitative studies in education》2013,26(3):269-290
In this study the authors describe sociocultural and school-related factors that influenced African-American women's perceptions of teaching and decisions to teach. Surveys were conducted of the participants' demographic and background characteristics, and life histories were developed that focused on early experiences with the family, in the community, and at school and how these experiences influenced their perceptions of teaching. These data revealed that the mother, women in the community, and female teachers were significant influences on the participants' decisions to teach. Moreover, their experiences and interpretations of these experiences have shaped their images of good teaching as shared, culturally responsive mothering. The participants' life histories further revealed that as their conceptions of good mothering and good teaching crystallized, their reasons for teaching transcended altruism and a love for children, resulting in perspectives on caring, and a sense of responsibility for the school success of all students. The authors suggest that improved understanding about African-American prospective teachers' lived experiences that give rise to their perceptions of and purposes for teaching hold implications for teacher education and African-American teacher recruitment and retention efforts. 相似文献
16.
Teachers’ attitudes toward ethnic minority students might differ by students’ gender and the type of school teachers are working in because of different motivations for teaching and different school practices. Hence, the aim of the current research was to investigate elementary (n = 82) and secondary school (n = 82) teachers’ implicit and explicit attitudes toward male and female ethnic minority students. Teachers worked on either a male or a female Implicit Association Test and filled out a gender-specific questionnaire for measuring explicit attitudes. The results showed that elementary and secondary school teachers had negative implicit attitudes toward ethnic minority students, independent of students’ gender. Whereas secondary school teachers were implicitly more positive toward boys, elementary school teachers were implicitly more positive toward girls. Elementary school teachers were more enthusiastic about teaching ethnic minority boys than girls. The findings provide the first insights into differences in attitudes between elementary and secondary school teachers. 相似文献
17.
AbstractThis article describes reflections of two mathematicians and a mathematics teacher educator who collaborated on the development and implementation of courses (probability and statistics connections, number concept connections, and middle school mathematics methods) for middle school mathematics preservice teachers. The instructors of the courses, two in mathematics and one in mathematics education, worked together to more explicitly link course materials, assignments, and the pedagogical approaches. Collectively, the courses were designed to address the five components of preservice teachers’ mathematical knowledge for teaching (PT-MKT), and to model effective teaching practices. Using their collective experiences co-planning and implementing these course adjustments were made in the subsequent year. The instructors were pleased by their implementation and student outcomes in all three courses.We describe how each component of the PT-MKT framework was approached in these courses and discuss challenges experienced by the instructors, who were part of a larger effort to develop and implement a middle school teacher preparation program. The information shared is based on data collected as part of a program evaluation effort, and is bolstered by the instructors’ recollection of events. Overall, the instructors enhanced the curricula and their instructional practices and found that the attention placed on developing PT-MKT support the mathematical development of middle school mathematics preservice teachers. 相似文献
18.
《Education 3-13》2012,40(1):37-53
ABSTRACTThis article focuses on the beliefs of primary school children aged 7–11 years in England concerning the impact of adult-led after-school extended provision (EP) on their development of non-cognitive skills (NCS). In responses to a questionnaire survey and focus group interviews, children were more positive than parents, teachers and school governors, believing EP enabled them to acquire numerous NCS, including most emotional intelligence competences, but excluding social skills related to locus of control. Findings support the argument that EP affording NCS development may enhance academic achievement, indicating that NCS development embedded in primary curricula may also benefit academic achievement. 相似文献
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Tamara Soles Elana L. Bloom Nancy Lee Heath Anastasia Karagiannakis 《Emotional and Behavioural Difficulties》2013,18(4):275-290
Difficulties exist in identifying and providing services for children with social, emotional and behavioural difficulties (SEBD). As teacher referral is an essential link in service delivery this study investigated teachers' current perceptions of SEBD by examining characteristics of children nominated by their teachers as having SEBD. While the majority of children were nominated for externalizing behaviours, teachers rated girls as having more severe externalizing difficulties than boys. In contrast, there was no significant difference between teachers' internalizing ratings of boys and girls, despite the fact that girls reported more severe depressive symptomatology. Moreover, teachers rated gender‐contrary behaviours more severely than gender‐consistent behaviours. Consistent with achievement results, teachers rated the majority of children as having moderate to severe academic difficulties. Little agreement was found between characteristics reported by teachers and children. Implications are discussed within the context of the school psychologist's role in working with teachers to increase awareness of the profile of these children. 相似文献