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1.
A coherent view of student‐teachers’ preparation and the learning experiences to which they are exposed are key to sustaining the relevance of university‐based teacher‐education programmes. Arguably, such coherence is lacking and the research base to an understanding of the student‐teacher experience is still a relatively limited one. This paper takes the view that student‐teachers’ epistemological growth is a key component of their professional development, their sense of identity as intending teachers, and their successful entry into a teaching career. In adopting a phenomenographic approach it explores a chain of evidence which demonstrates that immersion in the processes of learning and knowing, within a specific disciplinary context, had a significant impact on students’ emerging professional identities and on their values as teachers which extends beyond the subject matter itself. Arguably, the findings of this case‐study hold important implications for a teacher‐education programme and for effective pedagogic practice.  相似文献   

2.
Helen Hendry 《Literacy》2020,54(1):58-69
Education policy in England requires student teachers to demonstrate effective teaching of early reading, including systematic synthetic phonics, in order to qualify to teach. Although there is a range of literature about initial teacher education, little is documented about how pre‐service or ‘student' teachers develop specific knowledge and practices for teaching early reading and how they apply these in their first term as newly qualified teachers (NQTs). This research used a primarily qualitative longitudinal, collective case study design involving seven lower primary (3–7 years) postgraduate certificate in education (PGCE) students enrolled at one university in the East Midlands of England. Semi‐structured interviews, classroom observations and documentary analysis with the students and their teacher mentors were used to gather data from entry onto the course to the participants' first term as qualified teachers. A thematic analysis was applied in conjunction with deductive observation codes developed from a previous study. Findings indicate a broad continuum of progression in student and newly qualified teacher knowledge and practice for teaching early reading which could be used to inform university organisation, mentoring and school participation. They highlight the influence of school cultures on the experiences of student and pre‐service teachers.  相似文献   

3.
Following the introduction of a National Curriculum for Science, all secondary science teachers in England need to be prepared to teach all aspects of a broad and balanced science curriculum. This is the second paper in which we explore science student teachers’ subject knowledge development during a one‐year postgraduate teacher preparation course. In this qualitative study we explore the role of university tutors and school‐based subject mentors in science student teachers’ subject knowledge development as perceived by student teachers, school‐based subject mentors and university tutors. The findings reveal that student teachers are reluctant to use university tutors and school mentors for subject knowledge development because they are aware of their assessment roles. The role of the university tutor in subject knowledge development is perceived as one of facilitation and of developing student teachers’ sense of professionalism. School mentors perceive that they do provide support for subject knowledge development and they are largely unaware of any potential conflict arising from their assessment role. The findings of the study are discussed in terms of the nature of student teachers’ professional learning in communities of practice. The implications for mentor training programmes are considered.  相似文献   

4.
This study investigated the relationship between primary school teachers’ self‐reported and actual use of classroom management strategies, and examined how the use of proactive and reactive strategies is related to teacher stress and student behaviour. The total sample consisted of 97 teachers from primary schools within Melbourne. Teachers completed four questionnaires which gathered information on demographics, disruptive student behaviour, teacher management strategies, and teacher self‐reported stress. In addition, 20 of the 97 teachers were observed in their classrooms while teaching, with teacher behaviour management strategies and student on‐task behaviour recorded. Observation and questionnaire data were then matched. The findings indicated that teacher self‐reports accurately reflect actual practice, that relatively minor forms of student misbehaviours are a common concern for teachers, and that teachers are spending a considerable amount of time on behaviour management issues. The findings also revealed that the use of predominantly reactive management strategies has a significant relationship with elevated teacher stress and decreased student on‐task behaviour. These findings have important implications for teaching practices and student learning.  相似文献   

5.
This investigation focused on the development of a study module called Pedagogical Ethics (PEd) in teacher education at the university level. The main aim was to examine both experiences of the study process and learning results. The quasi‐experimental design was developed by student teachers. The experimental group ( n = 32) attended a web‐based PEd course designed using the WebCT tool, while the control group ( n = 65) studied the same material in the traditional way. The same person was the teacher in both teaching–learning modes. Both groups evaluated the content and the mode as excellent, but the traditional teaching–learning mode was slightly more effective than the web‐based course. The quantity and quality of the technology‐mediated discussions concerning the ethical case studies were uneven. The differences in learning results between the experimental and control groups were not statistically significant.  相似文献   

6.
Problem‐based learning (PBL) has been widely adopted in many university programmes. Evaluations of PBL in medicine, dentistry, nursing and social work reveal positive outcomes from both tutors and learners. However, few evaluations have been published about using PBL in teacher education programmes. This paper reports how the 13 student‐teachers in the Integrated Humanities Major Method course evaluated the use of three different modes of PBL delivery, namely: the classical PBL; an alternate pattern of PBL and teacher‐led deductive workshops; and a modified PBL using problem‐based scenario inductive inquiry workshops. The learning experiences of the student‐teachers were captured via an open‐ended questionnaire to discuss the feasibility and receptivity of endorsing full or partial use of PBL in the teacher education programme. The outcome shows strong preference for the use of the modified PBL approach while the majority agreed the classical PBL style is the most challenging among the three modes.  相似文献   

7.
The literature shows that an active exploration of difference between university‐ and school‐based perspectives can provide important opportunities for student teacher learning in initial teacher education. This paper presents a study that looks at the learning opportunities presented to student teachers as they talk about teaching and learning with their school‐based mentor and part‐time university‐based tutor on a distance education course in initial teacher education in the UK. The study adopts an activity theoretical approach complemented by a broader social learning theory perspective. Content analysis is used in four separate cases to examine and report on conversations that centre around one taught lesson. The study reveals understandings about the way that learning opportunities are presented to student teachers and argues that it can be enhanced by looking at student teacher learning systemically, with a focus on dissonant perspectives.  相似文献   

8.
Exploring student and teacher perspectives on approaches to learning and teaching reveals interesting insights and new understandings for practice by involving the two key groups of participants in the learning and teaching story. Do students understand and experience learning and teaching similarly or differently from the way teachers intend them to? This paper describes the findings of a study that explored perceptions of learning and teaching in one discipline of an Australian dual-sector university from both a student and staff perspective. Teachers’ conceptions of teaching are also explored and provide extra insight and understanding of the approach to learning and teaching taking place. Key findings of this multifaceted study employing a case study with a mixed method approach include a difference between students’ and teachers’ perceptions of approaches to learning and teaching. Implications for broader practice are highlighted and explored.  相似文献   

9.
Much of the recent focus of educational policymakers has been on improving the measurement of teacher effectiveness. Linking student growth to teacher effects has been a large part of reform efforts. To date, neither researchers nor practitioners have arrived at a consensus on how to treat test scores from students with disabilities in growth‐based teacher effectiveness indicators, despite the fact that these students make up approximately 13% of the K‐12 student population. In this study, we leverage longitudinal data from the population of teachers in one state to explore practical questions related to including general assessment scores from students with disabilities in teacher evaluation. Findings suggest that including test scores from students with disabilities allows more teachers to be evaluated and does not substantially affect teachers’ scores. Moreover, including disability‐related covariates can allow for fairer evaluations for teachers with many students with disabilities in their class.  相似文献   

10.
This paper points out that globalization has raised fundamental questions about knowing and learning and that it is essential for educators to engage in collective knowledge generation by crossing community boundaries. Drawing on the theoretical framework of Activity Theory, this paper reports on a study on the expansive learning that was afforded by a school–university partnership as university tutors, mentor teachers and student teachers engaged in a new activity system mediated by lesson study. The study showed that in the course of resolving contradictions that were inherent in the boundary zone, they negotiated the mediating tool and consequently, the activity system was transformed from helping student teachers learn to teach into learning for all participants. This paper concludes that it is essential for teachers and teacher educators to develop the capability to engage in expansive learning through tackling ill-defined problems in boundary zones.  相似文献   

11.
This study focuses on how different educational programmes contribute to student teachers efficacy for classroom management and their abilities to provide learning opportunities and good classroom outcomes. Data were gathered from 491 student teachers attending different teacher education programmes in Norway and analysed via structural equation modelling. The results revealed the following: (1) problem behaviour in the classroom has a negative effect on student teacher efficacy, (2) students' perceptions of the integration of pedagogic knowledge and practice supports students' efficacy beliefs, (3) support from supervisors contributes positively to student teachers' efficacy beliefs, and (4) student teachers in university college programmes for primary school teaching report higher teacher efficacy than students in university programmes for secondary school teaching.  相似文献   

12.
Teachers’ confidence in their ability to perform the actions that lead to student learning is one of the few individual characteristics that predicts teacher practice and student outcomes. Teachers and especially student teachers need strong efficacy beliefs in order to continue teaching during in‐service education. The current study explores the factors that precede student teachers’ beliefs of teaching efficacy and determine their conviction that they can influence instructional strategies, classroom management, and students’ engagement. In the study 198 fourth‐year students from two primary education departments in Greece completed a Teacher Efficacy Sources Inventory and a Teachers’ Sense of Efficacy Scale. It was found that self‐perceptions of teaching competence, personal characteristics, and motivation for teaching were contributory factors to teaching efficacy. The search for this type of information from student teachers is based on the assumption that feedback from students comprises a substantive factor in relation to the evaluation and improvement of teacher training programmes.  相似文献   

13.
Abstract

This paper addresses the nature of reflective classroom practice in a setting where action research has been undertaken by both the student teachers and the teaching practice supervisor. It is based on a cross‐case study of the processes through which student teachers learn to teach. Specifically, the analysis focuses on how student teachers reflect on their experiences in learning to teach. The data are based on student teachers’ reported thoughts about their learning over a period of one year. The results contribute to the understanding of reflective classroom practice by highlighting first student teachers’ perceptions about learning to teach and second their reviews on classroom practice. The discussion also adds to the literature on teacher development taken from the novice‐expert research tradition. Accordingly, implications for curriculum development in teacher education are drawn.  相似文献   

14.
In this article, we describe a collegial case study conducted in one Finnish university during the last field experience in a primary school teacher education program and discuss pedagogy of supervision from university supervisors’ perspectives. The aim of the study was to clarify the role of university supervisors and try out a collegial supervision approach to combine theory and practice in a field experience. We aimed to develop student teachers’ understanding of curriculum as an enacted phenomenon in which they have agency, and enhance their understanding of the development of language skills when working with young children. Our supervision was based on the importance of situated learning and Kolb’s experiential learning model. The results showed that a theory-based approach is possible and collegial supervision can add extra value to supervision. The student teachers became more aware of the different levels of curriculum and their meaning in teachers’ planning processes. They also gained more comprehensive understanding of primary school teachers’ possibilities to develop children’s language skills every day and in all subjects.  相似文献   

15.
随着计算机技术的发展及互联网在现代教学中的应用,基于互联网的虚拟学习社区在课程教学中将得到广泛应用.为了提高高校信息技术课程的教学效果,采用PHP与MySQL开发了基于高校信息技术课程的虚拟学习社区,该社区以论坛为主模式,具有发帖与回帖、提问与交流、教学资料与课程资源呈现等功能.虚拟学习社区在课程教学中的应用改变了传统教学中以教师为中心的"灌输式"教学手段,让学生主动参与到课程学习中,并在教师的指导下完成建构学习、自主学习和交流互动,并直接参与社区课程资源的构建,增强学生的学习积极性与主动性,提高教学效果.  相似文献   

16.
This research investigated the school practice placement experiences of six student teachers with dyslexia representing each year of a 3‐year initial teacher training course at a UK university. Placement performance and outcome has enormous implications for student teachers in demonstrating their professional competence and ability to meet the Training and Development Agency for Schools Professional Standards for Teachers and obtain qualified teacher status. The research focused thematically on student strengths, challenges and management strategies using a case research approach. Findings indicate student teachers with dyslexia bring unacknowledged strengths to placements but face a number of challenges despite proactive adoption of management strategies. A model of placement support to enhance student effectiveness has been developed. Conclusions indicate the importance of listening to the student's voice to understand individual placement requirements and co‐ordinate and implement specific reasonable adjustments as required by UK legislation 1 .  相似文献   

17.
The present study investigated preservice teachers’ self‐efficacy in classroom management involving students with symptoms of Attention Deficit/Hyperactivity Disorder (ADHD). A total of 137 Chinese preservice teachers were randomly presented with one of four vignettes involving a student character with ADHD symptoms, with manipulations including the character’s gender and diagnostic label of ADHD. Upon reading the vignette, participants responded to questions concerning their self‐efficacy in inclusive classroom management involving the character. Findings based on analysis of covariance indicated an interaction effect of the vignette character’s gender and label on teachers’ self‐efficacy. Specifically, teachers perceived greater self‐efficacy in a classroom involving a girl with an ADHD label than in a classroom involving a girl with no label or a boy with a label. Findings enriched the literature concerning the roles of gender and label in preservice teachers’ self‐efficacy toward inclusive classroom management.  相似文献   

18.
Many students enter pre-service education programmes believing that their practical learning experiences will occur in schools and that their theoretical learning experiences will occur in the university or college setting. Research shows that frequently student teachers retain this perception throughout their programmes without acknowledging the interplay of theory and practice in their learning. Through the use of communication technologies, student teachers participating in the Bachelor of Teaching degree at the University of Otago are encouraged to make connections between the activities in their university-based classes and those of classrooms in primary schools. Frequent dialogue through fax, audio-conference and e-mail between student teachers based in the university and children and their teachers in classrooms enables them to access the thinking of children and teachers, and provides additional opportunities to theorise their practice and practise their theory. Student teachers are provided with a range of opportunities to explore the potential of information technologies in education while interacting with children and teachers beyond the traditional practicum experience. The use of technology to connect student teachers to learners in classrooms challenges the conventional teacher education curriculum.  相似文献   

19.
This article presents and discusses the findings of a study which focused on student teachers’ evaluation of their practice teaching in the context of a university–school partnership model integrated for the first time into the academic programme of a university teacher education department in Israel. A questionnaire was developed to examine the contribution of the major curricular components of the partnership for student teachers’ experience of learning to teach, as evaluated by the student teachers themselves. The questionnaire was delivered to 119 student teachers placed in 9 selected school–university partnerships. The findings of the study underscore the added value of supporting different kinds of mentoring frameworks within university–school partnerships. The international significance of the study is discussed with a focus on implications for emergent tensions, dilemmas and connections between local and global forms of university–school partnerships.  相似文献   

20.
The aim of this qualitative study was to identify teachers’ ways of experiencing their identity and development challenges as teachers in the social and professional context of university. Identity and development as a teacher were examined based on interviews and drawings of career paths collected from a group of university teachers representing diverse scientific fields at one research-intensive university in Finland. Based on the findings, a typology of teacher identities and classification of development themes were constructed, illustrating the experiences and drawing on the themes found in the data and comparing them to Huberman’s teachers’ career cycle as well as Åkerlind’s views on university teachers’ changes. The findings showed that those who have reached a goal-reflective and stabilised teacher identity recognise development challenges, especially in the areas of self-development and facilitation of student learning, while those who have a constructive-conflicting or unsolved teacher identity struggle with the many pressures of teaching practice and reaching teacher comfort. The learning trajectories of the studied university teachers were varied and lasted considerably longer than suggested by teachers’ career cycle views.  相似文献   

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