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1.
Linda-Dianne Willis Sadia Shaukat Samantha Low-Choy 《British Educational Research Journal》2022,48(2):228-252
In this article we explore the use of teacher professional standards in an initial teacher education programme and preservice teacher perceptions of their preparedness for teaching using a survey of 54 first- and second-year preservice teachers in a graduate-entry programme. The survey asked the preservice teachers to respond to 16 questions based on professional standards as well as their knowledge of student learning, professional identity and teaching as a career path. The preservice teachers’ responses were analysed using a mixed methods approach that relied on quantitative methods, but was supplemented by qualitative analysis of short-answer responses. Our analyses hypothesised about possible links between the preservice teachers’ responses and the extent to which they perceived they were classroom and career ready. The themes of teachers, teaching and student learning are used to present and discuss the results, while the notion of agency as achievement is used to deepen possible understanding about their meaning and implications. We conclude that the preservice teachers appeared to benefit from learning about professional standards throughout their programme but appeared to lack confidence in: engaging professionally with others such as parents/carers; setting objectives for all students with different backgrounds; and implementing lesson sequences that engage students and promote learning. Most doubted teaching as their future career. Finally, we discuss implications for: adopting standards-integrated initial teacher education programme approaches; preservice and early-career teacher professional learning needs; and future research opportunities, which include using innovative methodologies and conceptual frameworks. 相似文献
2.
Peter Lam Yoke Yeen Foong Swee Ngoh Moo 《Asia-Pacific Journal of Teacher Education》1995,23(2):217-230
This study attempts to survey the different levels of job satisfaction among 350 preservice teachers who had experienced their first teaching practicum at the end of their first year of training. Four scales for job satisfaction (perception of the work environment, intrinsic reward, career prospects and career commitment) and a scale for withdrawal cognition were administered to the preservice teachers. A study of their attitude profiles revealed that a high proportion of the preservice teachers experienced negative feelings about various aspects of career prospects, particularly, salary and career advancement. In the area of career commitment, nearly 37% of the trainees felt that the teaching profession was not always their ambition. Despite the less‐than‐expected commitment level and perception of career prospects, trainees had positive feelings for the work environment and intrinsic reward for the profession in many aspects. A multiple‐regression model fitted to the data gave the result that perception of career prospects and career commitment were highly significant predictors of withdrawal cognition. 相似文献
3.
Ron Traill 《Asia-Pacific Journal of Teacher Education》1995,23(1):17-22
In an effort to gain more detailed information about the career patterns and professional experience of beginning teachers, teacher‐education graduates from the University of Canberra were studied. Data was obtained using a survey administered to a random sample of graduates who had completed their teacher‐education programmes in the academic years 1986 to 1991. The survey instrument focused on employment histories, teaching and non‐teaching career experiences, career support structures and the suitability of the University's preservice teacher‐education programmes as preparation for careers. Analysis of the data revealed that over two‐thirds of the graduates were currently employed as teachers. A little over half of the respondents stated that they would choose teaching again if making a career selection. The major problems encountered by these beginning teachers generally involved classroom management and understanding ‘the system’. Most thought that the support structures to help them with such problems were inadequate, generally recognising peers as the main means of support in early days of teaching. In response to questions about the value of their preservice programmes, the graduates placed most emphasis on the practical value of courses, the importance of practice teaching and the role of courses which provided a knowledge base for the later teaching of curriculum content. 相似文献
4.
James Joseph Scheurich Douglas E. Foley 《International journal of qualitative studies in education》2013,26(2):101-102
Second‐career individuals are entering the teaching profession in greater numbers. These older, mature individuals bring diffent experiences to teaching than do younger, traditional preservice and beginning teachers. Lyle, a second‐career teacher, began his first year of teaching in a junior high school, a setting that did not allow him to teach in ways that he believed he should. This paper presents a record of Lyle's struggles as he negotiates the role of teaching and his relationships with students. The conclusions examine some factors that mitigated against Lyles’ smooth transition into the teaching profession and suggest that second‐career teachers such as Lyle may be disadvantaged by traditional teacher education programs, the pressures under which they accept teaching positions, and their sometimes distant perspective of teachers, teacher's work, and students. 相似文献
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Charles J. Eick 《Research in Science Education》2002,32(3):353-372
Career choice and retention of nineteen secondary science education graduates were studied using a biographical approach. Autobiographical papers written as preservice teachers and rewritten as career teachers were compared for intrinsic reasons for vocational choice. Comparisons were made between early vocation teachers and those who chose science teaching later in their higher education studies. Participants beginning college as science education majors wanted to teach for student learning and to shape their students' lives. Participants beginning college as science majors wanted to continue learning science while also enhancing their students' science literacy. Ten participants' data from both groups showed great similarities in self as teacher across autobiographical papers. Teaching for impact on students appeared to support retention in this study. Implications for development and potential retention of future science teachers are discussed. 相似文献
7.
Abstract Teachers’ attitudes toward inclusion of children with disabilities play a central role in the successful inclusion of these children into general education classrooms. This study examined possible predictors of preservice teachers’ attitudes toward (1) persons with disabilities, and (2) inclusion of children with disabilities into general education classrooms. Participants were students majoring in early childhood education and elementary education. Preservice teachers’ attitudes toward persons with disabilities and inclusion were explained significantly by their personal relationships with persons who have disabilities and the number of courses related to special education/teaching strategies taken. However, preservice teachers’ experiences working with persons who have disabilities was not a significant predictor. Further, the relations between preservice teachers’ attitudes toward inclusion and personal experience variables were mediated by their attitudes toward persons with disabilities. This study provides evidence that more effective, practical experiences and course content related to children with disabilities, inclusion, and teaching strategies need to be provided in teacher education programs to support successful efforts with inclusion. This study also suggests that teacher education programs should strive to improve students’ attitudes toward inclusion, as well as toward persons with disabilities. 相似文献
8.
Karthigeyan Subramaniam 《Research in Science Education》2013,43(2):687-709
This study explores five minority preservice teachers’ conceptions of teaching science and identifies the sources of their strategies for helping students learn science. Perspectives from the literature on conceptions of teaching science and on the role constructs used to describe and distinguish minority preservice teachers from their mainstream White peers served as the framework to identify minority preservice teachers’ instructional ideas, meanings, and actions for teaching science. Data included drawings, narratives, observations and self-review reports of microteaching, and interviews. A thematic analysis of data revealed that the minority preservice teachers’ conceptions of teaching science were a specific set of beliefs-driven instructional ideas about how science content is linked to home experiences, students’ ideas, hands-on activities, about how science teaching must include group work and not be based solely on textbooks, and about how learning science involves the concept of all students can learn science, and acknowledging and respecting students’ ideas about science. Implications for teacher educators include the need to establish supportive environments within methods courses for minority preservice teachers to express their K-12 experiences and acknowledge and examine how these experiences shape their conceptions of teaching science, and to recognize that minority preservice teachers’ conceptions of teaching science reveal the multiple ways through which they see and envision science instruction. 相似文献
9.
AbstractHow to prepare teachers to work with culturally and linguistically diverse students and families is an important aspect of teacher education as classrooms continue to diversify. Community-based approaches to teaching offer promising strategies for addressing this need. This article offers one example of an English as a Second Language literacy methods course that built preservice teachers’ understanding of and experiences with diverse language communities. Tara Yosso’s Community Cultural Wealth (CCW) framework provided a theoretical lens for the course and guided the preservice teachers’ teaching and reflections. The preservice teachers engaged in various activities that included literacy teaching, visiting places in their students’ communities, learning their students’ language, and creating narrative videos with the students and their families. The findings from this course show how the CCW framework can be a constructive method for identifying community assets when combined with a variety of activities for preservice teachers to engage with students and their families. 相似文献
10.
Ruth A. W. Berry 《The Teacher Educator》2013,48(2):75-95
This investigation examined the attitudes of beginning general education teachers (preservice and early career) with respect to teaching in inclusion classrooms. Sixty graduate students, taking a survey at the conclusion of a special education course, completed Q-sorts constructed to evaluate responses regarding attitude toward (a) inclusion, (b) instructional accommodations, and (c) fairness, along two dimensions: positive/negative and anxious/confident. A three-factor solution resulted in profiles of three groups of teachers: keen, but anxious, beginners (mostly preservice teachers with positive attitudes, but who worried about being effective inclusion teachers); positive doers (more experienced teachers whose struggles with the challenges of inclusion had not deterred their positive attitudes); and resisters (mostly experienced teachers whose concerns about fairness signified their resistance to inclusion). Teacher educators may find these profiles useful in preparing teachers to teach in inclusion classrooms. 相似文献
11.
For the last decade, international bodies have warned of a teacher shortage and sought to find ways of attracting more applicants to the profession. This article reports on a pilot study undertaken at one Australian university which asked why some applicants to preservice teaching courses had given up existing careers in order to become teachers. It then asked if their career change had been successful. Using open-ended questions and interviews, this paper recorded the view of 35 teachers who had been in teaching for 2–5?years. The findings suggest that reasons for selecting teaching as a second career are more complex and nuanced than existing research suggests, combining pragmatic, deeply personal and spiritual elements. It also found a significant connection between career change teachers’ satisfaction with their new occupation and the status of their occupation, indicating that further study of career change teachers’ experiences and personal beliefs is warranted. 相似文献
12.
《师资教育杂志》2012,38(2):117-126
This study explored undergraduates' views of teaching as a career choice. A total of 298 students completed a questionnaire in which they were asked to rate the importance of 20 factors in influencing their choice of career, and then the extent to which they thought teaching as a career offers these factors. A comparison was made between the views expressed by three groups of students: those who were definitely not considering teaching (N = 102), those who were seriously considering teaching (N = 40), and those who were undecided (N = 155). All three groups rated 'a job that I will find enjoyable' as the most important factor influencing their choice of career. However, as we move from the 'definitely not considering teaching' group towards the 'seriously considering teaching' group, there was a shift towards rating as important in their choice of a career those factors which teaching more evidently offers and a more favourable rating that teaching offers these factors (e.g. 'a job which gives me responsibility', 'a job where I can contribute to society' and 'job mobility'). The students who reported that they could be encouraged to consider teaching as a career were also asked to consider measures that might do so. The most highly rated measure was 'an increase in the quality of resources for teaching'. 相似文献
13.
The authors sought to understand preservice teachers’ views about parents of students who struggle with reading and about their own preparedness to deal with such parents. Research, including surveys, student evaluation and tutoring intervention, indicates that before their work with parents and students, preservice teachers held strong beliefs about parents’ role and responsibilities with respect to their children who find reading daunting. After a semester‐long reading course which provided opportunities to work with struggling readers and their parents, the preservice teachers in this study expressed beliefs that were contrary to the ones they offered at the beginning of the course. 相似文献
14.
Joyce Hwee Ling Koh Huay-Lit Woo Wei-Ying Lim 《Educational Assessment, Evaluation and Accountability》2013,25(4):321-339
Teacher education institutions conduct information and communications technology (ICT) courses to prepare preservice teachers (or initial teacher education candidates) to support their teaching practice with appropriate ICT tools. ICT course evaluations based on preservice teachers’ perception of course experiences are limited in indicating the kinds of ICT integration knowledge or technological pedagogical content knowledge (TPACK) preservice teachers have gained throughout the course. Preservice teachers’ ICT course experiences was found to influence their intentions to integrate ICT but its influence on their TPACK perceptions, if better understood, can inform teacher education institutions about the design of ICT courses. This study describes the design and validation of an ICT course evaluation instrument that examines preservice teachers’ perceptions of ICT course experiences and TPACK. Hierarchical regression analysis was performed on survey results collected from a graduating cohort of 869 Singapore preservice teachers who had undergone a compulsory ICT course during their teacher training program. These preservice teachers were being prepared to teach the different subject areas at primary, secondary, and junior colleges (or postsecondary institutions for 17–19 year olds) in Singapore. The regression model showed that preservice teachers’ perceived TPACK was first influenced by their perceptions of course experiences that supported the development of intermediary TPACK knowledge components such as technological knowledge and technological pedagogical knowledge. The methodological implications for the design of ICT course evaluation surveys and the practical applications of survey results to the refinement of ICT course curriculum are discussed. 相似文献
15.
Margaret Shaeffer Gail B. Bass Peggy Mohr Carla Hess 《Journal of Early Childhood Teacher Education》2013,34(2):165-170
Abstract The study examined the integration of science and mathematics methods courses and preservice teachers’ understanding of constructivism. The participants were 50 preservice teachers who were enrolled in early childhood education mathematics and science methods courses, and an early childhood practicum. The two methods courses were integrated and the instructors adopted a collaborative approach, including common syllabi, texts, assignments, and teaching strategies. The preservice teachers completed e‐journal reflection that were subsequently coded and analyzed. The findings suggested that the instructional approach enabled students to develop and refine their understanding of constructivism. © 2005 Elsevier Inc. All rights reserved. 相似文献
16.
Diagnosing is one of teachers’ key competences. Lately, a new model of teachers’ diagnostic competence and therewith a new measurement method focusing on diagnosing students’ learning behavior in an interdisciplinary approach have been developed. They can build a basis for promoting teachers’ diagnostic competence. However, some questions relevant to promoting teachers’ diagnostic competence concerning students’ learning behavior still remain unanswered: Which values do teachers-on-the-job in contrast to preservice teachers with or without teaching experience gain through experience and which are the relevant variables that lead to a high level of diagnostic competence focused on learning behavior? Thus, this study aims at enlightening these issues. In a sample of 293 participants (93 German grammar school teachers, 107 German teacher students in their second phase of teacher education, and 93 German preservice students in their first phase of teacher education), teachers’ diagnostic competence concerning learning behavior as well as teachers’ motivation, attitude, self-efficacy, knowledge, and reflection on experience concerning diagnosing was measured. Motivation, attitude, and knowledge were found to be substantial positive predictors of diagnostic competence concerning learning behavior, with differentiated predictions for teachers’ experience. Reflection on experience and self-efficacy unexpectedly was not found to be relevant. Teachers-on-the-job were generally better at diagnosing their students’ learning behavior than were preservice teachers without teaching experience. However, the diagnostic work of preservice teachers with teaching experience was as credible as that of the in-service teachers. 相似文献
17.
This article details the transition of second career teachers to the workplace called ‘school’. Post‐baccalaureate students at a mid‐size comprehensive state university completed surveys pre‐ and post‐student teaching. Participants responded to the personal and professional challenges in changing careers. Issues faced by the non‐traditional students emerged. An increasing number of adults are changing careers and entering teacher certification programs. The study was conducted to discover the special challenges graduate teacher certification students encountered when leaving a career field and becoming novice teachers. Forty graduate students in the study completed an extensive certification program of courses related to the art and science of teaching. Open‐ended surveys were used for the students to reflect on personal and professional expectations prior to and following the student teaching semester. Teacher educators who address the needs of second career teachers, such as increasing field experiences, providing classroom management and time management strategies, may lead second career teachers to use the unique competencies they bring to the teaching–learning setting. 相似文献
18.
This study explored whether early childhood preservice teachers' concerns about teaching nature of science (NOS) and their intellectual levels influenced whether and how they taught NOS at the preschool and primary (K‐3) levels. We used videotaped classroom observations and lesson plans to determine the science instructional practices at the preschool and primary levels, and to track whether and how preservice teachers emphasized NOS. We used the Stages of Concern Questionnaire (SOCQ) pre‐ and postinternship to determine concerns about NOS instruction, and the Learning Context Questionnaire (LCQ) to determine intellectual levels. We found that neither concerns about teaching NOS nor intellectual level were related to whether and how the preservice teachers emphasized NOS; however, we found that all preservice early childhood teachers began their internships with NOS concern profiles of “worried.” Two preservice teachers' NOS concerns profiles changed as a result of their internships; one to “cooperator” and one to “cooperator/improver.” These two preservice teachers had cooperating teachers who were aware of NOS and implemented it in their own science instruction. The main factors that hindered or facilitated teaching NOS for these preservice teachers were the influence of the cooperating teacher and the use of the science curriculum. The preservice teacher with the cooperating teacher who understood and emphasized NOS herself and showed her how to modify the curriculum to include NOS, was able to explicitly teach NOS to her students. Those in classrooms whose cooperating teachers did not provide support for NOS instruction were unable to emphasize NOS. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:213–233, 2010 相似文献
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Arnold M. Christensen 《The Educational forum》2013,77(1):41-45
This study investigated preservice teachers’ beliefs and attitudes about teaching culturally and linguistically diverse students when progressing through specially designed courses. Data were collected using the Teacher Multicultural Attitude Survey and semi-structured interviews. Analyses indicated that preservice teachers who received more multicultural preparation held more positive attitudes and based their attitudes more on academic preparation than on personal experiences. Preservice teachers who completed the multicultural course and English for speakers of other languages field placement had a more in-depth understanding of how to help culturally and linguistically diverse students. 相似文献