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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.
This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2‐year Master of Teaching program. A specific program goal was to prepare teachers to use technology to support reform‐based science instruction. To this end, the program integrated technology instruction across five courses and situated this instruction within the context of learning and teaching science. A variety of data sources were used to characterize the participants' intentions and instructional practices, including classroom observations, lesson plans, interviews, and written reflections. Data analysis followed a constant comparative process with the goal of describing if, how, and why the participants integrated technology into their instruction and the extent to which they applied, adapted, and innovated upon what they learned in the science teacher preparation program. Results indicate that all participants used technology throughout their student teaching for reform‐based science instruction. Additionally, they used digital images, videos, animations, and simulations to teach process skills, support inquiry instruction, and to enhance student engagement in ways that represented application, adaptation, and innovation upon what they learned in the science teaching methods program. Participants cited several features of the science teacher preparation program that helped them to effectively integrate technology into their instruction. These included participating in science lessons in which technology was modeled in the context of specific instructional approaches, collaborating with peers, and opportunities for feedback and reflection after teaching lessons. The findings of this study suggest that situated learning theory may provide an effective structure for preparing preservice teachers to integrate technology in ways that support reform‐based instruction. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:348–379, 2013 相似文献
3.
ABSTRACT Looking closely at lesson plans as mediating tools, this study examines preservice teacher learning. By using activity theory in our analysis of lesson plans and other data collected in a student-teaching course, we uncovered tensions within/across the contexts of university teacher education program and secondary school field placements. This study serves to further understandings of how new teachers learn to appropriate the genres of teaching and to explore contradictions between a university preparation program and secondary school contexts. Findings provide an account of the student–teachers’ lesson planning and an explanation of how disruptions in those plans provided insight into points of tension. By viewing these tensions as contradictions within/across activity systems, we identify them as opportunities to better understand teacher learning and ways we might support new teachers in navigating tensions in their classrooms and schools. 相似文献
4.
Emily J. S. Kang Julie A. Bianchini Gregory J. Kelly 《Journal of Science Teacher Education》2013,24(3):427-447
Preservice science teachers face numerous challenges in understanding and teaching science as inquiry. Over the course of their teacher education program, they are expected to move from veteran science students with little experience learning their discipline through inquiry instruction to beginning science teachers adept at implementing inquiry in their own classrooms. In this study, we used Aikenhead’s (Sci Educ 81: 217–238, 1997, Science Educ 85:180–188, 2001) notion of border crossing to describe this transition preservice teachers must make from science student to science teacher. We examined what one cohort of eight preservice secondary science teachers said, did, and wrote as they both conducted a two-part inquiry investigation and designed an inquiry lesson plan. We conducted two types of qualitative analyses. One, we drew from Costa (Sci Educ 79: 313–333, 1995) to group our preservice teacher participants into one of four types of potential science teachers. Two, we identified successes and struggles in preservice teachers’ attempts to negotiate the cultural border between veteran student and beginning teacher. In our implications, we argue that preservice teachers could benefit from explicit opportunities to navigate the border between learning and teaching science; such opportunities could deepen their conceptions of inquiry beyond those exclusively fashioned as either student or teacher. 相似文献
5.
Video has assumed an increasingly prominent role in teacher education, particularly in the form of the viewing of videotaped
class lessons by preservice teachers. Yet there is little research that confirms whether preservice teachers attend to the
aspects of the video(s) that teacher educators anticipate or desire. This article explores this issue and reports on the impact
of video viewing as a means to improve teachers’ ability to be observers of classroom practice. We utilized a pre- and post-test
design to measure the quantity and type of classroom events that preservice mathematics teachers noticed before and after
a teaching methods course where improving observation skills was an explicit goal. The results of the pre-assessment suggest
that preservice teachers generally do not enter teaching methods courses with well-developed observation skills. The post-assessment
indicates that the course led to significant increases in preservice teachers’ observation skills, particularly in teachers’
ability to notice features of the classroom environment, mathematical content of a lesson, and teacher and student communication
during a lesson.
相似文献
| Jon R. StarEmail: |
6.
Learning environment research has a long history of significant relationships between the learning environment and student outcomes. This study investigated relationships between the learning environments of mathematics courses in a teacher education program and two outcomes, mathematics teaching self-efficacy and beliefs about mathematics. These two outcomes have been repeatedly shown to influence the future teaching practices of preservice teachers but, to date, their relationships with learning environment have been investigated neither with preservice teachers nor at all in the United Arab Emirates or wider Gulf region. The learning environment was found to be significantly related to preservice teachers’ mathematics teaching self-efficacy and beliefs about mathematics. Learning environments perceived more favourably by preservice teachers were associated with higher self-efficacy for teaching mathematics, but also with more-traditional beliefs, making these findings important for higher education institutes and teacher educators.
相似文献7.
Catherine D. Bruce Indigo Esmonde John Ross Lesley Dookie Ruth Beatty 《Teaching and Teacher Education》2010,26(8):1598-1608
This paper reports on the impact of a classroom-embedded professional learning (PL) program for mathematics teaching in two contrasting districts in Canada, and investigates the relationship between teacher efficacy and student achievement. Before the PL, District A had lower teacher efficacy and student achievement than District B, but after the PL, this situation was reversed. Qualitative analysis revealed that the two districts reported learning very different things from the PL opportunity. The complexities of context, prior learning experiences, goal setting, and persistence of participants all factored into what and how teachers learned. 相似文献
8.
In this paper, we present five principles underlying teacher inquiry and report a case study during which student teachers in a US teacher education programme used evidence-based decision support, an inquiry method designed to help teachers analyse and adapt their own teaching through the use of a video analysis tool. This case study examined interplay among tools designed to guide teaching practice, student teachers’ own self-guided inquiry, and feedback from cooperating teachers as they made instructional decisions. Preservice teachers initially accepted the guidance provided by teaching analysis tools, but abandoned the tools in favour of informal self-assessments and feedback from cooperating teachers when they assumed teaching responsibilities in their own classrooms. We discuss the role of external support and video evidence in guiding preservice teacher inquiry. 相似文献
9.
Lars-Erik Malmberg Hazel Hagger Sophie Webster 《European Journal of Psychology of Education - EJPE》2014,29(3):429-451
Following a model on the cyclical nature of teacher (“trait”) self-efficacy and context-, task- and situation-specific (“state”) mastery experiences (TSSME), we investigated the variability and effects of lesson characteristics (e.g. lesson sequence), student group characteristics (e.g. proportion of students receiving free school meals) and teacher characteristics (e.g. teacher experience) on teachers' situation-specific mastery experience. Forty-three teachers reported on 1,055 lessons in 385 student groups using electronic questionnaires in Personal Digital Assistants during a period of 2 weeks. Two domains of TSSME (support of learning and organisation of classrooms) and perception of students (engagement and behaviour) were found. Multilevel models found roughly a quarter of the variance in TSSME between teachers, a quarter between student groups and half between lessons. Student group characteristics differentially predicted TSSME. Perceived student engagement was more predictive of TSSME than perceived student behaviour. More experienced and high-efficacy teachers had higher TSSME. The findings have implications for our understanding of teachers' everyday practice with different student groups. 相似文献
10.
In this study, 12 pre-service mathematics teachers worked in teams to develop their knowledge and skills in using teacher-led spreadsheet demonstrations to help students explore mathematics concepts, stimulate discussions and perform authentic tasks through activity-based lessons. Pre-service teachers’ lesson plans, their instruction of the lessons designed, experiences and lesson enactment outcomes were examined. The pre-service teachers in the study were able to develop and demonstrate their knowledge and skill adequately in designing and enacting activity-based mathematical lessons supported with spreadsheets. The results also showed that the pre-service teachers’ use of the spreadsheet as an instructional tool promoted student in-depth mathematical concept formation and an activity-based learning approach to make lessons less teacher centred and more interactive. 相似文献
11.
Laura Rutter Strickling 《Teaching Education》2013,24(4):429-432
This study reports the results of an innovative assignment in which preservice teachers’ mental representations were examined through drawing floor plans of an “ideal middle-level mathematics classroom.” The 41 middle-level mathematics preservice teachers created two floor plans, one at the beginning of the semester and the other for the course final. An essay was also submitted describing how the final floor plan addressed the National Council of Teachers of Mathematics principle of Teaching. Participants designed and described floor plans that encouraged the use of inquiry and hands-on activities and technology as instructional strategies, focused on student learning styles and individual needs, established a comfortable, organized and safe learning environment, demonstrated flexibility in grouping strategies, and encouraged communication between peers and with the teacher. The essays also suggest that the preservice teachers’ emerging teacher identity was influenced by professional experiences such as field placements and peer lessons. 相似文献
12.
ABSTRACTThe mathematics achievement gap in special education is a chronic and significant challenge for the field. The need for improved teacher preparation in mathematics is crucial in addressing this gap. This study examines a capstone experience in higher level mathematics tutoring for preservice teachers. Results indicate that the experience was effective at improving preservice teachers’ higher level math content knowledge compared to teachers who did not receive experiential math learning in their teacher preparation. Implications for preservice teacher preparation programs are presented. 相似文献
13.
The purpose of this study is to understand how preservice teachers experience a common university assignment: the videotaping and analysis of their own instruction. Using empirical data and the thought of the French philosophers Michel Foucault and Emmanuel Levinas, the study examines the difficulties in transitioning from student subjectivity to teacher subjectivity within the context of university-based teacher education. The paper ends by considering the role teacher educators can play in helping student teachers grow through their preservice experiences. 相似文献
14.
The effect of video-based approach on prospective teachers’ ability to analyze mathematics teaching 总被引：1，自引：0，他引：1
This is an intervention study that explored the effect of using video lesson analysis methodology (VLAM) on the ability of
prospective middle/high school mathematics teachers to analyze mathematics teaching. The sample of the study consisted of
26 female prospective mathematics teachers enrolled in a methods course at the United Arab Emirates University. The participants
were divided equally into two groups, experimental and control. The experimental group was involved in video lesson analysis
where they analyzed ten video lessons throughout the semester. The group members interacted via discussion forums through
Blackboard technology. Both groups wrote analyses of two video lessons, one before the intervention program and another at
the end of it. It was found that the intervention remarkably improved the ability to analyze mathematics teaching of the experimental
group while little improvement occurred to the control group. Implications for teacher education programs are discussed. 相似文献
15.
Allegra Joie Midgette Robyn Ilten-Gee Deborah Wong Powers Aki Murata Larry Nucci 《Journal of moral education》2018,47(4):498-518
This study examined the application of Lesson Study for professional development (PD) for a domain approach to moral education. A comparison was drawn between the effects of Lesson Study with 17 teachers and 144 students representing middle schools in the same district as a prior study employing intensive traditional PD. In Lesson Study, groups of same grade teachers construct lessons taught by one group member and observed by the others. Teachers meet following the lesson to critique and improve the lesson using criteria established by teachers and informed by outside ‘experts.’ Findings from analysis of teacher discourse over nine months and end of year surveys revealed improvements in teacher pedagogy, knowledge of moral development, greater sense of professionalism, and efficacy for engagement in moral education in comparison with controls. Fewer lessons were produced, resulting in fewer gains in student moral and conventional reasoning than observed with intensive individualized PD. 相似文献
16.
This study investigated how 46 pre-service teachers (PSTs) planned for differentiation of instruction in mathematics. Content analysis was utilized to explore the differentiation strategies included and student characteristics considered in PST plans and how PSTs used differentiation strategies and student characteristics to differentiate lesson content, process, product, and environment. In addition, a rubric was designed and utilized to analyze the level of detail PSTs provided in their plans. Results indicated that overall, PSTs were developing in their planning for differentiation of instruction, using general terms to describe the modifications they would make to meet student needs. Moreover, results revealed that PSTs included strategies to differentiate lesson content and environment most often in their plans and frequently considered student readiness levels when planning for differentiation. Findings also revealed that PSTs need support in learning how to plan for differentiation based on student cultural backgrounds. Implications for mathematics teacher preparation are discussed.
相似文献17.
Interest is important for successful student learning, but little is known about the developmental dynamics between interest and social support in classrooms. Based on the stage-environment fit theory, this study investigated the interrelation of developmental changes in student class-level interest and perceived teacher support in mathematics classes over one school year after the students transitioned to secondary school. We also examined how teacher-reported enthusiasm was related to these changes. Data of 1000 students (53.6% male) and their classroom teachers (N = 42), who were surveyed at the beginning of Grades 5 and 6, were analyzed. The results showed a significant decline in class-level mathematics interest and perceived teacher support. Teacher-reported enthusiasm buffered the decline in class-level mathematics interest. When including bidirectional relationships between perceived teacher support and the students’ interest, perceived class-level teacher support in Grade 5 positively predicted the change in student interest and, thus, buffered the decline. 相似文献
18.
This research analyses preservice teachers’ knowledge of fractions. Fractions are notoriously difficult for students to learn and for teachers to teach. Previous studies suggest that student learning of fractions may be limited by teacher understanding of fractions. If so, teacher education has a key role in solving the problem. We first reviewed literature regarding students’ knowledge of fractions. We did so because assessments of required content knowledge for teaching require review of the students’ understanding to determine the mathematics difficulties encountered by students. The preservice teachers were tested on their conceptual and procedural knowledge of fractions, and on their ability in explaining the rationale for a procedure or the conceptual meaning. The results revealed that preservice teachers’ knowledge of fractions indeed is limited and that last-year preservice teachers did not perform better than first-year preservice teachers. This research is situated within the broader domain of mathematical knowledge for teaching and suggests ways to improve instruction and student learning. 相似文献
19.
Donna Kalmbach Phillips 《Teachers and Teaching》2013,19(5):633-644
This research project began as an effort to redesign a learning theory course as transitional space and evolved into an analysis of how unresolved conflict from younger learning selves influence graduate preservice teachers’ acquisition of teacher identity. The study draws upon work by Elizabeth Ellsworth on transitional space and Deborah P. Britzman’s work that deconstructs teacher education development. The data for the study were collected throughout a three‐semester graduate teacher education program and include narrative and formal writing using theoretical discourses. Foucauldian concepts of discourse analysis were used to interpret the initial data set; discourse analysis maps were then employed to further develop data interpretation. Two case study illustrations of preservice teachers resulted from this work. These illustrations demonstrate how transitional space is troubled space and the unevenness of teacher development. The study raises the question, ‘What will teacher education do with uncertainty?’ 相似文献
20.
Although many instructional technologists have suggested that teachers should be trained in using instructional design models, few studies have been conducted to determine if teachers can be successful in acquiring and applying these models. The purpose of this study was to examine preservice teacher success in acquiring and applying principles of learning and instructional design. Preservice teachers enrolled in a professional teacher preparation program were taught the essentials of learning and competency-based instruction and were required to plan a lesson using these concepts. Results indicate that most of the preservice teachers were successful in acquiring and using the principles of learning and instructional design. 相似文献