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1.
Joseph S. Roucek 《The Educational forum》2013,77(3):338-346
Classroom management is a crucial skill for any teacher. It is a skill that many new teachers struggle with, especially those who enter the profession through an alternate-route program. Alternate-route teachers often lack the training, support, and student teaching offered through traditional teaching programs. As such, this essay offers a guide for training alternate-route -teachers on effective classroom management strategies through the use of role-play simulation. 相似文献
2.
This article draws data from an innovative research project tracing former refugee teachers who received teacher training from the International Rescue Committee (IRC) over a 17-year-long education programme in refugee camps in Guinea (1991–2008). The research traced repatriated refugee teachers who had returned to their homes in Sierra Leone and Liberia in an effort to determine the effects of the training they received – particularly whether they were still working as teachers in their post-repatriation lives, or whether they had made use of their training in other ways. Although the research in question focused on all of the former IRC teachers who the research team could trace, the present paper is about the female teachers and their specific situations. Focusing on the women's responses yields the gender-specific conclusions about structural barriers to institutional and societal changes in conflict and post-conflict settings. 相似文献
3.
Joseph Travers 《Irish Educational Studies》2013,32(2):155-169
This article reports findings from an exploratory study of how learning support and resource teachers perceive each other's role. The study was conducted during the debate on the proposed changes to allocation and deployment of support teachers, following the publication of Circular 24/03 by the Department of Education and Science. It sought to test the hypothesis that learning-support and resource teachers perceive each other's roles differently in terms of their distinctiveness, type of children they support, working arrangements and training. The findings confirmed this and the implications of this for more whole-school collaborative models of support are discussed. 相似文献
4.
Susan Rodger Richelle Bird Kathryn Hibbert Andrew M. Johnson Jacqueline Specht C. Nadine Wathen 《Psychology in the schools》2020,57(12):1798-1814
A trauma-and-violence-informed-care (TVIC) system within an educational setting provides a framework of practice that enables schools to become safe and inclusive places for some of the most vulnerable students. Initial teacher education may provide the opportunity to prepare teachers to create classrooms and learning experiences that are safe, equitable, and meet students' needs. A mandatory mental health literacy course for second year teacher candidates in a Bachelor of Education program (n = 287) at a large Canadian university introduced TVIC concepts. A case study approach was used to illustrate both the challenges that students exposed to trauma and/or violence can experience, as well as strategies and knowledge that teachers can use to support these students. This program evaluation used a repeated measures design to survey both attitudes toward trauma informed care for teachers and self-efficacy for teaching using inclusive practices before and after the course. A significant effect of time on both measures revealed an increase in both participants' attitudes toward TVIC and their self-efficacy in using inclusive teaching practices. These findings provide support for the inclusion of these important topics for all teacher candidates. Implications for practice and policy are discussed. 相似文献
5.
Non-specialist teachers in Canada are increasingly required to teach sexual health topics. However, research suggests that they do not always do so willingly. This study examined the associations between the characteristics of non-specialist elementary and middle school teachers (n = 294) in Canadian schools and their willingness to provide sexual health education (SHE) and their perceptions of factors affecting their willingness to provide SHE. On average, the teachers were only somewhat willing to teach SHE and their willingness varied between topics. The teachers who reported greater willingness to teach SHE were more likely to be teaching middle school, have less teaching experience, have received training to teach SHE, feel more knowledgeable about sexual health, and view broad-based SHE as more important. More than 20% of participants identified 10 out of 11 factors as making them less willing to teach sexual health education; conversely, more than 20% of participants identified nine of these 11 factors as making them more willing to teach sexual health education. Teachers who were middle school teachers, had received training to teach sexual health, had more experience teaching SHE, and felt more knowledgeable about sexual health topics were more likely to regard all of these factors as enhancing their willingness to teach SHE. The results are discussed in terms of their implications for training designed to increase teachers' willingness to teach sexual health. 相似文献
6.
普通小学教师对随班就读的态度、教学策略与所需支持的研究 总被引：1，自引：1，他引：1
从厦门市思明区普通小学中随机抽取11所学校,对班上有随班就读学生的教师共70人进行问卷调查与访谈。结果表明,教师对随班就读的态度总体上是正向与积极的,但这种正向与积极的态度尚处于形成过程的初级阶段。绝大部分教师面对随班就读教学,都能主动选用策略,协助特殊学生学习,但他们更多选用的是使用容易、方便、偏重情意层面的教学策略,而对那些既费时又需要专门技巧的教学策略,教师用得少。教师需求的服务支持包括创造教师参加专业知识培训机会、提供校内专业支持与管理、增加经费投入和减轻教师工作量。 相似文献
7.
Current mentoring models for teacher preparation and induction emphasize the need to engage novice teachers’ learning through collaborative professional learning communities. Mentors in such communities are expected to engage in joint knowledge construction with novices, and to be ‘co-thinkers’ who enact a developmental view of mentoring, as well as ‘co-learners’ who are willing to engage in mutual learning with their novices. These two aspects are assumed to be associated in mentor thinking. The aim of this questionnaire study was, therefore, to explore the relationship between mentors’ mentoring conceptions and their mentoring motives. Participants were 726 secondary education mentor teachers, associated with 13 institutes for teacher preparation in the Netherlands. Results showed that a motivation to mentor for personal learning was more strongly associated with a developmental conception of mentored learning to teach than with an instrumental mentoring conception. The same was found for a motivation to mentor for contributing to the profession, but less pronounced. These findings suggest potential strategies for the selection and preparation of mentor teachers for programs that intend to foster collaborative inquiry approaches for novice teacher support. 相似文献
8.
Aman Yadav Sarah Gretter Susanne Hambrusch Phil Sands 《Computer Science Education》2016,26(4):235-254
The increased push for teaching computer science (CS) in schools in the United States requires training a large number of new K-12 teachers. The current efforts to increase the number of CS teachers have predominantly focused on training teachers from other content areas. In order to support these beginning CS teachers, we need to better understand their experiences and challenges encountered in the classroom. This study investigated U.S. CS teachers’ perspectives on the demands of teaching computer science and support needed to ensure quality teaching. Results suggested that teachers face a number of challenges, including isolation, lack of adequate computer science background, and limited professional development resources. 相似文献
9.
Ilse Ruys 《Teaching and Teacher Education》2011,27(7):1090-1100
This study explores the development of student teachers’ skills in implementing collaborative learning (CL) using a multilevel repeated measures design. Participants were 105 pre-service teachers that were trained in CL implementation. The results indicate that student teachers generally perform well in implementing CL. Further, it appears that these skills increase over time, although no linear growth can be found. Student teachers’ skills development appears to be positively connected with their general feeling of teaching efficacy. Surprisingly, training and students’ pedagogical knowledge have no significant impact. 相似文献
10.
《Contemporary educational psychology》2001,26(3):418-428
This experiment addressed the question of how headings influence readers' memories for text content. College students read and recalled a 12-topic expository text. Half of the participants were trained to construct a mental outline of the text's topic structure as they read and then use their mental outlines to guide their recall attempts. The remaining participants did not receive such training. Half of the participants read a text containing headings before every subsection; the other half read the same text without headings. The results were that participants who received training and/or read the text with headings remembered text topics and their organization better than participants who received no training and read the text without headings. The results support the hypothesis that signals induce a change in readers' strategies for encoding and recalling text. 相似文献
11.
Trudi L. Volk 《The Journal of environmental education》2013,44(3):10-20
Abstract In this study, the authors focus on quantitative and qualitative methods to examine the training model for Investigating and Evaluating Environmental Issues and Actions (IEEIA). The authors examined (a) the relationship between IEEIA implementation rates and type of training; (b) workshop participants' perceptions of support for their use of IEEIA and the relationship between those perceptions and implementation; and (c) workshop participants' perceptions about the impact of the instructional approach on themselves, students, administrators, colleagues, parents, and the community. A direct-mailed questionnaire was used to collect data from 132 teachers who had participated in IEEIA training between 1990 and 1999. Interviews were conducted with a purposive sample of 8 workshop participants. More than half of the teachers used the approach. Participants of extended or multiple trainings tended to use IEEIA more than their counterparts. Support after the workshop was important to implementation; IEEIA teachers perceived that it had positive impacts on themselves, students, and others. 相似文献
12.
Stacy R. Johnson Kristy J. Finlon Roger Kobak Carroll E. Izard 《Early Childhood Education Journal》2017,45(4):461-470
Peer coaching provides an attractive alternative to traditional professional development for promoting classroom quality in a sustainable, cost-effective manner by creating a collaborative teaching community. This exploratory study describes the development and evaluation of the Colleague Observation And CoacHing (COACH) program, a peer coaching program designed to increase teachers’ effectiveness in enhancing classroom quality in a preschool Head Start setting. The COACH program consists of a training workshop on coaching skills and student-teacher interactions, six peer coaching sessions, and three center meetings. Pre-post observations of emotional support, classroom organization, and instructional support using the Classroom Assessment Scoring System of twelve classrooms assigned to peer coaching were compared to twelve control classrooms at baseline and following the intervention. Findings provide preliminary support that the peer coaching program is perceived as acceptable and feasible by the participating preschool teachers and that it may strengthen student–teacher interactions. Further program refinement and evaluation with larger samples is needed to enhance student–teacher interactions and, ultimately, children’s adaptive development. 相似文献
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14.
The aims of the study were: to identify the number of SENCOs who have received specific training on sensory integration. To determine the understanding of the eight senses and sensory integration theory and sensory strategies. Determine any common gaps in knowledge or misconceptions. Fifty-five surveys were completed. 40% of respondents had received training on sensory processing. There was a significant chi-squared correlation between those that had received training and those that stated they did not know or made guesses about what the vestibular and proprioceptive senses are important for. There was a correlation between those that had received training and those that had good knowledge of the signs of sensory hyper-responsivity. There was no statistical significance of increased knowledge on sensory hypo-responsivity between those who had and had not received training. SENCOs who rated their school as being sensory-friendly had a greater understanding of what sensory integration is important for. Pertinently, those who rated their school as being ‘sensory-friendly’ (45.5%) were 8.5 times more likely to know sensory integration is needed for self-regulation. A number of recommendations are made including the need for greater collaboration between therapists and teachers to increase understanding of sensory integration and the impact of this on a child's education and wellbeing at school. Sensory strategy programmes are to be written with teaching staff and not given by the therapist in an ‘expert’ role. Sensory integration awareness training, including why and how to utilise sensory strategies, is to be encompassed in the SENCO national qualification. 相似文献
15.
Julia Sutherland 《Literacy》2006,40(2):106-114
One hundred and eighty British secondary school pupils aged 11–12 and their six trainee teachers in five schools participated in an action research project, designed to improve the quality of children's group talk in English lessons, particularly their engagement in higher‐order thinking through ‘exploratory’ talk. The programme, supported by the Teacher Training Agency (TTA), now Training and Development Agency, was devised by a team of mentors and an Initial Teacher Educator from Sussex University. It aimed to develop the trainees' skills both in planning challenging tasks for, and sustaining effective group talk, using ‘ground rules’ and varied teacher discourse strategies. The data include qualitative comparative analysis of discourse audiotaped before and after the intervention, taken from 66 pupils. Findings indicate a clear improvement in the quality of talk, in terms of pupils' collaborative engagement in higher‐order thinking. Further evidence from observations and interviews with all participants suggests confirmation of the programme's effectiveness in improving trainees' and pupils' skills in, and understanding of how to use group talk to reason. 相似文献
16.
There is currently a lack of research into classroom climate as perceived by the students themselves. This article presents a new classroom climate evaluation instrument which is designed to gauge student perceptions of their own level of engagement in academic activities, their relationships with peers, and the level of support they feel from their teachers. The Classroom Climate Index was pilot tested with a group of 105 elementary students aged 8–12. The pilot data were factor analysed, and the instrument was refined accordingly. Following the pilot test, the refined instrument was next administered to a larger sample of 2340 elementary students. Data from the comprehensive study were subjected to factor and reliability analyses, the results of which support the use of the Classroom Climate Index in measuring student engagement, supportive teacher behaviour, and collegial support from the student perspective. 相似文献
17.
林娜 《宁波大学学报(教育科学版)》2017,(6):91-096
农村幼儿师资队伍建设的不均衡现象,直接导致了农村学前教育的失衡。调查结果发现,福建省农村公办幼儿师资队伍中男女教师比例悬殊,教龄呈低龄化,第一学历,目前学历、职称系列、编制结构、教师资格证拥有率及教师资格证对口比例、工资待遇、培训级别、多媒体使用存在差异。对政府及教育主管部门提出,做好人力资源规划、合理调整绩效考核要求、适当增加薪酬福利、提高农村幼儿教师的培训层次、加强现代信息素养的培养等策略来均衡建设农村公办幼儿教师师资队伍。 相似文献
18.
This paper reports on ways duoethnography encouraged reflection, support, and collaboration for two novice teacher educators. Through duoethnographic research, they juxtaposed their experiences in new roles supervising preservice teachers as lived curriculum, or “currere.” Although supervisors often work in isolation, their collaborative research allowed the opportunity to reflect, coach one another through challenging situations, and collaborate on tools and strategies to use with preservice teachers. By engaging in the process of duoethnography, these teacher educators found themselves jointly (re)conceptualizing the role of supervisors. The authors suggest that duoethnography can promote critical reflection and break down supervisor isolation. 相似文献
19.
Terry Haydn 《Technology, Pedagogy and Education》2014,23(4):455-469
The paper reports on a particular strand of the outcomes of the English contribution to an Organisation for Economic Cooperation and Development comparative study, ICT in Initial Teacher Training, which aimed to develop insights into how courses of initial teacher training prepare student teachers to use information and communications technology (ICT) effectively in their teaching. The paper extracts from the broader dataset the views of practitioners who were identified as being particularly ‘expert’ in their use of ICT, on what strategies and interventions are most helpful in developing teachers who are able to use ICT to enhance learning in their subject teaching, and also what it means ‘to be good at ICT’ as a subject teacher. Although some findings confirm research elsewhere on the importance of Technological and Pedagogical Content Knowledge (TPACK) frameworks, other aspects of the study question some of the assumptions which have been made about teacher induction in this field in England, which may have implications for the training of pre-service teachers in other countries. 相似文献
20.
This study examined the value of using a group‐centered approach to evaluate process quality of early childhood education and care (ECEC). Is observed support of group processes a different aspect of classroom quality, and does it predict children's collaborative play in ECEC in the Netherlands? In two play situations, 37 teachers and 120 two‐ to four‐year‐old children were observed with the Classroom Assessment Scoring System (CLASS) Toddler and two new measures. In a two‐level structural equation model, teachers’ support of group processes was positively related to the CLASS domains and to children's collaborative play, over and above the effect of children's cognitive ability and social competence. These findings suggest that ECEC quality evaluation could be enriched by adding group‐centered indicators of classroom quality. 相似文献