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1.
Teacher educators’ professional journeys: pedagogical and systemic issues affecting role perceptions
《Africa Education Review》2013,10(2):309-330
ABSTRACTTeacher educators in many countries share similar concerns as they aspire to improve education for learners and stimulate interest in further study and careers. The roles and professional development of school teachers have been researched, but little attention has been given to teacher educators. Using a small-scale, illuminative study in England and South Africa, this paper examines pedagogical implications of progression from classroom teacher to teacher educator-tutor. Systemic issues include attitudes to personal scholarship in moving to high stakes academic environments requiring research. In both countries, there were issues of student teachers’ subject knowledge and their capacity to translate knowledge for learners. South African teacher educators were concerned about student teachers’ lack of appreciation of the integrity of conceptual understanding and sequencing of topic content. Implications for the professional development of teacher educators and their role identities are considered. 相似文献
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《The Educational forum》2012,76(1):29-47
ABSTRACTThis essay considers school and external factors that influenced a teacher’s decision to pass a high school student, thus allowing him to graduate high school. I explore my role in understanding and then enacting change within the classroom. This article prompts educators to self-reflect on their positionality, moral decision-making, and culturally relevant pedagogies to address inequities within their institutions. This self-study is example of research that informs teachers about the complexities of ethical and moral decision making in the classroom. 相似文献
3.
Teacher–student trust is associated with the social and emotional development of students, their school connectedness and engagement, and their academic achievement. However, few studies have examined how trust develops between teachers and students in ninth grade, a critical year in high school for students to start off on-track. Even less research has examined how teacher–student trust develops from the perspective of students to help identify specific teacher classroom practices that are effective at doing so, particularly at the start of the school year when students’ relationships and connections to high school are just beginning to take shape. Drawing on data from a longitudinal, qualitative study of ninth-grade teacher–student relationships in one neighborhood public high school in Chicago, this study highlights three critical classroom practices that appear particularly effective for helping to build trusting teacher–student relationships during the first 10 weeks of high school. Highlighting the perspectives and insights of ninth grade students, this analysis finds that (1) the priority that teachers place on specific classroom practices, and (2) the timing of when these practices are used by teachers, are both critical in establishing teacher–student trust—an essential ingredient in helping ninth grade students gain important social and school connections during their transition to high school. By highlighting the voices of ninth grade youth, this study provides valuable insights for educators aiming to use specific classroom-based practices that are essential for helping ninth grade students make valuable school connections and get on-track right from the start of the year.
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《师资教育杂志》2012,38(3):287-295
ABSTRACT Many studies of classroom climate demonstrate effects on student learning outcomes. In this study the effect of a short in‐service teacher training program on pupil perceptions of the classroom climate is investigated. Two conditions are compared: in the first condition the teachers participated in the training program at the beginning of the school year; in the second condittion the teachers participated in January. It appeared from the results that pupils did not perceive a difference between teachers in the first condition and teachers in the second, with respect to the topics which were the focus of training (classroom management and instruction). However, a difference in the perception of the teacher/pupil relationships was found in favor of the teachers in the first condition. 相似文献
6.
Ora W. Y. Kwo 《Teachers and Teaching》2013,19(2):273-298
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
7.
Abstract Recent emphases on experiential classroom learning in the induction into expertise of student teachers may over‐estimate the learning support that class based practitioners offer students. Current understandings of teachers' thinking and planning suggest that expert practitioners may not be best placed to provide student teachers with frameworks for understanding what Shulman (1987) categorises as general pedagogical knowledge. Data from a sample of 11 UK infant school teacher mentors in the form of 5 hours of taped planning and evaluatory conversations with 20 students have been content analysed. Teacher‐talk related to explanations of how pupils learn forms the focus of the paper. Implications for mentor training and school‐university partnerships are drawn from the analysis of the data. Finally the need to confront the language difference that obtains between schools and universities in order to develop the theoretical base of teacher education is asserted. 相似文献
8.
Abstract Student teachers in schools on the Navajo Reservation and seven foreign nations reported on the influence of host culture values, beliefs, and traditions on their classroom practice and community involvement. Among the values they identified were traditional lifestyle, clan/family, sharing/reciprocity, superstitions/taboos, sports/competition, and education. Furthermore, the student teachers described their application of these values in a range of professional, social, and personal ways. The combined data demonstrate that cultural study and learning can and should be an integral part of teacher education programs, including the field‐based components. Requiring student teachers to examine the values operating in their placement communities and to seek ways in which they can incorporate these values into their own actions prepares them to become culturally responsive educators who will embrace the diversity in schools and communities. 相似文献
9.
Charles J. Rop 《International Journal of Science Education》2013,35(7):717-736
This research explores an American high school chemistry teacher's perspective on the meaning of student questions that originate from curiosity and engagement with subject matter. Ethnographic analysis of a teacher's reflective processes and decision-making approach suggests that questions hold contradictory meanings as powerful, conflicting pressures come to play in the everyday patterns of classroom discourse. Although thoughtful intellectual questions are valued as indicators of student attitudes and understandings, they nonetheless create an interruption to the normal flow of things. To the teacher, such interruptions pose threats to his control of classroom events and his ability to cover the content of his course. Although science educators might enthusiastically endorse the idea that classrooms should be characterized by a spirit of inquiry in which student questions are encouraged and respected, findings suggest that it can be difficult for this to happen in actual schools where particular teachers face specific institutional curricular pressures. 相似文献
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JoAnn Phillion 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):43-52
This article discusses a project which has the goal of raising the awareness of pre-service teachers about the needs and potentials of low-income minority students through using technology to develop a comentoring community composed of teacher educators, teachers, pre-service students and elementary students. Using the interactive capabilities of video conferencing over the Internet, pre-service teachers engage in a 'virtual' field experience with a bilingual grade three classroom in a distant inner-city school. Pre-service teachers involved in the programme have the opportunity to be involved with students they would not experience in the local area, to be mentored by a teacher with knowledge of diversity, and to use technology in meaningful, productive ways. Benefits for participants—faculty, pre-service teachers, teachers in the school, and students in host classrooms—implications for pre-service teachers' understanding of diversity and limitations of the technology are discussed. 1 相似文献
12.
Debra J. Ackerman 《Journal of Early Childhood Teacher Education》2013,34(4):291-301
Abstract Because of the link between teacher training and higher‐quality classroom practice, early childhood researchers and professional organizations have placed an increasing emphasis on all early childhood teachers—including those in early care and education (ECE) settings—obtaining a minimum of a Bachelor's degree as part of their professional development. Given the differing licensure requirements for ECE teachers, the variety of settings early childhood teachers work in, and the creativity needed to respond to the changing roles teachers play in those settings, however, this paper offers an additional perspective that is sometimes left out of the discussion regarding what teachers need: that of the early childhood practitioner. Using conversations with both a certified, public school teacher and a non‐certified teacher in a private ECE setting in New Jersey, this article reports on these teachers’ professional development experiences, as well as the implications of their experiences for future considerations of what teachers need in order to enhance their growth as educators. 相似文献
13.
Carolyn Nichol Alice Chow Scott Furtwengler 《International Journal of Science Education》2013,35(17):2099-2117
ABSTRACTWe first examined the effects of a year-long professional development (PD) programme for elementary science teachers on fifth grade student performance on state-mandated science achievement tests of students from a treatment and a comparison group of teachers in the 2009–2010 academic year. Then, we investigated the longer-term impacts by comparing the 2010–2011 student test results of the teachers one year after receiving treatment in 2009–2010 with the students of teachers who received treatment during 2010–2011. Test scores were analysed using a propensity score matching method to examine the relationship between the PD and student achievement. Results showed that even though the treatment teachers were out of the classroom 20% of the school year to attend the PD, there was no difference between their students’ science achievement scores and those of the comparison teachers who were in the classroom every day. This is an important finding because many principals and parents are reluctant to provide teachers with release time for PD. We also determined that students of teachers one year after participating in the PD significantly (p?<?0.001) with a medium effect size (η2?=?.088) outperformed students of teachers who had just completed the programme. This suggests that it takes time for teachers to implement new teaching strategies and that to observe the impact of an intervention programme, it may be important to expand the timeframe of the programme evaluation. 相似文献
14.
ABSTRACT This project incorporated live broadcasts of teaching from small, multi‐graded, rural schools into university lecture halls where pre‐service teacher education students in the last semester of their programmes were able to observe ‘best practice’ in a learning context that they would eventually be responsible for during their final practicum session. Interactive observation sessions were immediately followed with opportunities for students to discuss various aspects of planning, classroom organisation and teaching strategies appropriate to multi‐graded contexts with the remote classroom teacher. These ‘reverse distance education’ sessions followed an intensive lecture and tutorial series centring upon topics relevant to teaching in small rural communities. Tutorial activities placed student teachers in small rural school scenarios containing everyday ‘problems’ requiring diagnosis and the generation and analysis of solutions. At the conclusion of scenario discussions, students had networked, collaborated with colleagues and applied current research findings in generating viable solutions and considered school community reactions to these proposed solutions. The incorporation of interactive video technology with these problem situations consolidated the concept and skill development of student teachers and increased both their real time involvement in their chosen professions, and their access to best practice. This dual focus upon a problem solving approach to teaching immersed the student teacher in situations derived from real school environments, and so encouraged a collegial and open approach to teaching. Extensive evaluations revealed that pre‐service teachers were more thoroughly prepared for rural teaching experiences, displayed competence in effective multigrade teaching skills, and exhibited control during involvement 相似文献
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Abstract We focus on the preservice teacher‐university supervisor relationship within the context of field experiences to explore the general question, “How can we, as university teacher educators, better assist preservice teachers in their development through field experiences?” Our discussion is based on: reflective accounts of preservice teachers written before, during, and following periods of field experience; our experiences as teachers and teacher educators, which include being faculty supervisors; and on research on the role of the university supervisor in field experiences. We first describe some typical perceptions associated with the preservice teacher‐university supervisor relationship, and then go on to suggest some specific ways to enhance the understanding that preservice teachers have of the roles of university supervisors and, hence, to facilitate the negotiation and development of productive preservice teacher‐university supervisor relationships. 相似文献
16.
D. Galloway F. Panckurst K. Boswell C. Boswell K. Green 《Pastoral Care in Education》2013,31(1):28-36
The authors report on the findings of a case study of parent–teacher conferences in a secondary school in Hong Kong. They explored through interviews parents’ and teachers’ perspectives of parent–teacher conferences. They noted that parent–teacher conferences were sources of stress for teachers and embarrassment for parents. Parent–teacher conferences were useful for problem‐clarification. The building of mutual trust was the most important conferencing skill. They drew out some practical guidelines which were useful to teachers of the case study school but are also valuable to all teachers who wish to work effectively and positively with parents. 相似文献
17.
Donna Rigano 《Asia-Pacific Journal of Teacher Education》1999,27(2):127-142
Experienced teachers’ craft knowledge could provide valuable resources for the professional development of pre‐service teachers. Through the voice of a student teacher, this article reports on a process of observing and questioning aimed at accessing the craft knowledge of experienced teachers. Learning partnerships formed during this process helped to overcome difficulties with experienced teachers articulating their knowledge, with the student teacher asking appropriate questions and with the student teacher focusing on relevant classroom events. Incorporation of a reflective component within the process provided a means for the student teacher to understand better the nature of teaching. The data revealed potential benefits for student teachers, teachers and teacher educators participating in this process. 相似文献
18.
Eldon Myers Jr. 《The Teacher Educator》2013,48(3):226-237
Abstract This paper offers a historical perspective of field‐based experiences in teacher preparation. The literature review presents information from studies that support the educative value of early field experiences and studies reporting results that do not lend empirical support for endorsing early field experiences. Based on the information reported in the literature review, the writer offers guidelines for program development designed to increase the likelihood that an early field experience program will have the beneficial results that educators intend. The key issues for program development are: (a) determine the purpose of the experience, (b) determine the administrative feasibility of the experience, and (c) determine the method of evaluation for the experience. In summary, the writer expresses a need for congruence between the university's teacher education program and the classroom sites for early field experiences. He further states that the goals, methods, and philosophy of university and classroom teachers need to be mutually understood and endorsed. 相似文献
19.
Christine Winter 《International Studies in Sociology of Education》2013,23(2):153-175
This article questions whether the teacher training standards, (Department for Education and Employment Circular 4/98) have made it more difficult for teacher educators to help student teachers to become critically reflective teachers. It is suggested that, following the introduction of the discourse of the three 'e's', efficiency, economy and effectiveness and the teacher training standards, teacher 'education' has been transformed into teacher 'training' within an ideology of technical rationality. Four classroom-based episodes are introduced to form the contexts through which the teacher education standards are interrogated. It is argued that these standards ignore important issues to do with equality in the classroom and the relationship between education and the state. Ideas are suggested for teaching sessions using the episodes to encourage the development of a critically reflective perspective amongst student teachers. 相似文献
20.
Preparing to transition to secondary education: perceptions of Dutch pupils with migrant backgrounds
Rosa G. Rodrigues Ton Notten Sabine E. Severiens 《Educational research; a review for teachers and all concerned with progress in education》2018,60(2):222-240
Background: The transition from primary school to secondary school is a crucial period of time for children and this may be especially the case for pupils with migrant backgrounds. While there has been considerable research on the transition from primary to secondary school, more needs to be known specifically about the experiences of this group of pupils during their final year of primary school, as they prepare for their transition to secondary school. Purpose: The study investigated how Dutch children with migrant backgrounds in their final year of primary school perceive the preparatory process for the transition to secondary school. In particular, we were interested in who the children felt were the important ‘actors’ (e.g. pupils, parents, teachers and others) in the preparatory process. Sample: We collected data from 76 primary school pupils from three schools in an urban city in the Netherlands. The sample included pupils who, according to the Dutch system, were preparing to follow an academic pathway (i.e. the tracks known in this system as ‘HAVO’ or ‘VWO’) and those who were preparing to follow a vocational pathway (i.e. the track known as ‘VMBO’) in secondary education. Design and methods: We used photo elicitation (N = 76) and also conducted semi-structured interviews with a subsample of the pupils (N = 25) to examine the roles of the important actors in the preparatory process. Data were analysed qualitatively; responses were coded and underwent pattern analysis in order to identify and describe repeating structures in the data. Data were grouped according to whether the pupils received school recommendations for an academic track or a vocational track. Results: Findings suggested that the pupils perceived the most important actors to be the pupil, the classroom teacher and the parents. Both teachers and parents were considered valuable resources for pupils in the preparatory process. Patterns representing the participants’ perceptions of the roles of three actors – namely, (1) the child, (2) the classroom teacher and (3) the parents, were identified. Six patterns were identified with respect to the child, four with respect to the classroom teacher and two with respect to the parents. For some patterns, it was apparent that the responses of children in the vocational group and the academic group had different emphases. Conclusions: The study highlights the importance for teachers and parents of children in their final year of primary school to be aware of the pupils’ perceptions of and feelings about their preparation for secondary school, so as to be in the best position to support them collaboratively. 相似文献