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1.
The physical, social and temporal dimensions of the classroom environment have an important role in children’s learning. This study examines the level of support for child-centred learning, and its associated beliefs, that is provided by Hong Kong’s pre-service early childhood teachers. Two hundred and seventy-five students from a pre-service early childhood teacher training programme completed a questionnaire; in general, these students believed that teachers should create physical, social and temporal environments which are child-centred in early childhood education settings. Linear regression analyses showed that the students’ perceived importance of fostering children’s social and communication competence in early childhood programmes, and their belief in children’s competence in self-learning, were significant positive correlates of their level of support for all dimensions of child-centred learning environment. Their self-perceived competence in managing children’s behaviours was, however, a significant negative correlate of their level of support for child-centred social and temporal environment. This study then discusses the implications of these findings for pre-service early childhood teacher education.  相似文献   

2.
《师资教育杂志》2012,38(4):442-456
Teachers’ responses to language classroom incidents depend on many factors, including the extent of their teaching experience. The question of how much influence teaching experience carries is important given that pre-service teachers have had limited opportunities to respond to day-to-day incidents that arise in classrooms. This paper reports on a two-stage research study in Singapore that first explored 22 pre-service teachers’ understandings of language classroom incidents and their possible responses. Subsequently, a survey was conducted to compare pre-service and in-service teachers’ perceptions about anticipating and responding to classroom incidents. The findings from a total of 77 respondents indicate that perceptions of the experienced and inexperienced teachers are similar in many ways, yet some notable differences emerged as well as a few interesting individual responses. This work has implications for initial teacher education programmes in terms of considering the value of providing pre-service teachers with opportunities to discuss and reflect on potential language classroom incidents.  相似文献   

3.
This paper presents findings from a survey of pre-service teacher training institutions in England with regard to the provision of health and well-being education. It examines factors affecting the inclusion of health and well-being, and explores educational implications in light of the changing landscape of pre-service teacher education in England. Provision of health and well-being education is noticeably variable across institutions, and many course leaders are unclear about the coverage in their partner schools. Course leaders regard health and well-being as an important part of the curriculum, but the focus is usually on generic health-related themes such as child protection and behaviour management, which address Government priorities, rather than on specific topics such as education about diet, drugs, alcohol, smoking, sex and relationships and physical activity. The paper argues that these aspects should be addressed for pre-service teachers to have an increased sense of self-efficacy and become capable health promoters.  相似文献   

4.
Schools have increasingly been targeted as appropriate sites for mental health promotion and teachers are considered well placed to identify issues concerning students’ social and emotional well-being. Whilst teachers are now expected to be responsive to a wide range of student needs and circumstances, they receive little in their pre-service and subsequent teacher education to adequately prepare them for such realities. This paper reports the findings of a study that investigated teacher perspectives on student mental health and mental health education, including their sense of self-efficacy in relation to promoting and supporting children’s mental well-being in schools. These findings highlight a complex interplay between teachers’ constructions of ‘mental health’, the importance they place on mental health promotion in schools, issues of teacher confidence, role identity conflict and school culture, as well as teachers’ own sense of mental well-being. The discussion signals a need to pay close attention to the assumptions, values, beliefs and attitudes of teachers in relation to children’s mental health since these are integral to their confidence and skill in supporting children’s social and emotional well-being.  相似文献   

5.
The present study examined pre-service teachers’ knowledge of issues related to multiculturalism and diversity before and after taking a multicultural education course. Data from 38 degree students in an urban university in the southwest of Finland were analysed using a mixed method approach. The results indicate that pre-service teachers’ knowledge levels increased with respect to diversity and multicultural education after taking the course. In addition, pre-service teachers felt more competent and prepared to teach students with diverse backgrounds after the exposure. The implications of the findings for teacher education programmes and teacher educators are discussed.  相似文献   

6.
Despite the Bologna agreement implementation in 2008, teachers' education in Portugal has not changed significantly from earlier practice. The major modification in the requirements of master’s level teacher education programmes was the introduction of a strong component of educational research in a master’s degree; this is designed to replace an educational monograph in the typical 5-year ‘Licenciatura’. Both a professional one-year in-school pedagogical stage and a fifth year as a university student continue to be mandatory, as well as the stage co-supervision of the university and the school. However, existing government regulations imply that in the very near future the full professional education of teachers will have to be complemented with an in-service probation year conducted under the supervision of a school mentor. The current study has been designed to try to determine: (a) how the activities of the probation year should be organised in order to improve this stage of professional education; and (b) how probation years could be used to promote school–university partnerships that could provide for more effective in-service teacher education and/or possible shared educational action research. Drawing on the survey data from pre-service students from four different universities, novice teachers, stage supervisors and school principals, information was collected on the perceptions of the quality and scope of the professional education of future teachers from the beginning of their programmes through their pedagogical stage. A high degree of agreement among all the respondents enables us to point towards the perceived high quality of several components of the teacher education programmes, e.g, teachers’ ability to plan a lesson using different teaching strategies and the high value-accorded school–university collaborations. The results also show the weaknesses of other components, e.g, teachers’ skill with controlling badly behaved students and their ability to capture students’ attention and motivation. Based on these results and on our knowledge about the type of professional support needed to promote teaching practice, we conclude with a holistic plan designed for teachers’ professional education during the pre-service pedagogical stage and the in-service probation year.  相似文献   

7.
我国教师教育重视中小学心理健康教育专兼职教师心理健康教育能力的培养,而忽视了中小学学科教师心理健康教育能力的培养.在中小学学科教师心理健康教育能力培养上,我国教师教育存在思想认识上的不足、职前培养与职后培训上的分离、理论学习与实践上的脱离等问题.针对这些问题,可以采取以下措施:提高思想认识,增强中小学学科教师心理健康教育能力培养意识;职前培养与职后培训一体化,实现中小学学科教师心理健康教育能力全程培养;理论知识学习与实践活动训练相结合,提高完善中小学学科教师心理健康教育能力等对策,将中小学学科教师心理健康教育能力的培养工作落到实处.  相似文献   

8.
This study employed qualitative data collection and analysis methods to investigate the influence of English as a foreign language teacher education programme on Korean teachers’ classroom teaching practices. Six in-service secondary-school teachers participated in semi-structured interviews. Thematic analysis was applied to the data collected from these interviews. Findings from the analysis included that: a) most of the teachers were dissatisfied with the largely theory-oriented pre-service teacher education programmes that they attended; b) a major source of influence on their teaching was their experience of in-service teacher training programmes with practical curricula; c) observation of other fellow teachers’ teaching had the strongest impact upon the teachers’ teaching practices; and d) the teachers’ low English proficiency and the washback effect of the Korea Scholastic Aptitude Test hindered the maintenance of the changes brought about by in-service teacher education programmes. This study ends with a discussion of the implications of these findings.  相似文献   

9.
创新教师教育模式,构建中国特色教师教育体系   总被引：8，自引：0，他引：8  
北京师范大学在实现转型的过程中,从我国社会经济和教育发展的需要以及国际教师教育发展的基本趋势出发,就我国教师教育改革面临的一些重要问题进行了创新性研究,形成了较为完整的理论体系;积极推进教师教育模式多元化改革,其中以4+2为核心的教师培养模式改革,主动适应我国基础教育发展对高层次教师的迫切需求,在培养方式、课程设置、实践环节、指导方式、论文写作等方面进行了富有创意的探索,为我国基础教育高素质教师的培养探索出了新的路子。与此同时,还通过整合学校现有的各种资源,初步建立起了职前/职后、培养/培训一体化的教师终身教育体系,拓展和强化了教师教育的传统和特色。  相似文献   

10.
美国职前教师教育专业计划是与教师准备任教的学生年龄段及科目相对应的,其中特别强调师范生获取大量的教育现场经验。美国在职教师教育的特点主要有,安排经验丰富的教师指导新教师;在职教师必须进行持续的学习。为改进教师教育的质量,美国普遍推行建立大学与中小学之间的伙伴协作关系,其采取的主要形式是建立专业发展学校。专业发展学校的使命有:为教师候选人提供专业准备、促进指导教师的专业发展、开展旨在改进教学实践的探究、提高学生的学业成绩。在美国,大学与中小学之间的伙伴协作既取得了明显的成效,也面临着多方面的挑战。  相似文献   

11.
In this article, we present a valid and reliable instrument which measures the attitude of in-service and pre-service primary teachers toward teaching science, called the Dimensions of Attitude Toward Science (DAS) Instrument. Attention to the attitudes of primary teachers toward teaching science is of fundamental importance to the professionalization of these teachers in the field of primary science education. With the development of this instrument, we sought to fulfill the need for a statistically and theoretically valid and reliable instrument to measure pre-service and in-service teachers' attitudes. The DAS Instrument is based on a comprehensive theoretical framework for attitude toward (teaching) science. After pilot testing, the DAS was revised and subsequently validated using a large group of respondents (pre-service and in-service primary teachers) (N = 556). The theoretical underpinning of the DAS combined with the statistical data indicate that the DAS possesses good construct validity and that it proves to be a promising instrument that can be utilized for research purposes, and also as a teacher training and coaching tool. This instrument can therefore make a valuable contribution to progress within the field of science education.  相似文献   

12.
Abstract

In this article three questions regarding teaching and teacher education are addressed. The first question deals with the identification of elements of competent teaching. Relevant elements of competent teaching are described in terms of a teacher's knowledge base, the development and use of practical theories and the idea that teachers should also be ‘researchers’. The opinion is held that being a competent teacher is based not on one perspective or paradigm, but on a ‘grand strategy’ or integration of perspectives or paradigms.

The second question deals with some characteristics of the everyday teaching practice. First of all, teaching seems to be a profession under pressure. In addition, teaching in reality is considered to be a complex and holistic activity. It consists of three phases (planning, execution and reflection) which usually coincide in reality. Teaching, therefore, is to a large extent a matter of routine.

The third question deals with the professionalization of teachers. To answer this question it is necessary to regard teaching as a profession. For this purpose it is essential to pay (renewed) attention to the curriculum and didactics of teacher education as well as to the relationship between pre-service and in-service teacher education. In this respect much work still needs to be done, which should be a collective effort on the part of researchers, teacher educators, curriculum developers and school managers.  相似文献   

13.
Although there are clear differences in national policies regarding inclusive education, the international debate has not fully considered their impact on implementation within different countries, for example on teacher education. This paper reports on results from a comparative study of in-service teachers’ attitudes and self-efficacy in implementing inclusive practices in South Africa and Finland and its implications for teacher education in these countries. A sample of 319 South African and 822 Finnish primary and secondary education teachers completed a questionnaire containing a scale measuring sentiments, attitudes and concerns on inclusive education as well as a scale measuring teachers’ self-efficacy in implementing inclusive practices. A comparative analysis indicated that whereas the overall sentiments towards disabilities were positive in both countries, teachers had many concerns about the consequences of including children with disabilities in their classrooms. While the most positive aspect of self-efficacy among the South African teachers was their self-efficacy in managing behaviour, the Finnish teachers saw this as their weakest point. Self-efficacy, in particular efficacy in collaboration, was clearly related to overall attitudes towards inclusion. The implications of these findings for pre-service and in-service teacher education are discussed.  相似文献   

14.
Comparing self-perceived quality of teaching to students’ perception can be used in higher education to improve the quality of teaching of pre-service teachers in teacher education. However, comparing these measurements from different perspectives is only meaningful if the same constructs are being measured. To shed light on this comparison’s meaningfulness, we scrutinised whether aspects of quality of teaching are measured in the same way across pre-service teachers and their students by means of measurement invariance analyses. To do so, 272 pre-service teachers in teacher education rated aspects of their quality of teaching, and were rated by their 4851 students. Measurement invariance across these perspectives was tested in multilevel structural equation models. Strong measurement invariance held for two aspects of quality of teaching; for the third, one item lacked weak measurement invariance. Pre-service teachers perceived their quality of teaching lower than their students. In conclusion, aspects of quality of teaching can be compared across perspectives, and teacher education should encourage pre-service teachers to use students’ feedback as a valuable resource for improving their quality of teaching.  相似文献   

15.
《Quest (Human Kinetics)》2012,64(4):416-433
ABSTRACT 

The increasing diversity of the K-12 student population presents challenges and opportunities for growth in the physical education profession. To address the cultural gap in today’s classroom, many people highlight the need to improve the intercultural competence of teachers. The focus of this article is to summarize the shifting demographics of American society, its impact on K-12 education, and how one California physical education teacher education (PETE) program is preparing pre-service teachers for the multicultural classroom. The article also outlines recommendations for PETE programs to address intercultural competence.  相似文献   

16.
ABSTRACT

In the study, the impact of inquiry-based learning on pre-service teachers’ critical thinking dispositions was investigated. The sample of the study comprised of 56 pre-service teachers in the science education teacher education programme at the public university in the north of Turkey. In the study, quasi-experimental design with an experimental and a control group were applied to find out the impact of inquiry-based learning on the critical thinking dispositions of the pre-service teachers in the teacher education programme. The results showed that the pre-service teachers in the experimental group did not show statistically significant greater progress in terms of critical thinking dispositions than those in the control group. Teacher educators who are responsible for pedagogical courses in the teacher education programme should consider that the inquiry-based learning could not be effective method to improve pre-service teachers’ critical thinking dispositions. The results are discussed in relation to potential impact on science teacher education and implications for future research.  相似文献   

17.
This qualitative study is an attempt to describe how administrators, teachers and researchers in a select group of teacher education institutions (TEIs) in the capital of the Philippines collectively view globalization. Specifically, concepts of a globalized teacher education, impact of globalization in teacher education, and problems of teacher education in the context of globalization were the delineated factors investigated in this study. A total of 23 respondents comprising 13 university teachers, 6 deans and 4 educational researchers were asked to participate in an audio-taped interview and written responses. Data yielded by the interview were transcribed and categorized based on saliency, meaning and homogeneity. Clearly, this study has disclosed efforts initiated at both pre-service and in-service education levels in response to the challenges of globalization consistent with the collective view of the various sectors. This research segment is part of a research project submitted to the Asia-Pacific Education Policy Research Initiative/KEDI (AP-EPRI/KEDI) and funded by the World Bank/GDN.  相似文献   

18.
Abstract

Cooperation between home and school benefits pupils’ wellbeing in many ways. Hence, it is of utmost importance that teachers are able to cooperate with families in early childhood education as well as in primary and secondary education. In order to work effectively with the diversity of families, teachers need to develop their skills and knowledge while in teacher education programmes. Earlier research has suggested that teacher education programmes do not address this issue adequately. In this article, programme managers in Finnish teacher education programmes are asked to reflect on how cooperation is covered in their programmes. Based on the data, collected through an online survey, home–school cooperation can be considered an integral part of teacher training: most of the programmes surveyed offered modules that concentrated either solely on the issue or as part of other modules. Cooperation was also discussed from various perspectives during the modules. Respondents considered their graduates to be either competent or somewhat competent to cooperate with families. According to programme managers, modules should be developed in relation to strengthening the theoretical basis of cooperation, and especially in enabling pre-service teachers to practise their skills in cooperation while they are having their practical training at schools.  相似文献   

19.
This article reports on a mixed-method inquiry into pre-service and in-service secondary school teachers’ knowledge about Attention-deficit Hyperactivity Disorder (ADHD) and attitudes toward students with this disorder in Hong Kong. The inquiry revealed no differences between pre-service and in-service secondary school teachers concerning their knowledge of ADHD and attitudes toward students with ADHD. It also identified possible sources of participants’ knowledge and a variety of factors underlying their attitudes toward students with ADHD including sociocultural beliefs and working conditions. The findings call for teacher educators to develop better education programmes to support both pre-service and in-service teachers in undertaking the challenging task of teaching students with ADHD.  相似文献   

20.
Teacher education programmes (TEPs) are left with limited research on how the coursework they provide influences the perceptions teachers have about their ability to teach young children how to read – especially over the long term. The purpose of this study was to compare how teacher candidates rate their ability to teach reading at the conclusion of their TEP, and then again after a year of teaching. The matched participants (N = 126) were elementary education teachers representing five TEPs in one US state. Results revealed that the number of reading methods courses provided does influence the perceptions of pre-service and in-service teachers. Teachers who had two reading methods courses compared with teachers who had only one reading methods course reported statistically significant higher scores at the pre-service stage and were able to maintain higher scores at the in-service stage. Implications of these findings are discussed.  相似文献   

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