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Doering, Aaron, Joan Hughes, and Doug Huffman. "Preservice Teachers." Journal of Research on Technology in Education 35, no. 3 (March 2003): 342–61. http://dx.doi.org/10.1080/15391523.2003.10782390.
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Izadinia, Mahsa. "Preservice teachers’ professional identity development and the role of mentor teachers." International Journal of Mentoring and Coaching in Education 5, no. 2 (June 6, 2016): 127–43. http://dx.doi.org/10.1108/ijmce-01-2016-0004.
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Purpose – The purpose of this paper is to examine changes in eight preservice teachers’ professional identity and the factors contributing to such changes during a four-week block practicum. Design/methodology/approach – A qualitative case study design was used and the data were gathered through semi-structured interviews with preservice teachers and their mentors, reflective journals and observation checklists. Thematic analysis was used to interpret the data. Findings – The findings showed high levels of confidence and development of teacher voice by the end of their four-week block practicum. The findings also suggested that positive mentoring relationships contributed to changes in the preservice teachers’ teacher identity. Research limitations/implications – Despite focussing on a relatively small number of preservice secondary teachers during the first four-week practicum of a single teacher education program at a Western Australian University, this research highlights the need to maintain constructive mentoring relationships with preservice teachers to provide positive influences on their professional identity. In order to facilitate this, preservice teacher education programs should provide thorough training for mentor teachers. Originality/value – This work highlighted the crucial role of mentor teachers in creating positive impacts on preservice teachers’ professional identity, such as development of their confidence and teacher voice. This paper provides useful insights for researchers, mentor teachers, and preservice teacher education policy developers.
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Canipe, Martha M., and Kristin L. Gunckel. "Imagination, Brokers, and Boundary Objects: Interrupting the Mentor–Preservice Teacher Hierarchy When Negotiating Meanings." Journal of Teacher Education 71, no. 1 (April 5, 2019): 80–93. http://dx.doi.org/10.1177/0022487119840660.
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The mentor–preservice teacher hierarchy, that privileges mentor teacher talk and experience, often dominates mentor–preservice conversations. To realize the full potential of teacher education approaches designed to engage preservice and mentor teachers together in shared learning and teaching tasks, attention is needed to better understand the dynamics and implications of mentor–preservice teacher interactions. We analyzed how and when preservice and mentor teachers introduced ideas to group conversations and whose ideas were taken up by the group during a co-learning task. We found that mentor teachers tended to dominate group sense-making. However, preservice teacher use of imagination, the actions of teacher educators as brokers, and the use of boundary objects temporarily interrupted the dominant hierarchy. We conjecture that these moments raised preservice teacher status within the group so that mentor teachers took up preservice teachers’ ideas. Implications for promoting more equitable preservice teacher participation in sense-making with mentor teachers are discussed.
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Rikard, G. Linda. "Promoting Teacher Commitment in Preservice Teachers." Journal of Physical Education, Recreation & Dance 70, no. 9 (November 1999): 53–56. http://dx.doi.org/10.1080/07303084.1999.10605969.
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Struck, Maggie, and Stephanie Rollag Yoon. "Shifting preservice teachers’ beliefs: toward critical connected learning." International Journal of Information and Learning Technology 36, no. 5 (November 4, 2019): 410–22. http://dx.doi.org/10.1108/ijilt-06-2018-0066.
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Purpose The purpose of this paper is to explore how preservice teacher’s beliefs change over time in a literacy methods elementary licensure course that encourages critical literacy and connects learning. The authors were interested in the interplay among identity, agency and structure within this process and how this connected with other literature on teacher beliefs and technology use. Design/methodology/approach Utilizing data from a larger ethnographic study and mediated discourse analysis (Scollon and Scollon, 2004), this paper follows preservice teacher’s use of digital tools and beliefs about using digital tools in the classroom over a semester-long hybrid course. Findings Findings show changes in preservice teacher’s beliefs about technology use, interest-driven learning and her own agency. These changes were influenced by the framework of the course and course practices. Research limitations/implications This research study offers practical ways to support preservice teachers’ implementation of digital tools with an emphasis on equity. Ultimately, preservice teachers’ experience shapes the opportunities students have with digital tools in schools. Practical implications Recognizing the competing discourses and pressures preservice teachers’ experience, the results of this study offer tools to support preservice teachers’ agency through the implementation of connected learning principles and critical literacy theories in preservice education courses, leading to the potential to expand equity in school settings. Originality/value While there is research around connected learning in classrooms, there is limited research on a connected learning framework in preservice education programs. Additionally, this paper brings a new perspective on how pairing an emphasis of equity to a connected learning framework supports teachers’ implementation of digital tools.
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Amaral-da-Cunha, Mariana, Amândio Graça, Paula Batista, and Ann MacPhail. "Giving birth to a supervisory identity built upon pedagogical perspectives on teaching: The case of a novice physical education cooperating teacher." European Physical Education Review 26, no. 2 (July 1, 2019): 353–74. http://dx.doi.org/10.1177/1356336x19857181.
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Teaching perspectives in initial teacher education are useful analytical tools for exploring the development of professional identity and the supervisory practices of cooperating teachers working with preservice teachers on school placement. A case study design was employed with an experienced physical education teacher newly appointed as a cooperating teacher to a cohort of three physical education preservice teachers to examine how his professional identity was challenged by the demands of the new role as a mentor. Data were collected throughout a one-year school placement and included three semi-structured interviews and the cooperating teacher’s weekly journal entries. Analysis was informed by grounded theory coding procedures. Open codes were collapsed into three metaphorical axial themes: (a) the chameleon, (b) a tailor-made cooperating teacher, and (c) the liaison of relations. To perform his new role as a cooperating teacher and surpass the emergent supervisory challenges in developing a pedagogical relationship with his first cohort of preservice teachers, the cooperating teacher called upon his educational perspectives on teaching physical education built on constructive, collaborative and inquiry premises, but ended up practising teaching perspectives echoing an apprenticeship model due to the preservice teachers’ personal characteristics.
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Şimşekli, Yeter. "Investigation of the Experiment Design Skills of Biology and Science Teachers and Preservice Teachers." Journal of Education and Training Studies 6, no. 9 (August 22, 2018): 199. http://dx.doi.org/10.11114/jets.v6i9.3564.
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In this study, it was aimed to examine the experiment design skills of Biology and Science teachers and preservice teachers. For this purpose, 85 Biology and 80 Science teachers and preservices given information about laboratory approaches, experiment types and science process skills were asked to design an experiment about germination. In the reports of the experiments designed by the teachers and the presevice teachers, they were expected to give information about the factors affecting germination, write the problem, determine the hypotheses and the variables, plan their experiments and reach a conclusion. In the analysis of the reports, the sets of data digitized by forming a graded scoring scale were analyzed by benefiting from SPSS package program and their experiment design levels were analyzed based on their fields, being a teacher or a preservice teacher and gender. From the obtained data, it was determined that the number of those who designed an experiment was very low and although there were significant differences between the Biology and the Science teachers and preservice teachers in terms of designing an experiment according to many criteria, there was a difference only in one criterium according to gender.
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Kalonde, Gilbert, and Rabab Mousa. "Technology Familiarization to Preservice Teachers." Journal of Educational Technology Systems 45, no. 2 (November 15, 2016): 236–55. http://dx.doi.org/10.1177/0047239515616965.
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The purpose of this study was to investigate factors that influence teacher educators’ technology decisions in methods courses. Research has shown various reasons why teachers use different types of technologies and not able to integrate certain technologies. However, this study focused on the source of teachers’ instructional technology foundations, knowledge, and preparation for teaching. A total of 90 teacher educators were surveyed and stated that content, ease of use, availability, experiences, students’ interest, and obstacles influence decisions on technologies modeled to preservice teachers in the methods courses. This study provides a different perspective on understanding teachers’ dilemma on technology integration in K-12 classrooms. The findings provide information to understand teacher educators’ technology decisions and modeling influence on K-12 teachers’ technology integration in the classroom.
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Sherfinski, Melissa, Sharon Hayes, Jing Zhang, and Mariam Jalalifard. "“Do it all but don’t kill us”: (Re)positioning teacher educators and preservice teachers amidst edTPA and the teacher strike in West Virginia." education policy analysis archives 27 (December 2, 2019): 151. http://dx.doi.org/10.14507/epaa.27.4327.
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We explore how two “happenings” representing different political, social, historical and economic influences converge to shape the narratives of preservice teachers and teacher educators in West Virginia. These happenings are the 2017-2018 edTPA roll out and the teacher strike of February 2018. We use the framework of sensemaking to explore preservice teacher and teacher educator identity/agency using a phenomenological analysis of narratives accessed through narrative portfolios, artifacts, and interviews with pre-service teachers, mentors (supervising teachers), and teacher educators. We found that the confluence of these political moments reinforced a neoliberal orientation for both preservice teachers and teacher educators, positioning preservice teachers to expect teacher educators to intensively support the edTPA and ensure their success while silencing the collective history and moral imperative of protest. Preservice teachers and some mentors reframed the edTPA as a pathway to increased teacher pay/meritocracy by linking it with the National Boards, yet there were pockets of resistance within this among both preservice teachers and teacher educators. These findings are important for informing educational policy and practice around both corporate involvement in assessment/accountability policy and preservice teachers’ and teacher educators’ roles in protest at this moment when both are expanding simultaneously.
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Marpa, Eliseo Perante. "Preservice Teachers’ Perceived Philosophies of Education in the Context of Outcome-Based Teacher Education Curriculum (OBTEC)." International Journal on Studies in Education 5, no. 1 (September 3, 2022): 27–41. http://dx.doi.org/10.46328/ijonse.78.
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Educational philosophy is one of the most critical arms of the teacher in the classroom. Thus, this research aims to determine OBTEC preservice teachers' perceived philosophies of education. To gather information on their philosophies, the researcher adapted the questionnaire of Sadker and Zittleman administered to 214 preservice teachers. Results show that the majority of the preservice teachers were reconstructionists. However, male preservice teachers were more of a progressivists, while the females were social reconstructionists. Considering their areas of specialization, preservice teachers were reconstructionist. BECED, on the other hand, were existentialists. Preservice teachers wanted to educate the learners with social problems and issues that influence society. They also wanted schools to be student-centered and activity-based. Thus, this study suggests that OBTEC preservice teachers need to acquire in-depth knowledge of the different philosophies of education. Teacher Training Institutions are also encouraged to strengthen preservice teachers' orientation of the different philosophies of education.
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Apriani, Eka. "Utilizing Preservice English Teachers Strategies and Classroom Management at Junior High School in Rejang Lebong Regency." ENGLISH FRANCA : Academic Journal of English Language and Education 1, no. 2 (December 6, 2017): 149. http://dx.doi.org/10.29240/ef.v1i2.291.
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ABSTRACT
The objective of this research is aimed to know what are the most strategies and classroom management which are used by Preservice English Teacher at STAIN Curup in the academic year 2016/2017. The total of English Teacher was 7 teachers which as cooperating teacher of 17 preservice English Teacher. The types of english teaching strategies used by preservive English teacher were: (1) Task-Based Language Learning (100%) and (2) Cooperative Learning (100%); (3) Grapic Organizers (29%); (4) Technology (5.8%); (5) Roleplay (5.8%); (6) Storytelling (11.7%); (7) Vocabulary Building (11.7%); (8) Summarizing and Notetaking (5.8%); and (9) Analysis of Student Work (5.8%). The most strategies used by preservice english teacher (>50%) were Task-Based Language Learning and Cooperative Learning (100%). The types of classroom management used by preservive English teacher were: (1) Maintaning Discipline (58.5%), (2) giving feedback (100%), and classroom interaction (17.6%). The most classroom management used by preservice english teacher (>50%) were giving feedback and maintaning discipline.
Keywords: Classroom Management, Presrvice English Teacher, Teaching Strategies
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Nurkhamidah, Neni. "The European Profiling Grid (EPG) Pre-service Teachers’ Level in Lesson and Course Planning Competence." Acitya: Journal of Teaching and Education 5, no. 1 (January 2, 2023): 44–56. http://dx.doi.org/10.30650/ajte.v5i1.3465.
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It is recognized that teachers’ quality affects students’ performance. Therefore, the stakeholders have to make sure that teachers have the competence to perform the role as a qualified teacher. English Department of MNC University employs The European Profiling Grid (EPG) to assess preservice teacher competencies. The graduates of this department have to minimally achieve novice teachers’ level of EPG. This study aims at finding the preservice teacher level in lesson and course planning based on EPG standards. The descriptive qualitative method is applied. This research involves 17 students of MNC University in the Praktik Keterampilan Lapangan or Teaching Practice. The data is obtained from the lesson plans developed by preservice teachers and interviews. The result shows that the 13 preservice teachers of the English Department of MNC University are at the level of novice teacher and 4 preservice teachers are at the level of experienced teacher. The result indicates that all of the preservice teachers involved in this research have achieved the minimum requirements of graduates based on EPG, especially in lesson and course planning competence.
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Thompson, Ann D. "Helping Preservice Teachers." Journal of Teacher Education 36, no. 3 (May 1985): 52–54. http://dx.doi.org/10.1177/002248718503600312.
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Hudson, Suzanne, Peter Hudson, and Sarah Davey Chesters. "Preservice Teachers’ Views." International Journal of Learning in Higher Education 19, no. 2 (2013): 19–29. http://dx.doi.org/10.18848/1447-9494/cgp/v19i02/48639.
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Blankson, Joseph, Jared Keengwe, and Lydia Kyei-Blankson. "Teachers and Technology." International Journal of Information and Communication Technology Education 6, no. 1 (January 2010): 45–54. http://dx.doi.org/10.4018/jicte.2010091104.
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In addition to possessing content knowledge required to teach students, today’s teachers must be well equipped with appropriate technology skills and tools to guide and support student learning. The identification of this need has led teacher education programs to mandate all preservice teachers to enroll in technology courses as part of their teacher preparatory curriculum. Similarly, the International Society for Technology in Education (ISTE) has established the National Education Technology Standards for teachers (NETS- T) to help promote teacher technology competencies. The purpose of the study was to evaluate preservice teachers’ self-assessed technology competency to determine whether preservice teachers perceived that their technology class enabled them to meet ISTE’s required standards. Specifically, this paper explores the extent to which an educational technology course at a participating midwest college helped to improve preservice teachers’ technology skills as well as to prepare them attain ISTE NETS- T.
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Haverback, Heather Rogers. "Why don’t we teach social studies? Preservice teachers’ social studies self-efficacy." Social Studies Research and Practice 12, no. 3 (November 20, 2017): 245–57. http://dx.doi.org/10.1108/ssrp-07-2017-0034.
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Purpose The majority of states and school systems within the USA have implemented the Common Core State Standards, but with this implementation and focus on language arts and mathematics, many believe that social studies education has lagged. The purpose of this paper is to investigate preservice teachers’ social studies self-efficacy, experiences, and beliefs. Participants were preservice teachers in a required education course. During this course, preservice teachers were required to complete a 20-hour practicum within a school. Participants completed a teacher social studies self-efficacy scale, as well as a reflection questionnaire and course discussions. Results showed that preservice teachers reported that they did not have social studies experiences within the practicum. Implications of this study support preservice teachers having additional social studies education and C3 Framework mastery experiences. Design/methodology/approach With regard to the teacher’s sense of efficacy scale, descriptive statistics (means, standard deviations) were calculated. Following qualitative tradition (Glaser and Strauss, 1967; Miles and Huberman, 1994), the author used a constant comparative method to code the reflection questionnaire and group discussions. This included calculating answers and coding themes across the sources. These data gleaned insight into the participants’ experiences within the course and practicum regarding the domain of social studies education. Findings To answer research question 1, means and standard deviations were calculated. Using the social studies teacher’s sense of efficacy scale, participants reported M=6.4, SD=1.25. Research question 2 concerned whether or not participants were given a mastery experience (practicum/tutoring) in social studies. Moreover, if they were not given such an experience, in what domain did they work? Results indicated that a few participants (19 percent) stated that they had an opportunity to tutor in social studies. Most reported that the majority of their tutoring is in reading (58 percent) or mathematics (24 percent). Research limitations/implications The findings from this study inform social studies research as it focuses on teacher social studies self-efficacy and mastery experiences within a practicum. First, preservice teachers in this study had relatively low self-efficacy beliefs in the domain of social studies. Second, the participants had very few mastery experiences in social studies. Finally, preservice teachers seem to feel that they will enjoy teaching social studies, and they did learn social studies within their schools. Practical implications Teacher educators are constrained in the time that they have to impart knowledge, pedagogy, and efficacy beliefs on preservice teachers. While evolving legislative mandates are at the forefront of many aspects of teaching, a teacher’s belief in his or her ability to teach may be what leads to perseverance in the classroom. Experiences within social studies classrooms and a use of the C3 Framework will help to highlight teachers’ and students’ growth within the domain of social studies. This study highlights the need for more mastery experiences in social studies as a way of strengthening new teachers’ content knowledge. Social implications The future of social studies education within the classroom seems to be a dire situation. The consequence of the marginalization of social studies within the classroom is twofold. First, students to do have direct social studies instruction. Second, preservice teachers do not have an opportunity to observe or teach within this domain. As stated earlier, legislation is guiding classroom instruction. However, if teachers and schools are informed, social studies education does not have to disappear from student’s classroom time. School systems and teachers who have not yet done so should begin to consider using the C3 Framework. Originality/value The need to understand preservice teachers’ social studies self-efficacy beliefs is of importance given the constraints that they will most likely be facing once they enter the classroom. In other words, if preservice teachers are expected to teach children social studies, teacher educators should understand their learning of and beliefs about teaching in this domain. This study focused on preservice teachers’ self-efficacy and social studies beliefs. This study highlights the need for more mastery experiences in social studies as a way of strengthening new teachers’ content knowledge. Today, there are limitations wherein preservice teachers do not have many experiences with social studies. Future approaches should focus on offering more mastery experiences to preservice teachers.
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Olson, Amy J., and Carly A. Roberts. "Teacher Educators’ Perspectives: Preparing Preservice Teachers to Provide Access to the General Curriculum." Remedial and Special Education 39, no. 6 (January 20, 2018): 365–76. http://dx.doi.org/10.1177/0741932517738567.
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Teacher educators play a critical role in preparing preservice teachers to provide students with significant disabilities access to the general curriculum. This qualitative study investigated 11 teacher educators’ definitions of access and their self-reflections on their practices to prepare preservice teachers to provide students with significant disabilities access to the general curriculum. Teacher educators described their practices, which included shaping preservice teachers’ philosophies and dispositions and preparing them with the knowledge and skills to provide access. Findings from this study could translate into improved outcomes for teacher educators, preservice teachers, and ultimately students with significant disabilities.
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Altindag, Ahmet, and Hunkar Korkmaz Korkmaz. "Turkish Primary Science Teachers’ Views on An Ideal Teacher Education System." Cypriot Journal of Educational Sciences 12, no. 4 (December 30, 2017): 193–201. http://dx.doi.org/10.18844/cjes.v12i4.2794.
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The goals of this descriptive study were to determine Turkish preservice science teachers’ views on an ideal teacher education system. The sample consisted of 137 preservice teachers including 74 females and 63 males. The questionnaire was based on the open-ended questions and was developed to investigate an ideal teacher education system components as perceived by the preservice science teachers. Descriptive statistics were used to analyse the data. The results of this study shown that the Turkish preservice science teachers defined an ideal teacher education system components in the following: the personality of the teachers, the teacher educators as possessing professional knowledge, teacher education curriculum, and professional development process. These results and implications are discussed in the context of increasing expectations for demanded highly qualified teachers under provisions of the teacher education studies.
Keywords: Teacher Education; Primary Science Teachers; Ideal Teacher Education
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Wolf, Shelby A., Erikka L. Mieras, and Angela A. Carey. "What's after “What's That?”: Preservice Teachers Learning to Ask Literary Questions." Journal of Literacy Research 28, no. 4 (December 1996): 459–97. http://dx.doi.org/10.1080/10862969609547937.
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This year-long study analyzed the effects of using carefully assisted case studies to prepare preservice teachers to be more knowledgeable and skilled in supporting children's response to literature. As part of an undergraduate course in children's literature, 43 preservice teachers read weekly to individually selected children. The purposes of the assignment were (a) to expand the preservice teachers' understandings of response to literature by analyzing an individual child's responses over time and (b) to enhance their instructional strategies and critical stances toward literature. Over time, preservice teachers' question types shifted in amount and content, moving from teacher dominance to child-teacher dialogue. Within the dialogue, the preservice teachers learned to create or at least reflect on a balance between comfort and challenge. As the preservice teachers changed, the children changed as well, moving from hesitancy to confidence, even to the point of contradicting the preservice teachers. Additionally, the course emphasis on questioning as well as on detailed fieldnotes heightened preservice teachers' attention to the results of their own questioning strategies, causing them to be more reflective about the content and consequences of their queries.
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Bond, Nathan. "Preparing Preservice Teachers to Become Teacher Leaders." Educational Forum 75, no. 4 (October 2011): 280–97. http://dx.doi.org/10.1080/00131725.2011.602578.
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Aitken, Avril. "The Novice With Expertise: Is There a Leadership Role for Preservice Teachers in Times of Educational Change?" LEARNing Landscapes 1, no. 2 (January 2, 2008): 127–39. http://dx.doi.org/10.36510/learnland.v1i2.259.
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Teachers working in secondary schools in Quebec are in the initial stages of the implementation of a new curriculum. In contrast, preservice teachers completing their studies are prepared to use the programs and approaches. This article explores the notion of teacher leadership for the "novice with expertise." Competing conceptions of teacher leadership are presented, followed by an examination of preservice teachers’ representations of teacher leadership and tentative suggestions regarding the possibilities of leadership for preservice teachers.
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Goh, Tan Leng, and Kristin Scrabis-Fletcher. "Community of Practice: Preparing Preservice Teachers to Lead Movement Integration in a School–University Partnered Program." Journal of Teaching in Physical Education 40, no. 1 (January 1, 2021): 21–29. http://dx.doi.org/10.1123/jtpe.2019-0004.
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Purpose: Physical education teacher education programs prepare preservice teachers to lead Comprehensive School Physical Activity Programs. Through the coordination of a university’s physical education teacher education program and an elementary school, the purpose of this study was to examine preservice and in-service teachers’ perspectives in implementing a 6-week movement integration program. Method: A total of 12 preservice teachers participated in a weekly online discussion forum as part of a community of practice. In addition, the preservice teachers and three in-service teachers participated in an interview. Data were analyzed for themes. Results: The themes were facilitating implementation through support, sharing ideas for common practice, and overcoming challenges in implementation. Support received by the preservice teachers facilitated the implementation of the program. They also shared strategies to overcome implementation challenges through the weekly online discussions. Discussion/Conclusion: Fostering communities of practice among preservice teachers prepares them for collaboration and movement integration implementation in the future.
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Wyant, James D., Emily M. Jones, and Sean M. Bulger. "A Mixed Methods Analysis of a Single-Course Strategy to Integrate Technology Into PETE." Journal of Teaching in Physical Education 34, no. 1 (January 2015): 131–51. http://dx.doi.org/10.1123/jtpe.2013-0114.
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In recent years increased attention has been placed on physical education teachers’ use of technology. To date little research has been disseminated regarding the strategies physical education teacher education (PETE) programs are employing to prepare preservice teacher’s to use technology. The purpose of this study was to examine the influence a technology course had on advancing change in preservice teachers. A mixed methods process involving qualitative and quantitative data collection was employed. Participants included 12 preservice teachers enrolled at a mid-Atlantic university. Data analysis revealed four dominant themes emerged from participant data: (1) Increased Technological and Technological Pedagogical Knowledge; (2) Persistent First- and Second-Order Barriers to Technology Use; (3) Necessity of Experiential and Hands-on Learning; and (4) Variation in Warrant for Technology Use. Findings illustrate strengths and limitations of a technology course in a preservice PETE program as well as its potential benefits and impediments to manifesting teacher change.
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Arsal, Zeki. "Critical multicultural education and preservice teachers’ multicultural attitudes." Journal for Multicultural Education 13, no. 1 (April 8, 2019): 106–18. http://dx.doi.org/10.1108/jme-10-2017-0059.
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Purpose This study aims to examine the effect of critical multicultural education on the multicultural attitudes of preservice teachers in a teacher education program. Design/methodology/approach The study sample consisted of 76 preservice teachers enrolled in a teacher preparation program. This study used a pretest–posttest quasi-experimental research design with pretest-posttest. The multicultural content integration was implemented in an experimental group for one semester, and data were collected using the teacher multicultural attitude survey. Findings Analyses indicated that preservice teachers who were exposed to the critical multicultural education program showed significantly greater progress in their multicultural attitudes compared with teachers in the control group. The results of this study indicate that the integrating critical multicultural education content into teacher education program has a positive effect on fostering preservice teachers’ multicultural attitudes. Practical implications Teacher education program planners should integrate multicultural content, materials and activities into teaching methods courses to promote change in preservice teachers’ multicultural attitudes. Originality/value This study contributes to the multicultural studies on teacher education.
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Wang, Congcong. "From Preservice to Inservice." International Journal of Computer-Assisted Language Learning and Teaching 5, no. 2 (April 2015): 1–21. http://dx.doi.org/10.4018/ijcallt.2015040101.
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Wang (2012) suggested that preservice teachers perceived that their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with diverse students. However, that study was unclear about whether teachers perceived that they could transfer their awareness into teaching practice. Therefore, extending the pilot study, this follow-up study explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer in teaching English Language Learners by asking them to engage with an online language course and reflect on their experience. This study proposes a model for language teacher linguistic, cultural and technological awareness development and transfer, as well as discusses issues related to language teacher awareness transfer.
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Rink, Judith E., Karen French, Amelia M. Lee, Melinda A. Solmon, and Susan K. Lynn. "A Comparison of Pedagogical Knowledge Structures of Preservice Students and Teacher Educators in Two Institutions." Journal of Teaching in Physical Education 13, no. 2 (January 1994): 140–62. http://dx.doi.org/10.1123/jtpe.13.2.140.
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Understanding how the knowledge structures of preservice teachers develop as expertise is acquired would seem to be an important aspect of teacher preparation. The purpose of this study was to compare the pedagogical knowledge structures about effective teaching of preservice teachers and teacher educators in the professional preparation programs of two different institutions. Two groups of preservice teachers at two different points in their preparation program at each of the two institutions were asked to complete a concept map (Roehler et al., 1987) about effective teaching. One group completed the concept map just after the first teaching methods course, and the other group completed the map just prior to student teaching. These data were compared with concept maps of teacher educators at each institution. Quantitative and qualitative data revealed differences between the groups of preservice teachers and between the preservice teachers and the teacher educators.
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Tezer, Murat, and Naciye Ataman. "The effect of university education on lifelong learning tendency." Cypriot Journal of Educational Sciences 13, no. 1 (April 20, 2018): 66–80. http://dx.doi.org/10.18844/cjes.v13i1.3314.
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In this study, the effects of university education on lifelong learning tendencies of teachers and preservice teachers by some variables were aimed to analyse. In this study, survey model was used. The population of the study consists of the teachers serving in Turkey and the preservice teachers having been studying at Faculty of Arts at a university in 2016–2017 academic year and its samples consist of the first and second grade teachers and 3rd—4th grade preservice teachers. The effect of university education on lifelong learning tendency scale developed by researchers was used in this study. The findings obtained at the end of the study indicate that teachers have better lifelong learning tendency level than those of preservice teachers; there is a significant difference on behalf of females by just sex variable among age, professional seniority, branch variables.
Keywords: Lifelong learning tendency, university education, teacher, preservice teacher.
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Tezer, Murat, and Naciye Aynas. "The effect of university education on lifelong learning tendency." Cypriot Journal of Educational Sciences 13, no. 1 (March 29, 2018): 66–80. http://dx.doi.org/10.18844/cjes.v13i1.3370.
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In this study, the effects of university education on lifelong learning tendencies of teachers and preservice teachers by some variables were aimed to analyse. In this study, survey model was used. The population of the study consists of the teachers serving in Turkey and the preservice teachers having been studying at Faculty of Arts at a university in 2016–2017 academic year and its samples consist of the first and second grade teachers and 3rd—4th grade preservice teachers. The effect of university education on lifelong learning tendency scale developed by researchers was used in this study. The findings obtained at the end of the study indicate that teachers have better lifelong learning tendency level than those of preservice teachers; there is a significant difference on behalf of females by just sex variable among age, professional seniority, branch variables.
Keywords: Lifelong learning tendency, university education, teacher, preservice teacher
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Amador, Julie M., Anne Estapa, Zandra de Araujo, Karl W. Kosko, and Tracy L. Weston. "Eliciting and Analyzing Preservice Teachers' Mathematical Noticing." Mathematics Teacher Educator 5, no. 2 (March 2017): 158–77. http://dx.doi.org/10.5951/mathteaceduc.5.2.0158.
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In an effort to elicit elementary preservice teachers' mathematical noticing, mathematics teacher educators at 6 universities designed and implemented a 3-step task that used video, writing, and animation. The intent of the task was to elicit preservice teachers' mathematical noticing–that is, noticing specific to mathematics content and how students reason about content. Preservice teachers communicated their noticing through both written accounts and selfcreated animations. Findings showed that the specific city of mathematical noticing differed with the medium used and that preservice teachers focused on different mathematical content across the methods sections, illuminating the importance for mathematics teacher educators understanding of the noticing practices of the preservice teachers with whom they work. This report includes implications for using the task in methods courses and modifying course instruction to develop noticing following task implementation.
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Tatar, Nilgün. "INQUIRY-BASED SCIENCE LABORATORIES: AN ANALYSIS OF PRESERVICE TEACHERS’ BELIEFS ABOUT LEARNING SCIENCE THROUGH INQUIRY AND THEIR PERFORMANCES." Journal of Baltic Science Education 11, no. 3 (September 10, 2012): 248–66. http://dx.doi.org/10.33225/jbse/12.11.248.
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This study investigated the effects of inquiry-based instruction on preservice teachers’ beliefs concerning learning science through inquiry and their performance to apply a scientific inquiry process. A case study design was used in the study and the data were collected through interviews, observations and written documents. Two preservice teachers with different experiences in their previous science education were selected. The preservice teachers learnt both science and scientific inquiry process through open inquiry activities. The results of the research show that past experiences of preservice teachers are effective on beliefs about learning science through inquiry. The open inquiry science activities which allow preservice teachers’ making discussion, collaboration, and interaction were effective in developing their beliefs concerning learning science through inquiry and increasing their ability to apply a scientific inquiry process. The overall findings indicate that inquiry-based activities should frequently be a preferred instruction method in preservice teacher education. Keywords: Inquiry-based instruction, open inquiry activities, preservice teacher education, science education.
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Tucker, Olivia Gail. "Preservice Music Teacher Occupational Identity Development in an Early Field Experience." Journal of Music Teacher Education 30, no. 1 (June 24, 2020): 39–52. http://dx.doi.org/10.1177/1057083720935852.
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Occupational identity development is an important, complex component of music teacher education. Preservice teachers may experience dissonance between and/or integration of their musician and teacher identities, and scholars have found early field experiences to be important in undergraduates’ transitions into the teacher role. The purpose of this instrumental case study was to examine the occupational socialization and identity development of preservice music teachers in an early field teaching experience with a focus on preservice teacher and P–12 student interactions. I conducted observations, interviews, and a demographic survey during a semester-long early field experience. Findings centered around (a) the dynamic nature of preservice teachers’ identities; (b) the importance of peers, music teacher educators, and students to preservice participants as they engaged in the process of becoming music teachers, and (c) the momentary embodiment of music teacher and student roles. I connect these findings to prior research and suggest implications.
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Conceição, Teresa, Mónica Baptista, and João Pedro da Ponte. "Lesson study as a trigger for preservice physics and chemistry teachers’ learning about inquiry tasks and classroom communication." International Journal for Lesson and Learning Studies 8, no. 1 (January 7, 2019): 79–96. http://dx.doi.org/10.1108/ijlls-11-2018-0081.
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PurposeThe purpose of this paper is to understand what physics and chemistry preservice teachers learn on the nature of the inquiry tasks and about classroom communication in an inquiry task when they take part in a lesson study.Design/methodology/approachThis is a qualitative and interpretive research which was carried out within a master’s degree course in physics and chemistry teaching with three preservice teachers. Data were collected from participant observation with video recording, interviews, written reflections and group report by the preservice teachers. This two-cycle lesson study was conducted over 12 sessions. The data analysis took place through asking questions and using the constant comparison method, which allowed the identification of the most relevant issues about the preservice teachers learning according to the categories nature of the inquiry tasks and communication promoted by the teacher.FindingsThe results show that the preservice teachers learnt to identify the characteristics of inquiry tasks, how to develop an inquiry task when planning the research lesson and acknowledged its potential for student learning. Moreover, the preservice teachers acknowledged the fact that the classroom communication promoted by the teacher fostered student participation, negotiation of meanings about scientific concepts and construction of new learning that can be shared within the class.Research limitations/implicationsResearch is needed as regards how initial teacher education providers may contribute to the learning of preservice teachers in lesson study in initial teacher education programmes.Originality/valueThis research contributes to show potentialities of lesson study in the initial teacher education of preservice physics and chemistry teachers.
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Lindstrom, Denise, Gwen Jones, Meredith Thompson, and Joshua Hertlein. "Developing Preservice Teacher Conceptions of Effective Teachers Using Classroom Scenarios to Practice Difficult Conversations." Australian Journal of Teacher Education 46, no. 12 (December 2021): 21–34. http://dx.doi.org/10.14221/ajte.2021v46n12.2.
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Faculty from three different teacher preparation programs implemented classroom scenarios to help preservice teachers practice holding difficult conversations with students. The goal was to enhance critical reflection and discussion around creating culturally responsive classrooms to change preservice teacher conceptions of effective teachers' qualities. Results indicate that preservice teacher conceptions of effective teachers shifted from a focus on personal attributes to teaching skills. This study addresses the need for practice-based teacher education that has advanced in parallel with efforts to find new ways to the practical knowledge needed to be culturally responsive teachers.
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Park, Eunjeong. "The Reflectivity of EFL Preservice Teachers in Microteaching Practice." International Journal of Learning, Teaching and Educational Research 21, no. 4 (April 30, 2022): 186–204. http://dx.doi.org/10.26803/ijlter.21.4.11.
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Microteaching as a teaching practice helps preservice teachers develop their teaching and restructure their pedagogical schemes through reflection and feedback, particularly in teacher education. In particular, critical reflection helps preservice teachers describe their instructional experiences and perceptions and analyze what they have learned from those experiences. The study aimed to investigate how English as a foreign language (EFL) preservice teachers implement and reflect on their teaching performance in microteaching activities. The participants were 22 Korean EFL preservice teachers at a college of education. Grounded in Amobi’s (2005) conceptual framework of microteaching reflectivity, the preservice teachers’ self-reflection on microteaching and peer feedback checklists were collected and analyzed. Content analysis was used for data analysis. The findings revealed that the participants’ teaching practice had a range of reflectivity patterns of describing, informing, conforming, and reconstructing. This study also found that the participants made progress through microteaching practice. The pedagogical implications of these results encompass the usefulness of microteaching in three groups of preservice teachers, teacher educators, and institutions.
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Hikmat, Ade, and Herri Mulyono. "Smartphone Use and Multitasking Behaviour in a Teacher Education Program (TEP)." International Journal of Interactive Mobile Technologies (iJIM) 12, no. 2 (March 29, 2018): 4. http://dx.doi.org/10.3991/ijim.v12i2.7345.
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<p class="0abstractCxSpFirst">This paper reports on a small scale investigation into preservice teachers’ multitasking behaviours during a course in a teacher education program (TED). Specifically, it addresses three research questions, 1) how frequent do preservice teachers do multitasks with smartphone, 2) what are the types of preservice teachers’ multitasking behaviour, and 3) to what extent does multitasking behaviour affect preservice teachers’ learning. To this end, we did a classroom observation where smartphone was used to facilitate learning. During the observation, we wrote notes concerning preservice teachers’ multitasking behaviour with their smartphone. In addition, a total of 35 preservice teachers was surveyed. Findings of this study show that 97.14% of preservice teachers do multitasking in class; although the frequency and types of multitasking with smartphone vary. The findings also highlight fifteen types of multitasking behaviour with two most common activities: texting and searching. The analysis of preservice teachers’ responses on the survey as well as the observation data suggest that multitasking behaviour contributes both positively and negatively to preservice teachers’ learning. In reference to the findings, implications of the study to TEP are offered.</p><p class="0abstractCxSpLast"> </p>
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Kwarteng, Joseph Tufuor, and Peter Sappor. "Preservice Teachers’ Self-Efficacy in Teaching Cost Accounting." Education Research International 2021 (November 26, 2021): 1–11. http://dx.doi.org/10.1155/2021/9140161.
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The study examined preservice teachers’ self-efficacy in teaching cost accounting at the pretertiary level. It employed the descriptive cross-sectional survey design involving final year preservice accounting teachers at the University of Cape Coast. An adapted questionnaire referred to as Teacher Self-Efficacy and Mastery Experience Scale (TSEMES) was used to gather relevant data complemented by the academic records of the respondents to address the problem. The return rate of the instrument was 93%. Descriptive (frequencies, percentages, means, and standard deviation) and inferential statistics (simple linear regression) were used to analyse the data. The study found out that preservice accounting teachers were highly efficacious in classroom management compared to student engagement and instructional practices. Also, mastery experience had a positive influence on preservice accounting teachers’ self-efficacy in teaching cost accounting. Therefore, it was recommended that accounting teacher educators pay more attention to competencies related to instructional strategies and student engagement by engaging more with the preservice accounting teachers in these areas. In the deployment of teachers, the Ghana Education Service should prioritise preservice accounting teachers with higher academic achievement.
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Keating, Xiaofen D., Ke Zhou, Jingwen Liu, Rulan Shangguan, Yao Fan, and Louis Harrison. "Research on Preservice Physical Education Teachers’ and Preservice Elementary Teachers’ Physical Education Identities: A Systematic Review." Journal of Teaching in Physical Education 36, no. 2 (April 2017): 162–72. http://dx.doi.org/10.1123/jtpe.2016-0128.
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The purposes of this project were to conduct an overall review of research on preservice physical education (PE) teacher (referred to preservice PE teachers as preservice specialist) and/or preservice elementary teacher (referred to preservice elementary teachers as preservice generalist) PE identities and to identify any new trends in research on the topic. Studies were selected for analysis through searches of databases in English without time limits. In total, 27 articles were identified including 14 data-based studies. The majority of the selected studies (85.7%) employed qualitative methods. Research on the topic was not dominated by any single country. The focus of previous research was centered on determinants of preservice specialists’ PE identity construction such as PE coursework and student teaching. Information about the development and measurement of PE identity among preservice specialists and generalists is still sparse. More research on examining the complexity, nurturing, and reshaping of PE identities is needed.
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Chambre, Susan J., and Molly K. Ness. "Using Multimodal Virtual Instruction to Build Preservice Teachers’ Knowledge of Dyslexia." Excelsior: Leadership in Teaching and Learning 15, no. 1 (2023): 57–80. http://dx.doi.org/10.14305/jn.19440413.2023.15.1.04.
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Increasing awareness about screening and instructional interventions for students with dyslexia is a necessary component of P-12 teacher preparation. Disparities in reading achievement for students with disabilities, including those with dyslexia, is evidenced in lower literacy testing scores as well as lower high school graduation rates for those with documented disabilities when compared to typical developing peers. Preservice teachers, however, continue to struggle with understanding, identifying, and providing targeted literacy instruction to remediate reading challenges for students with dyslexia. Emerging data on the impact of the COVID-19 school closures on lags in student’s reading attainment, further solidifies the need for teacher preparation programs to prepare preservice teachers to implement best practices for supporting students with dyslexia. The purpose of this mixed-methods study was to determine the impact of asynchronous online learning modules on preservice teacher’s knowledge of dyslexia. Results indicate that preservice teachers who learn via online sources such as podcasts, infographics, and educational games, statistically increase their knowledge of dyslexia and confidence to work with students. Recommendations for programmatic change and inclusion of online learning about dyslexia for teacher preparation programs are suggested.
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Mewborn, Denise S., and David W. Stinson. "Learning to Teach as Assisted Performance." Teachers College Record: The Voice of Scholarship in Education 109, no. 6 (June 2007): 1457–87. http://dx.doi.org/10.1177/016146810710900602.
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Background Although preservice teachers bring well-established views of teaching to their teacher education programs, Tabachnick and Zeichner (1984) claimed that it is possible to amend preservice teachers’ views. They portrayed the learning of teachers as a negotiated and interactive process rather than as one that is predetermined by teachers’ prior experiences. Feiman-Nemser (2001) suggested that having preservice teachers examine their beliefs in light of images of good teaching should be one of the central tasks of preservice teacher education. Purpose The study reported in this manuscript was conducted in an effort to document and examine the interplay between novice teachers’ personal theories, their mathematics education coursework, and their field experiences. Research Design Using all four methods of data collection attributed to ethnographic research (Eisenhart, 1988)—artifact collection, participant observation, ethnographic interviewing, and researcher introspection—this interpretivist study (Zeichner & Gore, 1990) attempted to document and examine the learning of seven preservice elementary teachers as reflected in their mathematics methods coursework and subsequent field experiences. Findings This manuscript describes three tasks from the mathematics methods course—critiquing an essay written by a teacher as she reflected on her teaching practice; working one-on-one with a child in mathematics for an extended period of time; and observing an experienced teacher teach an elementary mathematics lesson—that provided preservice elementary school teachers with opportunities to learn and grow as teachers by making their beliefs explicit and then reflecting on their beliefs and linking these beliefs to the practice of teaching mathematics. The tasks described engaged the preservice teachers in examining beliefs critically in relation to visions of good teaching, developing an understanding of learners and learning, and developing the tools and dispositions to study teaching. Conclusions While an analysis of the data showed evidence that the preservice teachers became aware of their beliefs, reflected on their beliefs, and began to change their beliefs, the purpose of this manuscript is not to claim that the teachers changed for the good and that this change was enduring. Rather, the goal is to illuminate the tasks, provide the preservice teachers’ responses and reactions to the tasks, and to argue that these tasks constitute a form of learning to teach mathematics through assisted performance.
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Bjorklund, Peter, Alan J. Daly, Rebecca Ambrose, and Elizabeth A. van Es. "Connections and Capacity: An Exploration of Preservice Teachers’ Sense of Belonging, Social Networks, and Self-Efficacy in Three Teacher Education Programs." AERA Open 6, no. 1 (January 2020): 233285842090149. http://dx.doi.org/10.1177/2332858420901496.
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Learning to teach is rife with challenges. Preservice teachers’ self-efficacy can potentially mitigate the stress of these challenges, and teacher education programs are fundamental in helping them build this important resource. As such, understanding the foundations of self-efficacy is important for researchers and teacher educators alike. Grounding our study in social network theory, we explored the relationship between sense of belonging to a teacher education program, network centrality, and self-efficacy. Our sample included 245 preservice teachers in three university teacher education programs. We found that sense of belonging to the program and network centrality (in-degree and out-degree) were significantly and positively related to preservice teachers’ self-efficacy beliefs. This study builds on a growing literature that explores the relationships between preservice teachers’ social networks and their beliefs and practices.
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Arrighi, Margarite A., and Judith C. Young. "Teacher Perceptions about Effective and Successful Teaching." Journal of Teaching in Physical Education 6, no. 2 (January 1987): 122–35. http://dx.doi.org/10.1123/jtpe.6.2.122.
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The purpose of this investigation was to examine the perceptions of preservice and inservice teachers about successful and effective teaching. Two samples of preservice and inservice teachers responded to open-ended questions concerning their perceptions of teaching effectiveness and their own success. The first sample included 224 beginning physical education majors, student teachers, and inservice physical educators who identified 2,003 effective teaching components which were categorized into 20 different instructional factors by the research team. The second sample included 379 inservice and preservice teachers who were asked about their perceptions of successful teaching. Responses were then categorized by source of success: students, self, others’ reactions, or administrative. Results indicated differences in preservice and inservice teachers’ perceptions, suggesting a pattern of socialization into the teacher role. Teacher perceptions of effective and successful teaching reflected concern for student responses. Effectiveness categories identified included teaching strategy, management and organization, content, and personal characteristics. Perception of successful teaching indicated greater concern for self among preservice than inservice teachers.
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Isiksal, Mine, Joanne M. Curran, Yusuf Koc, and Cengiz S. Askun. "Mathematics Anxiety and Mathematical Self-Concept: Considerations in Preparing Elementary-School Teachers." Social Behavior and Personality: an international journal 37, no. 5 (August 1, 2009): 631–43. http://dx.doi.org/10.2224/sbp.2009.37.5.631.
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The purpose of this study was to explore the effects of type of educational system and years spent in teacher education programs on preservice teachers' mathematics anxiety and mathematical self-concept scores. The sample consisted of 234 American and 276 Turkish early childhood and elementary school preservice teachers. The Abbreviated Mathematics Anxiety Scale (AMAS; Hopko, 2003) was used to measure how anxious preservice teachers feel during a specific mathematics related event. In order to measure the mathematical self-concept of preservice teachers, the Experience with Mathematics Questionnaire (EMQ; Gourgey, 1982) was used. Regarding the effect of the educational system, results revealed that while the American preservice teachers had significantly higher anxiety scores, Turkish preservice teachers had significantly higher self-concept scores. Results supported previous findings emphasizing the negative relationship between mathematical anxiety and mathematical self-concept.
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Cetin, Ibrahim. "Preservice Teachers’ Introduction to Computing." Journal of Educational Computing Research 54, no. 7 (July 26, 2016): 997–1021. http://dx.doi.org/10.1177/0735633116642774.
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Computational thinking has been gaining new impetus in the academic community and in K-12 level education. Scratch is a visual programming environment that can be utilized to teach and learn introductory computing concepts. There are some studies investigating the effectiveness of Scratch for K-12 level education. However, studies that have been conducted at the collegiate level, especially in the context of preservice computing teacher education, are very rare. The present study aimed to investigate the effect of Scratch-based instruction on preservice teachers’ understanding of basic programming concepts and their attitudes toward programming. In the present study, a mixed method design was utilized. In the first phase of the study, the data were collected using an achievement test, a practice test, and a computer programming attitude scale. In the second phase of the study, data were collected through a semistructured interview. The results of the study indicated that preservice teachers in Scratch-based instruction had significantly better understanding of basic computing concepts. Qualitative data indicated that Scratch-based instruction was useful in constructing a more meaningful learning environment for preservice teachers. The results of this study have implications for researchers and preservice computing teacher educators when designing an introductory computing course.
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Dewhurst, Yvonne, Michelle Ronksley-Pavia, and Donna Pendergast. "Preservice Teachers’ Sense of Belonging During Practicum Placements." Australian Journal of Teacher Education 45, no. 11 (November 2020): 17–33. http://dx.doi.org/10.14221/ajte.202v45n11.2.
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Practicum placements in schools are keystone features of preservice teacher education, yet inconsistencies in their nature and quality are pervasive. This phenomenon was explored in two cultural contexts, with a focus on ‘belonging’, which the literature reveals may impact practicums and commitment to the profession. Interviews were conducted with six primary school preservice teachers in Australia and Scotland, about their lived experience of belonging/non-belonging during practicum. Hermeneutic phenomenological analysis revealed four themes in both cultural contexts: 1. Being welcomed; 2. Settings and procedures; 3. Interpersonal interactions; and, 4. Strategic behaviours. This study indicates belonging as crucial to preservice teachers’ cognition, wellbeing and learning during practicums, with ‘non-belonging’ inhibiting their development. Preservice teacher and mentor preparedness for practicums is highlighted, alongside challenges for initial teacher education programs and schools in addressing the fundamental need to foster a sense of belonging for preservice teachers during this crucial aspect of their teacher preparation.
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Hikida, Michiko, Katharine Chamberlain, Susan Tily, Anne Daly-Lesch, Jayce R. Warner, and Diane L. Schallert. "Reviewing How Preservice Teachers Are Prepared to Teach Reading Processes: What the Literature Suggests and Overlooks." Journal of Literacy Research 51, no. 2 (February 27, 2019): 177–95. http://dx.doi.org/10.1177/1086296x19833297.
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Today’s world requires attention to all aspects of initial literacy teacher preparation, including how and what preservice teachers learn about the component processes of reading. To address this imperative, a review was conducted of articles published from 2000 to 2018 identified through the CITE-ITEL database ( https://cite.edb.utexas.edu ) that reported findings related to reading processes and initial teacher preparation. After an inductive analytic process, the authors organize findings into five focus areas: (a) definitions and delimitations of reading processes, (b) studies of preservice teachers’ beliefs about teaching reading processes, (c) research identifying preservice teachers’ knowledge gaps and misconceptions, (d) intervention studies aimed at increasing preservice teachers’ knowledge, and (e) studies detailing the application of knowledge about reading processes into contexts of pedagogical practice. The discussion considers the current gaps in how reading processes and literacy are conceptualized and possible areas of inquiry related to preservice teacher education and reading processes.
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Pang, Yanhui. "Passion and vision for inclusion." Journal for Multicultural Education 12, no. 4 (November 12, 2018): 343–52. http://dx.doi.org/10.1108/jme-01-2017-0003.
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Purpose This study aims to selects a teacher training program located in China’s rural area and focus on its preservice teachers’ attitudes towards inclusive education in China and their expectations of teacher training programs. Design/methodology/approach The selected teacher training program is in School of Education of a comprehensive university, located in a small town in Northeast China. Five preservice teachers in the Department of Teacher Education were interviewed. The interviewees were randomly selected among those who have already gained at least 60 credits of coursework prior to the interview. Each interview lasted for approximately 0.5 h. Interview notes were summarized and coded using Braun and Clarke’s (2006) six-step approach. In addition to interview data, other data sources were used, such as classroom observation and review of curriculum and program requirement. Findings Although the selected teacher preparation program started offering some selective special education courses to preservice teachers, there are limited number of offerings and a lack of field placement in inclusive settings, and stereotypical opinions towards disabilities still exist as a roadblock for choosing special education teacher profession. Research limitations/implications The current study only focuses on one rural teacher training institution and report preservice teachers’ opinions toward teacher education curriculum, factors that lead to their decision in the teacher education major and their vision towards inclusion in China. Recommendations are provided to increase public awareness of disability, and create more field based experience in inclusive settings for preservice teachers. However, the result may not be generalized to reflect preservice teachers of teacher training institutions located in developed areas where there are rich opportunities for field experience in inclusive setting or special education programs, and who offer more extensive special education courses. Practical implications It is recommended that teacher preparation program modify curriculum and offer more special education courses, as well as develop connections with local special education schools and inclusive programs, thus creating more field based opportunities for preservice teachers to work with children with disabilities. Originality/value There are limited studies on rural preservice teachers’ attitudes towards being a special education teacher and how the teacher training programs prepare them to become a special education teacher. The current study fills the gap and conduct an interview study of preservice teachers’ from a rural teacher training programs perceptions of China’s special education, how they choose the program of study that prepare them to become a special education teacher, and their rating of the teacher preparation program.
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Othman, Juliana, and Richard Kiely. "PRESERVICE TEACHERS’ BELIEFS AND PRACTICES IN TEACHING ENGLISH TO YOUNG LEARNERS." Indonesian Journal of Applied Linguistics 6, no. 1 (July 29, 2016): 50. http://dx.doi.org/10.17509/ijal.v6i1.2661.
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<p>This paper explores ESL preservice teachers’ beliefs regarding teaching English to young learners, and examines the interplay between their beliefs and instructional practices. Seventy ESL preservice teachers at a university in Malaysia participated in the study. Data is drawn from semi-structured interviews and lesson plan analysis. The results indicated that the preservice teachers’ classroom practices did not often reflect their stated beliefs about young learners language learning. Although there was a strong consensus that English should be taught communicatively, the preservice teachers also employed structural based approach when teaching grammar. Contextual factors hindering this consistency were attributed to exam focused instruction and time constraints. Thus, this paper argues that reform in language teacher education need to address factors that hinder preservice teachers from implementing instructions which aligns with the theoretical beliefs espoused by their teacher training program.</p>
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Orland-Barak, Lily, and Jian Wang. "Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform." Journal of Teacher Education 72, no. 1 (January 6, 2020): 86–99. http://dx.doi.org/10.1177/0022487119894230.
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Preservice teacher education programs worldwide are increasingly becoming field based with student teaching as the capstone experience for preservice teacher learning in the program. Consequently, mentor teachers at field-placement program schools are bestowed with new and unique functions to support preservice teachers’ learning to teach, which calls for new conceptualizations of teacher mentoring approaches. This article critically examines the theoretical underpinnings of four existing approaches to teacher mentoring during student teaching, analyzes the focuses and practices associated with each approach, and identifies the major challenges that each approach faces in guiding preservice teachers to learn to teach as expected by the field based teacher education reforms. Finally, it proposes an integrated approach to teacher mentoring for field-based teacher education that transcends the four existing teacher mentoring approaches.
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James, Sarah Margaret, Suzanne(Sue) M. Hudson, and Alexandra Lasczik. "Primary preservice teachers' perspectives of their literacy mentoring experiences during professional placement." International Journal of Mentoring and Coaching in Education 11, no. 2 (December 24, 2021): 195–212. http://dx.doi.org/10.1108/ijmce-07-2021-0080.
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PurposeBeing literate can change the lives of Australian students. Therefore, graduating effective teachers of literacy is an imperative for Australian schools. Professional experience provides an opportunity for preservice teachers to refine their skills for teaching literacy under the guidance of a mentor teacher. This study investigates from the perspective of preservice teachers, the attributes and practices primary mentor teachers demonstrate when mentoring literacy teaching during professional experience.Design/methodology/approachThis investigation utilised survey design to gather data from primary preservice teachers (n = 402) from seven Australian universities. The 34 survey items were underpinned by the Five Factor Model of Mentoring and literacy practices prescribed by the Australian curriculum. Preservice teachers self-reported their responses about their literacy mentoring experiences on a five-point Likert scale. The Five Factor Model of Mentoring provided a framework to analyse and present the data using descriptive statistics.FindingsFindings revealed 70% or more of preservice teachers agreed or strongly agreed mentor teachers had the personal attributes, shared the pedagogical knowledge, modelled best practice and provided feedback for effective literacy teaching. Conversely, only 58.7% of the participants reported their mentor teachers shared the system requirements for effective literacy teaching.Research limitations/implicationsThe preservice teachers self-reported their experiences, and although this may be their experience, it does not necessarily mean the mentor teachers did not demonstrate the attributes and practices reported, it may mean they were not identified by the preservice teachers. While there were 402 participants in this study, the viewpoints of these preservice teachers' may or may not be indicative of the entire population of preservice teachers across Australia. This study included primary preservice teachers, so the experiences of secondary and early childhood teachers have not been reported. An extended study would include secondary and early childhood contexts.Practical implicationsThis research highlighted that not all mentor teachers shared the system requirements for literacy teaching with their mentee. This finding prompts a need to undertake further research to investigate the confidence of mentor teachers in their own ability to teach literacy in the primary school. Teaching literacy is complex, and the curriculum is continually evolving. Providing professional learning in teaching literacy will position mentor teachers to better support preservice teachers during professional experience. Ultimately, the goal is to sustain high quality literacy teaching in schools to promote positive outcomes for all Australian school students.Originality/valueWhile the role of mentor teacher is well recognised, there is a dearth of research that explores the mentoring of literacy during professional experience. The preservice teachers in this study self-reported inconsistencies in mentor teachers' attributes and practices for mentoring literacy prompting a need for further professional learning in this vital learning area.
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Unrath, Kathleen A., and Carrie Y. Nordlund. "Postcard Moments: Significant Moments in Teaching." Visual Arts Research 35, no. 1 (July 1, 2009): 91–105. http://dx.doi.org/10.2307/20715490.
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Abstract This qualitative study explores the nature of preservice art teachers’ concepts of what it means to be a teacher. Using a multisemester reflective art and writing project entitled Postcard Moments, preservice art teachers, students in an art education program at a Midwestern university, were asked to creatively document revelations and transformations during their course of study in preparation for becoming teachers of art. Through analysis of students’ Postcard Moments, the researchers gained insight into how their preservice art teachers made connections between experiences, significant moments, and their emerging teacher identity.