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Journal articles on the topic 'Teacher perspectives'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

Martino, Wayne, and Goli M. Rezai‐Rashti. "Male teacher shortage: black teachers’ perspectives." Gender and Education 22, no. 3 (May 2010): 247–62. http://dx.doi.org/10.1080/09540250903474582.

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2

Kusumayasa, Kadek Ngurah. "Pedagogical Competence of EFL Teachers: Teachers’ and Students’ Perspectives." Jurnal Ilmiah Pendidikan Profesi Guru 5, no. 1 (May 16, 2022): 46–53. http://dx.doi.org/10.23887/jippg.v5i1.46203.

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The pedagogic competence of English teachers plays an important role in developing students' potential in mastering English. Students' perceptions are needed to find out how the teacher's pedagogic competence is in carrying out learning, students can be used as sources of information for reflection because students often interact directly with teachers in the learning process. In addition, the perception of the teacher itself is also needed to find out how his pedagogical competence as a teacher is in carrying out the learning process in order to achieve learning objectives. This study aims to analyze teacher and student perceptions of the pedagogical competence of English teachers and analyze differences in student and teacher perceptions related to pedagogical competence in teaching English. This research is a mixed method research. Data collection in this study used instruments in the form of questionnaires and interviews. The results showed that students' perceptions of their English teacher's pedagogic competence were categorized as positive because the average of all student responses was 4.3547. The English teacher's perception of his pedagogical competence is categorized as positive because the average of all teacher responses is 4.4222. Students and teachers have different perceptions about the teacher's pedagogic competence in teaching English, namely in terms of understanding the characteristics and potential of students.
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Hall, Michael. "Research Ethics: Deontological Perspectives." Shanlax International Journal of Arts, Science and Humanities 7, no. 3 (January 1, 2020): 1–6. http://dx.doi.org/10.34293/sijash.v7i3.1326.

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The training of Further Education teachers has been debated since the incorporation of Further Education colleges in the UK in 1992 but, to date, moves by governments and their agencies to professionalise the FE teaching sector have been unsuccessful. The continuation of a homogenous initial teacher training programme within the FE sector has resulted in this sector failing to respond to the changing needs of society and the complex needs of the new FE teacher. This study explored the FE teacher training programme within one college in the UK. The research questions focussed on four elements: the concept of professionalism in FE teaching, the FE teacher as an agent of change, the changing professional identity of the participants and the ways new FE teachers managed multiple professional identities. Using a case study approach, twenty-two new FE teachers undertaking the initial teacher training programme participated in the research as they took on their new professional role as FE teachers. The project used mixed methods of data collection including self-completion questionnaires, focus groups, observations and semi-structured interviews. Thematic content analysis identified that the FE teachers experienced changing and multiple professional identities, from vocational experts to qualified educators, whilst retaining elements of their previous professional identities. Through this process of change, new FE teachers acted as change agents and helped FE students realise their own aspirations. This research demonstrates that Further Education teaching can be categorised into three distinct areas based on the subjects taught: the vocational teacher, the professional teacher, and the academic teacher. Teachers from each area require a different focus in their initial teacher training. The study identifies the need for different approaches to Further Education initial teacher training for the three areas and offers opportunities to develop distinct teaching qualifications and career pathways whilst capturing the generic sociological aspects of FE teaching.
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Szeto, Elson, and Annie Yan-Ni Cheng. "Principal–teacher interactions and teacher leadership development: beginning teachers’ perspectives." International Journal of Leadership in Education 21, no. 3 (January 11, 2017): 363–79. http://dx.doi.org/10.1080/13603124.2016.1274785.

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Newton, E. H., and W. E. Braithwaite. "Teacher Perspectives on the Evaluation of Teachers." Educational Studies 14, no. 3 (January 1988): 275–88. http://dx.doi.org/10.1080/0305569880140304.

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6

Gallimore, Desirée P. M. "Multiculturalism and Students with Visual Impairments in New South Wales, Australia." Journal of Visual Impairment & Blindness 99, no. 6 (June 2005): 345–54. http://dx.doi.org/10.1177/0145482x0509900604.

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This study found that a large number of students with visual impairments in public and private schools in New South Wales come from culturally diverse backgrounds, that teacher training does not incorporate multicultural perspectives, and that instructors and itinerant vision teachers lack knowledge and skills to teach from a multicultural perspective. Recommendations are provided to guide the inclusion of multicultural perspectives in teacher preparation programs and teachers’ practices.
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Ghim, Hyeyoung. "Early Childhood Teachers’ Perception Shifts on Social Studies After Taking a Teacher Education Course From a Critical Perspective." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 23 (December 15, 2022): 823–35. http://dx.doi.org/10.22251/jlcci.2022.22.23.823.

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Objectives This study explores early childhood teachers’ perception shifts on social studies after taking a teacher education course called ‘social studies in early childhood’ designed from a critical perspective. Specifically, it attempts to identify effective teaching methods for transformative learning. The study utilizes critical theory and transformative learning theory as theoretical frameworks. Methods A survey consisting of seven open-ended questions was distributed to the teachers enrolled in class. Results The study found that the teachers have changed their perspectives in two ways. First, the teachers redefined the meaning of social studies and expanded their understanding of the subject. Second, they learned the importance of maintaining critical perspectives when perceiving the subject and society. Conclusions Based on the findings, the study stresses the importance of holding critical perspectives as teacher educators and suggests ways to incorporate their perspectives into instructional practices in teacher education.
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Stearns-Pfeiffer, Amanda. "One educator, four perspectives." English Teaching: Practice & Critique 14, no. 3 (December 7, 2015): 260–69. http://dx.doi.org/10.1108/etpc-03-2015-0025.

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Purpose – The author of this paper aims to reflect on the past 14 years of English education in the USA and the resulting effects of state standards and standards implementation on secondary English teachers. Design/methodology/approach – Controversy surrounding standards implementation often includes balancing the struggle between teacher autonomy and district-mandated curriculum. The journey described here includes four roles in education: first, an undergraduate in a teacher education program at a state university; second, a classroom teacher learning to create pacing guides based on the standards; third, a graduate student writing a dissertation about standards implementation; and, fourth, a teacher educator who works with pre-service and practicing teachers. Findings – Educators at all levels must determine how to best navigate standards to help students succeed in the classroom, and what teaching practices must endure even in the face of increased standardization. Originality/value – Lack of curricular autonomy and few teacher-centered professional development opportunities during early standards implementation experiences led the author to understand the importance of a workshop model of standards implementation for teachers. In addition, strong support for reading and writing workshops in the secondary English Language Arts classroom is also provided, including the specific Common Core Standards met during these classroom activities.
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9

Bennett, Christine. "Teacher Perspectives: Strengthening Reflective Teacher Education." Teaching Education 8, no. 1 (January 1996): 3–12. http://dx.doi.org/10.1080/1047621960080102.

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10

Smestad, Bjørn, Monica Johannesen, and Hanne Christensen. "Editorial: Perspectives on teachers’ transdisciplinary professional competence." Nordic Journal of Comparative and International Education (NJCIE) 4, no. 3-4 (December 29, 2020): 1–8. http://dx.doi.org/10.7577/njcie.4009.

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What are the prevalent understandings of the concept of teachers’ professional competence? What knowledge forms and learning arenas are significant in developing teacher competences for the 21st century? In what ways can transdisciplinary goals of teacher education (such as diversity, research and development (R&D) and digital competence) contribute in forming teachers’ professional competence? This special issue’s contributions address a variety of perspectives on core concepts for understanding the complexity of teachers’ professional competence. They define, question and criticize the prevalent epistemological and ontological understandings within teacher qualification. They include theoretical and empirical papers addressing a variety of perspectives on teacher qualification and teachers’ professional competence, with a particular focus on the role of modes of knowledge, learning arenas and multidisciplinarity as contributors to transdisciplinary goals in teacher qualification. In addition, contributions illustrate dimensions of teachers’ professional competences such as teachers’ diversity competence, teachers’ R&D competence and teachers’ digital competence.
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Sawalhi, Rania, and Youmean Chaaban. "Mentor teachers’ and student teachers’ perspectives toward teacher leadership." Mentoring & Tutoring: Partnership in Learning 29, no. 1 (January 1, 2021): 70–88. http://dx.doi.org/10.1080/13611267.2021.1899586.

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Harris, Kylie, and Sally Barnes. "Male teacher, female teacher: exploring children’s perspectives of teachers’ roles in kindergartens." Early Child Development and Care 179, no. 2 (February 2009): 167–81. http://dx.doi.org/10.1080/03004430802667005.

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Blase, Joseph, and Jo Blase. "Principals’ Instructional Leadership and Teacher Development: Teachers’ Perspectives." Educational Administration Quarterly 35, no. 3 (August 1999): 349–78. http://dx.doi.org/10.1177/0013161x99353003.

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14

Peterson, Penelope L., and Michelle A. Comeaux. "Evaluating the Systems: Teachers’ Perspectives on Teacher Evaluation." Educational Evaluation and Policy Analysis 12, no. 1 (March 1990): 3–24. http://dx.doi.org/10.3102/01623737012001003.

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High school teachers (N = 48) in four schools in two districts in Florida and Wisconsin analyzed two behavioral teacher evaluation systems used in Florida (Florida Performance Measurement System [FPMS] and Teacher Assessment and Development System [TADS]), a Self-Evaluation Checklist, and an Alternative System designed to assess teachers’ reflection on practice. Overall, teachers rated the Alternative System most highly because they thought the system would facilitate professional growth by encouraging teachers to reflect on their teaching. However, Wisconsin teachers rated this system more highly than did Florida teachers, who rated TADS more favorably. Teachers’ ratings of TADS were significantly related to their agreement with a teaching effectiveness perspective, and Florida and Wisconsin teachers differed in their agreement with this perspective. Comparisons of teachers’ judgments who had actually used particular systems with those who had not showed the importance of considering the context as well as the content of evaluation systems.
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15

Nolin, Mary Jo, and Elizabeth Farris. "Research Reports: Teachers' Perspectives on Teacher Performance Evaluations." Kappa Delta Pi Record 31, no. 2 (January 1995): 60–65. http://dx.doi.org/10.1080/00228958.1995.10531902.

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Blase, J., and J. Blase. "Principals' Instructional Leadership and Teacher Development: Teachers' Perspectives." Educational Administration Quarterly 35, no. 3 (August 1, 1999): 349–78. http://dx.doi.org/10.1177/00131619921968590.

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Peterson, Penelope L., and Michelle A. Comeaux. "Evaluating the Systems: Teachers' Perspectives on Teacher Evaluation." Educational Evaluation and Policy Analysis 12, no. 1 (1990): 3. http://dx.doi.org/10.2307/1163584.

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18

Kerwin-Boudreau, Susan. "The Master Teacher Program: Professional Development for College Teachers." LEARNing Landscapes 2, no. 2 (February 2, 2009): 225–41. http://dx.doi.org/10.36510/learnland.v2i2.306.

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In this qualitative study I explored six college (CEGEP) teachers’ perspectives on teaching and learning over a two-year period, as they completed the first four courses in a professional development program, the Master Teacher Program (MTP). Repeated, semi-structured interviews were analyzed, using the complementary processes of categorizing and connecting. Results revealed, through four patterns and three major dimensions, a process of evolution from a teacher- to a learner-centered perspective.
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KHOO, NUR AINI KHOO BINTI AHMAD FUAD. "Looking Through Different Points of Views: Characteristics of a Good Mathematics Teacher." ASM Science Journal 17 (May 17, 2022): 1–14. http://dx.doi.org/10.32802/asmscj.2022.859.

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Mathematics is essentially used in many fields. Due to its importance, nurturing mathematical knowledge in students is deemed crucial in education now. Providing a good mathematics teacher is an important factor in developing students' mathematical skills and knowledge. This study aims to explore the characteristics of a good mathematics teacher from the points of view of teachers and students. In order to investigate the characteristics, this study employed a qualitative method using semi-structured interviews and focus group sessions involving twenty-three informants consisting of mathematics teachers and students. The informants were purposively selected from several schools in the southern region of Malaysia. Once the data were collected, they were qualitatively analysed using thematic analysis. Based on the findings, there are two main perspectives on the characteristics of a good mathematics teacher based on the teacher's and student's perspectives. Teachers define the characteristic of a good mathematics teacher from the aspects of the teacher's knowledge and experience. In comparison, students viewed it from the aspects of teachers' personalities, teaching styles, and delivery instructions. So, in conclusion, mathematics teachers and students have different points of view when describing the characteristics of a good mathematics teacher.
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20

Cherian, Finney. "Effective Associate Teacher Mentorship: Teacher Candidate Perspectives." International Journal of Learner Diversity and Identities 19, no. 2 (2013): 129–40. http://dx.doi.org/10.18848/2327-0128/cgp/v19i02/48534.

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21

Lombardo-Graves, Mary M. "READY TO TEACH: SPECIAL EDUCATION PRE-SERVICE TEACHER PRESPECTIVES ON TEACHER PREPARATION." EPH - International Journal of Educational Research 2, no. 3 (September 20, 2018): 6–14. http://dx.doi.org/10.53555/ephijer.v2i3.30.

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In this qualitative research project, pre-service teacher perspectives on the clinical experiences and coursework required for teacher preparation in special education were examined. The goal of this study was to provide data on specific areas where teacher educators can provide more support and better prepare pre-service teachers for the classroom. This particular study focuses on the educational experiences of pre-service teachers and their perspectives on teacher readiness. The pre-service teacher perspectives are limited to a particular special education teacher preparation educational community; however, the clinical experiences portion of the fieldwork hails from a variety of educational settings. The data collection consisted of pre-service teacher interviews during clinical experiences. The findings of this study revealed the value placed on quality mentors, practical experiences, and application in the clinical setting.
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22

Schratz, Michael. "The European Teacher: Transnational Perspectives in Teacher Education Policy and Practice." Center for Educational Policy Studies Journal 4, no. 4 (December 31, 2014): 11–27. http://dx.doi.org/10.26529/cepsj.183.

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The future role of teachers in Europe will contribute to raising the awareness of a new expectation of what it means to be a “European Teacher”. If there is unity in diversity through national identities, the question remains: what makes a teacher “European”? Answering this unusual question, one encounters several aspects that have strong national traits ofwhat it means to teach in a particular country (e.g. political culture), which still does not enable teachers to easily move their employment from one country to another because of differences in career structure, teacher education, selection and recruitment, etc. However, there are many similarities in general teacher competences that are required throughout Europe and beyond. This paper looks at teacher professionalism from various perspectives, attempts to discern the “Europeanness” in teachers’ work and mobility as a goal, and highlights particular policy development areas necessary to stimulate further discussions. The depiction of a European Doctorate in Teacher Education concludes the paper.
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23

Fitri, Rina, Sulastri Sulastri, and Ismail AB. "TEACHER PERSPECTIVES ON HIGH SCHOOL IN ACEH PROVINCE ABOUT NATURAL DISASTERS." JURNAL GEOGRAFI 13, no. 2 (July 7, 2021): 171. http://dx.doi.org/10.24114/jg.v13i2.23863.

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The Indonesian government has made efforts to restore the structure and development of school responses, including increasing knowledge, skills, and disaster management operating systems in schools. School leaders and teachers are expected to balance the need for standard operating procedures with the ability of organizational structures to respond to specific problems caused by disasters. Teacher enhancement is expected to provide a more active role for students and overcome their stress in post-disaster situations. This study aimed to examine the perspective of high school teachers on knowledge of natural disasters and natural disaster mitigation. A descriptive statistical approach is used to describe and explain teacher knowledge and mitigate natural disasters. Explaining how much influence or relationship between teachers' knowledge on disaster mitigation is done. The sample in this study was high school teachers in Aceh province, with 389 teachers. The research data collection used an instrument in the form of a questionnaire. The results showed that the perspective of high school teachers regarding knowledge of natural disasters was in the high category on average; the average teacher knew general knowledge of natural disasters, signs of catastrophe, classification of natural disasters, and causes of natural disasters. Not much different from the results of the teacher's perspective regarding natural disaster mitigation in the very high category, planning in the mitigation process, policies, operational disaster procedures, signs of disaster evacuation have been recognized by SMA teachers in Aceh province. The level of knowledge of high school teachers with mitigation has a significant relationship, so the higher the knowledge of high school teachers about natural disasters, the more high-school teachers can mitigate against natural disasters.Keywords: Teacher's Perspective, Natural Disaster Knowledge, Natural Disaster Mitigation, Regression Analysis
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Diputro, Angga Dwi Cahyo Andar, and Pratnyawati Nuridi Suwarso. "PRE-SERVICE ENGLISH TEACHERS’ PERSPECTIVES TOWARDS TEACHER PROFESSIONALISM: A NARRATIVE INQUIRY." Jurnal Pendidikan Bahasa dan Sastra 20, no. 1 (June 30, 2020): 95–110. http://dx.doi.org/10.17509/bs_jpbsp.v20i1.25975.

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Since 2018, there are 2.449 pre-service teachers (PSTs) prepared to be professional teachers. In Indonesia, those PSTs are enrolled in the professional development program called PPG. To become a teacher, they have to obey teacher professionalism regulated in the Law Number 14 Year 2005 explaining, among others, that teacher roles, teacher competencies, and teacher professional development programs are the important aspects in determining teacher professionalism. This research aims to know their perspectives towards teacher professionalism. The method used was the qualitative research method and a narrative inquiry research design. The subjects were ten pre-service English teachers who have different background of studies, experiences, and even interests in becoming teachers. An adapted semi-structured interview guideline from Yuwono (2008) and FGD guideline developed from 4 previous studies and the Law Number 14 Year 2005 were employed to collect the data. To avoid bias data, triangulation of source and methodology was conducted. The results show that the PSTs thought that it has to be more flexible and practical. They also revealed that teacher roles, teacher competencies and teacher professional development program are the determiners of teacher professionalism as what is explained in the law. However, they considered that teacher roles can be supportive aspect towards teacher competencies performed in the classroom. Thus, teacher competencies are the most dominant factor that can influence and determine teacher professionalism. Further, professional teacher certification consisting various professional development programs is needed to improve their competencies.
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Telles, João A. "TEACHERS’ ACCOUNTS OF LANGUAGE VARIATIONS." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 14, no. 1 (February 1998): 87–120. http://dx.doi.org/10.1590/s0102-44501998000100005.

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This paper focuses on teachers' stigmatizing perspectives of their students' nonstandard varieties of Portuguese. Theoretically, the study was grounded on Personal Construct Psychology, Perspective Transformation in Teacher Education, Transformative Bidialectalism and Critical Language Awareness. The objectives were to jointly access and assess the teachers’ implicit theories about nonstandard language and to verify to what extent these theories affected their classroom pedagogy. My research questions turned to how the participating teachers understood nonstandard language; and to how their understandings are reflected on their language teaching. The viewing of the teachers’ videotaped classes and Repertory Grid activities inspired reflective conversations with the two teacher participants on their language and classroom experiences. These conversations were audio-recorded, transcribed and their analysis followed the thematizing approach of Hermeneutic Phenomenology. The study revealed teachers’ implicit theories about language variation defining pedagogies based on deficit and standard grammar perspectives. These pedagogies are in constant interaction with the teachers’ lived experiences, the contextual restrictions of schools and the limitations of teacher education programs.
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Salerno, Tomas Antonio. "Perspectives of the Teacher." Journal of Cardiac Surgery 18, no. 5 (September 2003): 427–28. http://dx.doi.org/10.1046/j.1540-8191.2003.02056.x.

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27

Gilroy, Peter. "Teacher education: Asian perspectives." Journal of Education for Teaching 34, no. 4 (November 2008): 233. http://dx.doi.org/10.1080/02607470802401321.

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Ostovar-Nameghi, Seyyed Ali, and Mohsen Sheikhahmadi. "From Teacher Isolation to Teacher Collaboration: Theoretical Perspectives and Empirical Findings." English Language Teaching 9, no. 5 (April 18, 2016): 197. http://dx.doi.org/10.5539/elt.v9n5p197.

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<p>This study aims at: (1) reviewing the underlying causes of teacher isolation; (2) unreavelling the negative effects of isolation on teachers’ professional and personal life; (2) illustrating different modes of voluntary collaboration among teachers; (4) presenting substantive evidence is support of collaboration as an efficient mode of professional development, and (5) drawing implications for practice. Since collaboration leads to professional development and academic satisfaction, it is suggested that schools: (1) be structured in ways that maximize collaborative discussion among teachers; (2) create conditions taht are conducive to growth and development for both teachers and learners; (3) reinforce study groups which aim at making teachers reflect on their current beliefs and practices and chane them for the better; (4) move away from the once-popular teacher training courses towards teacher study groups, peer observation of teaching and mentoring, which are conducive to constructing knowledge rather than passively receiving knowledge. The review has many other clear implications for pracatitioners and other stakeholders.</p>
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Forber-Pratt, Anjali J., and Tanushree Sarkar. "Unpacking the Possible: A Qualitative Case Study of Inclusive Teacher Practice in India." Institutionalised Children Explorations and Beyond 9, no. 1 (October 14, 2021): 34–46. http://dx.doi.org/10.1177/23493003211047927.

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Research on teachers and inclusive education in India has largely been conducted using standardised, quantitative measures of teacher attitudes, efficacy and behaviour. There is little focus on teachers’ perspectives on their practice. Such findings promote a deficit view of teachers, recommending interventions to ‘correct’ teacher attitudes and behaviour, with little attention to institutional and policy contexts within which the teachers operate. The existing studies focus on what is absent or lacking, rather than what is possible. The present study attempts to offer a perspective of what is possible in inclusive education in the Indian context. The purpose of this intrinsic case study research is to better understand the inclusion of girls with disabilities in Kolkata, India, at a home and school for orphan girls. Non-institutionalised, inclusive, community-based care is rare in India, specifically for individuals with disabilities. The overall case study involved interviews ( N = 32) with students, teachers and staff, observations and document analysis, and this focuses on the n = 7 teacher interviews. All transcripts were analysed using structural and in vivo codes. These findings are centred on teacher voices and perspectives – identifying best practices, dilemmas and challenges. However, teacher perspectives are discussed within a larger school and institutional context. An important feature is the description of teachers’ inclusive practice as an iterative process, supported by feedback and input from the school leader. The findings highlight how the school provides and serves as a space of familial bonding, allowing teachers to challenge the views of educability, within the backdrop of a community that stigmatises disability. It is in this way that these teacher-centred voices demonstrate resilience in their teaching and conceptualisation of inclusion and disability.
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Blase, Joseph, and Jo Blase. "Facilitative school leadership and teacher empowerment: Teacher's perspectives." Social Psychology of Education 1, no. 2 (June 1996): 117–45. http://dx.doi.org/10.1007/bf02334729.

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FİDAN, Tuncer. "Perspectives and Expectations of Union Member and Non- Union Member Teachers on Teacher Unions." Journal of Educational Sciences Research 5, no. 2 (October 15, 2015): 191–220. http://dx.doi.org/10.12973/jesr.2015.52.10.

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Delpit, Lisa. "Skills and Other Dilemmas of a Progressive Black Educator." Harvard Educational Review 56, no. 4 (December 1, 1986): 379–86. http://dx.doi.org/10.17763/haer.56.4.674v5h1m125h3014.

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In this article the author reflects on her practice as a teacher and as a teacher of teachers. Arguing from her perspective as a product of the skills-oriented approach to writing and as a teacher of the process-oriented approach to writing, she describes the estrangement many minority teachers feel from the progressive movement. Her conclusions advocate a fusion of the two approaches and point to a need for writing-process movement leaders to develop a vocabulary which will allow educators who have differing perspectives to participate in the dialogue.
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Sawyer, Richard D. "Situating teacher development: the view from two teachers’ perspectives." International Journal of Educational Research 37, no. 8 (January 2002): 733–53. http://dx.doi.org/10.1016/s0883-0355(03)00068-5.

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Cheng, Annie Y. N., and Elson Szeto. "Teacher leadership development and principal facilitation: Novice teachers’ perspectives." Teaching and Teacher Education 58 (August 2016): 140–48. http://dx.doi.org/10.1016/j.tate.2016.05.003.

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Maria-Monica, Popescu-Mitroi, and Mazilescu Crisanta Alina. "Students-teacher Perspectives on the Qualities of Mentor-teachers." Procedia - Social and Behavioral Sciences 116 (February 2014): 3559–63. http://dx.doi.org/10.1016/j.sbspro.2014.01.802.

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Nesbitt, Heather, Debra Barry, Kati Lawson, and John Diaz. "Best practices for mentoring: An exploratory study of cooperating teacher and student teacher perspectives." Advancements in Agricultural Development 3, no. 4 (December 2, 2022): 30–42. http://dx.doi.org/10.37433/aad.v3i4.261.

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With nearly one-half of U.S. teachers leaving the profession within the first five years of their career, focusing on retention is an ongoing effort. Providing quality mentorship during the student teaching internship provides further support to new teachers preparing to enter the classroom. Cooperating teachers play a pivotal role in the success of these student teachers. However, little is known about the mentoring process between the cooperating teachers and their student teachers. This study compares the perspectives of the cooperating teacher and their student teacher on the frequency of 17 best practices employed by the cooperating teacher during the student teaching experience. The results suggest cooperating teachers rate themselves as utilizing 16 of the 17 best practices of a cooperating teacher more frequently than their paired student teacher observed. In addition, the student teachers rated their observed frequency for five of the 17 best practices employed by their mentor teacher between rarely and often, implying potential weaknesses in the preparation of the cooperating teacher. Differences between the perceived practices of the cooperating teachers and the observed frequencies of these practices by their student teachers warrants further research in the preparation and support of cooperating teachers in their roles as mentors.
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Nielsen, Birgitte Lund, and Jens Hansen Lund. "Different dimensions of knowledge in teacher education - a general typification." Nordic Journal of Comparative and International Education (NJCIE) 4, no. 3-4 (December 29, 2020): 9–25. http://dx.doi.org/10.7577/njcie.3722.

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The paper presents a typology of dimensions of ‘knowledge’ related to teacher education and professional practice. It departs from the observation that this theme is determined in many different ways and as a whole seems very difficult to capture. The purpose is to contribute to further clarification. Three dimensions of teacher knowledge are presented: 1) Ways of handling knowledge, 2) Modes of knowledge, and 3) Knowledge in a content perspective. Referring to the first dimension, it is emphasized that student teachers need to develop both a critical consciousness of knowledge, as well as abilities for enacting knowledge and for constructing knowledge. ‘Enacting knowledge’ includes taking different perspectives and using various types of knowledge to understand and handle a professional situation. ‘Constructing knowledge’ refers, for example, to student teachers researching professional challenges. Dimension 2 focuses on different modes in which teacher knowledge can appear with the subcategories global evidence, local ‘evidence’, and theory and philosophy. Dimension 3 refers to knowledge in a content perspective, with an open list of typical content in teacher education. The potentials and perspectives of this typology are discussed, including examples of how it can be used and also reference to professional knowledge and professionalism.
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WEST, Justin, and Alfredo BAUTISTA. "Global Perspectives on Teacher Professional Development: Navigating the Pandemic." International Journal for Research in Education 46, no. 2 (February 21, 2022): 1–27. http://dx.doi.org/10.36771/ijre.46.2.22-pp1-27.

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Abstract Educational researchers, policymakers, and administrators agree that providing in-service teachers with high-quality professional development (PD) opportunities is essential to educational success. Despite the substantial sums invested in teacher PD by countries and jurisdictions, the COVID-19 pandemic has caused serious challenges to teacher learning around the world. As conventional face-to-face initiatives became impracticable (e.g., workshops, conferences, school-based PD) and the need to prioritize pandemic-specific topics intensified (e.g., emergency remote teaching), teacher PD was recast both formally (where and how teachers engaged in PD) and substantively (what teachers sought to learn from PD). Amidst the international upheavals caused by COVID-19, how have teacher PD infrastructures (policies, practices, theories) responded? For this Special Issue, we put this and other questions before a panel of PD scholars in six contexts: United States, Scotland (United Kingdom), Uruguay, Australia, United Arab Emirates, and Hong Kong (SAR China). In their respective contributions, authors discuss issues such as the limitations of PD systems based on compliance and external accountability mechanisms, the need to center teacher motivation in existing PD frameworks, matters of access and equity, the importance of developing technological infrastructures for online and hybrid learning, problems of online safety and wellbeing, and more. The Special Issue shows that the uncertainty of today’s times requires new, global perspectives on PD design, implementation, evaluation, theory, and scholarship. To nurture agentic, highly motivated, and effective teachers for the pandemic era and beyond, countries and jurisdictions should think more creatively about how to best support teacher learning. Keywords: Teacher professional development, in-service teachers, COVID-19, comparative education
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Cuskelly, Monica, and Nicole Detering. "Teacher and Student Teacher Perspectives of School Readiness." Australasian Journal of Early Childhood 28, no. 2 (June 2003): 39–46. http://dx.doi.org/10.1177/183693910302800208.

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Sixty preschool teachers and 75 final year student teachers completed a questionnaire about the importance of a number of child characteristics for school readiness. Significant differences emerged between the two groups in the importance placed on most characteristics, with considerable variance within each group. Teachers were more likely than students to see retention in preschool as a useful option. Personal experience was reported to be a significant influence on teachers' and students' views.
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Eibeck, Amanda. "Student Teacher Perspectives: Teacher Attitudes Towards Aboriginal Children." Aboriginal Child at School 22, no. 4 (December 1994): 19–22. http://dx.doi.org/10.1017/s0310582200005162.

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Given the opportunity to write my views about education to this journal, I have chosen a topic that is close to me and which I have experienced first hand. I have chosen the teaching profession so that I can help my people gain the opportunity to reach their full potential. However, I feel that most non-Aboriginal teachers are not fully aware of the problems that confront Aboriginal people and Torres Strait Islander people in schooling.
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41

LaFond, Larry, and Seran Dogancay-Aktuna. "Teacher perspectives on linguistics in TESOL teacher education." Language Awareness 18, no. 3-4 (October 21, 2009): 345–65. http://dx.doi.org/10.1080/09658410903197348.

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42

Power, Anne, Beth Southwell, and Ros Elliott. "Teacher Education for the Future: Some Australian Perspectives." Journal of Teacher Education for Sustainability 7, no. 1 (January 1, 2007): 27–39. http://dx.doi.org/10.2478/v10099-009-0003-8.

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Teacher Education for the Future: Some Australian PerspectivesAs a result of presentations in the PCC Conference in Sydney in 2005, this research aims to contribute Australian voices to the project being conducted simultaneously in other countries from the Pacific Circle Consortium. The research used project-devised survey and interview instruments with purposive sampled pairs of teachers and pre-service teachers during professional experience in 2005 and with teacher educators from the University of Western Sydney. The findings indicated that the participants have a common view of the purpose of education. However, there were range of issues that this view prompted participants to discuss. There were also perceived constraints, especially expressed by the experienced teachers. Implications of this finding are that teachers need forums in which to discuss their deep-seated philosophical approaches as they build a sustainable community of practice. The findings of this project can powerfully contribute to policy making at national and international government and university levels as they raise implications of how we meet challenges in future teacher education.
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43

Hagaman, Jessica L., and Kathryn J. Casey. "Teacher Attrition in Special Education: Perspectives From the Field." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 41, no. 4 (September 1, 2017): 277–91. http://dx.doi.org/10.1177/0888406417725797.

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In the field of special education, attrition plays a major role in a persistent teacher shortage problem. Over the past few decades, researchers in general education and special education have investigated the various reasons why new teachers leave the field and ways in which they can be better supported to stay in their positions. Despite the increased focus on why new special education teachers leave the field, the knowledge related to teacher attrition in special education is still somewhat limited when compared with the field of general education. For example, previous research has heavily relied on survey research to understand teacher attrition, but these methods may limit some of the important information related to the complexity of why a teacher might leave the field or their job within the first few years. In this study, the authors conduct several Nominal Group Technique (NGT) focus groups to learn more about the perceived needs of new special education teachers. Focus groups are held with three specific groups, preservice special education teachers, new special education teachers, and school administrators to further investigate the potential differences in perceptions about the needs and roles of new special education teachers.
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Aires, Marie José, Rémi Gagnayre, Olivia Gross, Cam-Anh Khau, Sophie Haghighi, Alain Mercier, Yannick Ruelle, and Claire Marchand. "The Patient Teacher in General Practice Training: Perspectives of Residents." Journal of Patient Experience 6, no. 4 (October 2, 2018): 287–95. http://dx.doi.org/10.1177/2374373518803630.

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Background: Patient teachers were involved in training general practice residents (GPRs) to strengthen the patient-centered approach. They teach a course on health democracy by themselves and teach in tandem with a physician teacher during reflective practice-based classes (named GEPRIs). We present the GPRs’ representations of patient teacher characteristics and capacities and their perception of how useful patient teachers are to their professional development. Methods: We administered a questionnaire based on a preliminary qualitative study to 124 GPRs. It explored (a) changes in the GPRs’ representations about patient teacher characteristics and capacities with regard to teaching over the first year of the experiment; (b) GPRs’ perception of patient teacher utility to their training and their contribution to developing patient perspective–related competencies. Results: The response rate was 89.5% (111/124). The majority of GPRs agreed with 17 (before) and 21 (after) of the 23 patient teacher characteristics and with 17 (before) and 19 (after) of the 20 capacities. The agreement rate increased, overall, after patient teacher participation. The GPRs found patient teacher useful to their training in 9 of 11 topics (agreement rate 65%-92%). They felt they had developed the 14 patient knowledge–related competencies (agreement rate 62%-93%), and 52% to 75% of the GPRs rated the patient teachers’ contribution to those competencies “high or very high,” depending on the competency. Conclusion: This study demonstrates the specific contribution of patient teachers to university-level medical training in France. The GPRs recognized that patient teachers helped them develop competencies by providing patient-specific content.
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Dr. D. Hassan, Dr D. Hassan. "Teacher Education Perspectives for Learning of Co-existence." Indian Journal of Applied Research 2, no. 2 (October 1, 2011): 54–55. http://dx.doi.org/10.15373/2249555x/nov2012/18.

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Shim, Jenna Min. "Towards a More Nuance Understanding of White Teachers of English Learners: Increasing Capacity and Capabilities." Journal of Language Teaching and Research 10, no. 1 (January 1, 2019): 1. http://dx.doi.org/10.17507/jltr.1001.01.

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Predicated on the idea that race, racialization, and racism are major factors that shape language teaching and learning, this paper draws on the second wave White teacher identity studies to argue for a more nuanced understandings on White monolingual teachers’ racial identities by exploring their perspectives on English learners’ (ELs’) learning experiences by asking the following research questions: (1) From the EL teachers’ perspectives, what contribute to EL’s struggles in school? (2) What effects do the EL teachers’ perspective have on ELs’ school experiences? (3) Are there any consistencies or inconsistencies among the participants’ perspectives and what do they mean? The findings report that tensions and contradictions arising from inconsistencies across the participants’ perspectives as well as within each teacher’s perspective reflect co-existence of race evasive and race conscious identities that in turn can serve as an important locus to transform their perspectives toward more equitable pedagogical practices for ELs.
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Haqdad, Dr Ambreen, Dr Syed Waheed Ahmad, and Dr Muhammad Nasir Khan. "Dealing with School Violence: An Overview in Islamic Perspectives." International Research Journal of Education and Innovation 3, no. 2 (June 12, 2022): 82–85. http://dx.doi.org/10.53575/irjei.v3.02(22)8.82-85.

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Teacher training plays vital to reduce violent activities among the students. Islam provides a comprehensive guidelines to overcome the violence and to enhance the vision of adolescents about peace. This systematic review examines the nature and implementation of strategies adopted by the teachers to reduce violent activities among the students in secondary schools in view of the Islamic perspectives. The review indicates the existing situation of adopted strategies and addresses the gaps in the teacher training in Islamic perspectives. The results of the study indicate the effectiveness of adopted strategies of teachers to reduce violence among the students that should be addressed in view of guidelines of Islam to overcome the violent activities among the students. Except the interviews of teachers, review of the available literature on teacher training in Islamic perspectives was done. Empirical qualitative analysis of was used to achieve the objectives of the study. A self-report questionnaire comprising 15 items was constructed for the collection of data from the participants. The study is significant in understanding the existing situation of teacher training to reduce school violence and supportive in revision of curriculum of teacher training for secondary school teachers to handle the violent activities among the students at schools in Islamic perspectives
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Darji, Brijesh B., and Gregor Lang-Wojtasik. "Preparing globally competent teachers: Indo-German perspectives on teacher training." International Journal of Development Education and Global Learning 6, no. 3 (December 1, 2014): 49–62. http://dx.doi.org/10.18546/ijdegl.06.3.04.

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Globalization has an immense effect on education. Education relies on the teacher and the process by which teachers are developed. In this context, the expectations of teacher role and options for teacher preparation today have key roles to play in educating children to become responsible citizens of increasingly multicultural societies and active participants concerning the global challenges in various facets of society. Globalization is one of the most powerful forces shaping the present and future world in which today's children and youth will have to survive, intellectually, to create a sustainable and just world society. Starting from a focused understanding of globalization, this article discusses the competences of global learning, associated competences of global teachers, and perspectives within the teacher training systems of India and Germany.
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Lyons, Nona. "Dilemmas of Knowing: Ethical and Epistemological Dimensions of Teachers' Work and Development." Harvard Educational Review 60, no. 2 (July 1, 1990): 159–81. http://dx.doi.org/10.17763/haer.60.2.v71123u7768r47w6.

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In this article Nona Lyons explores the nature and meaning of the dilemmas teachers encounter in their classrooms as they, along with their students, respond to and interpret the tasks of learning. Through analyses of teacher narratives, Lyons reveals how the teachers' perspectives toward knowledge and their view of themselves and of their students as knowers enter into their work and can at times be part of their development. In taking up these epistemological issues, Lyons illuminates features of the student-teacher relationship and offers an alternative perspective to current discussions about teachers' knowledge.
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Liando, Nihta V. F. "STUDENTS’ VS. TEACHERS’ PERSPECTIVES ON BEST TEACHER CHARACTERISTICS IN EFL CLASSROOMS." TEFLIN Journal - A publication on the teaching and learning of English 21, no. 2 (August 29, 2015): 118. http://dx.doi.org/10.15639/teflinjournal.v21i2/118-136.

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This paper discusses the perspectives of students and teachers in a university setting about best teacher characteristics. This is viewed through the perspectives of students and teachers regarding their perceptions of qualities of English teachers, and teachers’ immediacy behavior – verbal or non-verbal - as predictors of student academic motivation. In this study, 126 students and 28 teachers in the English department atState University of Manado, Indonesia were involved. From the questionnaire, this study proved that a teacher was an important personnel in EFL teaching. Both teacher and students believed that a good teacher should display personal and academic attitudes. Both parties also considered that there were certain verbal and nonverbal immediacy behaviors teachers performed which could be the source of motivating as well as demotivating the students. This study is expected to give understanding of how teaching English in a foreign language context can be better.
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