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Ben-Motreb, Khaled Saad. "Pre-Service Primary Teachers' Mathematics Conceptions and Practices". Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525238.
Pełny tekst źródłaWilson, Sue Anne. "Bibliotherapy to address mathematics anxiety in primary pre-service teachers". Phd thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/7853d849faff896114cc31962b0ea34c7f8882be2b18ce3772f3f961e883496a/3683656/Wilson_2019_Bibliotherapy_to_address_mathematics_anxiety_in.pdf.
Pełny tekst źródłaCourtney-Clarke, Magret Anna Eugenie. "Exploring the number sense of final year primary pre-service teachers". Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19943.
Pełny tekst źródłaENGLISH ABSTRACT: This study explored the number sense of 47 final year primary school pre-service teachers in Namibia and was motivated by the poor performance of Namibian primary school learners in both national and international standardised assessment tests. The literature review revealed that learner performance is linked to teacher subject knowledge (Ball, 1990, Ma, 1999) and that teachers’ confidence in doing and teaching mathematics influences the way they teach and their willingness to learn mathematics (Ball, 1990; Graven 2004). Number sense studies of pre-service teachers (Kaminski, 1997; Tsao, 2004; Veloo, 2010; Yang, Reys & Reys, 2009) have indicated that the development of number sense should be a focus of primary pre-service teacher education. The data in this mixed method research design were obtained from a Number Sense Questionnaire, a Written Computations Questionnaire and a Mental Calculations Questionnaire. These questionnaires were adapted from instruments developed by Professor Der-Ching Yang for 6th and 8th grade learners in Taiwan. Teacher confidence was measured by the McAnallen Confidence in Mathematics and Mathematics Teaching Survey. Six randomly selected pre-service teachers were interviewed to determine their use of number-sensible strategies. The correlation analysis shows a strong relationship between number sense and mental calculations; between number sense and confidence in both the ability to do and the ability to teach mathematics and between mental and written calculations. The overall results of this study reveal that the final year primary pre-service teachers demonstrate limited number sense and possess very few of the indicators of number sense that were described by Kalchman, Moss and Case (2001). The findings expose a lack of conceptual understanding of the domain numbers and operations, particularly in the domain of rational numbers and the operations of multiplication and division. The pre-service teachers have little or no access to a variety of flexible number-sensible strategies to solve problems and calculate mentally. They lack the fluency in basic facts and procedures to perform written calculations efficiently and correctly. Unexpectedly, the analysis of the confidence survey shows that they are confident in both their ability to do mathematics and their ability to teach mathematics. It is recommended that mental calculations and computational estimation should become a focus of primary school mathematics education. Institutions responsible for teacher training should develop the number sense of pre-service teachers and research effective and long-term professional development programmes. The confidence and willingness of the teachers to learn can be used as an important resource.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die getalbegrip van 47 finale jaar primêre skool voordiens-onderwysers in Namibië en is gemotiveer deur die swak prestasie van die Namibiese primêre skool leerlinge in beide nasionale en internasionale gestandaardiseerde assesseringstoetse. Die literatuurstudie het aan die lig gebring dat leerlinge se prestasie gekoppel is aan onderwyservakkennis (Ball, 1990, Ma, 1999) en dat onderwysers se vertroue in hulle vermoë om wiskunde te doen en te onderrig, die manier waarop hulle onderrig en hul bereidwilligheid om wiskunde te leer beïnvloed (Ball, 1990, Graven 2004 ). Studies van voordiens primêre onderwysers se getalbegrip (Kaminski, 1997; Tsao, 2004; Veloo, 2010; Yang, Reys & Reys, 2009) toon dat die ontwikkeling van getalbegrip 'n fokus van primêre voordiensonderwyseropleiding behoort te wees. Die data in hierdie gemengde metode navorsing is verkry uit 'n Getalbegrip, 'n Skriftelike Berekeninge en 'n Hoofrekene Vraelys. Hierdie vraelyste is gebaseer op die instrumente wat ontwikkel is deur Professor Der-Ching Yang vir graad 6 en 8 leerlinge in Taiwan. Onderwyservertroue is gemeet deur die McAnallen Confidence in Mathematics and Mathematics Teaching Survey. Ses ewekansig geselekteerde voordiens-onderwysers is ondervra om te bepaal watter sinvolle strategieë hulle gebruik om vrae oor getalbegrip te beantwoord. Die korrelasie-analise toon 'n sterk verband tussen getalbegrip en hoofrekene; tussen getalbegrip en vertroue in die vermoë om wiskunde te doen en te leer, en tussen vermoë om hoofrekene en skriftelike bewerkinge te doen. Die algehele resultate van hierdie studie dui daarop dat die finale jaar primêre voordiens-onderwysers oor beperkte getalbegrip en baie min van die aanwysers van getalbegrip wat deur Kalchman, Moss en Case (2001) beskryf is, beskik. Die bevindinge toon ‘n gebrek aan begrip van die domein van getalle en bewerkings, veral in die domein van rasionale getalle en die bewerkings vermenigvuldiging en deling. Die voordiens-onderwysers beskik oor min of geen soepel strategieë om probleme op te los en hoofrekene te doen nie. Hulle beskik nie oor die vlotheit in basiese feite en bewerkings om skriftelike berekeninge doeltreffend en korrek uit te voer nie. Die vertroue wat voordiens-onderwysers uitgespreek het in hulle vermoë om wiskunde te doen en onderrig staan in sterk teenstelling met hierdie bevindige. Dit word aanbeveel dat hoofrekene en skatting 'n fokus van primêre skool wiskunde-onderwys behoort te wees. Instansies gemoeid met onderwyseropleiding behoort die getalbegrip van voordiensonderwysers te onwikkel en navorsing te doen oor effektiewe en lang-termyn programme vir professionele ontwikkeling. Onderwysers se vertroue en bereidwilligheid om te leer kan as 'n belangrike hulpbron gebruik word.
Yan, Bing. "The development of assessment literacy in Chinese pre-service primary teachers". Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/11.
Pełny tekst źródłaTang, Kuen-yan. "A contrastive study of pre-service, in-service and practising primary school teachers in their concern for professional learning". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601435.
Pełny tekst źródłaTaylor, Neil. "Fiji pre-service primary teachers' understanding of physical science : a cultural perspective". Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36559/2/36559_Digitised%20Thesis.pdf.
Pełny tekst źródłaGovinda, Ishwar Lingam, i n/a. "Teacher preparation for the world of work: a study of pre-service primary teacher education in Fiji". Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20041021.131036.
Pełny tekst źródłaWilson, Susanna Mary. "Knowledge for teaching mathematics in a primary school: Perspectives of pre-service teachers". Thesis, University of Canterbury. Educational Studies and Human Development, 2010. http://hdl.handle.net/10092/5187.
Pełny tekst źródłaPink, Elizabeth I. "Pre-service teachers' beliefs and intended practices around the promotion of reading for pleasure among primary children". Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/231720/1/Elizabeth_Pink_Thesis.pdf.
Pełny tekst źródłaTang, Kuen-yan, i 鄧權隱. "A contrastive study of pre-service, in-service and practising primary school teachers in their concern for professional learning". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958898.
Pełny tekst źródłaBailey, Judith (Judy) Lyn. "Mathematical Investigations: A Primary Teacher Educator's Narrative Journey of Professional Awareness". The University of Waikato, 2004. http://hdl.handle.net/10289/2472.
Pełny tekst źródłaKourieos, Angelidou Stella. "An investigation into the preparation of teachers for language teaching at primary level : implications for an Initial Language Teacher Education programme". Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3490.
Pełny tekst źródłaCorcoran, D. C. "Developing mathematical knowledge for teaching : a three-tiered study of Irish pre-service primary teachers". Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.597996.
Pełny tekst źródłaMoorthy, K. S. "An exploratory study of pre-service primary teachers' understanding of uncertainty in measurements in Singapore". Thesis, Durham University, 2015. http://etheses.dur.ac.uk/11188/.
Pełny tekst źródłaKeflom, Tsegaye. "Eritrean primary school teachers' perceptions of the relationship between pre-service education and the demands of the workplace". Thesis, University of the Western Cape, 2001. http://hdl.handle.net/11394/2049.
Pełny tekst źródłaThis study investigates six Eritrean primary school teacher's perceptions of their pre-service education. Six primary school teachers from three different schools in two different regions of Eritrea were interviewed. The researcher investigated whether primary school teachers found the knowledge and/or skill acquired from their pre-service courses in the Asmara Teachers' Training Institute helpful to make and use effective lesson plans, prepare and use relevant teaching aids, assess their students' performance, prepare lesson content, manage the classroom effectively, and select and use relevant teaching methods.
South Africa
Hanrahan, Frances M., i res cand@acu edu au. "Number Sense or No Sense: Pre-service teachers learning the mathematics they are required to teach". Australian Catholic University. School of Education, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp19.16082005.
Pełny tekst źródłaAl, Yaseen Fatemah. "Creative thinking in teacher education colleges : an investigation of the preparation of primary pre-service student teachers in Kuwait". Thesis, University of Newcastle upon Tyne, 2015. http://hdl.handle.net/10443/3060.
Pełny tekst źródłaPapanikolaou, Georgia. "An investigation on in-service and pre-service primary school teachers' perceptions and awareness about multicultural education in Cyprus". Thesis, University of Sheffield, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574530.
Pełny tekst źródłaBurgoyne, Nicolette. "An enactive inquiry into mathematics confidence : a case study of nine pre-service primary school teachers". Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/10156.
Pełny tekst źródłaMany learners and teachers of mathematics experience a lack of mathematics confidence. Research has posited that beliefs teachers have regarding mathematics, including their level of mathematical confidence, impact greatly on their practice of teaching, and hence on the confidence of their students. This dissertation reports on a study undertaken at the University of Cape Town with a group of nine pre-service primary school teachers who all experienced a lack of mathematics confidence. The study explored how the participants understand the notion of mathematics confidence and the reasons why they lack confidence. Results of the study indicate that the participants' understanding of mathematics confidence is having the ability to do the mathematics, as well as understanding the processes involved. In order to understand why they lack confidence, their previous experiences in the mathematics classroom were also explored. The participants' prior experiences as students in the mathematics classroom have led to a lack in the understanding of mathematics, resulting in the individuals having little or no mathematics confidence. Additionally, mathematics anxiety was an important aspect of their prior experiences. The theory of Enactivism has been used to explain their understanding of mathematics confidence as well as their prior experiences. Furthermore, various coping strategies used during their teaching practicum will also be discussed.
Meier, Lori T., Karin Keith i Edward J. Dwyer. "We the People: Elementary Pre-Service Teachers and Constitutional Readability". Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/981.
Pełny tekst źródłaChakanyuka, Sharayi. "Mentoring and the professional development of pre-service primary teacher training students of Masvingo Teachers' College, Zimbabwe : a case study". Thesis, University of Sussex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413867.
Pełny tekst źródłaNg, Swee Fong. "Malaysian pre-service primary mathematics teachers and their lecturers : practice and beliefs about mathematics, teaching and learning". Thesis, University of Birmingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365276.
Pełny tekst źródłaMeiring, Leslie Frank. "The impact of toys as educative curriculum material on pre-service primary school Natural Sciences teachers' understanding of energy". Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1332.
Pełny tekst źródłaZhou, Wenyan 1980. "Video portfolios as a tool in primary grade student evaluation and their potential in pre-service teacher training". Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83846.
Pełny tekst źródłaMackenzie, Ross Allan. "Primary Educators’ Knowledge of Grammatical Concepts as Mandated in the Australian Curriculum (English): Comparison of Pre and In-Service Teachers". Thesis, Curtin University, 2016. http://hdl.handle.net/20.500.11937/54107.
Pełny tekst źródłaLeung, Hing K. "Mathematics and mathematics education in Hong Kong: Pre-service teachers' affective characteristics, learning approaches and achievement". Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36680/1/36680_Digitised%20Thesis.pdf.
Pełny tekst źródłaJaffri, Hadijah. "Conception of giftedness and talent by pre service and in service primary school teachers in Johor, Malaysia : an exploration using a multiphase mixed methods design". Thesis, Durham University, 2012. http://etheses.dur.ac.uk/3937/.
Pełny tekst źródłaToker, Sacip. "An Assessment Of Pre-service Teacher Education Program In Relation To Technology Training For Future Practice: A Case Of Primary School Teacher Education Program, Burdur". Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605345/index.pdf.
Pełny tekst źródłatechnology competencies during their four-year teacher training program at Burdur School of Education, Sü
leyman Demirel University in Turkey. The sample size is 1086 students from Primary School Teacher Education department. 262 is 1st year, 269 is 2nd year, 288 is 3rd year, and 265 is 4th year students. 435 are males, and 644 are females. The research design is non-experimental survey. Technology Use Self-Competency scale (TUSS) was used for the study. Reliability of the instrument is .96. The study is indicated that most of the pre-service teachers felt themselves as intermediate technology user. The descriptive, correlation, regression and higher-way ANOVA are applied. Gender, years of computer use and computer ownership and having access to internet variables are associated with significantly to technology use self-competency scores. Also the most useful predictor of technology use self competency is years of computer use. Finally, there is significant difference among categories of computer ownership and internet access, gender, years of computer on technology use self-competency. The recommendations and directions to future researches are presented.
Stokes, Jacqueline. "Towards a knowledge age teacher: A study of pre-service teacher metaphors for computers". Thesis, Queensland University of Technology, 2001. https://eprints.qut.edu.au/36638/1/36638_Digitised%20Thesis.pdf.
Pełny tekst źródłaHeyworth, John Nathan. "A study on the impact of a music looping technology intervention upon pre-service generalist teachers’ self-efficacy to teach music in primary schools". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2144.
Pełny tekst źródłaNhlengethwa, Khanyisile. "Effects of an explicit reflective approach on Swaziland pre-service elementary teachers' understanding of the Nature of Science". Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40397.
Pełny tekst źródłaDissertation (MEd)--University of Pretoria, 2013.
gm2014
Science, Mathematics and Technology Education
unrestricted
Foxall, Gemma Louise. "A primary school internship model: Graduate teacher performance as perceived by employing principals". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1401.
Pełny tekst źródłaEaton, Patricia, i Maurice OReilly. "Exploring mathematical identity as a tool for self-reflection amongst pre-service primary school teachers: “I think you have to be able to explain something in about 100 different ways”". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79689.
Pełny tekst źródłaCabrera, Morgan Liza. "Action research: A proposal for training and titration in the careers of Initial and Primary Education of a private higher education institution in Lima". Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/116958.
Pełny tekst źródłaEl presente ensayo busca socializar la propuesta de trabajo en torno al desarrollode la investigación-acción en el proceso de titulación de las carreras de EducaciónInicial y Primaria de una institución de educación superior privada de Lima, en elmarco del proceso de implementación del nuevo plan curricular iniciado el 2013.En ese sentido, se resaltan las características de este tipo de investigación que sehan encarnado en la práctica, el proceso que se ha asumido para su aplicación, asícomo los logros, las dificultades y los aspectos sobre los cuales se requiere continuar trabajando. Finalmente se proponen algunas reflexiones para la consolidación de este tipo de investigación en la estructura académica y organizativa de dicha institución, que pueden resultar útiles para aquellas instituciones de educación superior interesadas en aplicar este enfoque de investigación.
O presente ensaio tem como objetivo socializar a proposta de trabalho ao redor do desenvolvimento da Investigação- Ação no processo de concessão de licenciatura em docência dos educação infantil e anos iniciais do ensino fundamental da instituição de ensino superior privado em Lima, dentro do contexto do processo de implementação do novo plano curricular iniciado em 2013. Nesse sentido se ressaltam as características deste tipo de investigação que foram adotadas na prática, o processo que se assumiu para sua aplicação, assim como os resultados, as dificuldades e os aspectos sobre os quais se requer continuar trabalhando. Finalmente, se propõe algumas reflexões para a consolidação deste tipo de investigação na estrutura acadêmica e de organização da instituição, que podem resultar úteis para aquelas instituições de educação superior interessadas em aplicar este enfoque de investigação.
Dabner, Nicola Jeanne. "Preparing BTchLn (Primary) Graduating-Year Students for the Beginning-Teacher Employment Process: A Case Study". Thesis, University of Canterbury. Litercies and Arts In Education, 2010. http://hdl.handle.net/10092/3924.
Pełny tekst źródłaMomany, Mohammad Ahmad. "Pre-service and in-service primary teacher training in Jordan : with special reference to the teaching skills and training/teaching methods". Thesis, University of Huddersfield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247392.
Pełny tekst źródłaSalagi, E. "Exploring the changing context of initial primary teacher education in Malawi : towards pre-service teacher retention from a recruitment and mentoring perspective". Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3024472/.
Pełny tekst źródłaO'Connell, John Gerard. "The significance of a pre-service RE course, which recognizes the importance of a focus on the inner life : exploring the experience of primary teacher education students in a small teacher education college in Dublin". Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16567.
Pełny tekst źródłaCohen, Aviva. "Pre-service teacher education curriculum : a study of the factors which have influenced the curriculum developed in primary school departments in Israeli colleges for teacher education in the last twenty years". Thesis, University of Leicester, 2005. http://hdl.handle.net/2381/30894.
Pełny tekst źródłaZein, Mochamad Subhan. "Language Teacher Education for Primary School English Teachers in Indonesia: Policy Recommendations". Phd thesis, 2012. http://hdl.handle.net/1885/9981.
Pełny tekst źródłaLin, Pei-Ru, i 林佩儒. "Pre-Service EFL Teachers' Online Service Learning: Developing Autonomy-based Materials for Primary School Students". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/97286372802668920864.
Pełny tekst źródła中原大學
應用外語研究所
98
With the trend of applying service learning to actual practice in higher education around the world, universities in Taiwan have increasingly started to offer service learning programs (Hsu et al., 2007), providing students with channels and venues to advance their academic knowledge via real-world experience (Minor, 2002; Carney, 2004; Russell, 2007). On the other hand, learner autonomy, which is regarded as an essential goal in education, has also gradually developed in the field of TESOL in Taiwan (Hsu, 2006). The purpose of this study is therefore to examine the effect of an on-line service-learning program for pre-service English teachers and the use of autonomy-based material for elementary school students. The participants of this study are post-graduate students, who are pre-service English teachers majoring in TESOL at a university along with a group of primary school pupils in a remote area of Taiwan. The pre-service English teachers carried out weekly one-on-one on-line English tutoring with autonomy-based materials to the EFL young learners. The pre-service teachers as well as the pupils were required to keep weekly learning logs to document their feelings and thoughts. Interviews and questionnaires were also carried out to triangulate the data from the reflective learning logs. Deductive and inductive qualitative analyses were used for reflective learning logs and interviews. Descriptive statistics analysis was used for the survey data. Results showed that both pre-service teachers and elementary school students reciprocally benefited from the service learning program. The pre-service teachers improved their (1) professional knowledge in terms of learner autonomy, teaching, and material design and (2) social and personal development such as civic responsibility. Meanwhile, the elementary school students promoted their learner autonomy via materials based on the theoretical framework proposed by the author. The two groups showed positive attitudes toward the use of the autonomy-based materials. Also, service learning can be a useful pedagogy to advance pre-service teachers’ teacher education and the elementary school students’ learning.
Chuang, Ya Wen, i 莊雅芠. "A Blended Serious Game Simulating the Campus Life of Teachers of Primary Grades for Pre-service Teachers". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/p9atxf.
Pełny tekst źródła國立臺南大學
數位學習科技學系碩博士班
102
The training of pre-service teachers in Taiwan had changed these years, especially the time of intern training was reduced. To help training, the research is going to design and develop a serious game for pre-service teachers. It aims to enhance their cognitive of teaching profession by playing the game simulating the campus life of teachers of primary grades. To construct the design framework of the simulation game, we will observe the current status of Taiwan’s primary education and analyze education policy indicators. The game will conduct with both digital and physical games. Questionnaires including GNS immersion and satisfaction of game, history analysis of qualitative, behavior observation and in-depth interview were used to analysis the game history of participator. Results show that different learning background will cause different immersion of the game. Their cognitive of teacher professional had changed during the game play. Last, participators showed their high satisfaction at the game we developed, and considered that the game is suitable for pre-service teacher without experiments of teaching.
Bushiso, Temesgen Daniel. "The impact of pre-service primary English language teacher training on post-training practice". Thesis, 2017. http://hdl.handle.net/10500/23239.
Pełny tekst źródłaEnglish Studies
D. Litt. et Phil. (English)
Chun-Wei, Tsai, i 蔡春微. "The professional development of pre-service primary science teachers to apply 5Why scaffolding questioning". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/06273416255879846060.
Pełny tekst źródła國立臺北教育大學
自然科學教育學系碩士班
97
This study, based on 5Why questioning, scaffolding teaching, and professional growth theories, explores the pre-service teachers’ professional development during the process of learning to teach with 5Why scaffolding questioning.18 juniors in Department of Science Education in the college were selected, and they attended training courses, including theory curriculum, lesson plan designing, Microteaching, and practical teaching. Qualitative methods were used for data collection and analysis. The data sources included 5Why scaffolding questioning feedback lists, lesson plans, learning portfolios, sound and video recording, interviews. The findings of pre-service teachers’ 5Why scaffolding questioning development: 1.The pre-service teachers conquered designing problems through professor’s guide, self-reflection, and repeatedly practice. 2.The questions were lack of coherence and it was difficult for students to answer at first, but it revised after practicing repeatedly. 3.They developed the teaching procedure: students observe experimental results (or cognitive conflicts)→5Why scaffolding questioning→induce and strengthen the new learned concept. 4.The pre-service teachers didn’t clarify students’ misconceptions when microteaching, but they could gradually guide students to clarify the concepts when practical teaching. 5.Teachers’ questioning sometimes jumped from the first level “provide thinking direction” to the forth level “provide answer explaination.” The finding of pre-service teachers’ fishbone diagrams skills development: 1.The pre-service teachers could choose suitable main question of the diagram and allow students know the essential of drawing a diagram. 2.They guided students to recall the experiments and define some major categories of causes. 3.When practical teaching, pre-serivce teachers found that they should guide students lack of drawing experience step by step to draw. Also, during the field experiences, the pre-serivce teachers put most emphasis on the advice from observers, and they thought it was a benifitial way that they could do microteaching before practical teaching in an elementary school. These results suggest that teacher education organization should provide the field experience way, and explore the professor and primary mentors’ effects on pre-service teachers’ development. Also, when teaching with 5Why scaffolding questioning, we suggested that: 1.To design “the guideline of 5Why scaffolding questioning.” 2.Pre-service teachers should do a study on the misconceptions before teaching. 3.Teachers should introduce the propose and procedures of drawing a fishbone diagram before they wanted it to induce the 5Why questions and answers.
Hunt, Janette Lorraine. "Mentoring in Early Childhood/Primary Pre-service Teacher Education: The Kinda Kinder Program". Thesis, 2018. https://vuir.vu.edu.au/37852/.
Pełny tekst źródłaTsegaye, Keflom. "Eritrean primary school teachers' perceptions of the relationship between pre-service education and the demands of the workplace". Thesis, 2001. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2380_1184922700.
Pełny tekst źródłaThis study investigates six Eritrean primary school teacher's perceptions of their pre-service education. Six primary school teachers from three different schools in two different regions of Eritrea were interviewed. The researcher investigated whether primary school teachers found the knowledge and/or skill acquired from their pre-service courses in the Asmara Teachers' Training Institute helpful to make and use effective lesson plans, prepare and use relevant teaching aids, assess their students' performance, prepare lesson content, manage the classroom effectively, and select and use relevant teaching methods.
Joshi, Sushama. "A study of attitudes, values and level of aspiration of in-service and pre-service teachers at primary level". Thesis, 1988. http://hdl.handle.net/2009/4210.
Pełny tekst źródłaLiaw, Hongming. "Using online primary source resources in fostering historical thinking skills : the pre-service social studies teachers’ understanding". Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-951.
Pełny tekst źródłatext
Wang, Chun-Hsien, i 王竣賢. "A Survey of the Attitudes toward Homosexuality and Psychological Flexibility on Pre-service Primary School Training Teachers". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/fg7t7g.
Pełny tekst źródła國立臺灣海洋大學
教育研究所
107
The purpose of this study is to explore the attitudes of homosexuality and psychological flexibility and their relationships on the pre-service teacher training program students. The homosexual attitude has been measured by ‘the Index of Homophobia scale’ with 25items (Ricketts & Hudson, 1980) and psychological flexibility has been measured by ‘the Psychological Flexibility Questionnaire, PFQ scale’ (Ben-Itzhak, Bluvstein & Maor, 2014), which includes 25 items with five dimensions are as follows: (1) A positive perception of change, (2) Characterization of the self as flexible. (3) The characterization of the self as open and innovative. (4) Perception of reality as dynamic and changing and (5) A perception of reality as multifaceted. The stratified sampling has been conducted, there are 222 students within 7 universities have been involved, the response rate is 82%. The results show as follows: 1.The scores of positive attitudes of homosexuality show higher than median (M=3.55, the higherst one is 5 and the lowest one is 1, the following parts are the same), the female is significantly higher than the male, the unmarried is significantly higher than the married, and without religious respondents is significantly higher than with religious respondents. Based on the Principle Component Analysis, there are four dimensions: (1) Dealing with homosexual people, (2) Attracted by the same sex people, (3) The Acceptance of the homosexuality and (4) The acceptance of the interacton with the same sex people have been set up, the variances respectively are: 33.928%、6.822%、6.101%、4.607%, and the total variance is 51.457%. 2.The scores of psychological flexibility show higher than median (M=3.85), the female is significantly higher than the male, the unmarried is significantly higher than the married, and without religious respondents is significantly higher than with religious respondents. 3.It shows significantly high positive correlations (r=.60) between the attitude of homosexuality and psychological flexibility, based on the step-wise regression, it shows the dimensions of ‘characterization of the self as flexible’ and ‘a positive perception of change’ in the psychological flexibility will positively influence the attitude of homosexuality. Hence, the more we improve the level of ‘characterization of the self as flexible’ and ‘a positive perception of change’ in the psychological flexibility, the more positive attitude of homosexuality will generate for building up a gender-friendly environment. Keywords: homosexuality, psychological flexibility, genderfriendly, pre-service primary school training teachers, homophobia
Mahapa, Sekgobokoane Shadrack. "The effect of a primary school multi-media package and instruction on conceptual change in pre-service teachers". Thesis, 1995. http://hdl.handle.net/10539/22979.
Pełny tekst źródłaThis project is concerned with a multimedia package which incorporates comics, video and pupil workbooks. The intention as to determine the effectiveness of the package on the conceptual change of pre-service teachers, using an empirical research method and decriptive analysis of results. Logistical constraints experienced at colleges of education and schools led to an alternative evaluation of the packaqe with D.E.T. college lecturers at RADMASTE workshop. Results indicated that, if properly administered, the multimedia package can assist users in identifying and changing tneir interfering preconceptions and misconceptions while they are enjoying the story.
MT2017