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1
Hu, Hengzhi, and Feifei Huang. "Application of Universal Design for Learning into Remote English Education in Australia amid COVID-19 Pandemic." International Journal on Studies in Education 4, no. 1 (April 18, 2021): 55–69. http://dx.doi.org/10.46328/ijonse.59.
Повний текст джерелаАнотація:
Confronted with the challenges posed by COVID-19 pandemic, students, teachers, educators and other stakeholders have to make the best of online learning from home and look at ways of optimizing remote learning experience. Embedded in the nature of inclusive schooling and organized in a specific public secondary school in Victoria, Australia, this study explores the effectiveness of Universal Design for Learning (UDL) on English as an additional language (EAL) students’ online learning proficiency. The research findings indicate that in the discipline of EAL, with the assistance of multiple means of representation, expression and engagement as well as a range of information-communication technologies (ICTs), UDL has positive effects on students’ academic performance and can trigger their positive attitudes towards online learning experience. This sheds light on the feasibility of improving remote learning quality and promoting inclusive online schooling that engages every student via the implementation of UDL integrated with different assistive technologies, which can be summarized as that UDL is one of the possible solutions to online learning that affords ample opportunities or more precisely, technical promises for the implementation of UDL.
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Bernard Chemwei. "Relationship between Teacher Educators’ Attitude towards Computers and their Level of ICT Integration in Instruction in Primary Teacher Training Colleges in Kenya." Editon Consortium Journal of Curriculum and Educational Studies 1, no. 1 (July 30, 2019): 14–22. http://dx.doi.org/10.51317/ecjces.v1i1.96.
Повний текст джерелаАнотація:
This study examines the relationship between teacher educators’ attitudes towards computers and their level of ICT integration in instruction in public primary teacher training colleges in Kenya. Rogers’s Theory on the Diffusion of Innovations (2003) is used to understand the key factors affecting ICT integration as well as the teacher educators’ attitudes towards ICT integration in the classroom. In terms of methodology, the simple random sampling technique was used to select six teacher training colleges in Kenya and 169 respondents to participate in the study. Data was collected using a questionnaire, interview schedule and observation. Descriptive statistics were used to analyse the data collected for means, frequencies, means, percentages and standard deviation. The Pearson Moment Correlation was used to determine the relationship between teacher educators’ attitude and their level of ICT integration. The study results indicated a low level of ICT integration in teaching in all teacher-training colleges. It was also noted that teacher educators had positive attitudes towards ICT integration. However, they did not seem to integrate the available ICTs in their classroom instruction. It was further established that there was a positive relationship between their attitude and their level of ICT integration in instruction. The Ministry of Education should organise in-service training for teacher educators in teacher education institutions on ICT integration in instruction. At the same time, there is a need to applaud and encourage by means of incentives teacher educators who exhibit positive attitudes so as improve their ICT integration in their teaching. Consideration should be given to older teacher educators’ who may be holding poor attitudes towards computers.
3
Hsien, Michelle, P. Margaret Brown, and Anna Bortoli. "Teacher Qualifications and Attitudes Toward Inclusion." Australasian Journal of Special Education 33, no. 1 (August 1, 2009): 26–41. http://dx.doi.org/10.1375/ajse.33.1.26.
Повний текст джерелаАнотація:
AbstractThe inclusion of children with disabilities into the regular education classroom has resulted in many studies on teacher attitudes. Current research has examined teacher beliefs about inclusion, their concerns, and issues pertaining to their ability to cater effectively for children with disabilities in their classrooms. Despite this, there appears to be little research investigating potential associations between teacher attitudes and beliefs toward inclusion, their education levels, and teacher training. This study investigated the attitudes and beliefs of 36 general and special education/early intervention teachers in Victoria. Results of the study show that teachers with higher educational qualifications in special education were more positive about inclusion.
4
Ibrahim, Abdulsalami, and Elizabeth Shiring. "The Relationship between Educators’ Attitudes, Perceived Usefulness, and Perceived Ease of Use of Instructional and Web-Based Technologies: Implications from Technology Acceptance Model (TAM)." International Journal of Technology in Education 5, no. 4 (October 25, 2022): 535–51. http://dx.doi.org/10.46328/ijte.285.
Повний текст джерелаАнотація:
Over the years, developing countries have experienced tremendous growth in access to information and communication technology (ICT). This growth in access to ICT has brought about massive changes in many sectors within the society, including education. Researchers explored teacher educators' attitudes and use of instructional and web-based technologies in teacher preparation programs. Researchers used Technology Acceptance Model (TAM) in this study. Using a mixed-method design, researchers examined the relationships between educators' attitudes and the use of technology. Findings from descriptive statistics have shown that educators exhibited overall positive attitudes toward technology. Pearson's product-moment correlation coefficient revealed relationship exists between perceived ease of use and perceived usefulness. Both quantitative and qualitative findings in this study have implications for educators and administrators in Nigerian education, especially, teacher preparation programs.
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Vu, Tung Ngoc. "Examining Teacher Agency Among Teacher Educators: An Action Research In Vietnam." Australian Journal of Teacher Education 45, no. 7 (July 2020): 94–113. http://dx.doi.org/10.14221/ajte.2020v45n7.6.
Повний текст джерелаАнотація:
Teacher agency is an important topic in educational research, but its theoretical observations have not filtered down into practical Vietnamese teaching contexts. The action research project described here showcases a training-based intervention for teacher educators in various disciplines at eight universities in Vietnam. The intervention aimed to develop teaching skills and increase knowledge for teacher educators by helping them explore their students’ learning needs and facilitate their professional development. This study occurred within the context of changing Vietnamese political, cultural, economic, and social ways of being. Eight Vietnamese teacher educators of different cultural backgrounds, and working across a variety of subjects were invited to participate in the project. Two stages of research sought to help educators in higher education reflect on their exploration and perception of their teacher agency. The first stage involved training sessions that offered educators necessary knowledge and skills to exercise agency effectively. In the second stage, educators’ promotion of their agency in classrooms was analytically observed. Data collected included observation notes, reflective journals, and recordings from semi-structured interviews. Analysis of this data suggested that educators became more knowledgeable, intercultural, and inspirational agents in their classrooms after the educational intervention. Educators exhibited that the more positive attitudes, the more active participation. Conclusions discussed the benefits of fostering teacher agency and how this can be facilitated through professional development.
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Errington, Edward. "Role Playing and Environmental Issues." Australian Journal of Environmental Education 7 (January 1991): 1–15. http://dx.doi.org/10.1017/s0814062600001828.
Повний текст джерелаАнотація:
I wish to make clear from the outset that I am not an environmental educator and therefore do not claim to be steeped in particular contemporary issues. I am aware of environmental concerns from a generalist viewpoint, one which I share with primary teachers expected to deliver environmental educational policy in practice. As an educator and researcher in the area of arts education, I frequently apply role playing methodologies to a range of curriculum areas focusing on human issues and would like to share some insights into its specific application to environmental education. I also wish to state that I have a particular interest in developing a socially critical approach to educational issues, so that the use of role play is coloured by this stance.I have examined a number of policy statements which attempt to influence the content and teaching approaches to environmental education in schools. The Victorian Ministry of Education (1990) Environmental Education makes reference to the importance of student/teacher attitudes, beliefs and dispositions in the social construction of environmental education. Role play deals ‘up front’ with the dispositions of all participants, and thus would seem an ideal vehicle for investigating the human aspects of learning for the environment. The Victorian document (1990: p. 11) further makes clear the approaches teachers should adopt when realising environmental education in practice. Approaches to environmental education should be ‘based on real problems’, ‘clarify values’, be ‘socially critical’ and ‘action oriented’, and also ‘involve students working together in groups’. I wish to demonstrate how this cluster of recommended approaches can be met through the use of role play.The paper has two intentions: The first is to discuss how role play can facilitate recommended environmental education in theory. The second is to show how these ideas may be practically realised during the investigation of a selected issue.
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Forkosh-Baruch, Alona, and Hagit Meishar Tal. "Proactive, Preventive or Indifference?" International Journal of Mobile and Blended Learning 8, no. 2 (April 2016): 72–84. http://dx.doi.org/10.4018/ijmbl.2016040106.
Повний текст джерелаАнотація:
Students enter classes with mobile devices and use them for learning; however, these are also distracting devices. Some teacher educators display positive attitudes; others display negative attitudes, depending on their perception of the advantages and disadvantages of mobile technology for learning. This paper represents findings of a study that examined teacher educators' attitudes towards the use of mobile technology in classes, and their reactions to its use. The study identified three types of reactions: proactive, preventive and indifference. Findings show that teacher educators perceive the benefits of using mobile technology in their classes as outweighing the disadvantages. However, the majority is indifferent, e.g. do not initiate new uses of mobile technologies in class, but do not prevent its usage. A correlation was identified between the lecturers' reactions to uses of mobile technology and the familiarity with its possibilities and potential in class.
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Santomier, James. "Physical Educators, Attitudes and the Mainstream: Suggestions for Teacher Trainers." Adapted Physical Activity Quarterly 2, no. 4 (October 1985): 328–37. http://dx.doi.org/10.1123/apaq.2.4.328.
Повний текст джерелаАнотація:
Establishing a psychosocial atmosphere that encourages the acceptance of individual differences is of primary importance to the success of mainstreaming. However, a positive psychosocial atmosphere does not occur incidentally. It demands (a) a desire to establish a positive environment; (b) knowledge concerning the importance of establishing such an environment; (c) skills and techniques required to establish such an environment; (d) deliberate planning on the part of the physical education teacher. Since teacher attitudes and opinions regarding mainstreamed handicapped children affect the psychosocial environment, this paper examines the potential effects of teachers’ negative attitudes and opinions and suggests strategies that teacher trainers may use to improve attitudes and opinions toward mainstreaming and toward handicapped children.
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Villa, Richard A., Jacqueline S. Thousand, Herman Meyers, and Ann Nevin. "Teacher and Administrator Perceptions of Heterogeneous Education." Exceptional Children 63, no. 1 (October 1996): 29–45. http://dx.doi.org/10.1177/001440299606300103.
Повний текст джерелаАнотація:
Perceptions of 680 licensed general and special education teachers and administrators related to the full inclusion of all students, including students with moderate and severe disabilities, were assessed using the Heterogeneous Education Teacher Survey and the Regular Education Initiative Teacher Survey-Revised. Respondents were from 32 school sites judged as providing heterogeneous educational opportunities for all children. Results favored the education of children with disabilities in general education through collaborative relationships among all educators—contradicting previous results suggesting that educators prefer pullout programs. For both general and special educators, administrative support and collaboration were powerful predictors of positive attitudes toward full inclusion.
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Figley, Grace E. "Determinants of Attitudes Toward Physical Education." Journal of Teaching in Physical Education 4, no. 4 (July 1985): 229–40. http://dx.doi.org/10.1123/jtpe.4.4.229.
Повний текст джерелаАнотація:
The development of positive attitudes toward physical education has been a longstanding and desirable goal of the program of physical education. The intent of this investigation was to identify those aspects of the program students reported as turning them on to or turning them off from physical education. The critical incident report was the tool used to gather information. The subjects (N = 100) classified the reported incidents as either positive or negative, and their comments were then categorized into five broad categories: (a) teacher, (b) curriculum, (c) atmosphere of the classroom, (d) peer behavior, and (e) perceptions of self. Further classification occurred within each category. The results indicated that the items most frequently mentioned in relation to both positive and negative attitudes related to the teacher and the curriculum. Some interesting patterns evolved both within and between the various categories. The most encouraging aspect of the investigation is that the great majority of causal determinants of negative attitudes are amenable to change. If physical educators value the goal of developing positive attitudes toward physical education, then information gathered in studies such as this should prove valuable to both current physical educators and those involved in teacher education programs.
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Goller, Antje, and Marco Rieckmann. "What do We Know About Teacher Educators’ Perceptions of Education for Sustainable Development? A Systematic Literature Review." Journal of Teacher Education for Sustainability 24, no. 1 (June 1, 2022): 19–34. http://dx.doi.org/10.2478/jtes-2022-0003.
Повний текст джерелаАнотація:
Abstract Teacher educators prepare prospective teachers to deliver Education for Sustainable Development (ESD) in schools. Lecturers’ personal perceptions of ESD guide them in this work. While there has been some research into lecturers’ perceptions of ESD in general, teacher educators as a group have been given scarcely any consideration. As groundwork for further research in this area, the research question that is the focus of this paper is: What do we know about teacher educators’ perceptions (understanding, attitudes, ideas about implementation) of ESD? We carried out a systematic literature review, including bibliographic analysis and qualitative content analysis of all the papers identified (N = 12). We found both broad and relatively limited understanding and mainly positive but also some negative attitudes. Common perceptions and/or experiences of barriers and drivers are set out below, as are reports on implementation. We conclude that further research is needed in this important field in order to develop measures to bring about systemic change in teacher education.
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Wigle, Stanley E., and Daryl J. Wilcox. "Teacher and Administrator Attitudes toward Full Inclusion in Rural Mid-America." Rural Special Education Quarterly 16, no. 1 (March 1997): 3–7. http://dx.doi.org/10.1177/875687059701600102.
Повний текст джерелаАнотація:
Full inclusion as a service delivery model for all students with disabilities has generated significant recent controversy. In this study, questionnaires were sent to a sample of special educators, general educators, and administrators in rural, mid-western K-12 school districts. The subjects were asked to respond to four statements relating to inclusion. The analyses of variances of the group responses indicated a very cautious attitude toward full inclusion among all of the subjects in this study. The implications of the findings for K-12 professionals are discussed.
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Ngao, Ayubu Ismail, Guoyuan Sang, and Jimmy Ezekiel Kihwele. "Understanding Teacher Educators’ Perceptions and Practices about ICT Integration in Teacher Education Program." Education Sciences 12, no. 8 (August 13, 2022): 549. http://dx.doi.org/10.3390/educsci12080549.
Повний текст джерелаАнотація:
This study explored the perceptions and practices of teacher educators in integrating information and communication Technology (ICT) in teacher education programs. The study adopted a phenomenological design under the qualitative research approach that included eighteen selected participants from a teacher education university college. Data collection employed semi-structured interviews, observations, and documentary reviews. The authors adopted the Braun and Clarke (2006) thematic analysis model for data analysis. The findings showed that while young and inexperienced teachers showed readiness to use ICT, some teacher educators do not understand the logic behind using technology and hence question the rationale for applying it to their teaching. At the same time, equipment challenges, large teaching burdens, and time limits were the critical barriers to integration. Again, the findings revealed that teacher educators use different software and learning platforms, use social media, gather online information, and access learning materials through journal subscriptions to enhance preservice teachers’ learning. Thus, integrating ICT during teacher training is paramount, and teacher educators should be assisted and encouraged to develop positive attitudes in learning and to apply ICT in their teaching practices. Concomitantly, equipping preservice teachers with ICT-based pedagogical skills, not only through specialized ICT courses, but also through observing how teacher educators use it, has a significant impact on transforming teaching practices in their future classrooms.
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Bamber, Phil, Andrea Bullivant, and Di Stead. "Measuring Attitudes Towards Global Learning Among Future Educators in England." International Journal of Development Education and Global Learning 5, no. 3 (September 11, 2013): 5–27. http://dx.doi.org/10.18546/ijdegl.05.3.02.
Повний текст джерелаАнотація:
This paper reports upon a multi-agency approach to measuring attitudes towards global learning among future educators at a university in the north-west of England. This study provides a response to concerns that global learning research and evaluation of global education interventions tend to focus upon short-term, observable outcomes rather than longer-term changes in behaviour, attitude, and practice. It is based upon the assumption that global learning in teacher education must focus upon the development of who the educator is as a person, including his or her values, attitudes, and associated dispositions. This paper will outline the process of constructing an attitude inventory, based upon Thurstone scaling, by a range of professionals working in local government, teacher education, and non-government organizations that promote global education. It reports upon the use of this survey at the beginning, middle, and end of a compulsory course completed by a cohort of 154 undergraduate students of primary teacher education. The findings show positive changes in attitudes towards global learning among females and eradication of the most negative attitudes towards global learning during the course of study. Causal factors relating to cultural practice are suggested. The limitations of this particular tool for researching global learning are discussed alongside the insight gained from this collaborative process of evaluation.
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Gholami, Javad, and Isa Qurbanzada. "Key Stakeholders’ Attitudes towards Teacher Education Programs in TEFL: A Case Study of Farhangian University in Iran." Journal of Teacher Education for Sustainability 18, no. 2 (December 1, 2016): 5–20. http://dx.doi.org/10.1515/jtes-2016-0011.
Повний текст джерелаАнотація:
Abstract Recently, teacher training courses have attracted the researchers’ special attention, while teacher education programs have not received as much attention. The present study investigated the attitudes key stakeholders in a teacher education program (i.e., student teachers, in-service teachers, and teacher educators) hold toward the appropriateness of TEFL teacher education programs at an Iranian teacher education university and their relevance to and sustainable impact in the real teaching context. To this end, 62 pre-service teachers, 48 in-service teachers, and 28 teacher educators filled out the Foreign Language Teacher Education Program Evaluation questionnaire adapted from Peacock (2009). The results of ANOVA tests indicated that the pre-service teachers and teacher educators found courses with literary strands less relevant to English language teaching and believed that those courses should be modified or replaced by teaching more knowledge-building or knowledge-applying subjects. In addition, the in-service teachers harboured a negative perspective towards the courses which were not practical in the real classroom setting and considered them less empowering. All three groups found teaching-related courses, such as teaching methodology, of more sustainable nature and useful in the real teaching context. Besides, the participants believed that it is essential for the universities to incorporate several practical courses including practicum and classroom observations within the curriculum. This study suggests that accommodating key stakeholders’ preferences in a teacher education programs could lead to crafting more accountable and empowering teacher education programs.
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Ma'arif, Muhammad Anas, and Muhammad Husnur Rofiq. "The model of character teacher: Phenomenology at Daruttaqwa Gresik Islamic Boarding School." ATTARBIYAH: Journal of Islamic Culture and Education 3, no. 2 (January 2, 2019): 131. http://dx.doi.org/10.18326/attarbiyah.v3i2.131-152.
Повний текст джерелаАнотація:
The importance of shaping the character of children in order to carry out ethical values consciously and sincerely becomes a separate problem for all educators. Educator's personality is needed so that children can imitate the ways of educators in carrying out various daily activities. Set an example is one powerful way to give children an example and do good so that it becomes a character or an intact character. Children prefer to be given examples of behavioral examples directly rather than just giving orders. Purposes-This study aims to describe patterns of character educator models with Amali Sufism bases. Design/methodology /approach- This study uses a qualitative approach to the type of phenomenology which captures the behavior of educators who experience and teach exemplary behavior at the Daruttaqwa Islamic Boarding School. Findings- Exemplary actions taken by educators in Pesantren Daruttaqwa through attitudes, thoughts and behaviors that are consistently based on religious values such as, ikhlas, tawaduk, zuhud, destiny for teachers, loving teachers and piety to Allah. Originality- Sufism-based modeling ranging from thinking, attitudes and behavior exemplified externally and internally both (spontaneously directly) or indirectly exemplified by educators with habituation strategies.
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Nikian, Samira, and Faizah Mohamad Nor. "The importance of investigating TESL trainees' attitudes towards Communicative Language Teaching (CLT)." Global Journal of Business and Social Science Review (GJBSSR) Vol. 2(2) 2014 2, no. 2 (April 13, 2014): 55–60. http://dx.doi.org/10.35609/gjbssr.2014.2.2(7).
Повний текст джерелаАнотація:
The importance of teacher attitudes and their influence on teacher behaviour and the learning process has been recognised by a number of teacher educators and educational researchers (Breen 1991, Burns 1990, Clark & Yingcr 1979,Garcia & Reynolds 1977, Dunkin & Biddle 1974, Gayle 1979, Grotjahn1991, Guthrie 1984, Nunan 1990, Shavelson & Stern 1981, Wright 1990). Teachers' attitudes play an important role in curriculum innovations in the success or failure of innovation projects. Hence, investigating teachers' attitudes towards the philosophy of the innovation, help the researcher to understand the difficulties teachers face in implementing curriculum innovations (Dingwall 1985) Type of Paper Conceptual Keywords: TESL trainees; attitudes; CLT; Communicative Language Teaching.
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Rizzo, Terry L., and Walter P. Vispoel. "Physical Educators’ Attributes and Attitudes Toward Teaching Students with Handicaps." Adapted Physical Activity Quarterly 8, no. 1 (January 1991): 4–11. http://dx.doi.org/10.1123/apaq.8.1.4.
Повний текст джерелаАнотація:
This study examined the relationship between selected attributes of physical educators (N=94) and their attitudes toward teaching students labeled educable mentally retarded, behaviorally disordered, and learning disabled. Data were collected through the administration of the Physical Educators’ Attitude Toward Teaching the Handicapped–II (PEATH–II) instrument. A forward stepwise multiple regression analysis showed that, of the eight selected teacher variables assessed, physical educators’ perceived competence in teaching students with handicaps was the best predictor of attitudes. A repeated-measures ANOVA and subsequent post hoc comparison tests indicated that learning disabled students were viewed more favorably than educable mentally retarded and behaviorally disordered students.
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Nissilä, Säde-Pirkko, Asko Karjalainen, and Marja Koukkari. "It is the Shared Aims, Trust and Compassion that Allow People to Prosper: Teacher Educators´ Lifelong Learning in Competence-based Education." European Journal of Educational Research 11, no. 2 (April 15, 2022): 965–80. http://dx.doi.org/10.12973/eu-jer.11.2.965.
Повний текст джерелаАнотація:
<p style="text-align: justify;">Teachers´ life-long learning and occupational well-being is significant in promoting educational goals and professional development. The aim of the study was to determine which factors contribute to teacher educators´ commitment to work and give them energy for work and self-development. The research data consisted of 24 teacher educators in Oulu University of Applied Sciences. The research method of this case study was a qualitative, thematic content analysis, the research approach phenomenography. The most important single factor seemed to be the community of teachers, students and the administrative staff which are included in dialogue and collaboration. Emotions, meaningfulness, and interaction play an important role, often via pedagogical fellowship. Committed teacher educators take responsibility for workplace culture and transformation of teaching. Positive attitudes, motivation, reflection, and dialogue seem to be connected to professional capability and the ethos of teacher educators´ work.</p>
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Koole, Marguerite, Kerry Anderson, and Jay Wilson. "Unleashing the Learners: Teacher Self-Efficacy in Facilitating School-Based Makerspaces." in education 26, no. 1 (December 23, 2020): 63–84. http://dx.doi.org/10.37119/ojs2020.v26i1.452.
Повний текст джерелаАнотація:
This qualitative research project explored the key characteristics, attitudes, and experiences of makerspace facilitators in Saskatchewan. The aim was to gather knowledge and wisdom from early adopters of makerspace from a variety of contexts ranging from tinkerspaces to increasingly popular school-based spaces in order to inform early and career-educators of the skills and attitudes conducive to creating and leading dynamic activity spaces. The questions for the semi-structured interviews were based on Bandura’s (1977; 1997) self-efficacy expectations: performance accomplishments, vicarious experience, verbal persuasion, and emotional arousal. The findings align with those of other studies in that they point towards key areas of experience: the value of productive failure, relinquishing control, and modes of support. We conclude that there is a need to help preservice and early career educators to become prepared and confident makerspace facilitators. To this end, we offer four suggestions for new makerspace facilitators: aim towards unleashing, allow others to be the experts and leaders, celebrate success and failure, and openly seek and offer support.
Keywords: makerspace, self-efficacy, motivation, early career educators, productive failure
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McTaggart, R. "Pedagogical Principles for Aboriginal Teacher Education." Aboriginal Child at School 15, no. 4 (September 1987): 21–33. http://dx.doi.org/10.1017/s0310582200015029.
Повний текст джерелаАнотація:
Aboriginal teacher education is a distinctive educational activity. How distinctive Aboriginal teacher education needs to be and the forms it might take are a matter for action research (McTaggart and Garbutcheon-Singh, 1986) by Aboriginal teachers, their communities, and teacher educators working in Aboriginal schools, and from teacher education instititions. But there is experience available from which it is reasonable to propose some general principles which should guide immediate efforts in Aboriginal teacher education.The pedagogical principles outlined below come from an action research project in Aboriginal teacher education conducted in the Northern Territory over the last two years. The project is known as D-Bate, the Deakin-Batchelor Aboriginal Teacher Education Program, a joint project of Batchelor College in the Northern Territory and the School of Education of Deakin University in Geelong, Victoria.
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Sardone, Nancy B. "Attitudes Toward Game Adoption." International Journal of Game-Based Learning 8, no. 3 (July 2018): 1–14. http://dx.doi.org/10.4018/ijgbl.2018070101.
Повний текст джерелаАнотація:
Gaming has become a core activity with children and more teachers are using games for learning than five years ago. Yet, teachers report that they learn about game titles, impact studies, and facilitation techniques through their own initiatives or from other teachers rather than from their teacher education program. This article reports on a combined curricular approach built on game strategy research that asked teacher candidates (n= 102) to discuss headlines news about gaming, play games, review games and game research, teach others how to play games, and then construct games. Findings revealed that candidates saw value in using games in K-12 to teach content, were able to develop assessments based on game content at a novice level, and were able to construct games either alone or in small groups. Educators contemplating gaming as an instructional strategy may be interested in the espoused combination strategy to encourage game adoption in K-12 settings.
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Jacobbe, Tim. "Mathematics Education Doctoral Students’ Attitudes Toward Statistics." Journal of Education and Training Studies 10, no. 4 (September 16, 2022): 140. http://dx.doi.org/10.11114/jets.v10i4.5564.
Повний текст джерелаАнотація:
This study examines mathematics education doctoral students’ perspectives of statistics. Several studies have been conducted regarding undergraduate students’ attitudes toward statistics during their experiences in introductory statistics courses (e.g, Gal, Ginsburg, & Schau, 1997; Wise, 1985). Far fewer studies have been conducted regarding teachers’ attitudes toward statistics (e.g, Begg & Edwards, 1999; Greer & Ritson, 1994). One area of research that has not been explored concerns mathematics educators’ and mathematics teacher education faculty members’ attitudes toward statistics. This area of research is especially important given the impediments statistics educators have encountered when trying to increase the depth and quality of statistics education in the K-12 setting. Results show there is a need to emphasize statistics more broadly in the preparation of mathematics education doctoral students.
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Block, Martin E., and Terry L. Rizzo. "Attitudes and Attributes of Physical Educators Associated with Teaching Individuals with Severe and Profound Disabilities." Journal of the Association for Persons with Severe Handicaps 20, no. 1 (March 1995): 80–87. http://dx.doi.org/10.1177/154079699502000108.
Повний текст джерелаАнотація:
The purpose of this study was to assess the relationship between attitudes and selected attributes (teaching assignment, teaching level, adapted physical education coursework, special education coursework, years teaching students with disabilities, quality of teaching experience, and perceived competence in teaching students with disabilities) of public school (K-12) physical educators toward teaching students with severe and profound disabilities in regular classes. Teacher (N = 150) from suburban school districts in a midwestern state were sent the Physical Educators' Attitude Toward Teaching Individuals with Disabilities-III (PEATID-III) and 91 (61%) responded. Data showed that physical educators were undecided about teaching students with severe disabilities and disagreed with the proposal of teaching students with profound disabilities in their regular classes. There was a significant difference between attitudes toward teaching students with severe and profound disabilities. Although only a moderate amount of the variance was accounted by attributes, results from a forward stepwise multiple regression procedure showed that as the quality of teaching experiences improved and adapted physical education coursework increased, attitudes toward teaching students with severe disabilities were more favorable. Favorable attitudes toward teaching students with profound disabilities were associated with an increase of both coursework in special education and perceived teacher competence.
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Le, Xuan Mai, and Thanh Thao Le. "Factors Affecting Students’ Attitudes towards Learning English as a Foreign Language in a Tertiary Institution of Vietnam." International Journal of TESOL & Education 2, no. 2 (May 18, 2022): 168–85. http://dx.doi.org/10.54855/ijte.22229.
Повний текст джерелаАнотація:
The factor of students' learning attitudes undoubtedly affects their learning outcomes. This study investigates factors influencing Vietnamese students’ attitudes toward English learning in a tertiary institution in the Mekong region to help local educators enhance the quality of teaching and learning English in this region, considered a “low-land” in the education of Vietnam. This study was conducted qualitatively, using structured interviews to collect data from 69 first-year students. The study revealed that internal and external factors affected the students’ attitudes. Regarding the internal factors, students’ self-confidence, risk-taking willingness, anxiety, curiosity, and awareness of the importance of English in their future considerably impacted their attitudes towards English learning. On the other hand, the study found some external factors, including teaching and learning materials, content, curriculum design, and teacher-related factors, including teacher personalities, professional knowledge, teacher communication, and teacher attitudes. Some discussions, pedagogical implications, and recommendations were displayed at the end of the current paper.
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Kim, Sue, Claire V. Crooks, Karen Bax, and Mostafa Shokoohi. "Impact of Trauma-Informed Training and Mindfulness-Based Social–Emotional Learning Program on Teacher Attitudes and Burnout: A Mixed-Methods Study." School Mental Health 13, no. 1 (January 9, 2021): 55–68. http://dx.doi.org/10.1007/s12310-020-09406-6.
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AbstractA trauma-informed approach can give teachers the strategies they need to help children affected by trauma reach their full potential in the classroom. Mindfulness-based social–emotional learning (SEL) programs equip teachers with essential tools to create a trauma-informed classroom, which in turn helps alleviate stress associated with supporting trauma-impacted children. Because existing research on SEL programs has predominantly focused on student well-being, there is a paucity of research examining teacher outcomes and the integration of a trauma-informed framework. The purpose of the study was to investigate the benefits of trauma-informed training and MindUP delivery on educator attitudes and burnout. Intervention educators received trauma-informed and MindUP training and implemented MindUP in their classrooms. Comparison educators did not participate in training and taught their usual curriculum. We compared trauma-informed attitudes and burnout levels among 112 educators (n = 71 intervention, n = 41 comparison) using the Attitudes Related to Trauma-Informed Care (ARTIC) scale and the Maslach Burnout Inventory. Pre- and post-intervention quantitative data were augmented by qualitative focus group data. Results showed that educators in the intervention group reported significant decreases in emotional exhaustion, and significant improvements in the reactions subscale and overall scores on the ARTIC scale. Greatest improvements in self-efficacy and personal accomplishment were observed among educators who implemented MindUP for two consecutive years. These findings were supported by focus group data. Our results show that infusing trauma-informed training with an existing mindfulness-based SEL intervention may encourage teachers to embrace trauma-sensitive attitudes and reduce burnout.
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Mack, C. G., A. J. Koenig, and S. C. Ashcroft. "Microcomputers and Access Technology in Programs for Teachers of Visually Impaired Students." Journal of Visual Impairment & Blindness 84, no. 10 (December 1990): 526–30. http://dx.doi.org/10.1177/0145482x9008401011.
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Skills in the use of microcomputers and related access technology should become basic competencies required of qualified pre- and in-service teachers of students who are blind or visually impaired. This article presents a framework for incorporating microcomputer technology in teacher preparation programs, including objectives for teacher trainees and in-service teachers and approaches to achieving the objectives. It also provides a list of essential equipment needed in teacher preparation programs and stresses the importance of teacher educators’ positive attitudes toward technology.
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Cutter-Mackenzie, Amy, Barbara Clarke, and Phil Smith. "A Discussion Paper: The Development of Professional Teacher Standards in Environmental Education." Australian Journal of Environmental Education 24 (2008): 3–10. http://dx.doi.org/10.1017/s0814062600000537.
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AbstractProfessional teaching associations in Australia and abroad have been developing teacher and/or teaching standards and associated professional learning and assessment models in the key discipline areas since the 1990s. In Australia, a specific intent of this approach is to capture and recognise the depth and range of accomplished educators' teaching. Despite the increasing work in this area, there has been a dearth of discussion about teacher standards in environmental education and no previous attempt to research and/or develop professional teacher standards for environmental education in Australia. This paper discusses the history of teacher standards in Australia, and considers the implications for the development of teacher standards in environmental education. In doing so, we present a research-practice model that is currently being piloted in Victoria for developing accomplished professional teacher standards and learning in environmental education with and for accomplished Australian primary and secondary teachers.
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D’Haem, Jeanne, and Peter Griswold. "Teacher Educators’ and Student Teachers’ Beliefs About Preparation for Working With Families Including Those From Diverse Socioeconomic and Cultural Backgrounds." Education and Urban Society 49, no. 1 (July 27, 2016): 81–109. http://dx.doi.org/10.1177/0013124516630602.
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This mixed-methods study examined teacher preparation for developing family partnerships. The attitudes and practices of teacher educators and the attitudes and experiences of student teachers were explored in focus groups, documents, and a survey instrument. Results indicated that although partnerships were considered important by faculty and students, both groups were concerned with the difficulties teachers may experience with parents. The subject university is committed to diversity and requires a field experience in a multi-cultural community. Although teacher educators expressed strong concerns about teaching candidates to work with parents from diverse cultural and linguistic backgrounds, they voiced doubts regarding their own ability to educate students regarding families from different cultures. The teacher candidates seemed relatively unaware of the importance of engaging diverse families in a partnership. There was evidence that, in the minds of student teachers, whatever problems existed were attributable to the parents. On an item about the beliefs of parent involvement, student teachers appear to have less positive views of diverse parents than do teacher candidates surveyed at the beginning of their preparation. Basically, candidates were focused on giving information to parents and not on creating reciprocal relationships. Results suggest that field experiences in culturally diverse settings are not enough and must be accompanied by class discussion. Graded assignments, and authentic experiences with opportunities to examine beliefs and attitudes toward families from diverse backgrounds in courses and field experiences are needed.
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Hamilton, Sandra, and Jennifer Vannatta-Hall. "Popular music in preservice music education: Preparedness, confidence and implementation." Journal of Popular Music Education 4, no. 1 (March 1, 2020): 41–60. http://dx.doi.org/10.1386/jpme_00013_1.
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This study examined popular music in preservice music teacher training programmes in the United States. The researchers explored types of courses and programmes offered in undergraduate music education programmes to prepare future music teachers to teach popular music. Quantitative data revealed trends in the inclusion of popular music within undergraduate music education programmes, determined music teacher educators’ perceptions of their students’ attitudes towards using popular music in the general music classroom, and examined the types of popular music pedagogy needed for preservice music educators. Qualitative data ascertained perceived confidence levels of graduates to utilize popular music. Results revealed that western classical music is the focus for the majority of music educators’ undergraduate degree programmes and that often music teacher preparation programmes ignore popular music study. Bridging the gap between western classical and popular music would help prepare teachers to include and value all types of music in K-12 music education.
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Aydin, Hasan, and Dolgun Aslan. "Determining Attitudes towards Pedagogical Teacher Training: A Scale Development Study." Journal of Education and Learning 5, no. 3 (April 13, 2016): 1. http://dx.doi.org/10.5539/jel.v5n3p1.
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<p>Education is the key to raising generations that are modern, democratic, productive, diligent, understanding, perceptive, critical and inquisitive. Teacher education is more important today than it has been in half a century. Thus, teachers are so significant to education and scholars argue that teacher quality is the most important within-school factor affecting student performance because great teachers help create great students. In fact, research shows that an inspiring and informed teacher is the most important school-related factor influencing student achievement, so it is critical to pay close attention to how we train and support both new and experienced educators (Edutopia, 2008). The Republic of Turkey has made great efforts to train teachers and meet the demand for teachers. Pedagogical teacher training is a part of this effort. This study will help determine the attitudes of teacher candidates towards the Pedagogical teacher training they receive, and in this regard the purpose of this study is to develop a measurement tool that can be utilized in future studies. The study showed that “The Attitude Scale towards Pedagogical Teacher Training (PFETO)” is a valid and reliable tool. PFETO is a valid and reliable data collection tool for future studies on attitudes towards Pedagogical Teacher Training.</p>
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Gujjar, Aijaz Ahmed, and Bushra Naoreen Choudhry. "A Study of the Attitudes of the Teacher Educators towards Secondary School Teacher Education Programme in Pakistan." i-manager's Journal on School Educational Technology 5, no. 2 (November 15, 2009): 28–38. http://dx.doi.org/10.26634/jsch.5.2.1030.
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Grossman, Gary M., Pinar E. Onkol, and Margaret Sands. "Curriculum reform in Turkish teacher education: Attitudes of teacher educators towards change in an EU candidate nation." International Journal of Educational Development 27, no. 2 (March 2007): 138–50. http://dx.doi.org/10.1016/j.ijedudev.2006.07.005.
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Rizzo, Terry L., and Walter P. Vispoel. "Changing Attitudes about Teaching Students with Handicaps." Adapted Physical Activity Quarterly 9, no. 1 (January 1992): 54–63. http://dx.doi.org/10.1123/apaq.9.1.54.
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This study was conducted to determine the influence of two physical education courses on undergraduate physical educators’ attitudes toward teaching students labeled educable mentally retarded, behavioral disordered, and learning disabled. The two courses, Adapted Physical Education and Physical Education for Children, included 77 and 97 students, respectively. Four strategies for attitudinal change (information, contact, persuasion, and vicarious experience) were emphasized in the former course. Participants in both courses completed the Physical Educators’ Attitude Toward Teaching the Handicapped Questionnaire (PEATH–II) during the first and last days of a 16-week semester. The data were analyzed using a split-plot hierarchical ANOVA design with two between-subjects factors, course type and teacher (nested under course type), and two within-subjects factors, time (pretest and posttest) and handicapping label. Results indicated that attitudes toward teaching students with handicaps improved significantly in the adapted physical education course but not in the other course.
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Skeen, Patsy, Bryan E. Robinson, and Mick Coleman. "Gender-Role Attitudes of Professional Female Educators toward Men in Early Childhood Education." Psychological Reports 59, no. 2 (October 1986): 723–30. http://dx.doi.org/10.2466/pr0.1986.59.2.723.
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A national random sample of women working in early childhood education was drawn from the membership of the National Association for the Education of Young Children to assess their attitudes toward the suitability, professional practice, and administrative capabilities of men in early childhood education. Past work experience with a male preschool teacher was a consistent indicator of a lack of stereotyped attitudes toward men in the early childhood field. Also, college professors and researchers were less stereotyped in their attitudes concerning the suitability of male preschool teachers than were either classroom teachers, other persons with direct child contact, or administrators. Implications for changing attitudes toward males in early childhood education are discussed in relation to these findings.
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Zam, Gerard A., and Gregory E. Stone. "Social Studies Teacher Educators: A Survey of Attitudes Toward Religion in the Curriculum." Religion & Education 33, no. 1 (January 2006): 90–105. http://dx.doi.org/10.1080/15507394.2006.10012368.
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Boyer, Wanda A. R., and Helen Bandy. "Impact of Students with Special Needs on Teachers in Rural Communities." Rural Special Education Quarterly 15, no. 3 (September 1996): 25–33. http://dx.doi.org/10.1177/875687059601500305.
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In order to develop relevant teacher education programs, teacher educators must understand attitudes, concerns and knowledge of inservice rural teachers toward inclusion of children with special needs in their classroom. Questionnaires were distributed to teachers in rural/remote areas of British Columbia. Results were indicative of the urgent need for providing additional human resources to assist with inclusionary practices, particularly the addition of trained assistants, parents, and community volunteers.
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Columna, Luis, John T. Foley, and Rebecca K. Lytle. "Physical Education Teachers’ and Teacher Candidates’ Attitudes Toward Cultural Pluralism." Journal of Teaching in Physical Education 29, no. 3 (July 2010): 295–311. http://dx.doi.org/10.1123/jtpe.29.3.295.
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The purpose of this study was to analyze both male and female physical education teacher attitudes toward cultural pluralism and diversity. Participants (N = 433) were adapted physical education specialists, physical education generalists, and teacher candidates. The research method was a descriptive cross-sectional survey (Fraenkel & Wallen, 1990). Data were collected using a modified version of the Pluralism and Diversity Attitude Assessment survey (Stanley, 1997). Mann-Whitney U tests showed no significant differences in attitude scores between teachers and teacher candidates. However, women’s attitude scores were significantly higher than men’s. Further Friedman’s ANOVA test showed statistical differences on the survey’s constructs for gender and professional status. Post hoc analysis indicated that the groups scored significantly higher on the construct, Value Cultural Pluralism than Implement Cultural Pluralism. This means teachers generally valued cultural diversity, but struggled to implement culturally responsive pedagogy. In conclusion, physical educators may need better preparation to ensure cultural competence.
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Von Gillern, Sam, Brady Nash, Carolyn Stufft, and Hillary Gould. "Literacy Educators’ Attitudes on Video Games and Learning." European Conference on Games Based Learning 16, no. 1 (September 29, 2022): 793–802. http://dx.doi.org/10.34190/ecgbl.16.1.860.
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This research used a survey design methodology (Dillman, 2011), which is a “nonexperimental research based on questionnaires or interviews” (Johnson & Christensen, 2013, p. 249) to investigate elementary literacy teachers’ attitudes on video gaming and learning. 328 teachers from a Midwestern state in the United States completed a 37-item survey, which primarily utilizes five-point Likert scale items to examine their general perceptions of video games, their attitudes on video game-based learning, and their perspectives on utilizing games for literacy teaching and learning. The data were analyzed by examining the distribution and frequency of participant responses as well as overall trends in their perspectives (Iarossi, 2006). Results indicate that the teachers believe children enjoy playing video games, view games as an important aspect of youth culture, and generally believe that video games can promote student motivation, engagement, and learning. However, only 38% of participants either agreed (32.0%) or strongly agreed (4.6%) that they regularly integrated video games into their literacy teaching and approximately a third were skeptical about integrating video games into their literacy teaching (26.8% agreed and 7.3% strongly agreed). Additionally. 57% were interested in learning more about how to effectively integrate video games into their literacy teaching (47.9% agree and 10.1% strongly agreed). This finding makes sense given that only 14% of participants indicated they learned about digital game-based learning during their teacher preparation programs. Ultimately, participants’ positive views on learning through video games aligns with existing reviews of research that demonstrate the effectiveness of game-based learning in a variety of content areas (Clark et al., 2016; Thompson & von Gillern, 2020; Wouters & van Oostendorp, 2013). Given that teachers’ views largely align with research that demonstrates games can be effective at promoting student learning in a variety of disciplines, professional development is needed to help teachers develop their abilities to effectively integrate video games into their literacy teaching. Further implications and directions for future research are discussed.
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Gujjar, Aijaz Ahmed, and Bushra Naoreen. "RETRACTED: A study of the attitudes of the teacher educators towards secondary school teacher education programme in Pakistan." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 830–38. http://dx.doi.org/10.1016/j.sbspro.2010.03.112.
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Saragih, Ardina Br, Celine Inviolata Hutagalung, Jayadi Setia Oktafiana, Johannes P. Nababan, Kristin Y. S. Manik, Sthepanie Turnip, Winda C. Br Manurung, and Juli Antasari Br Sinaga. "Kursus Bimbel Gratis dan Menyenangkan Bahasa dan Matematika di SMP Beerseba Pekanbaru." Indonesia Berdaya 3, no. 2 (April 12, 2022): 217–24. http://dx.doi.org/10.47679/ib.2022205.
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The Community Service Program (PkM) activity is one of the compulsory subjects that students of the Faculty of Teacher Training and Education (FKIP) HKBP Nommensen University (UHN) Medan must take in order to develop students' teaching potential as prospective educators or as prospective educators who are professional and ready to enter the world of education. PkM activities supplement and complement the knowledge and skills acquired by students while in college. This program serves a purpose and serves a function, namely to give students with the opportunity to become professional education employees in order to increase students' knowledge and skills as professionals. Personality competence, professional competence, personal competence, and social competence are all required competencies for educators. The PkM program will equip students with real-world experience as aspiring educators. The PkM program encourages students to continue to strive towards the development of attitudes and personalities as educators, especially mature attitudes in behaving and thinking, discipline in carrying out their tasks and commitments, and the ability to adapt to their environment, institution, or society.
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Saxena, Yachana. "IS THE GENDER OF A TEACHER A DETERMINANT OF ATTITUDE TOWARDS INCLUSION? : A CASE STUDY IN SELECTED SCHOOLS OF BHOPAL." BSSS Journal of Education 10, no. 1 (June 30, 2021): 50–56. http://dx.doi.org/10.51767/je1006.
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Inclusive-education (IE) remains to be an unexplored but essential area in education with a lot of unanswered questions, especially pertaining to the views of teachers’ attitude towards Children with Special Needs (CWSN). This study examined the relationship of gender, a relevant teachers’ personal variable with teachers’ attitudes towards CWSN. This quantitative study was designed to investigate teachers’ attitudes towards Children with Special Needs with an exclusive comparison between female and male Educators. Data was collected from 260 teachers of Bhopal using a self-developed survey instrument entitled Multidimensional Attitudinal Measurement of Teachers towards Children with Disability Scale (MAMTCD-Scale). The findings revealed a non-significant difference in attitude between male and female educators.
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Harahap, Muh Burhanudin, Maria Veronika Roesminingsih, and Mudjito Mudjito. "Concept of Human Resources Development to Improve Teacher Performance: Multi-Case Study." Studies in Learning and Teaching 1, no. 3 (December 28, 2020): 140–50. http://dx.doi.org/10.46627/silet.v1i3.52.
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This study aims to analyze the concept of Human Resource Development carried out by schools in improving the performance of teaching staff at Elementary School Muhammadiyah of 1 Jember and Al Baitul Amien of 1 Jember. This research method uses a qualitative approach with a multi-case study design. The multi-case study used in this study uses two research sites. Data collection techniques in this study used participant observation, documentation, and interviews. Based on the research conducted, it can be concluded that the concept of the human resource development program carried out by these schools to improve the quality of teacher performance, namely: (1) increasing the abilities, skills, attitudes, and responsibilities of educators (teachers) to be more effective and efficient, (2) optimizing human resource development as much as possible by delegating to educators (teachers), and (3) striving to improve education quality by recommending educators (teachers) to take further studies to a higher level. There is no multi-case study research in improving the performance of students.
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Jeffries, Hannah, and William McCorkle. "2020 Teacher Candidate Voter Turnout: Implications for K-12 and Higher Education." Research in Educational Policy and Management 2, no. 2 (December 12, 2020): 52–77. http://dx.doi.org/10.46303/repam.2020.4.
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This study centers on low youth voter (18-24) turnout nationally by examining a study of teacher candidates at a South Carolina public university. The study is useful to understanding the civic engagement of two important demographics: youth voters and future educators. As teacher candidates, the students tended to have weak civic education backgrounds and a lack of understanding of the inherently political nature of teaching. Paralleling national trends for youth, candidates showed low levels of voter turnout, a disconnect between accessing political information and making informed decisions, and a general cynicism towards electoral politics. The study was able to explore multiple important demographic differences in attitudes towards voting. The study also explored attitudes of practicing teachers towards civic engagement and the implications of these attitudes for K-12 and higher education.
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Sharma, Umesh, and Laura Sokal. "Can Teachers’ Self-Reported Efficacy, Concerns, and Attitudes Toward Inclusion Scores Predict Their Actual Inclusive Classroom Practices?" Australasian Journal of Special Education 40, no. 1 (October 2, 2015): 21–38. http://dx.doi.org/10.1017/jse.2015.14.
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This research was undertaken to determine if significant relationships exist between teachers’ self-reported attitudes, concerns, and efficacy to teach in inclusive classrooms and their actual classroom behaviour in Winnipeg, Canada. Five teachers completed 3 scales measuring their attitudes to inclusion, their level of concerns about teaching in inclusive classrooms, and their level of efficacy for teaching in inclusive classrooms. They were observed using a newly developed scale to measure their inclusive teaching practices. Each teacher was observed from 3 to 5 hours on different occasions. Data were analysed using 1-tailed Spearman correlations. Results indicated that teachers who were highly inclusive in their classroom practices tended to have significantly lower degrees of concerns and positive attitudes to inclusion. Implications of the research for policymakers, future researchers, and teacher educators are discussed.
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Olson, Myrna R., Lynne Chalmers, and John H. Hoover. "Attitudes and Attributes of General Education Teachers Identified as Effective Inclusionists." Remedial and Special Education 18, no. 1 (January 1997): 28–35. http://dx.doi.org/10.1177/074193259701800106.
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School principals and special education teachers identified general education teachers who were the most skilled at including students with disabilities in their classrooms. After 10 individuals identified by both principals and special educators were interviewed, seven themes emerged. These teachers (a) described their own personalities as tolerant, reflective, and flexible; (b) accepted responsibility for all students; (c) described a positive working relationship with special educators; (d) reported adjusting expectations for integrated students; (e) indicated that their primary inclusionary attitude was showing interpersonal warmth and acceptance in their interactions with students; (f) felt that there was insufficient time available for collaboration; and (g) expressed reservations about fully including all students. Results are discussed in terms of teacher preparation, administrative practices, implications for increased inclusion, and suggestions for further research.
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Ahmed, Hanaa Ouda Khadri. "Towards application of drone- based GeoSTEM education: Teacher educators readiness (attitudes, competencies, and obstacles)." Education and Information Technologies 26, no. 4 (March 3, 2021): 4379–400. http://dx.doi.org/10.1007/s10639-021-10475-6.
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Turner, Karen Walker. "Fetal Alcohol Syndrome." Californian Journal of Health Promotion 4, no. 2 (June 1, 2006): 81–112. http://dx.doi.org/10.32398/cjhp.v4i2.1936.
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Educators in two school districts were surveyed on their knowledge, attitudes, and perceived competence in educating students with fetal alcohol syndrome (FAS). Data from 114 surveys were analyzed using quantitative and qualitative methods. Spearman rank order correlation coefficients revealed statistically significant positive correlations between attitude and knowledge, perceived competence and knowledge, and perceived competence and attitude. Friedman's ANOVA indicated differences between teaching experience and attitude, a relationship between knowledge and type of teacher training, and differences in perceived competence by teacher location and grade level of teaching. Qualitative results revealed themes of knowledge and empathy in response to questions regarding support and strengths in educating students with FAS. Recommendations for educators in northwest Florida were discussed as well as implications of the research for education.
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Keating, Xiaofen Deng, and Stephen Silverman. "Physical Education Teacher Attitudes Toward Fitness Test Scale: Development and Validation." Journal of Teaching in Physical Education 23, no. 2 (April 2004): 143–61. http://dx.doi.org/10.1123/jtpe.23.2.143.
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The purpose of this study was to determine whether the Physical Education Teacher Attitudes Toward Fitness Tests Scale (PETAFTS) produces reliable and valid scores. There were 4 stages and 4 sets of participants in the development of the PETAFTS. First, the domains of attitude were defined and cognitive and affective components were developed, organized, and validated. In the second stage, 134 full-time physical education teachers participated in a pilot study and PETAFTS was revised based on the information obtained. In the third stage, 28 teacher educators served on an expert panel and organized the items into domain areas. In the final stage, 322 physical education teachers from 10 states tested the revised PETAFTS. Based on the results, the PETAFTS was shortened by deleting and combining some of the items in subdomains; this resulted in a 16-item final version that, according to the indices, generates reliable and valid scores.
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Wright, Stephanie H., Fernanda Vargas, and Tonya Huber. "Perceptions of English Language Learners—Teacher Beliefs, Professional Development and Student Outcomes: A Literature Review." Education, Language and Sociology Research 1, no. 1 (May 27, 2020): p101. http://dx.doi.org/10.22158/elsr.v1n1p101.
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Across America, linguistically disadvantaged youth are struggling through English language arts courses without proper support in scaffolding and/or differentiated instruction. Teachers’ beliefs affect their classroom instruction, classroom management, and classroom culture. Thus, the need for research is of utmost importance as students are being pushed through the educational system without the support or respect that they deserve. This literature review examines the connection between teachers’ attitudes and perceptions of English Language Learners (ELLs) and how these thought forms affect classroom instruction. We narrowed our focus to identify studies and analyze teachers’ perceptions while servicing ELL students, specifically Latino/a English language learners. We discerned data and various levels of teacher-student engagement based on studies centered around various levels of teacher experience, all in relation to ELLs. Further, we analyzed how professional development altered educators’ attitudes and perceptions of English language learners. The articles reviewed gave insight into teacher perceptions and how most educators felt inadequately prepared to teach those whose first language was not English. By studying teachers’ viewpoints—through qualitative and quantitative analyses—we confirmed a need for professional development that will improve not only how content is learned for an English language learner, but the relationships those students encounter as well.