共查询到20条相似文献，搜索用时 46 毫秒
1.
Changing personal epistemologies in early childhood pre-service teachers using an integrated teaching program 总被引：1，自引：0，他引：1
This study investigated changes in pre-service teachers' personal epistemologies as they engaged in an integrated teaching program. Personal epistemology refers to individual beliefs about the nature of knowing and knowledge and has been shown to influence teaching practice. An integrated approach to teaching, based on both an implicit and explicit focus on personal epistemology, was developed by an academic team within a Bachelor of Education (Early Childhood). The teaching program integrated content across four units of study, modelling personal epistemologies implicitly through collaborative reflexive practice. The students were also required to engage in explicit reflections on their personal epistemologies. Quantitative measures of personal epistemology were collected at the beginning and end of the semester using the Epistemological Beliefs Survey (EBS) to assess changes across the teaching period. Results indicated that pre-service teachers' epistemological beliefs about the integration of knowledge became more sophisticated over the course of the teaching period. Qualitative data included pre-service teachers' responses to open ended questions and field experience journal reflections about their perceptions of the teaching program and were collected at the end of the semester. These data showed that pre-service teachers held different conceptions about learning as integration, which provided a more nuanced understanding of the EBS data. Understanding pre-service teachers' epistemological beliefs provides promising directions for teacher preparation and professional enrichment. 相似文献
2.
As a key element in teacher education programmes, action research is a learning process in which pre-service teachers inquire, reflect on and improve their teaching practices. This qualitative study sought to understand what enhanced or hindered Thai pre-service teachers' action research projects during their student teaching. This study drew upon written reflections, focus-group interviews and observations of seminar sessions. Data analysis was inductive, involving categorical aggregation followed by a search for correspondence and patterns. The results indicated that the pre-service teachers misunderstood action research, and also held a negative attitude toward it, both of which led them to superficial analyses of practice. They struggled with time limitations, data gathering and interpretation strategies. In spite of the struggles they experienced, these pre-service science teachers did learn more about the action research through collaboratively working with cooperating teachers and university supervisors and on-campus seminar discussions held concurrently with the fifth year internship. Recognizing and understanding the reasons and thinking patterns at the root of these teachers' difficulties with learning about action research can form the basis for reflecting on and rethinking the components of science teacher preparation programmes in Thailand. 相似文献
3.
A pre-service teacher's Pedagogical Content Knowledge (PCK) and their personal constructs of teaching develop throughout their teacher education program. PCK integrates generic pedagogical knowledge, mathematical teaching methodology and knowledge of the discipline of mathematics and this paper reports on a survey that can be used to assess a pre-service teacher's PCK. TELPS (Teacher Education Lesson Plan Survey) was developed to determine the PCK of pre-service teachers during their teacher education program. TELPS is shown to analyse pre-service teachers' PCK with some indication that the pre-service teacher's development of PCK can be observed. 相似文献
4.
The study outlined in this paper is one element of a research project that was designed to determine, from the teachers' perspective, how their teacher preparation program influenced their development as teachers and how this development progressed in their beginning years within the profession. This paper then explores how a group of student-teachers who had completed their Dip. Ed. at Monash University described their own development during their transition into the teaching profession as they re-considered their pre-service teacher preparation program. 相似文献
5.
M.V. Sá 《Teachers and Teaching》2016,22(4):504-518
Despite the Bologna agreement implementation in 2008, teachers' education in Portugal has not changed significantly from earlier practice. The major modification in the requirements of master’s level teacher education programmes was the introduction of a strong component of educational research in a master’s degree; this is designed to replace an educational monograph in the typical 5-year ‘Licenciatura’. Both a professional one-year in-school pedagogical stage and a fifth year as a university student continue to be mandatory, as well as the stage co-supervision of the university and the school. However, existing government regulations imply that in the very near future the full professional education of teachers will have to be complemented with an in-service probation year conducted under the supervision of a school mentor. The current study has been designed to try to determine: (a) how the activities of the probation year should be organised in order to improve this stage of professional education; and (b) how probation years could be used to promote school–university partnerships that could provide for more effective in-service teacher education and/or possible shared educational action research. Drawing on the survey data from pre-service students from four different universities, novice teachers, stage supervisors and school principals, information was collected on the perceptions of the quality and scope of the professional education of future teachers from the beginning of their programmes through their pedagogical stage. A high degree of agreement among all the respondents enables us to point towards the perceived high quality of several components of the teacher education programmes, e.g, teachers’ ability to plan a lesson using different teaching strategies and the high value-accorded school–university collaborations. The results also show the weaknesses of other components, e.g, teachers’ skill with controlling badly behaved students and their ability to capture students’ attention and motivation. Based on these results and on our knowledge about the type of professional support needed to promote teaching practice, we conclude with a holistic plan designed for teachers’ professional education during the pre-service pedagogical stage and the in-service probation year. 相似文献
6.
7.
In the field of initial teacher training, portfolios are widely used to assess pre-service teachers' performance as well as the outcomes of university-based teacher preparation programmes. However, little is known about the explicit design of portfolio assessment mechanisms in teacher preparation programmes. Issues related to the design and validation of portfolios for pre-service teacher assessment are a critical area of inquiry for the field of initial teacher training. In this study, perspectives were elicited from school trainee teachers and faculty from a secondary teacher preparation programme to examine the relationships identified among core competencies of a portfolio assessment framework and pre-service candidate learning outcomes. Comparative findings are presented about the relationships identified by the trainee teachers and faculty across the secondary education programme's portfolio core competencies and trainee learning outcomes. A discussion of the findings is presented with implications and future directions highlighted. 相似文献
8.
The physical education teacher education community in Ireland has developed Beginning Teacher Standards for Physical Education (BTSfPE) at the post-primary (secondary) level. This study explored teacher educators' perspectives on how the BTSfPE could be implemented and considered the possible impact on the profession within the discourses of power. Data collection involved semi-structured interviews with teacher educators in physical education (n = 13). Data were analysed inductively and trustworthiness issues were considered. Participants suggested that the teaching standards could serve as a developmental tool to guide individual teacher education programmes and beginning teachers as well as an assessment function to support quality assurance and to hold programmes accountable. The teacher educators were committed to addressing issues of quality and status in physical education in Ireland. However, an agreed vision of how the teaching standards would be used to develop and regulate the profession is necessary to ensure that the intended benefits emerge. 相似文献
9.
Sob Kay Cheng 《Asia Pacific Journal of Education》1984,6(1):37-43
The 1960s saw a rapid expansion of teacher education in Singapore. This was followed by an attempt to ensure quality teacher education, beginning with the establishment of the Institute of Education in 1973. The Institute was established to take over the responsibilities of teacher preparation and educational research, functions which were performed by the Teachers' Training College, the School of Education of the University of Singapore and the Research Unit of the Ministry of Education. Since its establishment, the Institute has provided pre-service training for some 6000 teachers, both non-graduates and graduates. In addition to these, some fifteen thousand teachers have gone through in-service courses of one kind or another at the Institute over the past decade (Lun and Chan, 1983). The above facts show the concern with and effort dedicated to the improvement of teacher quality in Singapore. 相似文献
10.
11.
Chin Long Fay 《Asia Pacific Journal of Education》1983,5(2):43-48
Over the past several years, the education system in Singapore has undergone very significant and far-reaching changes, especially in terms of the programmes and resources available to teachers and pupils. New textbooks and teaching materials have been introduced into the schools by the Curriculum Development Institute of Singapore (CDIS). Within the Institute of Education (IE), teacher education programmes for pre-service trainees and in-service teachers have also undergone review and change to meet new needs and expectations. 相似文献
12.
Robyn Bentley-Williams Jennifer Morgan 《Asia-Pacific Journal of Teacher Education》2013,41(2):173-185
Today people from a wide range of socio-cultural backgrounds are entering the teaching profession. The changing profile of pre-service teachers prompted inquiry into personal and professional influences in understanding diversity and inclusive practices. Two teacher educators collaborated across Australian universities to explore reflexive practices in preparing pre-service teachers for their complex teaching roles in the twenty-first century. Modes of delivery were an on-campus Inclusive Education unit with situated learning opportunities in community settings and a fully online Inclusive Education unit. Findings revealed that reflexive learning was a key mediating strategy in expanding the participants' consciousness. Participants engaged in confronting assumptions, raising awareness of diverse learning needs and critiquing social justice principles and equity issues. By creating a supportive learning environment, teacher educators were able to shift pre-service teachers from mere acceptance of diversity to a commitment to ethical decision-making and quality inclusive education. 相似文献
13.
14.
Suat Khoh Lim-Teo Kwee Gek Chua Wai Kwong Cheang Joseph K. Yeo 《International Journal of Science and Mathematics Education》2007,5(2):237-261
Mathematics pedagogical content knowledge (MPCK) of teachers cannot be easily defined but is a complex concept integrating
generic pedagogical knowledge, mathematics teaching methodology as well as knowledge of the discipline of mathematics. It
is the objective of mathematics methodology courses in teacher preparation programmes to begin the development of MPCK in
their pre-service teachers. As part of a research study on the development of MPCK in primary school beginning teachers, a
16-item instrument was developed to measure some aspects of the MPCK for teaching mathematics at primary level. The instrument
was administered to the 2003 Intake of the Diploma in Education student teachers at the National Institute of Education, Singapore
just at the beginning of their programme. As they completed their methodology course in February 2005, the instrument was
administered again. This paper will discuss the findings concerning their performance in these two tests, with reference to
the overall performance as well as topic-specific and MPCK construct-specific performance. The findings indicate that student
teachers at the beginning of their programmes are generally quite weak in their mathematics pedagogical content knowledge,
as might be expected. There was significant improvement in some aspects of their MPCK on completion of their mathematics pedagogy
course. 相似文献
15.
This article reports a research project planned and organized by the School of Educational Studies of Universiti Sains Malaysia to provide an international teaching practicum experience to six pre-service teachers for six weeks in Maldives. Using qualitative data from an open-ended questionnaire and reflective journals, the six pre-service teachers' experience of professional development during their international teaching practicum is examined, analysed and described. The findings show that the six students experienced beneficial and meaningful professional development. Some challenges and limitations of the international practicum are also highlighted. Based on this study, implications for teacher education/training of TESOL/TESL teachers are suggested. 相似文献
16.
Pre-service teachers' dispositions towards diversity: Arguing for a developmental hierarchy of change 总被引：1，自引：0，他引：1
This article explores Australian pre-service teachers' beliefs about and attitudes towards diversity. Building on Garmon's [Garmon, M. A. (2004). Changing preservice teachers' attitudes/beliefs about diversity: what are the critical factors? Journal of Teacher Education, 55(3), 201–213] argument that there are three dispositional factors that influence students' likelihood of developing multicultural awareness and sensitivity in teacher education programmes, the authors explore the relationship between such dispositions as exhibited in students' autoethnographic work. In so doing, the authors posit that these dispositions may be hierarchically developed: beginning from ‘self-awareness/self-reflectiveness’; moving towards ‘openness’; and finally a ‘commitment to social justice’. After exploring the nature of this hierarchical development through the in-depth investigation of six representative student accounts, the paper concludes by discussing the implications for teacher education, including the necessity to adjust our expectations of changing the dispositions of pre-service teachers in discrete, short courses. 相似文献
17.
Since the middle of the twentieth century in England and Canada responsibility for the design and delivery of pre-service teacher programmes has been located primarily in universities and their Faculties/Schools of Education. Operating within a tradition of university autonomy, the governance of these programmes is nonetheless constrained by the accreditation and certification requirements of the state and the profession and the pragmatic demands of teachers’ work. Over the last two decades, a variety of provisions have been made to regulate the pre-service preparation of teachers in both countries that have afforded quite different roles and authority to the state, the university, and the teaching profession. It is the interplay of these pressures on the governance of initial teacher preparation in three different jurisdictions—England, Manitoba and British Columbia—and the characterisation of teacher preparation associated with each, that is the focus of this article. 相似文献
18.
Rodrigo Drumond Vieira José Roberto da Rocha Bernardo Maria Evagorou Viviane Florentino de Melo 《International Journal of Science Education》2013,35(7):1113-1139
In this article, we focus on the contributions that a simulated jury-based activity might have for pre-service teachers, especially for their active participation and learning in teacher education. We observed a teacher educator using a series of simulated juries as teaching resources to help pre-service teachers develop their pedagogical knowledge and their argumentation abilities in a physics teacher methods course. For the purposes of this article, we have selected one simulated jury-based activity, comprising two opposed groups of pre-service teachers that presented aspects that hinder the teachers' development of professional knowledge (against group) and aspects that allow this development (favor group). After the groups’ presentations, a group of judges was formed to evaluate the discussion. We applied a multi-level method for discourse analysis and the results showed that (1) the simulated jury afforded the pre-service teachers to position themselves as active knowledge producers; (2) the teacher acted as ‘animator' of the pre-service teachers' actions, showing responsiveness to the emergence of circumstantial teaching and learning opportunities and (3) the simulated jury culminated in the judges’ identification of the pattern ‘concrete/obstacles–ideological/possibilities' in the groups’ responses, which was elaborated by the teacher for the whole class. Implications from this study include using simulated juries for teaching and learning and for the development of the pre-service teachers’ argumentative abilities. The potential of simulated juries to improve teaching and learning needs to be further explored in order to inform the uses and reflections of this resource in science education. 相似文献
19.
While teacher retention is a pressing issue for many jurisdictions, Singapore has a relatively low teacher attrition rate. Drawing on the experiences of student teachers from the sole institute for pre-service teacher education in Singapore, this article argues that it is important to expose teacher candidates to a substantial period of school experience as part of the teacher recruitment process. Before they are officially enrolled into pre-service teacher education, the Ministry of Education in Singapore requires all teacher candidates in the Postgraduate Diploma of Education program to go through a compulsory school stint. The authors' research findings show that this exposure to the realities and complexities of teaching can be an important contributor to teacher retention in terms of assessing and promoting teacher candidates’ resilient qualities, such as passion for teaching, self-efficacy beliefs, and positive emotion. In other words, early field experiences can help teacher candidates understand themselves as teachers and assess their own suitability for a teaching career. This study sheds new light on the policies and practices of teacher retention and teacher recruitment strategies. 相似文献
20.
《International Journal of Educational Research》2002,37(2):131-143
The National Institute of Education is the only teacher education institution in Singapore and all pre-service teachers for the Singapore education system are trained at this one Institution. There are several programs for the pre-service preparation of teachers for the various levels of schools and the preparation of mathematics teachers varies between the programs. Within the context of a national educational system which is very centrally controlled, teacher education programs have changed much over the past decade, constantly seeking improvement, not only in response to environmental changes but also to be leaders of change in the educational field. This chapter describes the teacher education programs of Singapore with respect to mathematics teachers, their pedagogical training and their mathematical education. 相似文献