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1.
This report shares a study that explored the perceptions pre-service teachers have of middle school students. Participants were asked to complete the Adjective Checklist (ACL) by endorsing the words they considered most characteristic of a typical middle school student. Items most frequently endorsed indicated a predominantly negative perception (e.g. “awkward”, “confused” and “emotional”). Implications for pre-service teacher training are discussed. 相似文献
2.
In order to investigate the teachers and parents’ perceptions of school readiness, 218 parents and 370 teachers were surveyed. Based on the areas of “physical well-being and motor development”, “social and emotional development”, “approaches to learning”, “language use”, “cognition and general knowledge” and “family”, the study attempts to examine and compare kindergarten teachers’, elementary school teachers’ and parents’ beliefs about school readiness. Results are as follows: (1) on the whole, parents and teachers attach great importance to health, attention, parental rearing patterns, confidence, learning interest, etc.; (2) kindergarten and elementary school teachers share a similar outlook on school readiness while elementary school teachers emphasize more on areas such as compliance with teacher authority, parents’ educational level, manners, self-centralization, the ability to express and so on, and (3) the difference exists among parents, kindergarten teachers and elementary teachers’ perceptions of school readiness. 相似文献
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4.
Erdo?an Tezci 《Educational technology research and development : ETR & D》2011,59(3):429-443
The current study aimed at identifying Turkish primary school teachers’ perceptions of school culture regarding ICT integration
in education. In addition, the current study was designed to investigate factors that might influence their perceptions. The
participants were 1540 primary school teachers. The findings revealed that the teachers’ perceptions regarding school culture
in both motivational and technical aspects were not positive. Gender, ownership of a personal computer, Internet access, professional
experience, and weekly computer use seemed to play an important role in the perceived school culture regarding ICT integration
in education. 相似文献
5.
Drew Polly 《课程研究杂志》2017,49(2):132-148
With the adoption of new content standards, teachers are often left without adequate curriculum resources. This study examined how educators used their curricular resources to teach new mathematics standards in the USA. Analyses of open-ended survey responses from 257 teachers and teacher–leaders in Grades 3 through Grade 5 indicated that every educator reported supplementing their districts’ or schools’ primary curricular resources with other materials. These supplements primarily included resources found for free on websites and resources that claimed to be aligned to the new standards, but varied in terms of alignment to national standards for effective mathematics curriculum. Implications for this study include further research on how teachers make decisions regarding curriculum resources as well as increasing teachers’ access to quality curriculum materials that can support students’ mathematical learning. 相似文献
6.
Chinese homeroom teachers’ performance of professional school counselor activities was explored. A total of 109 homeroom teachers
in Beijing and Harbin, China reported their performance of 68 different school counseling activities as part of their regular
actions as a homeroom teacher. Results found that on average homeroom teachers performed a wide variety of counseling tasks
and together almost all tasks were performed by homeroom teachers. Further, participants reported frequently providing individual
counseling to students on a range of concerns. Findings in this study support calls for the continued development of school
counseling in China, hiring more school counselors, and additional training for homeroom teachers. Limitations, recommendations,
and avenues for future research are described. 相似文献
7.
This study examined teachers’ perceptions of classroom behaviour problems in five provinces of the People’s Republic of China. Researchers surveyed 527 Chinese teachers from 27 elementary schools. Consistent with previous studies in China, teachers perceived non‐attention to be the most frequent and troublesome behaviour problem. Teachers’ perceptions of which behaviour problems were most difficult to tolerate and most negative in their effects on student development were also investigated. Approximately 45% of the teachers reported spending too much time on behaviour problems. Significant differences were found in the prevalence of teachers’ perceptions of student misbehaviour and of the time spent on classroom management; there were also differences in these perceptions according to students’ gender, type of school, classroom subject taught, and teachers’ level of experience. The implications of these findings for researchers and practitioners are addressed. 相似文献
8.
Teachers’ innovative behaviour influences not only their teaching practices and professional habits, but also has an impact on students’ creation of novel and original ideas. In spite of the increasing demand for innovative behaviour, and also relatively high academic achievements of Estonian students in international comparison, teachers in Estonia often do not use innovative teaching practices, according to Teaching and Learning International Survey (TALIS). This study explores possible school environmental factors that may support the innovative behaviour of teachers. A model, where self-efficacy as a trait and different types of teaching practices as behaviour, are components of the model of teachers’ innovative behaviour. It is supposed that teachers’ innovative behaviour appears in school environments and may be supported by the following factors: interaction and involvement, need and freedom for innovation. The study is carried out as a secondary data analysis, based on a sample of TALIS survey. The results indicate that although the three factors mentioned do not constitute the integrated phenomenon, they do describe different aspects of a teachers’ innovative behaviour. 相似文献
9.
H. Bahadir Yanik 《Educational Studies in Mathematics》2011,78(2):231-260
This article reports an analysis of 44 prospective middle school mathematics teachers’ pre-existing knowledge of rigid geometric
transformations, specifically the geometric translations. The main data source for this study was the participants’ responses
to the tasks that were presented during semi-structured clinical interviews. The findings of the study revealed that prospective
teachers had difficulties recognizing, describing, executing, and representing geometric translations. The results indicated
that teacher candidates held various views about the geometric translations: (1) translation as rotational motion, (2) translation
as translational motion, and (3) translation as mapping. The results further revealed various interpretations of the vector
that defines translations: (1) vector as a force, (2) vector as a line of symmetry, (3) vector as a direction indicator, and
(4) vector as a displacement. Although many of the teacher candidates interviewed knew that a vector has a magnitude and a
direction, this knowledge did not generally lead them to conclude that vectors define translations. 相似文献
10.
This study explored Israeli elementary school mathematics teachers’ perceptions of their professional needs, with the purpose of developing in-service training courses which cater to these needs. Eighty-four teachers responded to the questionnaire and were interviewed. The results indicate that the respondents’ main needs are associated with strengthening their didactical knowledge capability of dealing with emotional aspects that relate to pupils’ learning of mathematics. Although most of the respondents lack formal mathematics education, they attribute less importance to their need to enhance knowledge in the field. In light of Israeli pupils’ relatively low attainments in mathematics, the authors believe that the education system should require teachers to expand their mathematics knowledge and that only teachers with appropriate knowledge will be permitted to teach the discipline. 相似文献
11.
Developmental dyscalculia is a specific learning disability that is described as a heterogeneous and persistent cognitive disorder. Given the need to detect and intervene as early as possible to minimise its effects, teachers’ knowledge about symptoms, characteristics and effective intervention strategies in dyscalculia is essential. Given the lack of research about this topic and measures to evaluate teachers’ knowledge, this study aims to present a literature-based measure to evaluate knowledge about developmental dyscalculia and to investigate the predictors of this type of knowledge. Data were collected from a sample of 175 primary school teachers. The measure presented adequate psychometric properties. Teachers’ personal characteristics such as age and gender did not predict their knowledge about dyscalculia. Being a Special Education teacher predicted a higher knowledge of intervention strategies in dyscalculia and having heard about dyscalculia predicted higher knowledge about not only intervention strategies but also dyscalculia characteristics. The data are discussed, and suggestions for further studies are presented. 相似文献
12.
Widely thought to be something worth encouraging in young learners, creativity has popularly been associated more with music and art than with other areas of the curriculum. There have been many studies of creativity but few that focus explicitly on what counts as creative thinking in specific subject areas. The aim of the research reported here was to determine pre-service teachers’ conceptions of creativity within the curriculum for English. The study involved analyses of primary school trainee teachers’ responses to questionnaires and follow-up focus group discussion to identify their conceptions. A group of 48 trainees in the final year of an undergraduate degree in primary education leading to qualified teacher status in England completed the questionnaire. Of these, eight volunteered to participate in a follow-up focus group discussion to further explore ideas. Responses were analysed quantitatively and qualitatively. Conceptions of creativity in English were found to be limited, focused mainly on naïve views of story writing and dramatic activity. Responses indicated that they were often unable to distinguish clearly between the concept of creativity, an example of its occurrence in the classroom, and what feature of that example made it creative. Consequently, their limited constructions of creativity were confused. It is important that teachers in schools as well as those responsible for training teachers in universities are advised that trainees’ conceptions of creativity in English may be inadequate in several respects and that they may not recognise opportunities for creativity. Pre-service training programmes could well benefit from structured courses on the forms and applications of creativity. 相似文献
13.
This brief report describes an investigation into the motivational changes of two school counselling teachers in two rural schools in the Chinese context. The findings revealed the mixed motivations of the participants in joining school counselling and how their motivations transformed through their professional engagement and social interactions in specific institutional and socio-cultural settings. The study concludes with some implications for teacher development and points out directions for continuing research. 相似文献
14.
Lisa van Leent 《Sex education》2017,17(4):440-453
Teachers experience a range of situations in the primary school context where students talk about, share ideas and use words and actions that might be described as non-heteronormative in character. This article reports on teachers’ experiences of the ways in which they respond to actions and events they see as non-heteronormative. It identifies six different ways in which teachers conceptualise their pedagogical responses to the situations they encounter: (1) being nonchalant, (2) avoiding a response, (3) being uncertain, (4) maintaining home and school boundaries, (5) protecting students’ well-being and (6) embracing non-heteronormative sexualities. Teachers’ responses to these events are important in that their actions may affect how students interpret and understand the world. Primary school teachers will benefit from support in knowing how to respond appropriately when faced with a scenario or situation that is non-heteronormative in character. 相似文献
15.
H. R. M. A. van der Heijden D. Beijaard J. J. M. Geldens H. L. Popeijus 《Journal of Educational Change》2018,19(3):347-373
This study reports on a large-scale survey on primary school teachers’ perceptions of being change agents and the extent to which these perceptions are related to personality and contextual factors. A principal component analysis and confirmatory factor analysis revealed nine characteristics of teachers as change agents. Personality and contextual factors are related to teachers’ perceptions of being a change agent. Four teacher profiles were distinguished according to the varying degrees of teachers’ perceptions of themselves as change agents. This study adds to the further understanding of teachers as change agents, their characteristics and how these characteristics are related to personality and contextual factors. 相似文献
16.
Edna O. Schack Molly H. Fisher Jonathan N. Thomas Sara Eisenhardt Janet Tassell Margaret Yoder 《Journal of Mathematics Teacher Education》2013,16(5):379-397
The goal of this study is to develop the professional noticing abilities of prospective elementary school teachers in the context of the Stages of Early Arithmetic Learning. In their mathematics methods course, ninety-four prospective elementary school teachers from three institutions participated in a researcher-developed five-session module that progressively nests the three interrelated components of professional noticing—attending, interpreting, and deciding. The module embeds video excerpts of diagnostic interviews of children doing mathematics (representations of practice) to prepare the prospective teachers for similar work. The module culminates with prospective teachers implementing similar diagnostic interviews (approximations of practice) to gain experience in the three component skills of professional noticing. A pre- and post-assessment was administered to measure prospective teachers’ change in the three components. A Wilcoxon signed ranks test was conducted and found the prospective elementary school teachers demonstrated significant growth in all three components. Selected prospective elementary school teacher responses on the pre- and post-assessment are provided to illustrate sample growth in the prospective teachers’ abilities to professionally notice. These results, the first in an ongoing study, indicate the potential that prospective teachers can develop professional noticing skills through this module. Continued data collection and analysis from the ongoing study by these authors and future, longer-term emphasis on professional noticing for prospective teachers should be studied. 相似文献
17.
Current national policy in the Republic of Ireland advocates for the inclusion of students with learning difficulties in mainstream schools. With Asperger’s syndrome (AS) specifically, it is essential that teachers understand the syndrome and are well versed in appropriate approaches to effectively create an inclusive environment for these students in the mainstream classroom. This paper explores teacher knowledge and understanding of AS while also exploring what affects their confidence in educating students diagnosed with the syndrome. Data collection pre-dated changes to the DSM-V and as such AS is used throughout this paper. A survey was distributed nationally to a random sample of qualified post-primary school teachers. The findings revealed that teachers did not appear to possess an adequate level of knowledge and understanding in relation to the syndrome. Continued professional development programmes in the area appeared to have minimal effect, with those completing programmes scoring only marginally better than those who did not (2.85%). These findings are of concern if these teachers are then expected to foster an inclusive environment, particularly when a high proportion of teachers have previously taught a student diagnosed with the syndrome and their knowledge remains limited. 相似文献
18.
Kim Beswick Rosemary Callingham Jane Watson 《Journal of Mathematics Teacher Education》2012,15(2):131-157
In this article, we report on the use of a teacher profiling instrument with 62 middle school teachers at the start of a 3-year
professional learning programme. The instrument was designed to assess the aspects of teachers’ knowledge identified by Shulman
(1987) refined by Ball et al. (2008) and extended to include teachers’ confidence to use and teach various topics in the middle school mathematics curriculum
and their beliefs about mathematics teaching and learning. Based on a hierarchical coding of items, the application of the
partial credit Rasch model revealed that the profile items were measuring a single underlying construct and suggested that
the various facets of teacher knowledge develop together. We describe the characteristics of four levels of the hierarchical
construct measuring teacher knowledge and understanding for teaching mathematics in the middle years of schooling, and discuss
the unique affordances of a holistic view of teacher knowledge in contrast to considerations of multiple knowledge categories. 相似文献
19.
We report a survey of 100 preschool teachers from 15 preschools in Singapore using a modified instrument called the Pre-School Level Environment Questionnaire. The aims were to explore differences in actual and preferred perceptions of preschool teachers’ school-level environment and to investigate the relationship among preschool teachers’ profile, preschool learning environments and job satisfaction. Quantitative data using paired samples t tests indicated that there were significant differences in teachers’ actual and preferred perceptions of their preschool learning environments except for the scale of Work Pressure. Logistic regression revealed a positive influence of Resource Adequacy on preschool teachers’ job satisfaction. 相似文献
20.
Jason J. Barr 《Educational studies》2011,37(3):365-369
This research examined the relationship between teachers’ empathy and perceptions of their school’s culture. Teachers’ ability to change their school’s culture might be limited by their inability to interpret and respond appropriately to student behaviour. As teachers’ empathic abilities increase, it seems likely that they would be better able to understand and respond appropriately to their students. Teachers’ perspective‐taking was positively associated with their positive perceptions of student–peer relations, school norms and educational opportunities. Teachers’ personal distress was negatively related to student–peer relations. Empathy was unrelated to student–teacher relations. It is postulated that it takes more than just empathy to be able to negotiate the complex relationship between student and teacher. With teacher training programmes currently focusing on teacher dispositions, such programmes need to focus more on training future teachers to recognise and exercise their cognitive and emotional empathic capacities. 相似文献