共查询到20条相似文献，搜索用时 31 毫秒
1.
The student teaching experience has been considered important in establishing pre-service teachers’ beliefs and attitudes towards their teaching. However, few studies have investigated the effect of student teaching experiences as an educational intervention for increasing technology integration – especially pre-service teachers’ pedagogical beliefs as an internal barrier to technology integration. Thus, this study examined how technology-centred student teaching experiences differently affect pre-service teachers with different teaching beliefs with regard to self-efficacy and intention to use technology. Participants were 55 pre-service teachers in a student teaching practicum. The findings revealed that technology-centred student teaching experiences increased pre-service teachers’ self-efficacy regardless of their teacher beliefs. Additionally, pre-service teachers with traditional teacher beliefs had a low level of intention at the outset but significantly increased their intention after experiencing technology-centred student teaching; however, those with constructivist teacher beliefs showed no meaningful differences in their intention levels. Implications for teacher education and the limitations of this study are discussed. 相似文献
2.
Wangbei Ye 《师资教育杂志》2016,42(1):28-49
Traditional teacher education’s supposed failure to prepare prospective teachers for classroom realities (the transfer problem) is a widely discussed topic in the teacher education literature. Previous studies have focused on causal relationships between teaching and such factors as pre-service teacher education programmes, contextual factors in the practicum school, and transition shock; however, most of these studies have been set in developed countries, and have paid little attention to the interactions among such factors. This study, involving 35 East China Normal University pre-service teachers, explores the transfer problem in a rural/urban divide context, discusses the possible impacts of pre-service teachers’ previous educational experience (i.e. before teacher education) on their teaching, and examines the interactions among teachers’ previous education experience, teacher education, and practicum schools. 相似文献
3.
John Trent 《Asia-Pacific Journal of Teacher Education》2013,41(4):426-440
This paper reports on a qualitative study that investigated the lived experiences of a group of pre-service English language teachers during a teaching practicum in Hong Kong. Multiple, in-depth interviews with student teachers were conducted during a 6-week practicum to understand the students’ experiences of becoming teachers. A contribution of this study is to use the analytic lens of teacher identity to understand the challenges, one group of pre-service teachers confronted as they positioned themselves, and were positioned by others, as particular types of teachers during their practicum. The results of this study suggest that a critical perspective, grounded in an identity-theoretic understanding of pre-service teachers’ practicum experiences, is needed to reveal and then overcome antagonistic relations that might threaten the identity work of trainee teachers. Endorsing calls to rethink the practicum, the types of support that might be offered to pre-service teachers are critically examined and suggestions for the ways in which stakeholders, such as teacher educators and school-based supporting teachers, can best facilitate the identity work of pre-service teachers undertaking a teaching practicum are offered. Implications for future research are also discussed. 相似文献
4.
This paper presents an international comparison of Australian and Spanish secondary teachers’ perceptions about the effectiveness of their pre-service education and their learning as in-service teachers. It aims to identify, firstly, the extent to which beginning teachers believe they are prepared for their careers through their teacher training and, secondly, what teachers have learned as practicing teachers. A qualitative case study was conducted to uncover whether similar issues raised by early career teachers were identified in different contexts. Data were collected through interviews with secondary teachers (N = 11) from Australia and Spain in their third year of full-time teaching. Findings suggest similar positive perceptions towards their practicum experiences, transition to beginning teachers and professional development. However, differences were found in their early career experiences regarding professional learning and their development of identity. Implications of the study are discussed by identifying strategies to improve pre-service education for secondary teachers. 相似文献
5.
《师资教育杂志》2012,38(2):140-154
The research reported here investigated pre-service English language teachers’ perceptions of newly arrived immigrant children from Mainland China in Hong Kong. Seventeen participants, who had at least 10 weeks of experience working with these immigrant children during teaching practicum, participated in focus group discussions and shared their perceptions. The data analysis revealed that the participants widely perceived these children as deficit and consider them a serious professional challenge. Further examination of the data helped reveal media, life and teaching practicum experiences with immigrant children as crucial sources that contributed to the formation of these perceptions. The findings call for teacher education programmes to involve pre-service teachers in critical engagement with the mass media and their own experiences so that they can address the deficit model applied by teachers to immigrant children. 相似文献
6.
This article aims to address the lack of attention given to respect as an important relational construct for pre-service teachers. It seeks to inform teacher educators on how to better understand its practice and the implications for teaching and learning. This study examined second level pre-service teachers’ perceptions and experiences of respect. A qualitative design was employed and 12 undergraduate pre-service teachers in their final year of study were interviewed twice (pre and post practicum) about their perceptions of respect and their experiences of respectful teaching and learning. The emerging data indicate that the relational component of respect was identified by the pre-service teacher participants as being important to feeling respected as a teacher. Recommendations are made, in light of these findings, to help teacher educators support pre-service teachers gain a greater understanding of the relational nature of respect. 相似文献
7.
This study explored how Korean pre-service teachers with international learning experiences in the United States negotiated their understanding of multiculturalism/multicultural education. The findings demonstrated that the participants’ position of a racial/linguistic minority in a foreign country and their teaching experiences in a culturally diverse setting helped them understand the importance of multicultural education. Nevertheless, participants continued to regard multiculturalism as a celebration of diversity, without considering their own racial privilege and the historical/socio-political underpinnings regarding racism in both countries. This study discusses implications for international teacher education and professional development that support critical and reflective learning for future teachers. 相似文献
8.
Daron Benjamin Loo Ritha Maidom Nakhon Kitjaroonchai 《Asia-Pacific Journal of Teacher Education》2019,47(4):414-431
This study examined borderland discourse emergent from the practicum experiences of non-native English speaking pre-service teachers (PSTs) in a Thai primary school. Borderland discourse is defined as a space where personal and professional constructs intersect, which is often in a state of dissonance. Over a ten-week practicum period, the PSTs narrated their experiences through a dialogic reflective journal with their teacher-educator. A main issue was the dissonance between PSTs’ expectations with the reality of their teaching context. Some of which were the Thai students’ inability to communicate in English and the use of a syllabus that did not reflect the students’ language abilities. This led to a renegotiation of PSTs’ pedagogical approaches. This study also highlighted potential challenges that non-native English speaking PSTs may face if teaching in a context that is linguistically or culturally different from theirs, as well as a brief account of English language education in Thailand. 相似文献
9.
Yu-jung Chang 《Journal of Language, Identity & Education》2018,17(1):48-62
Research on novice ESL/EFL teachers’ identity development often characterizes the teaching practicum/internship as a boundary-crossing period in which pre-service teachers move out of the sheltered environment of education to become in-service teachers in real classrooms. Nevertheless, many prospective teachers experience a prolonged pre-service period in which an examination-based selection mechanism is used to gatekeep teacherdom. Through the lens of liminality, the study explores the experiences of two Taiwanese pre-service secondary EFL teachers during a period filled with high-stakes recruitment examinations. By examining how the two participants negotiate their identities and learn about the profession amid the disheartening challenges and learning opportunities they face during liminality, the study gives voice to pre-service teachers caught in between institutional structures and allows them to articulate their struggles as well as their sense of agency in pursuing a teaching career. The findings yield practical implications for EFL teacher education and the examination-based selection mechanism. 相似文献
10.
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
11.
Mallihai Tambyah 《Teaching Education》2019,30(1):105-122
The ethnic and cultural diversity of many schools calls for teachers with well-developed intercultural understanding. Teacher education programmes have traditionally offered international fieldwork in bilingual settings to challenge ethnocentric attitudes to teaching. However, an international practicum in a ‘similar but different’ education system with English as the dominant language offers a different pathway, providing opportunities to deepen intercultural understanding and global education. This study investigates the impact of a three-week international teaching practicum in the American Midwest on two groups of Brisbane-based pre-service teachers in 2014 (n = 9) and 2015 (n = 4). Their reflective journals and reports indicate that international professional experience disrupts stereotypes and fosters global education and intercultural understanding. The paper presents key programme measures to promote intercultural understanding and concludes that the benefits of international teaching in a ‘similar but different’ education system are a nuanced understanding of cultural diversity and increased readiness for the classroom. 相似文献
12.
This study confirms the role of genuine conversation as the enabler in good mentoring of pre-service teachers. The practicum plays an essential role in moving the pre-service teacher beyond learning about teaching to the practice of teaching. Yet the benefit of the practicum is often constrained by relational tensions, disappointment and frustrations for both the pre-service teacher and the mentor. The authors report on the findings drawn from stories and experiences of pre-service teachers and mentors as they participated in a final practicum in a range of Australian secondary schools. This paper uses social learning theory as a framework for understanding the key aspects of pre-service teacher mentoring: specifically, Wenger’s three interrelated concepts of mutual engagement, joint enterprise and shared repertoire. Conversation plays a critical role in these areas and hence enables successful practicum experiences. Recommendations to enhance professional conversations focus on strengthening the relationship through considered pre-service teacher placement, close school/university partnerships, mentor programmes and the selection of appropriate mentors. 相似文献
13.
《师资教育杂志》2012,38(2):128-139
Although research reveals that pre-service student teachers often regard their relationships with their significant others as an important element of their initial teaching practice experience, much remains unknown about the influence of significant others on non-native English as a Second Language (ESL) student teachers’ professional learning process during field experiences. This paper presents the findings of a qualitative study of the professional learning experiences of 17 pre-service non-native ESL student teachers during an eight-week-long practicum. Grounded in a sociocultural view of teacher learning, the study explores how the ESL student teachers developed their understanding of professional learning in the light of their experiences of engaging with their supporting teachers, supervisors, other school staff members as well as peer student teachers during the practicum. Analysis of the data reveals that these people assumed the role of coach either directly or indirectly, having a positive influence on the student teachers’ role as a teacher. Analysis of the data also reveals negative interactions between student teachers and their significant others, which sociocultural theories have so far not taken sufficiently into account. While, findings of this study challenge past assumptions about where knowledge for teaching comes from and how it can be learned; this study also suggests an urgent need to consolidate university–school partnership to foster student teachers’ adaptation to the context of teaching practice and maximise their professional learning opportunities. 相似文献
14.
Jihea Maddamsetti 《师资教育杂志》2018,44(2):232-236
This case study examines a Chinese and Korean-Chinese pre-service teachers’ perceptions of their mentor teachers’ role in supporting inclusive practicum experiences in USA elementary school contexts. The findings demonstrate that a mentor teacher’s open conversations and willingness to host those students bring positive influence on their learning and growth. The findings also indicate that the facilitative roles of mentor teachers in the promotion of inclusive environments are intersected with the socio-cultural and political contexts of practicum schools and universities. The study concludes with implications for enhancing the inclusion of diverse pre-service teachers through collaborative roles of multiple practicum stakeholders, including pre-service teachers, mentor teachers, practicum schools, and universities. 相似文献
15.
Esra Eret-Orhan Ahmet Ok Yesim Capa-Aydin 《Asia-Pacific Journal of Teacher Education》2018,46(2):183-198
The study aimed to assess the adequacy of pre-service teacher education in Turkey as perceived by preservice teachers. Specifically, the researchers investigated preservice teachers’ perceptions of the adequateness of their education in terms of developing teaching skills and the major components of teacher education. The factors affecting their perceptions were also examined. In total, 1856 preservice teachers participated in the study. A questionnaire was prepared to collect data from the participants. According to the findings, teacher education should be enhanced in terms of preparing candidates for skills such as teaching in different contexts and cooperating with parents; and practicum hours needed to be improved for more effective preparation of preservice teachers. Moreover, it was also found that the preservice teachers’ subject, college, orientation towards teaching and the perceived adequacy of program components played significant roles in affecting their perceptions of teacher education. 相似文献
16.
This study examines physical education pre-service teachers’ (PTs) self-efficacy and practicum experiences as self-efficacy sources through a mixed-method approach. For the quantitative phase, a self-efficacy questionnaire was applied to 141 PTs. Results showed a stronger self-efficacy in the relationship with students and discipline promotion. Lower self-efficacy was linked to instructional strategies. Concerning the qualitative phase, eight PTs were interviewed. PTs with higher self-efficacy reported professional experiences before practicum as mastery experiences. During the practicum they highlighted as mastery experiences: classes’ characteristics, planning and teaching practice; lesson observation as vicarious experiences; and post-lesson conversations as verbal persuasion. PTs with lower self-efficacy reported classes’ characteristics and teaching practice as failure experiences. Lesson observation was linked to negative vicarious experiences and post-lesson conversations were associated to negative emotions and the absence of verbal persuasion. This study’s results have implications inasmuch as they confirm the role of the practicum in teacher education programmes and the importance of training supervisors in the implementation and management of the training experience, thus contributing to PTs’ self-efficacy development. 相似文献
17.
Many teacher education institutions across the world are now initiating and supporting international teaching practicums to better prepare their teaching graduates to teach for diversity. Recently, some of these practicums have embedded service-learning structures and discourses to further encourage pre-service teachers (PSTs) to think beyond their self-interests towards larger ethical and educational questions. This paper employs narrative-based inquiry methods to explore the lived experiences of three co-leaders of an international teaching practicum in South Africa for Australian PSTs underpinned by dialogic service-learning principles. Using Bakhtinian dialogic theory, the authors generate alternative interpretations of reflective narratives they have written, in order to examine the concepts of dialogue and reciprocity in their lived experience of this teaching practicum. The authors conclude that reciprocity and dialogue are indeed valuable discourses for critically researching international teaching practicums with service-learning dimensions, but counsel against romanticising either of these. 相似文献
18.
This research examines the emotional and ethical dimensions of identity shaping in student teachers’ teaching practicum. By interviewing seven Chinese student teachers who had just finished their student teaching practice, the research examines the participants’ emotional experiences and the ethical dilemmas they encountered in their practicum. Specifically, for the emotional aspect of professional identity formation, the student teachers experienced eagerness and anxiety at the beginning of the teaching practicum, shock and embarrassment once teaching, and guilt and regret towards the end of the practicum. Alongside the influx of emotional experiences in the practicum, the researcher identified four paired ethical dilemmas that the participants were trapped within: (1) tensions between classroom authority and the ethic of caring; (2) acting as a community member or an ‘outsider’; (3) working as an office assistant or a ‘real teacher’; (4) conflicting pedagogies regarding teaching different tracks of students. Finally, implications for teacher education are briefly discussed. 相似文献
19.
The burgeoning body of empirical research in the area of positive psychology points to the beneficial effect of gratitude on factors that could be relevant to some of the challenges faced by pre-service teachers. Although the topic of gratitude has also long been discussed in other fields, there has been a noticeable absence of mention in teacher education research, and in education more broadly. The present article presents a theoretical framework for considering gratitude in the context of pre-service teachers’ professional experience. It then outlines a small qualitative pilot study of outcomes reported by six pre-service teachers when they consciously applied gratitude in their second practicum. The practicum was undertaken in a variety of primary- and secondary-school settings. Each participant reported positive effects in the areas of improved relationships, enhanced wellbeing, and improved teaching outcomes. Although this was a small exploratory study, the findings align closely with wider empirical work on gratitude. We propose that the outcomes reported by participants in this small study point to the value of further research on the role of gratitude in educational contexts and of considering practices of gratitude in teacher education pedagogy. 相似文献
20.
《师资教育杂志》2012,38(3):309-321
There are increasing opportunities in many countries for pre-service teachers to engage in a transnational school-based experience as part of study abroad programmes. The transformative potential of such transnational teaching experiences is recorded in research studies, often supported by data from participant surveys. However, there has been a lack of evidence investigating shifts in professional understanding derived from such experiences. This qualitative study addresses this issue by exploring the perspectives of 16 pre-service teachers of English as a Second Language from Hong Kong, who engaged in transnational teaching activities with primary school pupils in Australia during their study abroad programme. Discourse analysis of participants’ dialogues traces how they encountered conflicting Discourses of ‘student-centredness’ in the Australian classroom. Reflecting dialogically on their experiences led participants to negotiate and reframe their understandings of language teaching pedagogy and themselves as language teachers. The findings demonstrate the importance of both peer and lecturer feedback into the process of dialogic reflection and the need for more longitudinal research into the impact of transnational school-based experience in pre-service teacher education. 相似文献