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1.
This study investigated the relationship between mathematics anxiety and mathematics teacher efficacy among 156 elementary pre‐service teachers from a university in the southeastern United States. Data sources included the Mathematics Anxiety Rating Scale (MARS), Mathematics Teaching Efficacy Beliefs Instrument, and pre‐service teacher interviews. Findings revealed a significant, negative relationship between mathematics anxiety and mathematics teachers’ efficacy (r = ?.475, p<.05). Specifically, the pre‐service teachers with the lowest degree of mathematics anxiety had the highest levels of mathematics teacher efficacy. Interviews with pre‐service teachers indicated that their mathematics anxiety is associated with efficaciousness toward mathematics teaching practices and is the basis for their mathematics teaching efficacy beliefs.  相似文献   

2.
This article concentrates on the validity and reliability of portfolio assessment as used in pre‐service teacher education. It is not possible to make general pronouncements about the validity of portfolio assessment in pre‐service teacher education as there are multiple portfolio applications. The validity depends on the purpose, namely the divers competencies which the course organisers wish to assess with it. Therefore, three categories of competencies and consequently three types of portfolios were distinguished in order to determine the validity of portfolio assessment. For the assessment of teaching and partnership competencies, it is argued that the validity is low due to the roundabout nature of the assessment. On the contrary, the validity of portfolio assessment for learning competencies can be high. The execution of a self‐regulated learning process can be accurately assessed using portfolios. The reliability of portfolio assessment is problematic, since it is incapable of fulfilling the classic psychometric requirement of reliability. Nevertheless, provided that the necessary measures are taken, the reliability of portfolio assessment can still be brought to an acceptable level. Five measures are proposed.  相似文献   

3.
《师资教育杂志》2012,38(2):99-110
The role of teaching practice in pre‐service teachers' training at the University of Education, Winneba in Ghana is reported. Teaching practice as a teacher development programme has come under the limelight for some time now in Ghana. The Initial Teacher Training Colleges (ITTC) in Ghana and the University of Education, Winneba (UEW) have replaced the four‐week per year teaching practice with a new programme that seeks to enhance the efficiency of teacher‐trainees. This involves teacher‐trainees spending the entire last year of their training period out of campus to undertake teaching practice. In UEW the programme is dubbed ‘Student Internship’. The programme is an outcome of recent developments in the policies and practices of teacher education in Ghana. At UEW the innovative programme aims at reforming the training of the teacher‐trainees so as to infuse greater professionalism into the students that the university turns out yearly. Despite the initial criticisms that the duration was too long, the programme has taken off with well‐prepared structures that gave a resounding success to the first batch of teacher‐trainees.  相似文献   

4.
Formal pre‐service training has been shown to be effective in building teacher self‐efficacy beliefs. However, the impact of other, less formal, ‘teacher‐like’ pre‐service experiences on the formation of efficacy beliefs has not previously been investigated. This study examines the associations between both formal and informal formative pre‐service experiences and teacher self‐efficacy. In addition, the effect of years of teaching experience on these associations was investigated. Three hundred fifteen teachers of general and Judaic studies in Jewish day schools in the USA responded to a survey about their formal pre‐service experiences; informal experiences as youth advisors, camp counsellors and childcare supervisors; and two measures of teacher self‐efficacy. Formal pre‐service training and positive student‐teaching experiences, as well as each of the three informal experiences, were found to be associated with positive teacher self‐efficacy. Interestingly, formal and informal pre‐service experiences appear to be associated with different aspects of teacher self‐efficacy. Formal teacher training was most strongly associated with efficacy for instructional practices, while the positive informal experiences were most strongly associated with efficacy for student engagement. The potential impact of both formal and informal experiences did not appear to fade over time. On the contrary, for those variables where an interaction with years of teaching was detected, it was the efficacy beliefs of the most senior teachers that were most related to their pre‐service experiences. These findings have important implications for the practice of both teacher trainers and those charged with recruiting and supporting teachers.  相似文献   

5.
This study examined pre‐service teachers' efficacy in relation to the utilisation of microteaching as an assessment tool for postgraduate education students in Australia. Three hundred and fifteen pre‐service teachers completed the teacher efficacy survey and additional qualitative questions at Time 1 and 208 completed the survey and questions at Time 2. A principal components analysis conducted on the Time 1 survey data revealed teacher efficacy to be comprised of two components: ‘teacher efficacy in classroom management’ and ‘personal teacher efficacy’. Repeated measures ANOVAs conducted on the 208 participants who completed the survey at Time 1 and 2 revealed that efficacy on both components increased significantly over time, and that internet students had higher efficacy levels than internal students. The qualitative data revealed that pre‐service teachers enter teaching in order to positively impact on children, yet are concerned about behaviour management in the classroom. In addition, this data highlighted the positive impact that microteaching had on their developing teacher identity.  相似文献   

6.
《师资教育杂志》2012,38(3):317-334
Much debate about the teaching of educational theory has been couched in terms of what ideas should be taught. In this article I shall argue that how they are taught (or rather how they are learned) is somewhat more important, and that unless these two questions are considered together we are unlikely to get a better meshing of theoretical and practical discussion, either in the seminar room or in the school staffroom.  相似文献   

7.
《师资教育杂志》2012,38(4):441-456
Turkish science teachers' in‐service needs and the effects of teacher and school demographic variables on these needs are examined in this study. In addition, major barriers that prevented science teachers from attending in‐service programmes are investigated. The data for the research were gathered through a survey. This study shows that Turkish science teachers require more instructional materials, laboratory equipment, computers, and software and need in‐service education to integrate these instructional facilities into their lessons. This study also indicates that teacher and school demographic variables have little significance in predicting science teachers' needs.  相似文献   

8.
This research investigates the perceptions of first‐year Bachelor of Teaching students (primary and secondary) and Diploma of Education students (secondary) about their peer teaching experience in a postgraduate subject called Curriculum and Assessment. Peer teaching is a learner‐centred approach to teaching and learning that is intended to provide significant benefits for learners' knowledge, skills and metacognition. However, concerns have been raised over the quality of the learning and teaching and the risks associated with such a pedagogy. In the present study, student responses to questionnaires and semi‐structured interviews were analysed, using a mixed methods approach, with respect to three broad and somewhat interconnected categories: process, people and product. These responses suggested a wide range of reactions to peer teaching, but overall students feel they benefited from the experience. The findings of this study should be of interest to lecturers and students in pre‐service teacher education courses, especially. Knowledge about peer teaching, learning and assessment would be especially valuable for both education lecturers and beginning teachers seeking to design and manage learner‐centred pedagogy in their own primary, secondary and tertiary classrooms. However, the results of this research would have far‐reaching appeal for all teaching and learning contexts.  相似文献   

9.
ABSTRACT

This project incorporated live broadcasts of teaching from small, multi‐graded, rural schools into university lecture halls where pre‐service teacher education students in the last semester of their programmes were able to observe ‘best practice’ in a learning context that they would eventually be responsible for during their final practicum session. Interactive observation sessions were immediately followed with opportunities for students to discuss various aspects of planning, classroom organisation and teaching strategies appropriate to multi‐graded contexts with the remote classroom teacher. These ‘reverse distance education’ sessions followed an intensive lecture and tutorial series centring upon topics relevant to teaching in small rural communities. Tutorial activities placed student teachers in small rural school scenarios containing everyday ‘problems’ requiring diagnosis and the generation and analysis of solutions. At the conclusion of scenario discussions, students had networked, collaborated with colleagues and applied current research findings in generating viable solutions and considered school community reactions to these proposed solutions.

The incorporation of interactive video technology with these problem situations consolidated the concept and skill development of student teachers and increased both their real time involvement in their chosen professions, and their access to best practice. This dual focus upon a problem solving approach to teaching immersed the student teacher in situations derived from real school environments, and so encouraged a collegial and open approach to teaching. Extensive evaluations revealed that pre‐service teachers were more thoroughly prepared for rural teaching experiences, displayed competence in effective multigrade teaching skills, and exhibited control during involvement  相似文献   

10.
《师资教育杂志》2012,38(2):213-225
The importance of developing effective learning strategies and motivational beliefs has been widely acknowledged as a way of meeting the demand to acquire lifelong learning capabilities for successful functioning as professionals in the ‘information age’. The study reported in this paper examined the learning orientations and strategies of prospective teachers as well as their assessment preferences and compared them with those of in‐service teachers. The Motivated Learning Strategies Questionnaire (MSLQ) and the Assessment Preferences Inventory (API) were used to test the hypothesis that in‐service teachers will exhibit a deeper approach to learning and assessment due to their constant engagement in meaningful learning experiences. The results confirmed the hypothesis and their implications for teacher education programmes were then discussed.  相似文献   

11.
In this study, the actual position of collaborative learning (CL) in teacher education is examined. One hundred and twenty teacher educators and 369 student teachers are surveyed on general educational beliefs, mental models and conceptions related to CL. The self‐efficacy and the implementation of CL are also taken under scrutiny. The results reveal that CL is highly valued as a teaching strategy for primary school children; however, student teachers do not prefer to collaborate themselves during their learning process. Student teachers’ self‐efficacy towards the use of CL is moderate. Collaborative learning is implemented once in a while in teacher education, and student teachers are not intensively trained in the pedagogical use of CL for their future classroom practice.  相似文献   

12.
The current nation‐wide reform of Chinese primary and secondary education prompted an empirical research project, “An empirical investigation of in‐service English teachers1 1. In this paper, the term “English teacher” refers to a teacher of English language, who teaches English as a second or foreign language. View all notes in primary and secondary schools and a study of a pre‐service language teacher education program”, conducted at Baoding, China. This project is considered as potentially relevant to other Chinese and Asian nations that are engaged in the transformation of their provision of English language instruction. This project was developed in two stages: first, it sought data from in‐service English teachers, using questionnaires and interviews with English teachers from schools differentiated by geographical context and system; and second, these data were used to inform the design of a new pre‐service English teacher education program. In this paper, the consultative processes of Stage 1 are discussed and the teachers' proficiencies in the new direction of teaching English are critically examined. On the basis of these data, reflections and implications of the strengths and weaknesses of the present pre‐service language teacher training program are made.  相似文献   

13.
《师资教育杂志》2012,38(4):435-451
This study sought to measure general teacher efficacy levels of in‐service primary teachers in Hong Kong. Participants included 725 Hong Kong in‐service teachers, who were invited to take part in the study. These in‐service teachers came from 28 different primary schools ranging from government, aided, private and direct subsidy schools. The Chinese version of the 12‐item Teachers' Sense of Efficacy (C‐TSE) Scale was applied to investigate the efficacy of the teachers. A factor analysis of these 12 items when male and female datasets were combined led to the extraction of only one factor. But separation of the two datasets led to the extraction of different factor analysis models. This could reflect the different perceptions that male and female teachers had about the formation of teacher efficacy. Overall, this study showed that female teachers were significantly more efficacious than male teachers. Moreover, years of teaching experience showed a weak but significant correlation to levels of general teacher efficacy. Interestingly, educational levels did not have a significant effect on the efficacy of this group of in‐service primary teachers. Overall, the C‐TSE was found to be a valid and reliable scale for measuring the efficacy levels of this particular group of in‐service primary teachers in Hong Kong.  相似文献   

14.
Many teacher educators have recently implemented inquiry based instructional practices into their programs (Crawford & Deer, 1993 Crawford, K and Deer, C. (1993). Do we practise what we preach? Putting policy into practice in teacher education. South Pacific Journal of Teacher Education, 21: 111–121. [Taylor & Francis Online] [Google Scholar]; Foss & Kleinsasser, 1996 Foss, D and Kleinsasser, R. (1996). Pre‐service elementary teachers’ views of pedagogical and ­mathematical content knowledge. Teaching and Teacher Education, 12(4): 429–442. [Crossref], [Web of Science ®] [Google Scholar]; Klein, 1996 Klein M (1996) The possibilities and limitations of constructivist practice in pre‐service teacher education in mathematics Unpublished doctoral dissertation, Central Queensland University, Rockhampton, Australia  [Google Scholar], 1997 Klein, M. (1997). Looking again at the ‘supportive’ environment of constructivist pedagogy. ­Journal of Education for Teaching, 23(3): 277–292. [Taylor & Francis Online] [Google Scholar], 1998 Klein M (1998) New knowledge, new teachers, new times in: C. Kanes, M. Goos & E. Warren (Eds) Teaching mathematics in new times (Brisbane, Mathematics Education Research Group of Australasia) 295 302  [Google Scholar], 2001 Klein M (2001) Correcting mathematical and attitudinal deficiencies in pre‐service teacher education in: J. Bobis, B. Perry & M. Mitchelmore (Eds) Numeracy and beyond (Sydney, Australia, MERGA) 338 345  [Google Scholar]; Schuck, 1996 Schuck, S. (1996). Reflections on the dilemmas and tensions in mathematics education courses for student teachers. Asia‐Pacific Journal of Teacher Education, 24(1): 75–82. [Taylor & Francis Online] [Google Scholar]; Tillema & Knol, 1997 Tillema, M and Knol, W. (1997). Collaborative planning by teacher educators to promote belief changes in their students. Teachers and Teaching: Theory and Practice, 3(1): 29–46. [Taylor & Francis Online] [Google Scholar]). In mathematics education the promise has been that pre‐service teachers’ socialization into new interactive ways of learning will not only lead to the (re)construction of powerful mathematical ideas and relationships, but that it will facilitate the implementation of these inquiry based practices in the classroom. This promise, however, is not often realized (Foss & Kleinsasser, 1996 Foss, D and Kleinsasser, R. (1996). Pre‐service elementary teachers’ views of pedagogical and ­mathematical content knowledge. Teaching and Teacher Education, 12(4): 429–442. [Crossref], [Web of Science ®] [Google Scholar]; Tillema & Knol, 1997 Tillema, M and Knol, W. (1997). Collaborative planning by teacher educators to promote belief changes in their students. Teachers and Teaching: Theory and Practice, 3(1): 29–46. [Taylor & Francis Online] [Google Scholar]). One reading of why this may be so, relying on and made visible through a poststructuralist analytic lens, is (a) that perhaps the pre‐service teachers’ ability to act in inquiry‐based, generative ways in the classroom does not necessarily follow from, but is produced or constituted in, teaching/learning interactions in school and teacher education, and (b) it may be that pedagogic practices in teacher education unintentionally and invisibly reproduce old epistemologies and ontologies that support knowledge transmission and teacher authority over student authored engagement and construction of ideas. In this paper the premise of a rational, autonomous agent of change on which so much of current practice is based is challenged, and the possible implications for teacher education discussed.  相似文献   

15.
Abstract

In this paper we reflect on our efforts during the 1992–93 academic school year to create a different type of teacher education experience — one based on active learning, and collegiality and mutuality. Drawing on a model for classroom‐based teacher development described by Thiessen (1992), we begin with an overview of how we worked to (a) improve the quality of learning for all participants; (b) create a supportive learning environment for all the stakeholders; (c) leant in the complex and changing situation of classroom life; (d) combine personally meaningful, educationally defensible and socially justifiable evaluation practices; and (e) engage in reflective, interactive and transformative experiences. After this we. describe tension we experienced, which resulted from a lack of shared vision among us and from our efforts to examine our own practice. We also explore how we tried to deal with the tension. We conclude with lessons learned from our experience which have led to new questions about teacher education reform.  相似文献   

16.
Teacher candidates were tracked to monitor whether their former tutoring experience influenced their experiences as teacher candidates. Through interviews, email and group discussions, participants reflected on their teacher preparation experiences and their orientations to effective reading and writing instruction. At times, teacher candidates identified pedagogical similarities between their tutoring experiences and teacher education programs. Other times, disparities between the classroom and tutorial instruction settings provoked some candidates to denounce the approaches of their teacher mentors during practica. We conclude by discussing the need for teacher education programs to assist candidates to assimilate newly acquired pedagogies into existing ones, including those acquired through volunteerism.  相似文献   

17.
This research examined the impact of high teacher efficacy on tutoring elementary students in reading. The Teacher Sense of Efficacy Scale (TSES) was adapted to create a reading‐specific teacher efficacy scale, which is referred to as the RTSES. This scale was used to investigate whether tutors with high efficacy used more reading strategies while teaching elementary students to read. The study also examined whether high efficacy was correlated with reading strategy use. Analyses of pre‐test and post‐test data showed that reading efficacy and strategy use were not correlated, and that tutors with high efficacy scores did not use a significantly higher number of reading strategies while tutoring than those with low efficacy scores. The findings suggest that pre‐service teachers' efficacy did not affect their reading strategy use while tutoring elementary students. There is a need for more research to further investigate the impact that high efficacy has on tutoring.  相似文献   

18.
Robert Albert examined key conceptual shifts in the pertinent professional literature language over the first part of the 20th century in his 1969 American Psychologist article, “Genius: Present‐Day Status of the Concept and Its Implications for the Study of Creativity and Giftedness. “ His findings indicated profound changes in pertinent terminology in the professional knowledge base after 1945 from an emphasis on concepts such as genius, eminence, fame, and distinction to giftedness, talent, and creativity.

The goal of the current project was to investigate empirically changes in conceptions of exceptional ability and performance, as reflected in the professional literature published since 1969. Over 28,000 articles were culled from three data bases: Educational Resources Information Center (ERIC), PsycINFO and Exceptional Children Educational Resources (ECER). Conceptual themes and types of research were analyzed for a sample of the articles, drawn from the midpoint year of each decade.

Significant results include: an increase in the number of articles relating to creativity; a rise in the number of practice‐oriented articles; and a small but steady increase in the number of articles employing qualitative research methods. Articles were also analyzed for evidence of a “paradigm shift” also discussed in the literature; however, the paradigm shift was not significantly reflected in practice. Implications are addressed relative to the conceptual trends in the literature and qualities of the knowledge base.  相似文献   

19.
This paper reports on the opportunities for transformational learning experienced by a group of pre‐service teachers who were engaged in service‐learning as a pedagogical process with a focus on reflection. Critical social theory informed the design of the reflection process as it enabled a move away from knowledge transmission toward knowledge transformation. The structured reflection log was designed to illustrate the critical social theory expectations of quality learning that teach students to think critically: ideology critique and utopian critique. Butin’s lenses and a reflection framework informed by the work of Bain, Ballantyne, Mills and Lester were used in the design of the service‐learning reflection log. Reported data provide evidence of transformational learning and highlight how the students critique their world and imagine how they could contribute to a better world in their work as a beginning teacher.  相似文献   

20.
Scientific literacy and attitudes toward science play an important role in human daily lives. The purpose of this study was to investigate whether first‐year pre‐service teachers in colleges in Taiwan have a satisfactory level of scientific literacy. The domains of scientific literacy selected in this study include: (1) science content; (2) the interaction between science, technology and society (STS); (3) the nature of science; and (4) attitudes toward science. In this study, the instruments used were Chinese translations of the Test of Basic Scientific Literacy (TBSL) and the Test of Science‐related Attitudes. Elementary education majors (n = 141) and science education majors (n = 138) from four teachers’ colleges responded to these instruments. The statistical results from the tests revealed that, in general, the basic scientific literacy of first‐year pre‐service teachers was at a satisfactory level. Of the six scales covered in this study, the pre‐service teachers displayed the highest literacy in health science, STS, and life science. Literacy in the areas of the nature of science and earth science was rated lowest. The results also showed that science education majors scored significantly higher in physical science, life science, nature of science, science content, and the TBSL than elementary science majors. Males performed better than females in earth science, life science, science content, and the TBSL. Next, elementary education majors responded with more “don’t know” responses than science education majors. In general, the pre‐service teachers were moderately positive in terms of attitudes toward science while science education majors had more positive attitudes toward science. There was no significant difference in attitudes between genders. Previous experience in science indicated more positive attitudes toward science. The results from stepwise regression revealed that STS, the nature of science, and attitudes toward science could explain 50.6% and 60.2% variance in science content in elementary education and science education majors, respectively. For science education majors, the first three scales—the nature of science, health science and physical science—determined basic scientific literacy. However, for elementary education majors, the top three factors were physical science, life science and the nature of science. Based on these results, several strategies for developing the professional abilities of science teachers have been recommended for inclusion in pre‐service programs.  相似文献   

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