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1.
This study examined teachers' perceptions of transactional distance in different teaching environments. The independent variable was the teaching environment, which was divided into three: entirely distance environment (Distance-E), blended distance environment (Distance-B), and the traditional environment (Traditional). The dependent variable was teachers' perceptions of the transactional distance, which pertains to their feelings as a result of the teaching process and indicates their evaluation of their ability to communicate with the students and explain the content and to determine their satisfaction from teaching in the different environments. One hundred sixty educators who teach in distance environments (Distance-E, n?=?66; Distance-B, n?=?94) and 160 who teach in a traditional environment completed a study questionnaire (Teachers' Transactional Distance Scale). The teachers' perceptions of the transactional distance were found to be sensitive to the seniority of the teachers, the number of students per class, and Distance-E. These findings show that the teacher's role should be redefined and that teachers should be trained for this new role in order to reduce the perceived transactional distance. Teaching a large number of students in a course transmitted entirely at a distance must also be reconsidered, despite clear economic advantages of large classes. 相似文献
2.
Audrey D. Mccray Paul T. Sindelar Karen K. Kilgore Lavonne I. Neal 《International journal of qualitative studies in education》2013,26(3):269-290
In this study the authors describe sociocultural and school-related factors that influenced African-American women's perceptions of teaching and decisions to teach. Surveys were conducted of the participants' demographic and background characteristics, and life histories were developed that focused on early experiences with the family, in the community, and at school and how these experiences influenced their perceptions of teaching. These data revealed that the mother, women in the community, and female teachers were significant influences on the participants' decisions to teach. Moreover, their experiences and interpretations of these experiences have shaped their images of good teaching as shared, culturally responsive mothering. The participants' life histories further revealed that as their conceptions of good mothering and good teaching crystallized, their reasons for teaching transcended altruism and a love for children, resulting in perspectives on caring, and a sense of responsibility for the school success of all students. The authors suggest that improved understanding about African-American prospective teachers' lived experiences that give rise to their perceptions of and purposes for teaching hold implications for teacher education and African-American teacher recruitment and retention efforts. 相似文献
3.
Lena Fung Lina P.Y. Chow 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):313-321
An understanding of student teachers' pedagogical images plays an important role in helping teacher educators plan learning experiences. The purposes of this study were to obtain a profile of pedagogical images of a group of student teachers, and to assess whether there is congruence between their pedagogical images and classroom practices. Applying the conception of teaching model proposed by Pratt, Chan developed a questionnaire to evaluate teachers' views about teaching, which was modified here and administered to 59 first-year student teachers before and after their teaching practicum in physical education for secondary schools. Results indicated that the student teachers possess a Nurturing image, whereas in actual classroom practices, their approach was a mix between the Apprenticeship and the Transmission approaches. In other words, whereas student teachers conceive themselves as having a more child-centred approach to teaching, in reality, their practices constituted more a teacher-centred approach. The investigators considered that this type of information would be helpful for teacher educators when planning learning experiences. 相似文献
4.
Using a quasi-experimental design, we integrated systematic learning from problematic and successful experiences into teachers' preparatory programs and examined how such learning affected preservice physics teachers' capacity to teach students self-regulated learning (SRL). Results indicated that preservice teachers who contemplated both problematic and successful experiences improved more in their actual teaching of SRL strategies and in their actual arrangement of SRL environments, compared to preservice teachers who contemplated only problematic experiences. The current study suggests the need to integrate systematic learning from problematic and successful experiences into teachers' preparatory programs as means of developing preservice teachers' capacity to promote students' SRL. 相似文献
5.
Eadaoin K.P. Hui 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):279-294
This paper is based on research investigating Hong Kong Chinese teachers' and students' perceptions of junior secondary students' concerns and of the causes of students' difficulties. Responses from 2,045 secondary students and 214 teachers revealed that both students and teachers had similar systems of beliefs about students' concerns and the causes of students' difficulties. As dimensions of most students' concerns, both groups referred to study and educational future; friendship; physical appearance; relationships at home, with peers and at school; and psychological well-being and maladjusted behaviour. Both groups in various degrees attributed students' difficulties to students themselves, the family, school or peers. Employing Moscovici's theory of social representation as a conceptual framework, the findings illustrated that students' concerns and causal attribution are social representations shared by both student and teacher groups. Mismatch between students' and teachers' perceptions was more a divergence of views than a disparity. Students' and teachers' different social identities and their protection of group self-esteem are offered as an explanation for the mismatch in perception. 相似文献
6.
Short‐term international experiences (STIE) are becoming a regular, sometimes required, feature of pre‐service language teacher education programmes. Often inappropriately termed ‘immersion programmes’, they aim to give teachers the opportunity to improve their language proficiency in the language they will teach, to develop their pedagogical knowledge and to engage with an international sociocultural environment with which they are not familiar. In this article we report on a study which investigated pre‐service English second language teachers' perceptions of a six‐week international experience in Auckland, New Zealand. The student teachers, who were enrolled in a postgraduate diploma in teaching at a Hong Kong university, participated in an academic programme as well as a series of social events and school visits. They were encouraged to reflect on their expectations and experiences and to write about these in a pre‐programme questionnaire, reflective journals and a summative programme evaluation. The teachers' articulations reveal that their expectations and experiences interrelate in complex, sometimes unexpected, ways. The findings have important implications for the coordinators of the programme at the host institution and also for those further afield who are involved in planning and managing similar STIE programmes. 相似文献
7.
In recent years, the Standards for Qualified Teacher Status in England have placed new emphasis on student‐teachers' ability to become integrated into the ‘corporate life of the school’ and to work with other professionals. Little research, however, has been carried out into how student‐teachers perceive the social processes and interactions that are central to such integration during their initial teacher education school placements. This study aims to shed light on these perceptions. The data, gathered from 23 student‐teachers through interviews and reflective writing, illustrate the extent to which the participants perceived such social processes as supporting or obstructing their development as teachers. Signals of inclusion, the degree of match or mismatch in students' and school colleagues' role expectations, and the social awareness of both school and student‐teacher emerged as crucial factors in this respect. The student‐teachers' accounts show their social interactions with school staff to be meaningful in developing their ‘teacher self’ and to be profoundly emotionally charged. The implications for mentor and student‐teacher role preparation are discussed in this article. 相似文献
8.
John Chi Kin Lee Allan Walker Peter Bodycott 《Asia-Pacific Journal of Teacher Education》2000,28(1):53-67
This study aimed to explore pre-service teachers' perceptions and expectations of principals, how these perceptions may influence attitude and behaviour when they start in school and how pre-service teachers' perceptions of the principalship may have been formed. In general, pre-service teachers do not expect to receive assistance from the principal during their first months of teaching. Past experience of principals has resulted in clear expectations of principal support, particularly in respect to beliefs about the influence of hierarchy, school authority and principal's workload. Others, however, expect the principal to be receptive to and supportive of innovations. Some expect support from their colleagues whilst others believe they must rely on themselves. Furthermore, the sources of beliefs about the principalship are predominantly formed during pre-service teachers' experiences in school life and teaching practice. Many of their images of the principalship tend to be negative. 相似文献
9.
We use a unique longitudinal sample of student teachers (“interns”) from six Washington state teacher training institutions to investigate patterns of entry into the teaching workforce. We estimate split population models that simultaneously estimate the impact of individual characteristics and student teaching experiences on the timing and probability of initial hiring as a public school teacher. Not surprisingly, we find that interns endorsed to teach in “difficult-to-staff” areas are more likely to find employment as public school teachers than interns endorsed in other areas. Younger interns, white interns, and interns who completed their student teaching in suburban schools are also more likely to find a teaching job, all else equal. Prospective teachers who do their internships at schools that have more teacher turnover are more likely to find employment, often at those schools. On the other hand, few of the characteristics of an intern's cooperating teacher are predictive of workforce entry. Finally, interns with higher credential exam scores are more likely to be hired by the school where they did their student teaching. 相似文献
10.
Sylvia Yee Fan Tang 《Asia-Pacific Journal of Teacher Education》2002,30(1):51-65
This paper presents a qualitative study of student teachers' school-based learning in a teacher education program for secondary school teachers in Hong Kong. Learning to teach is examined through the lens of a personal-professional conceptualization of learning. An in-depth study of two cases of student teachers' professional learning is reported. Research methods used include interviewing, tape-recording supervisory meetings, field observation and document analysis. Through an inquiry into the individual's interaction with pre-training influences, the teacher education program and the teaching practice context in the two cases, this study extends our understanding of student teachers' professional learning in terms of the formation of the teaching self and the process of framing in the action and socio-professional contexts of teaching practice. 相似文献
11.
《Learning and Instruction》2007,17(2):140-155
The study examined associations between university teachers' experiences of academic leadership, their perceptions of a specific academic context and their approaches to teaching in a particular subject that was taught in that context. The sample consisted of 439 lecturers in Australian universities in four fields of study. Lecturers completed surveys of their experiences and approaches. Structural equation models derived from student approaches to learning theory were developed and tested. The experience of leadership for teaching and a collegial commitment to enhancing student learning were found to be associated with the experience of the context of teaching and to lecturers' approaches to teaching. 相似文献
12.
13.
Jordanian student teachers' perceptions of teaching writing in kindergartens during their field training experience 总被引：1，自引：1，他引：0
The purpose of the study was to examine student teachers' perceptions of teaching writing in kindergartens and to identify to what extent the cooperating teachers influence the student teachers' perceptions. To achieve the research aims, a 31‐item questionnaire was developed by the researchers and administered to 50 student teachers and their cooperating teachers. The questionnaire was administrated to both groups as a pre‐test and to student teachers as a post‐test. The results of the study revealed that student teachers were more likely to be emergent literacy‐oriented in their perceptions of teaching writing than they were to the reading readiness philosophy. Furthermore, the influence of the cooperating teachers was insignificant as the student teachers' perceptions of teaching writing developed earlier were more stable and difficult to alter later. In light of these findings the researchers addressed a number of suggestions and recommendations. 相似文献
14.
Teacher enthusiasm and student engagement are often interrelated and have important implications for student learning and students' and teachers' well-being. However, results on the lesson-specific variation of teachers' and students' affective-motivational experiences and their interplay are scarce. This study investigated variation in teacher enthusiasm and student engagement, each rated by teachers (n = 70) and students (n = 1537), as indicators of a shared affective-motivational climate in ninth-grade math classrooms across five consecutive lessons. Multitrait-multistate analyses revealed substantial “trait-like” consistency in all four affective-motivational measures. However, there was also a substantial degree of “state-like” lesson-specific variance that was shared across the four measures. This indicates that teachers' and students’ affective-motivational experiences are shaped by situation-specific influences and person-by-context interactions, which are shared between teachers and students. Teacher gender, teaching experience, class-level achievement, and the availability of motivationally supportive instructional interventions failed to explain substantial variance in these associations. 相似文献
15.
《Studying Teacher Education》2013,9(1):29-45
This article reports the influence of school-integrated teacher education (SITE) courses on student teachers' initial experiences of learning how to teach. We analyse data from five student teachers who reflect back on their experiences of learning to teach through the integrated teaching and learning experiences of SITE courses. The article presents their collective voices in poetic form to capture how they articulated their growth as teachers and their subsequent confidence in the role of teacher. We report insights into how the poem influenced 28 beginning student teachers upon entering SITE courses in their teacher education program. We analyze how this poetic representation of research findings enabled a self-study process to develop for the participants and how the poem passed on a theory of teacher development that reassures and prepares the student teachers who follow. 相似文献
16.
Meral Atici 《Emotional and Behavioural Difficulties》2013,18(1):15-27
The purpose of this study is to identify student teachers' perceptions of classroom management and methods for dealing with misbehaviour. In‐depth interviews with nine student teachers at Çukurova University (ÇÜ) in Turkey have been conducted twice, prior to and at the end of their teaching practice. Instructional management, behaviour management, communication, and physical organization of classrooms are the main components of classroom management for student teachers. Student teachers usually tend to use preventive, positive and less intrusive methods, such as non‐verbal messages, warnings, and positive reinforcement involving students' instructional activities, to manage student behaviour. The results of the study reveal that although student teachers feel confident about starting a teaching career, they need improvement in understanding child psychology, in experiencing different teaching situations, and in becoming competent in contemporary teaching methods. Nonetheless, student teachers reported that their sense of efficacy increased from the beginning to the end of the course. 相似文献
17.
The Relationship Between Teachers' Perceptions of Student Motivation and Engagement and Teachers' Enjoyment of and Confidence in Teaching 总被引：1，自引：0，他引：1
Andrew J. Martin 《Asia-Pacific Journal of Teacher Education》2006,34(1):73-93
This paper examines teachers' perceptions of their students' motivation and engagement and their enjoyment of and confidence in teaching. Drawing on Martin's Student Motivation and Engagement Scale, 10 facets of motivation and engagement were explored amongst a sample of 1,019 teachers. These facets comprised three adaptive cognitive dimensions of motivation (self‐efficacy, valuing of school, mastery orientation), three adaptive behavioural dimensions (planning, study management, persistence), two impeding dimensions (anxiety, failure avoidance), and two maladaptive dimensions (uncertain control, self‐handicapping). Male teachers tended to report significantly higher student motivation and engagement than female teachers (though effect sizes were small) and primary school teachers reported significantly higher student motivation and engagement than high school teachers (effect sizes were moderate). Adaptive dimensions were more strongly associated with enjoyment and confidence in teaching than impeding and maladaptive dimensions. Of the adaptive dimensions, students' mastery orientation was the strongest correlate of teachers' enjoyment of teaching and students' persistence and students' planning were the strongest correlates of teachers' confidence in teaching. These associations were more marked for male teachers and relatively independent of years spent teaching. Implications for teacher education and professional development are discussed. 相似文献
18.
Tina Seidel 《Learning Environments Research》2006,9(3):253-271
This study explored the role of student characteristics in studying micro teaching–learning environments. The overarching hypothesis is that teachers teach differently to micro environments in their classrooms. This study is the first of a series exploring the following four questions: (1) What student profiles are identified at the beginning of a school year with respect to cognitive and motivational-affective factors? (2) How do students with different profiles perceive conditions in their learning environment? (3) To what degree do classrooms differ in the composition of student profiles? (4) What are possible consequences for examining micro teaching–learning environments? The study investigated 82 randomly selected high school science classrooms. Student characteristics were assessed at the beginning of the school year. After a video taped teaching unit, students were asked to rate the degree to which they experienced learning conditions as supportive. Latent class analysis (LCA) showed five distinct student profiles that varied along cognitive and motivational-affective dimensions. Multilevel analyses showed effects of student profiles assessed at the beginning of the school year on the students’ perception of learning conditions in a teaching unit 4 months later. To illustrate consequences for examining micro teaching–learning environments, student profiles were linked to video examples. The examples point to the special value of LCA in studying micro teaching–learning environments: they make it possible to focus on the individual student and to investigate the interplay of student characteristics and the learning environment. 相似文献
19.
《师资教育杂志》2012,38(2):111-120
This paper describes the main gains resulting from student teachers' first contact with the teaching profession. The Inventory of Experiences and Perceptions at Teaching Practice (IEPTP) was used to assess the range of experiences of a sample of 224 student teachers on five dimensions of teaching practice: (1) learning and professional development; (2) professional and institutional socialisation; (3) socio‐emotional aspects; (4) support/resources/supervision; and (5) vocational development. The results describe the main changes occurring in the student teachers' perceptions between the beginning and the end of teaching practice. They also suggest more significant changes in the areas of vocational development, professional and institutional socialisation, and learning and professional development. Strategies to promote student teachers' learning process and to decrease the difficulties emerging during this period are suggested. Supervisors' role in fostering and supporting the new candidates' professional and personal growth is also addressed. 相似文献
20.
David Stevens Gabrielle Cliff Hodges Simon Gibbons Philippa Hunt Anne Turvey 《Literacy》2006,40(2):97-105
In England, little research has been carried out into how pre‐service secondary English teachers transform what they know as they learn to teach. They are seldom asked to reflect explicitly on the connections between the pedagogy of their undergraduate studies and their pedagogical experiences as student teachers. The initial teacher education committee of the National Association for the Teaching of English decided to explore these connections by asking student teachers on English Postgraduate Certificate in Education (PGCE) courses in five different university departments of education to respond to a series of questions at the start and end of the academic year 2004–2005. The questions fall into four broad areas: student teachers' experiences as learners at undergraduate level and developing ideas about teaching; the nature of the subject English; tensions encountered during the PGCE course; new learning about teaching. The purpose of this article is to discuss some patterns emerging from the research. The most prominent of these is student teachers' realisation that good teaching comes from teachers seeing themselves as learners. We argue that ‘reflexivity’ ( Moore, 2004 ) is a valuable way to help student teachers begin to understand this transformation from learner into learning teacher. 相似文献