共查询到20条相似文献，搜索用时 31 毫秒
1.
Emmanuel O. Acquah Nikolett Szelei Heidi T. Katz 《British Educational Research Journal》2020,46(1):122-139
Despite multiculturalism being discussed in teacher education, teachers still often feel insecure in the classroom around developing meaningful practices. This might be due to several issues about how preservice teachers are taught. In this article, modelling culturally responsive pedagogy is demonstrated as a promising strategy in shaping preservice teachers’ learning experiences and facilitating the finding of pedagogical responses in their future work. The article examines preservice teachers’ awareness of modelling as a teaching strategy in a multicultural education course in Finland, and the ways in which they connected the modelled strategy to their own learning and intentions for future teaching. A total of 246 reflective learning journals were analysed qualitatively, using a constant comparison approach. The results indicate that preservice teachers recognised and reflected on modelling culturally responsive pedagogy. They highlighted several aspects of the culturally responsive activities, environment and teacher educator behaviours modelled for them. For some preservice teachers, this recognition stayed at the level of personal awareness of own learning on the course, but for others these revelations were springboards to start forming ideas about future teaching practice. Preservice teachers articulated their intentions about the kind of teachers they would like to become, their principles in teaching, as well as specific teaching/learning activities. We present how the modelling of culturally responsive pedagogy strategies allowed preservice teachers to self-reflect, critique and connect their own learning experiences to future practice. Therefore, modelling culturally responsive pedagogy is argued to be a fruitful strategy in teacher education. 相似文献
2.
Elizabeth Dunphy 《International Journal of Early Years Education》2010,18(4):331-347
One-to-one interviewing is one of the most powerful ways of exploring young children's thinking. While there are a few studies which report the use of this pedagogic strategy by preservice teachers, more are needed. This paper describes an early childhood mathematics education assignment which preservice teachers in a teacher-education college in Ireland undertake with four- and five-year-old children. It presents an analysis of data from a selected sample of 58 preservice teachers' reflections on their dialogues with individual children. It describes how the preservice teachers engaged with the process of interviewing the children; how they reflected on their interactions with the children; their reflections on the children's engagement; and their reflections on young children's mathematics generally. Some dilemmas faced by the participants in the course of the interviewing are highlighted. Findings demonstrate the integrated nature of the knowledge that early childhood teachers need to teach early childhood mathematics effectively. The learning arising from this assignment relates to early childhood mathematics thinking, to the psycho-social nature of learning in early childhood and to pedagogy in early childhood education. 相似文献
3.
This study examined relationships between conceptual understanding, self-efficacy, and outcome expectancy beliefs as preservice teachers learned science in a constructivist-oriented methods class. Participants included 49 preservice elementary teachers. Analysis revealed that participants increased in self-efficacy, outcome expectancy, and conceptual understanding. Engaging preservice teachers in hands-on, minds-on activities and discussion were important contributors. Participants reported that they would be inclined to teach from a constructivist perspective in the future. One implication from this study is that increasing the quantity of science content courses that preservice elementary teachers are required to take may not be sufficient to overcome their reluctance to teach science if some of their learning does not take place in a constructivist environment. In our teaching, we have tried to integrate pedagogy with learning science content. 相似文献
4.
ABSTRACTSpace is not separable from the learning and teaching that take place in and through teacher education programs. In this paper, we attempt to illustrate how the use of a spatial lens in preservice teachers field placement can provide them with opportunities to raise questions and understand more about the relationships between self, the discursive construction of others, and taken-for-granted notions of learning and teaching. In helping preservice teachers’ critical reflections upon their spatial experience at their field sites, we specifically focus on “mapping” space as our approach to developing a critical embodied pedagogy. In particular, we highlight one White female preservice teacher’s spatial experience in a homeless shelter. We discuss the implications of developing pedagogical tools from the spatial perspective for early childhood teacher education programs. 相似文献
5.
This study investigates how Computer-Mediated Communication (CMC) can be effectively used in a teaching practicum course to enhance preservice teachers learning. We constructed a web-based CMC system and used it in a Teaching Practicum course. Computer science preservice teachers and experienced secondary school computer teachers, who served as mentors, participated in the study. The research findings indicate that the preservice teachers considered the CMC system helpful for supporting their learning. The findings also indicate that some initiating/follow-up discussion styles of the mentors were more effective than others in promoting interactions in the discussion forum. It was also found that a teaching-video-enhanced CMC environment is valuable in improving quality of mentoring and in increasing preservice teachers reflection on teaching. 相似文献
6.
Set in a yearlong, school-based tutoring program, designed as a community of practice, we use qualitative methodology to examine how 14 preservice teachers learned to become responsive teachers. We focus on one question: In what ways does participating in a yearlong, supervised tutoring program mediate preservice teachers' learning about responsive teaching? The preservice teachers described the ways they came to learn about their buddies and build caring relationships with them. They reported the importance of collaboration with their tutoring buddies, peers, families, and classroom teachers, and that through the yearlong tutoring experience, the preservice teachers gained confidence as teachers and a sense of efficacy as caring educators. This study is important because it uncovers how school-based tutoring programs, modeled as a community of practice, can provide opportunities for preservice teachers to grow professionally to become responsive educators. 相似文献
7.
Many pre-service teachers enter teacher education with problematic or unexamined assumptions about learners and teaching. This article reports on an authentic learning opportunity offered to 22 pre-service teachers in their first year at university, which attempts to disrupt these perceptions about learning and pedagogy. Using a new application of Butin's conceptual framework we show that during the project these participants developed more complex notions of learners and ways of making meaning. We argue that these ‘real-world’ experiences, when offered before pre-service teachers begin practicum in schools, provide more ‘resources’ to problematise the practices and institutional discourses encountered in schools. 相似文献
8.
Avner Segall 《Teaching Education》2013,24(2):225-242
This paper addresses the relationship between theory and practice in preservice teacher education. Using Giroux's (1994) distinction between a "pedagogy of theory" and a "pedagogy of theorizing", it explores the difference between prospective teachers learning about education in teacher preparation courses and learning from it by critically reading the educative process in their own preservice education classrooms. Challenging the idea that preservice education is merely preparation for a practicum conducted elsewhere and in the future, this paper proposes that teacher education classrooms become practicum environment in-and-of-themselves, where practice gets theorized and theory is not only considered for practice but is indeed practiced as it interrogates practice. 相似文献
9.
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
10.
Using a framework of assessment literacy that included principles, tools, and purposes, this study explored the assessment literacy of 11 secondary preservice teachers. Participants?? journals, teaching philosophies, and inquiry-based science units served as data sources. We examined how the preservice teachers understood assessment tools as well as their reasons for using assessment. Additionally, we investigated how the preservice teachers incorporated assessments into inquiry-based science units. Analysis of these documents indicated that preservice teachers recognize the need to align assessments with learning goals and instructional strategies and are using a variety of assessments. They understood several ways to use assessment for learning. However, the inclusion of assessments contained within the science units did not fully align with the views of assessment the preservice teachers presented in their teaching philosophies or journals. Instead of using a variety of assessments that reflect science reforms, the preservice teachers reverted to traditional forms of assessment in their science units. Teacher education programs need to place more emphasis on developing preservice teachers?? assessment literacy so that they are better able to select and implement a variety of appropriate assessments to foster student learning. 相似文献
11.
《Teaching and Teacher Education》2000,16(5-6):593-612
The purpose of this study was to explore the meanings preservice teachers constructed about students with reading difficulties. Qualitative techniques were employed to develop six case studies to understand better how preservice teachers framed their meanings. Cross-case analysis revealed that each preservice teacher's stance on meaning, while idiosyncratically based on experience, was tied to pedagogy in two distinct ways: (a) most of the participants placed an increasingly important role on the supervising teacher when considering reading difficulties and (b) they situated themselves as a teacher within that context. The findings suggest the importance of designing preservice education course work that is inquiry-oriented and offers opportunities for students to explore systematically their developing stances and self-constructed meanings about reading. 相似文献
12.
This study utilized responses from Taiwanese preservice elementary teachers to describe and analyze their conceptions about the assessment of science learning and the extent that these conceptions were coherent with their views of learning science. A methodological framework of phenomenography was used for the study. The results revealed that the preservice teachers' mode of assessment was coherent with a traditional view of learning but their performance mode of assessment was not well developed. Improving preservice teachers' conception of assessment requires clarifying and reconstructing their conceptions of and coherence between assessment, curriculum, pedagogy, and learning. 相似文献
13.
《Studying Teacher Education》2013,9(2):115-116
This article reports a study of literacy instruction in our own elementary preservice program. It examines the views and practices of both the preservice faculty who teach literacy and a sample of graduates of the program during their first three years of teaching. The new teachers reported learning many things from their preservice program, including the importance of engaging learners, strategies for developing an inclusive class community, the names of high-quality works of children's literature, and a variety of general teaching strategies. However, there were gaps between what was taught and what the new teachers wanted to learn. The new teachers struggled with program planning, desired more direct instruction on developing a literacy program, and wanted closer links between theory and practice. The teacher educators tried to cover so much material that the new teachers were unable to develop a focused, coherent pedagogy. The authors describe how they are revising their courses in light of these findings, modifying their approach to preservice instruction, and giving priority to certain key aspects of teaching. 相似文献
14.
Teacher educators are challenged to enact a pedagogy that helps facilitate conceptual transitions in preservice teachers away from the naïve notions formed during their long apprenticeships of observation. This study examines one ‘educative experience purposefully embedded in meaningful pedagogical experiences’ using the three-level model of teacher learning. Findings indicate preservice teachers derived a range of learning from the educative experience, and most were found to be surfacing, confronting, and beginning to replace naïve notions of teaching, learning, and assessment. Findings also suggest several characteristics of teacher education pedagogy that disrupt the apprenticeship of observation, including the presentation of dramatically new ideas to elicit the awareness of unexamined assumptions about teaching and learning; the usefulness of affect in awakening that awareness; and opportunities to develop metacognition and process reactions through writing that surfaces prior ideas and articulates new understandings. 相似文献
15.
Michael Carey Peter Grainger Michael Christie 《Asia-Pacific Journal of Teacher Education》2018,46(3):267-278
Data driven pedagogy has been introduced into Australian schools over the last decade to improve student learning outcomes, but are teacher educators preparing preservice teachers to be data literate? We used a survey to investigate ready-to-graduate preservice teachers’ beliefs regarding their knowledge and skills in data literacy. Before entering a course on data literacy their belief responses indicated that they had basic data interpretation knowledge, but they were unsure of how to translate that knowledge into the classroom to improve student outcomes. The survey was administered again after a data literacy course, which included a five-week supervised professional experience task of observing data being used in schools to drive pedagogy. The post-course survey responses showed students increased confidence in their ability to interpret and use data, suggesting that a data literacy course linked to the professional experience task improves teachers’ sense of preparedness to use data in the classroom. Keywords: Data literacy; professional learning. 相似文献
16.
The purpose of this ethnographic study was to explore the development of belief systems as related to racial and ethnic identities of preservice teachers as they crossed cultural borders into science teaching. Data were collected throughout a yearlong teacher preparation program to learn how early life experiences and racial and ethnic identities of preservice teachers influenced both their beliefs about diversity in science classrooms and science teaching pedagogy. Case studies of three preservice teachers from diverse racial and ethnic background are presented: Asian American, African American, and Rural Appalachian. Using Bank's ethnicity typology, findings suggest that racial and ethnic identity, developed in early life experiences of preservice teachers, provided clarity on the rigidity of their beliefs about diversity and how they view science teaching. By learning about the border crossing experiences of preservice teachers in relation to their beliefs about diversity as related to racial and ethnic identities, the researchers hoped to provide insight on preparing preservice teachers for the challenges of working in diverse classrooms. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 119–141, 2004 相似文献
17.
Research on preservice teachers’ beliefs about professional teaching capabilities indicates strong attention to the relational dimension; these studies have contributed to a portrayal of preservice teachers as simplistic and overly optimistic about the teaching profession. In this article, I position preservice teachers’ attention to teacher–student relationships as a form of professional knowledge. Drawing from findings of a qualitative study of U.S. elementary (prekindergarten-Grade 4) preservice teachers who were asked to describe professional characteristics of effective teachers, I suggest their beliefs reveal surprisingly nuanced understandings about the complex nature of teaching. 相似文献
18.
19.
Given international use of video-based reflective discussions in teacher education, and the limited knowledge about whether teachers apply learning from these discussions, we explored teachers’ learning of new ideas about pedagogy and their self-reported application of this learning. Nine inservice and 48 preservice teachers participated in video-based reflective discussions and documented their learning, sources of knowledge that contributed to their learning, and application of this learning to their teaching in their practica courses. A total of 227 response sheets with this information were collected. Multilevel logit regression was used to examine how sources of learning and content learned were related to teachers’ application of learning to their teaching practices. We found that teachers reported applying 40% of their learning; particularly, what they learned about methods and materials for instruction, and that they learned from both video and discussion almost equally. 相似文献
20.
Christopher Pierce Brown 《Early Childhood Education Journal》2009,36(5):423-430
As early childhood education becomes more regulated through a range of education reforms and mandates, early childhood teacher
educators are seeking ways to prepare their preservice teachers to address these policy constraints through appropriate teaching
practices that foster learning with understanding. Using the National Research Council’s conception of learning as a framework
for analysis, this article considers strategies to achieve this goal by first presenting findings from a case study that examined
the training of a sample of preservice teachers who were both educated in high-stakes learning classrooms as well as taught
to be early educators in these same environments. This article then uses these findings to the make case for practical and
political approaches to teaching that can assist teacher educators in preparing their students for this regulated field of
early education. 相似文献