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1.
Understanding the factors that contribute to an effective teacher has the potential to influence selection and preparation of pre-service teachers and may influence student outcomes. Prior research suggests a relationship between teacher characteristics (academic achievement, verbal ability, gender) and teacher effectiveness, however, these factors explain only a fraction of the overall variance in the effectiveness of teachers. Guided by the What Works Clearinghouse protocol for Teacher Training, Evaluation and Compensation, this study involving pre-service teachers (N = 400) used teacher performance rankings resulting from classroom observations and explored factors that may contribute to varying levels of teacher performance. Pre-service teachers’ prior teaching performance, personality characteristics and previous academic achievement were assessed as predictive factors of teacher performance. Results indicate that no significant relationship was identified between personality traits and the outcome variable teaching performance in this study. However, previous teaching performance in addition to academic achievement scores emerged as significant predictors of teaching performance.  相似文献   

2.
Abstract

This article reports on a longitudinal study spanning over 5 years, involving the design and implementation of an early childhood teacher education program model that engages a critical-ecological theoretical approach, a funds of knowledge perspective, and design-based methodology. This project aimed to promote equitable education for all children, and especially for young immigrant children encountering situations of oppression within the national and local educational contexts in Arizona. In this teacher education program, families, community members, researchers, pre-service teachers and teachers worked together to develop new modes of curricular activity, new spaces, new relationships, and new forms of movement among participants, as well as new circulations of literacy artefacts.  相似文献   

3.
Background: The transition from primary school to secondary school is a crucial period of time for children and this may be especially the case for pupils with migrant backgrounds. While there has been considerable research on the transition from primary to secondary school, more needs to be known specifically about the experiences of this group of pupils during their final year of primary school, as they prepare for their transition to secondary school.

Purpose: The study investigated how Dutch children with migrant backgrounds in their final year of primary school perceive the preparatory process for the transition to secondary school. In particular, we were interested in who the children felt were the important ‘actors’ (e.g. pupils, parents, teachers and others) in the preparatory process.

Sample: We collected data from 76 primary school pupils from three schools in an urban city in the Netherlands. The sample included pupils who, according to the Dutch system, were preparing to follow an academic pathway (i.e. the tracks known in this system as ‘HAVO’ or ‘VWO’) and those who were preparing to follow a vocational pathway (i.e. the track known as ‘VMBO’) in secondary education.

Design and methods: We used photo elicitation (N = 76) and also conducted semi-structured interviews with a subsample of the pupils (N = 25) to examine the roles of the important actors in the preparatory process. Data were analysed qualitatively; responses were coded and underwent pattern analysis in order to identify and describe repeating structures in the data. Data were grouped according to whether the pupils received school recommendations for an academic track or a vocational track.

Results: Findings suggested that the pupils perceived the most important actors to be the pupil, the classroom teacher and the parents. Both teachers and parents were considered valuable resources for pupils in the preparatory process. Patterns representing the participants’ perceptions of the roles of three actors – namely, (1) the child, (2) the classroom teacher and (3) the parents, were identified. Six patterns were identified with respect to the child, four with respect to the classroom teacher and two with respect to the parents. For some patterns, it was apparent that the responses of children in the vocational group and the academic group had different emphases.

Conclusions: The study highlights the importance for teachers and parents of children in their final year of primary school to be aware of the pupils’ perceptions of and feelings about their preparation for secondary school, so as to be in the best position to support them collaboratively.  相似文献   

4.
Abstract

This study reports on the design of a video-based instrument to assess student teachers’ parent–teacher communication competences (PTCC) in a reliable and valid way. PTCC refer to the competences needed to communicate successfully with parents during conversations such as parent–teacher conferences. Taking into account both conceptual and methodological challenges regarding the measurement of competences, several methodological steps were followed to design a video-based instrument focusing on the assessment of student teachers’ perception, interpretation and decision-making skills (PID skills) regarding parent–teacher communication: designing video vignettes presenting realistic job situations regarding parent–teacher communication; developing instructions to elicit student teachers’ PID skills; designing a coding scheme to analyse student teachers’ responses; and implementing the instrument (n = 269) to test and refine it. This ultimately resulted in an instrument consisting of (1) three video vignettes, (2) a series of open-ended questions eliciting student teachers’ PID skills, and (3) three coding schemes to develop a perception score, an interpretation score and a decision-making score for PTCC. The (4) implementation of the instrument confirmed that this innovative video-based tool might be a promising approach to assess student teachers’ PTCC. To conclude, the quality and contribution of the measurement instrument and the implications for further research are discussed.  相似文献   

5.
ABSTRACT

The mathematics achievement gap in special education is a chronic and significant challenge for the field. The need for improved teacher preparation in mathematics is crucial in addressing this gap. This study examines a capstone experience in higher level mathematics tutoring for preservice teachers. Results indicate that the experience was effective at improving preservice teachers’ higher level math content knowledge compared to teachers who did not receive experiential math learning in their teacher preparation. Implications for preservice teacher preparation programs are presented.  相似文献   

6.
Background: Transition to school is a highly demanding phase at an intellectual, social and emotional level and is, therefore, an opportunity for growth and development. Despite the greater emphasis given to school transition in Portugal over recent years, namely by means of new educational policies, studies on the adaptation processes involved in the transition to primary school are still scarce.

Purpose: The present qualitative study sets out to contribute to the knowledge on the adaptation process of children to school transition (around age 6) in Portugal, by comparing preschool teachers’, primary school teachers’, and parents’ perceptions about success indicators and relevant factors in the transition to school.

Design and method: In order to collect data, 14 focus group interviews with different participants were conducted, three with preschool teachers (N = 18), three with primary school teachers (N = 13), four with parents conducted before the child’s transition to primary school (N = 14) and four with parents conducted after the child’s transition to primary school (N = 20).

Results: While the preschool and primary school teachers stressed factors of a family nature, such as parental involvement and parental support of children, the parents referred more frequently to the overall running of the school and the characteristics and methodology of the teacher as being relevant to the adaptation process in the first year of primary education.

Conclusions: The findings suggest different factors associated with adaptation to school and also offer clues for designing strategies to facilitate such adaptation. New strategies are needed to facilitate the construction of a robust educational family–school partnership.  相似文献   

7.
ABSTRACT

The purpose of this qualitative study was to investigate the contributions of pre-service teachers’ memories of science and science education, combined with their experiences in a STEM-focused teacher preparation programme, to their developing identities as elementary school teachers of science. Data collected over three years include a series of interviews and observations of science teaching during elementary teacher preparation and the first year of teaching. Grounded within a theoretical framework of identity and using a case-study research design, we examined experiences that contributed to the participants’ identity development, focusing on key themes from teacher interviews: memories of science and science instruction, STEM-focused teacher preparation programme, field experiences, first year of teaching, and views of effective science instruction. Findings indicate the importance of exposure to reform strategies during teacher preparation and are summarised in main assertions and discussed along with implications for teacher preparation and research.  相似文献   

8.
Previous research has demonstrated associations between teacher stress and occupational burnout, but few studies have attempted to operationalize a central tenet of most stress theories, namely that teachers’ appraisals of their classroom demands vis-à-vis their classroom resources is a central driver of vulnerability to stress. The research is particularly silent on risk for stress among the most vulnerable workers in the education sector – first-year teachers. The current study, utilizing data from the US National Center for Education Statistics Beginning Teachers Longitudinal study, sought to replicate prior research, conducted with more experienced US teachers, demonstrating that perceptions of classroom demands and resources can be used to classify new teachers according to their risk for stress. In an extension to previous analyses, the current study also examined the association between first-year teachers’ risk for stress and professional preparation. Results from this study aligned with previous findings, teachers classified at risk for stress reported more burnout symptoms (d = 1.48) and less classroom control (d = .62). Teacher education characteristics and exposure to first-year support programming were also found to be associated with first-year teachers’ risk for stress classification. Findings have implications for how US teacher education potentially shapes first-year teachers’ appraisal of their working conditions and corresponding risk for stress.  相似文献   

9.
ABSTRACT

A group of preservice and first year teachers share their experiences as new teachers of Color entering the profession in urban public schools. Specifically, these novice teachers discuss the transition from an urban education teacher preparation program into the classroom and their successes and challenges enacting culturally relevant pedagogy. Findings showcase understanding self, community, and collaboration among critical pedagogues and navigating theory and practice as emergent themes. These new teachers speak to the journey of becoming the teachers they want to become and the challenges they encounter in public K-12 schools. Implications are presented to highlight the power and passion of these new teachers and how we, as critical scholars, must learn from them and work with them as we seek to disrupt the dominant, middle class, white discourse in teacher education programs and educational research.  相似文献   

10.
Abstract

A questionnaire was sent to the presidents of 24 Texas community/junior colleges, 22 of whom responded (91.66%). The five parts of the instrument dealt with specific teacher preparation topics, internships and salaries for the interns, and the number of graduate hours of preparation one should have completed in a discipline in order to teach it.

The respondents endorsed several specific topics for preparation programs, and the majority also supported an internship program. Evidently, the subject matter and activities listed in the questionnaire constitute a workable part of a program to prepare community/junior college teachers. A minimum salary of $450 per month is recommended for an intern required to teach three sections of a specific discipline, and a higher salary is very desirable where possible.  相似文献   

11.
ABSTRACT

This reflection on practice provides a foundation for understanding the impact of Hurricane Harvey on teachers and children across the Texas Gulf Coast. It also documents the emergence of a professional development initiative born when early childhood teacher educators in the community outreach arm of a major university sought to provide immediate support for colleagues returning to their classrooms in the wake of the disaster. The initiative was designed to promote teachers’ understanding of the theoretical rationale behind supporting the psychosocial development of children in times of trauma and offer specific strategies and activities to help children work through this particular natural disaster, that is, storms, flooding, property destruction, and some physical harm. Implications for early childhood teacher preparation along with recommendations for future action are included.  相似文献   

12.
ABSTRACT

What do teacher educators need to know and do in order to move from espousing to enacting social justice in their own teacher educating practice? This article addresses this question by examining scholarship that focuses on the preparation of preservice teachers for social justice. Using five knowledge domains for teaching (personal, contextual, pedagogical, sociological, social) as an analytic lens, the authors examined teacher education literature published between 2010 and 2016 in three international journals from Australia, the U.K. and the U.S. The study reveals that teacher educators in different contexts seem to highlight personal and contextual knowledge in their preparation of equity-minded preservice teachers and provides insight into how they conceptualise educational equity and social justice. The study illuminates what is likely in place in initial teacher education programmes, and what may be needed or missing if teacher educators are to prepare teachers for today’s diverse classrooms.

Abbreviation ITE: Initial Teacher Education ITE  相似文献   

13.
The demanding first years of teaching are a time when many teachers leave the teaching profession or discard the reform-minded practice emphasized in teacher preparation. If we are to lessen teacher attrition and more effectively support teachers during their development, a better understanding of what occurs during their induction into the profession is needed. The question that drove this research was what factors influence how a beginning science teacher negotiates entry into teaching? Specifically, we sought to understand how a beginning science teacher’s identities interact with the teaching context; how this interaction shapes his use of reform-minded teaching practice; and how the negotiation of identity, context, and practice influence a novice teacher’s employment decisions. The study involved 2 years of data collection; data included classroom and school observations, questionnaires, interviews, and teaching artifacts (such as lesson plans and assessments). The results demonstrate how conflicts in identities, institutional expectations, and personal dispositions of this novice influenced his transition in becoming a member of his school community. Implications of these interactions for teacher preparation and support are provided.  相似文献   

14.
Abstract

In a 4‐year study of new teachers who completed the MINT (Massachusetts Institute for New Teachers) alternative teacher‐licensing program, we found that this particular fast‐track model recruited a group of highly committed new teachers. However, these new teachers expressed dissatisfaction with the effectiveness of their teacher education program. Many of the teachers tended to use traditional teaching methods. Some regarded their professional development and mentoring experiences as insufficient. Some believed their potential for school leadership was not being fully realized. A similar set of perceptions were reported by a group of new teachers who had completed college‐based teacher preparation programs, although the college program‐prepared teachers tended to give higher ratings to their teacher preparation program and to use a wider variety of teaching strategies in the classroom.  相似文献   

15.
Abstract

This qualitative study examined how the perceptions of preservice teachers influenced their developing teaching role, and how the perceptions of preservice teachers can be influenced by teacher preparation programs. The influences of perceptions are mostly unrecognized, but are significant to the teacher preparation process. Without identifying their perceptions about the teaching role, and explicitly enhancing or changing perceptions, preservice teachers may return unknowingly to their implicit perceptions when they begin teaching. Thus, their practices may or may not reflect what they have been taught about appropriate practices for young children. Suggestions are made to facilitate the learning of prospective teachers about the influence of their perceptions, and how they can begin the process of changing/enhancing their perceptions regarding the role of the practitioner. © 2001 Elsevier Science Inc. All rights reserved.  相似文献   

16.
Abstract

 Since the mid 1990s, teacher burnout has become a crucial phenomenon in the Hong Kong education system, as increasing numbers of Hong Kong teachers have been reported as stressed, exhausted, and depersonalized in their teaching. In the Hong Kong community, including the academic circle, many people have applied the psychological theory of burnout to study the psychological causes of teacher burnout. However, this article argues that teacher burnout has become a social issue and is not a purely psychological phenomenon. Thus, it is important for us to identify the structural causes rather than the psychological causes of teacher burnout, to obtain a more comprehensive understanding of teacher burnout, and to develop better solutions. This article therefore theoretically analyzes how teacher burnout can be caused by certain structural forces, including structural education reforms, the administrative structure of schools, and the occupational and career structure of teaching, from the perspective of the sociological theory of work alienation. The article also gives recommendations for further studies based on the theoretical analysis.  相似文献   

17.
Abstract

A recent issue of The Educational Forum contained eight articles theming the preparation of teachers for linguistically-diverse classrooms. This article extends that discussion, and in it this scholar introduces practicalities for mathematics teachers in linguistically-diverse classrooms, and provides suggestions for teacher educators whose target audience is prospective mathematics teachers. The author’s intention is to contribute to the discussion of supporting ELLs in mathematics classrooms, and to advance the praxis for teachers and teacher educators.  相似文献   

18.

This article discusses a project which has the goal of raising the awareness of pre-service teachers about the needs and potentials of low-income minority students through using technology to develop a comentoring community composed of teacher educators, teachers, pre-service students and elementary students. Using the interactive capabilities of video conferencing over the Internet, pre-service teachers engage in a 'virtual' field experience with a bilingual grade three classroom in a distant inner-city school. Pre-service teachers involved in the programme have the opportunity to be involved with students they would not experience in the local area, to be mentored by a teacher with knowledge of diversity, and to use technology in meaningful, productive ways. Benefits for participants—faculty, pre-service teachers, teachers in the school, and students in host classrooms—implications for pre-service teachers' understanding of diversity and limitations of the technology are discussed. 1  相似文献   

19.
Abstract

Professional development schools (PDSs) have become an important component of preservice teacher preparation. Researchers investigating the effect of the PDS model on the principal stakeholders (preservice teachers, classroom teachers, students, and university faculty) have reported many positive effects. The role of the PDS in special education teacher preparation, however, appears to be less well defined. This article focuses on PDS participation of special education teacher preparation programs and addresses the apparent reluctance to embrace the PDS model.  相似文献   

20.
Abstract

This essay reflects on ways to equip teacher candidates so they are not only prepared to answer tough questions, but are educated for the linguistic and literacy challenges of today’s classrooms. We recognize that with an ever-growing majority minority population, it is time to change the teacher preparation system, and to support current teachers and the preparation of future teachers for the field; these changes need to be soon and are imperative.  相似文献   

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