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1.
The global environmental crisis intensifies particularly in developing nations. Environmental educators have begun to understand that changing the environmental impact requires not only changes in pro-environmental knowledge and attitudes but also in associated, self-determined motivation. This study was designed to test the hypothesis that a green chemistry curriculum changes Malaysian pre-service teachers?? environmental motivation. Two comparable groups of pre-service teachers participated in this study. The students in the experimental group (N?=?140) did green chemistry experiments whereas the control group (N?=?123) did equivalent experiments in a traditional manner. Posttest results indicate that there is significant difference between both the groups for intrinsic motivation, integration, identification, and introjections scales and no differences for external regulation and amotivation scales. The qualitative analysis of interview data suggests that the changes are predominantly due to the personal satisfaction that participants derived from engaging in pro-environmental behavior.  相似文献   

2.
Self-efficacy is a parameter capable of predicting change in teacher behavior. We designed a questionnaire to investigate self-efficacy for promoting Education for Sustainability (EfS), which includes pro-environmental behaviors and environmental attitudes, to answer the question: What characteristics of self-efficacy for promoting EfS among pre-service teachers allow promotion of EfS in the private and public spheres? Findings reveal that skill is the key predictor of self-efficacy in promoting EfS. The characteristics of a pre-service teacher with a high level of self-efficacy for promoting EfS included positive attitudes towards the environment, pro-environmental behaviors in the private and public spheres, and belief in the EfS course providing relevant skills for promoting EfS. Outside of the school, a high level of self-efficacy is characterized by pro-environmental behaviors in the private and public sphere. We conclude that EfS courses should emphasize skills as a key to increasing self-efficacy in promoting EfS.  相似文献   

3.
Every day, climate change due to greenhouse emissions, pollution and other environmental degradation appears to make the news. Rather than doing something about the environment, namely in the developing countries where populations frequently are less educated about the long-term impact of human actions, they tend to disregard these problems. There is therefore a need particularly in developing countries to increase the potential for understanding and acting in sustainable, environmentally friendly ways. In this paper, we report quantitative and qualitative results of shifts in environmental value orientations among 110 Malaysian pre-service chemistry teachers during their enrolment in a green chemistry course. We find that the pre-service teachers?? environmental value orientations become more ecocentric and less homocentric and egocentric. Ecocentrism and ecocentric values support the development of behaviours that will assist them and the students they teach in leading environmentally sustainable lifestyles. We conclude that our green chemistry course constitutes (a) a suitable context for supporting pre-service teachers in their development of ecocentric values and (b) an effort to educate the pre-service teachers in leading sustainable lifestyles.  相似文献   

4.
Inclusion of young children with disabilities into general education classrooms is a common practice that has been implemented for many years in developed countries around the world and many developing countries have been creating and implementing laws and regulations to support inclusive education in early years. Although extant literature includes a commonly agreed definition for inclusion, the implementation of inclusive practices varies across countries. A critical factor for successful implementation of inclusive practices is teachers’ attitudes towards inclusion of children with disabilities. The purpose of this study was to compare Turkish and American pre-service preschool teachers’ attitudes towards inclusion of young children with disabilities and their willingness to work with children with severe behavioural, physical, and cognitive disabilities. A total of 123 pre-service teachers participated in the study. The results showed that pre-service teachers across two countries had similar attitudes towards inclusion and their attitudes were positive. Additionally, both groups of pre-service teachers reported more favourable attitudes towards working with children with severe physical disabilities than those who have severe cognitive and behavioural disabilities. Implications for future research and practices are discussed.  相似文献   

5.
A Study Of Mathematics Anxiety in Pre-Service Teachers   总被引：1，自引：0，他引：1  
The study investigated the changes in levels of mathematics anxiety among pre-service teachers in six different sections of a mathematics method courses for early childhood/elementary education pre-service teachers. The changes were a function of using Bruner’s framework of developing conceptual knowledge before procedural knowledge and using manipulatives and other activities to make mathematics concepts more concrete and meaningful. Data were collected using quantitative and qualitative measures. Two hundred forty-six pre-service teachers completed a 98-item Likert-type survey. Informal discussions, informal interviews, and questionnaire-guided narrative interviews were conducted with pre-service teachers. Data revealed a statistically significant reduction in mathematics anxiety in pre-service teachers (p < .001) who completed a mathematics methods course that emphasized Bruner’s model of concept development. Results of the study have implications for teacher education programs concerning how future teachers are trained, the measurement of mathematics anxiety levels among pre-service teachers, and the determination of specific contexts in which mathematics anxiety can be interpreted and reduced.  相似文献   

6.
ABSTRACT

Feedback is an essential formative assessment practice that has the potential to influence student learning and achievement positively. Providing effective feedback, however, is a challenging task for teachers. Especially beginning teachers struggle with the provision of information that supports students in developing and improving their competences. Learning to provide feedback thus is an important aspect of teacher education. The present exploratory study investigates pre-service chemistry teachers’ practices regarding the judgement of students’ level of achievement and the provision of feedback in the context of the control-of-variables strategy. A sample of N?=?40 bachelor and master students at Kiel University judged students’ written artefacts and provided feedback with the aim to support students in their progression towards the learning goals. The quality of the feedback was coded with respect to its correct judgement of the students’ current levels of achievement and the support it provided regarding next steps in learning. The results show that only a few of the pre-service teachers could correctly judge students’ current levels of achievement and provide feedback that is expected to be effective. Overall, the findings indicate a need for more research in this field and a need for the implementation of formative assessment practices as a topic in pre-service teacher education.  相似文献   

7.
The purpose of this study was to assess the impact of a cognitive-affective intervention the attitudes, knowledge, and anticipated professional behaviors regarding homosexuality and gay and lesbian issues of pre-service teachers in the United States. Sixty-seven participants were randomly assigned either to a control group (n = 34) or an experimental group (n = 33). Pre-test and post-test means were compared using paired-samples t-tests to determine the impact of the intervention. Data analysis revealed significant positive changes in the pre-service teachers’ attitudes and knowledge about homosexuality, as well as their anticipated professional behaviors with respect to homosexual students and their families.  相似文献   

8.
Research Findings: This study investigated the relationships of preservice teachers’ year of study in the teacher education program, creativity, zest, and self-efficacy in managing children’s behaviors to self-efficacy in creating child-centered learning environments. Data were collected from 275 Hong Kong preservice teachers via self-reported questionnaires. Results showed that creativity had a direct positive linkage with self-efficacy in creating child-centered learning environments. Zest was associated with self-efficacy in creating child-centered learning environments, however, indirectly through self-efficacy in managing children’s behaviors. Year of study was unrelated to both self-efficacies. Practice or Policy: Preservice teachers’ creativity and zest can be conceptualized as personal resources for creating child-centered environments. Teacher education programs should therefore incorporate components of fostering pre-service teachers’ own creativity and zest.  相似文献   

9.
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10.
《师资教育杂志》2012,38(4):417-433
ABSTRACT

Teachers’ attitudes towards parental involvement play an important role in the ways they approach children’s families. This study examined Hong Kong pre-service early childhood teachers’ attitudes towards different types of parental involvement strategies and investigated whether these attitudes were related to the quality of relationships within their own family. Data were collected from 163 Hong Kong pre-service early childhood teachers via questionnaire. Results showed that engaging families in school decisions was perceived as the least important and feasible. The pre-service teachers also felt least confident in implementing it. There were, however, discrepancies in the perceived levels of importance, feasibility and confidence towards other types of parental involvement strategies. The levels of cohesion and expressiveness in pre-service teachers’ own families were positively related to their attitudes towards some types of parental involvement strategies. These findings suggest that teacher educators should take pre-service teachers’ family experiences into consideration when preparing them to work with children’s families.  相似文献   

11.
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12.
A concern for social justice pervades the espoused curriculum of many pre-service teaching programmes, but the extent to which that curriculum influences the beliefs students hold is an open question. With the goal of developing an instrument suitable for evaluating such beliefs at the degree programme level, the present study analysed responses to the Learning to Teach for Social Justice–Beliefs (LTSJ–B) Scale (Enterline, S., Cochran-Smith, M., Ludlow, J.H., & Mitescu, E. (2008). Learning to teach for social justice: Measuring change in the beliefs of teacher candidates. The New Educator, 4, 267–290. doi:10.1080/15476880802430361) from 304 Australian pre-service teachers. Exploratory factor analysis and Rasch analysis both indicated a two-factor structure, driven by a methodological artefact of item valence. We conclude from these findings that a short, five-item version of the LTSJ–B Scale would suitably balance psychometric and pragmatic considerations, in the broader context of working within an institutionally aligned system of teaching evaluation with multiple levels.  相似文献   

13.
The purpose of the current study was to investigate the role of internal factors (e.g. attitudes towards computers and internet, self-confidence, and knowledge) and external factors (perceived support) on the level of information and communication technology (ICT) usage. The participants were 1898 pre-service teachers in Turkey. The results revealed that Turkey, like many other developing countries in the world, is in the early phase of ICT integration in education. Most pre-service teachers reported that they use only basic ICT applications for educational purposes. Internal and external factors were found to be related to each other and to ICT usage level. In general, male pre-service teachers’ knowledge and usage levels of ICT were higher than that of female teachers.  相似文献   

14.
Abstract

In two studies, the role of nature experiences and social norms during childhood is explored next to adulthood biospheric values, connectedness to nature, environmental identity, and objective knowledge in relation to pro-environmental behaviors. Study 1 (N?=?185) tested the hypothesized model in the realm of general pro-environmental behaviors and sustainable fruit consumption on a sample of students. Study 2 (N?=?155) tested the model in the realm of sustainable seafood consumer choice on a general population sample. Path analyses show consistent results across samples. Results show that childhood nature experiences and exposure to pro-environmental social norms during childhood are related to adulthood development of connectedness with nature and biospheric values; these, in turn, help in shaping adulthood environmental self-identity ultimately influencing the enactment of sustainable food choices during adulthood. These findings point toward the relevance of childhood experiences for pro-environmental behaviors as compared to the provision of information. The role of objective knowledge across samples is inconsistent, thus requiring future investigations.  相似文献   

15.
Research shows that personal and classroom goals are important for pre-service and practicing teachers’ personal and professional outcomes; however, no research has examined changes to these types of motivation across the transition from student to teacher. This study followed pre-service teachers (n?=?47) into practise and assessed changes in self-reported personal and classroom goals using surveys and focus groups. Correlations, repeated measures analysis of covariance and reliable change indices were used to assess stability/change in the quantitative data. Qualitative data were analysed for themes and largely supported the quantitative results. The results showed that teachers were at least as personally oriented towards mastery-approach in their practice as they were during their pre-service education but less personally performance focused. In terms of classroom goals, performance practices increased whereas mastery practices decreased, particularly for secondary school teachers. Although practicing teachers are personally mastery-oriented in their teaching, their intentions to establish classroom mastery goals appear difficult to enact in practice.  相似文献   

16.
Previous studies have sought to ascertain Teaching Games for Understanding (TGfU) conception in pre-service teachers. This exploratory study investigated the problems outlined in the literature surrounding the development of TGfU understanding among pre-service teachers (n = 44) of the curriculum instruction model. Blog postings were analysed over an eight-week period to identify the varying levels of student conception of TGfU using the Structure of Observed Learning Outcomes (SOLO) taxonomy in order to ascertain whether there are specific aspects of TGfU conception that prevent learning of deeper concepts. The study found that students move through at least two SOLO levels of metacognitive development. For pre-service teachers, TGfU represents a challenge to their pedagogical paradigm. This may limit their understanding of TGfU when they perceive that it is not antithetical to their existing paradigm but rather it represents a balanced approach to achieving the goals of skill-based instruction.  相似文献   

17.
Cross-cultural immersion experiences have been considered to be an effective way to prepare American pre-service teachers for culturally responsive pedagogical practices. The literature review shows few studies have investigated pre-service teachers' cross-cultural experiences in non-English speaking countries, specifically Asian countries. This qualitative study examined ten American elementary pre-service teachers' teaching and learning experiences in China. Five themes emerged from the data analysis: understanding and respecting Chinese culture; developing empathetic dispositions towards non-English speaking students; exchanging teaching strategies and resources; reflecting on professional and personal growth; and initiating a proactive stance as culturally responsive change agents. Additionally, the study revealed that having two separate Chinese field placements may have differing pre-service teachers' teaching and learning experiences. Varying types of opportunities to study abroad are on the rise. Recommendations are provided for the type of cultural immersion experience that encourages neophyte educators to not only learn about others, but also learn from and with others.  相似文献   

18.
The current study investigates determinants of young Australians’ pro-environmental intentions and actions. Two samples of young people took part in the research: 12 - 17-year-olds (N = 1529) currently in secondary schooling and 18 - 24-year-olds (N = 2192) in post-secondary schooling or workforce. All participants completed an online ‘Youth and the Environment Survey’ that assessed perceived responsibility of community and government to protect the environment, locus of control, environmental concern, self-reported environmental knowledge, pro-environmental intentions, pro-environmental behaviour and environmentally harmful behaviour. Attributing greater responsibility to the community was related to more positive environmental intentions and actions, whereas, attributing greater responsibility to the government for environmental protection was related to more negative environmental intentions and behaviour. In addition, young people with higher environmental concern and knowledge, and a more internal locus of control in relation to the environment, reported stronger pro-environmental intentions and behaviour, and less environmentally harmful behaviour.  相似文献   

19.
This paper discusses a preliminary investigation into primary pre-service teachers' pedagogical reasoning skills. Results from this investigation led to the development of a problem-based learning model which focused on improving primary pre-service teachers' pedagogical reasoning skills. The problem-based learning model uses pedagogical reasoning as the basis for creating problem situations for the pre-service teachers to investigate. The paper reports on pre-service teachers' views on the use of the approach to improve their pedagogical reasoning skills. Specializations: science teacher education, learning in science, chemistry education. Specializations: student learning, conceptual change, technology education, curriculum evaluation.  相似文献   

20.
ABSTRACT

Undergraduate education incorporating active learning and vicarious experience through education outreach presents a critical opportunity to influence future engineering teaching and practice capabilities. Engineering education outreach activities have been shown to have multiple benefits; increasing interest and engagement with science and engineering for school children, providing teachers with expert contributions to engineering subject knowledge, and developing professional generic skills for engineers such as communication and teamwork. This pilot intervention paired 10 pre-service teachers and 11 student engineers to enact engineering outreach in primary schools, reaching 269 children. A longitudinal mixed methods design was employed to measure change in attitudes and Education Outreach Self-Efficacy in student engineers; alongside attitudes, Teaching Engineering Self-Efficacy and Engineering Subject Knowledge Confidence in pre-service teachers. Highly significant improvements were noted in the pre-service teachers’ confidence and self-efficacy, while both the teachers and engineers qualitatively described benefits arising from the paired peer mentor model.  相似文献   

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