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1.
Despite the Bologna agreement implementation in 2008, teachers' education in Portugal has not changed significantly from earlier practice. The major modification in the requirements of master’s level teacher education programmes was the introduction of a strong component of educational research in a master’s degree; this is designed to replace an educational monograph in the typical 5-year ‘Licenciatura’. Both a professional one-year in-school pedagogical stage and a fifth year as a university student continue to be mandatory, as well as the stage co-supervision of the university and the school. However, existing government regulations imply that in the very near future the full professional education of teachers will have to be complemented with an in-service probation year conducted under the supervision of a school mentor. The current study has been designed to try to determine: (a) how the activities of the probation year should be organised in order to improve this stage of professional education; and (b) how probation years could be used to promote school–university partnerships that could provide for more effective in-service teacher education and/or possible shared educational action research. Drawing on the survey data from pre-service students from four different universities, novice teachers, stage supervisors and school principals, information was collected on the perceptions of the quality and scope of the professional education of future teachers from the beginning of their programmes through their pedagogical stage. A high degree of agreement among all the respondents enables us to point towards the perceived high quality of several components of the teacher education programmes, e.g, teachers’ ability to plan a lesson using different teaching strategies and the high value-accorded school–university collaborations. The results also show the weaknesses of other components, e.g, teachers’ skill with controlling badly behaved students and their ability to capture students’ attention and motivation. Based on these results and on our knowledge about the type of professional support needed to promote teaching practice, we conclude with a holistic plan designed for teachers’ professional education during the pre-service pedagogical stage and the in-service probation year.  相似文献   

2.
This research focuses on experienced Estonian teachers’ pre-service school practice. Each one of the 19 teachers interviewed in this study had over 25?years of professional experience. We were interested in their recollections of their pre-service school practice and the impact that their experience had on them professionally. The results indicate the importance of support systems and a cooperative atmosphere in the school, both of which enable a beginning teacher’s self-efficacy. Despite the lack of explicit support structures from the 1960s to the 1980s, implicit support existed and played an important role in facilitating the development of student teachers’ self-efficacy.  相似文献   

3.
The quality of how technology is addressed in teacher education programmes is conditional for how student teachers apply technology in secondary schools after their graduation. Two technology-infused courses of one teacher education programme were evaluated. In line with studies on the development of pre-service teachers’ technological, pedagogical and content knowledge, two important enablers were distinguished: (1) teaching practice to enact what was learned in teacher education institution as well as to receive feedback from students on this enactment, and (2) modelling of teacher educators and teachers in school. Both enablers might require further development of knowledge and skills of both teacher educators and cooperating school teachers.  相似文献   

4.
This study, drawing on the voice of beginning teachers, seeks to illuminate their experiences of building professional relationships as they become part of the teaching profession. A networking perspective was taken to expose and explore the use of others during the first three years of a teacher’s workplace experience. Three case studies, set within a wider sample of 11 secondary school science teachers leaving one UK university’s PostGraduate Certificate in Education, were studied. The project set out to determine the nature of the networks used by teachers in terms of both how they were being used for their own professional development and perceptions of how they were being used by others in school. Affordances and barriers to networking were explored using notions of identity formation through social participation. The focus of the paper is on how the teachers used others to help shape their sense of belonging to this, their new workplace. The paper develops ideas from network theories to argue that membership of the communities are a subset of the professional inter‐relationships teachers utilise for their professional development. During their first year of teaching, eight teachers were interviewed, completing 13 semi‐structured interviews. This was supplemented in Year 2 by a questionnaire survey of their experiences. In the third year of the programme, 11 teachers (including the original sample of eight) were surveyed using a network mapping tool in which they represented their communications with people, groups and resources. Finally, three of the teachers (common to both samples) were then interviewed specifically about their networking practices and experiences using the generation of their network map as a stimulated recall focus. The implications of the analysis of these accounts are that these beginning teachers did not perceive of themselves wholly as novices and that their personal aspirations to increase participation in practical science, develop a career or work for pupils holistically did not always sit comfortably with the school communities into which they were being accommodated. While highlighting the importance of trust and respect in establishing relationships, these teachers’ accounts highlight the importance of finding ‘peers’ from whom they can find support and with whom they can reflect and potentially collaborate towards developing practice. They also raise questions about who these ‘peers’ might be and where they might be found.  相似文献   

5.
This paper focuses on a model of delivery of professional experience courses for pre-service teachers that has been running in the author's institution for 9 years. The overall purpose of the model has been to assist the development of a reflective approach in pre-service teachers as they build their professional knowledge in schools and on campus. To achieve this purpose, the design of the courses for professional experience has used a framework of ‘communities of practice’. Following a major evaluation of the course through student surveys, the author examines the achievements and continuing challenges of developing a sense of professional community among pre-service teachers. The model of the course is a substantial teaching experience in a secondary school, supported by a campus-based tutorial component.  相似文献   

6.
This article reports on a mixed-method inquiry into pre-service and in-service secondary school teachers’ knowledge about Attention-deficit Hyperactivity Disorder (ADHD) and attitudes toward students with this disorder in Hong Kong. The inquiry revealed no differences between pre-service and in-service secondary school teachers concerning their knowledge of ADHD and attitudes toward students with ADHD. It also identified possible sources of participants’ knowledge and a variety of factors underlying their attitudes toward students with ADHD including sociocultural beliefs and working conditions. The findings call for teacher educators to develop better education programmes to support both pre-service and in-service teachers in undertaking the challenging task of teaching students with ADHD.  相似文献   

7.
《师资教育杂志》2012,38(3):309-321
There are increasing opportunities in many countries for pre-service teachers to engage in a transnational school-based experience as part of study abroad programmes. The transformative potential of such transnational teaching experiences is recorded in research studies, often supported by data from participant surveys. However, there has been a lack of evidence investigating shifts in professional understanding derived from such experiences. This qualitative study addresses this issue by exploring the perspectives of 16 pre-service teachers of English as a Second Language from Hong Kong, who engaged in transnational teaching activities with primary school pupils in Australia during their study abroad programme. Discourse analysis of participants’ dialogues traces how they encountered conflicting Discourses of ‘student-centredness’ in the Australian classroom. Reflecting dialogically on their experiences led participants to negotiate and reframe their understandings of language teaching pedagogy and themselves as language teachers. The findings demonstrate the importance of both peer and lecturer feedback into the process of dialogic reflection and the need for more longitudinal research into the impact of transnational school-based experience in pre-service teacher education.  相似文献   

8.
Exploring the direct and indirect effects of pre-service teachers’ sense of personal responsibility on their professional aspirations through affective (i.e., career choice satisfaction) and cognitive (i.e., time perspectives) variables may enable teacher educators and policy makers to better describe the factors influencing teacher development in an era of teacher accountability. Indeed, current teacher accountability movements rather neglect the ‘teacher’ as a person who has professional aspirations, a sense of personal responsibility, career choice satisfaction and time perspectives within which these professional aspirations are contextualized and/or interpreted/reinterpreted. This indicates that it is important to consider pre-service teachers’ professional intentions together with their sense of responsibility, professional satisfaction, and time perspectives in order to inform current accountability movements more comprehensively. Thus, the current study examined whether pre-service teachers’ sense of personal responsibility, time perspectives, and career choice satisfaction were significantly related to their professional aspirations, with a particular focus on the mediating roles of their time perspectives and career choice satisfaction. A total of 511 pre-service teachers voluntarily participated in the study. Correlation, multiple regression, and structural equation modeling analyses were conducted in order to analyze the data in a comprehensive manner. The results showed that aspects of pre-service teachers’ sense of personal responsibility were significantly and positively related to their professional aspirations, career choice satisfaction, and future time perspective. The results also showed that career choice satisfaction and future time perspective played significant mediating roles in the relationships between personal responsibility and professional aspirations. Notably, the mediating role of career choice satisfaction was stronger than that of the mediating role of future time perspective. Overall, the results of the study reveal that the correlational patterns, derived from the links between pre-service teachers’ sense of personal responsibility, career choice satisfaction, future time perspective, and professional aspirations, have clear potential to inform teacher educators and policy makers regarding the factors influencing pre-service teachers’ engagement with the teaching profession and professional development aspirations.  相似文献   

9.
The article focuses on investigating pre-service teachers’ expectations of their future teaching career, in particular concerning teacher–student interrelations. In an attempt to comprehend why people choose teaching as a professional career, a conceptual model titled ‘Teachers’ altruistic-narcissistic classroom expectations’ was designed and tested. The model puts forward for consideration the idea that pre-service teachers view their future relations with students as being based on four basic psychological foundations: genuine altruism, paternalistic altruism, benevolent narcissism, and genuine narcissism. A study to test for the validity of this model, using Facet Theory and smallest space analysis as the methodological approach is reported. One hundred and sixty student–teachers participated in the study. The findings provided evidence in support of the model’s validity. It is argued that altruism and narcissism conjointly may be regarded as factors motivating people to opt for teaching as a career, and that altruistic and narcissistic expectations can predict teachers’ classroom behavior.  相似文献   

10.
Recent rapid changes in the ethnic and cultural make-up of school communities have highlighted the need for teacher education to prepare teachers for culturally diverse contexts. International study trips provide direct experience and interaction with culturally diverse ‘others’ as a way to extend pre-service teachers’ understandings of difference and diversity. This paper presents findings from a qualitative study that investigated the experiences of 15 Australian pre-service teachers who attended a short-term study programme in either Korea or India. Drawing on notions of the ‘comfort zone’ and ‘pedagogies of discomfort’, we discuss how the pre-service teachers were challenged to move beyond their comfort zone into new and unfamiliar territory, and into states of dissonance and discomfort. Three interrelated themes emerged from the interview data: (1) dissonance resulting from physical discomfort; (2) dissonance resulting from culturally different communication styles and expectations about appropriate behaviour and interaction and (3) dissonance resulting from incidents/events that challenged the pre-service teachers’ views of themselves and their own cultures. We suggest that many of the participants experienced levels of discomfort and dissonance that hindered effective learning, and limited the transformative potential of the experience. We conclude by discussing some implications for international experience programmes in teacher education.  相似文献   

11.
There is an acknowledged gap between the theory presented in university preparation programmes and the reality of classroom practice that has resulted in many secondary mathematics pre-service teachers failing to implement university-endorsed teaching strategies. Using responses to a questionnaire and interviews, this qualitative study examined the factors that support or inhibit secondary mathematics pre-service teachers’ implementation of problem-solving tasks during professional experience. The results showed that even though the majority of pre-service teachers reported having beliefs compatible with using problem-solving tasks, the secondary students’ ability, preparation time, and the cooperating teacher were key factors that inhibited pre-service teachers’ implementation of problem-solving tasks. It is recommended that pre-service teachers regularly visit classrooms to observe the evolving implementation of problem-solving approaches. Furthermore, cooperating teachers should be required to attend professional development before the professional experience so they understand the goals of the university preparation programme and have the requisite skills and knowledge to support the implementation of problem-solving tasks in learning mathematics.  相似文献   

12.
This paper presents an international comparison of Australian and Spanish secondary teachers’ perceptions about the effectiveness of their pre-service education and their learning as in-service teachers. It aims to identify, firstly, the extent to which beginning teachers believe they are prepared for their careers through their teacher training and, secondly, what teachers have learned as practicing teachers. A qualitative case study was conducted to uncover whether similar issues raised by early career teachers were identified in different contexts. Data were collected through interviews with secondary teachers (N = 11) from Australia and Spain in their third year of full-time teaching. Findings suggest similar positive perceptions towards their practicum experiences, transition to beginning teachers and professional development. However, differences were found in their early career experiences regarding professional learning and their development of identity. Implications of the study are discussed by identifying strategies to improve pre-service education for secondary teachers.  相似文献   

13.
This paper results from research examining pre-service teacher development in relation to experiences of mentoring during the Professional Experience component of their programme. The paper focuses on the interplay between pre-service teachers’ personal aspirations for their own practice and identity and their perceptions of more socialized and formalized institutional requirements. The paper highlights the developmental potential of dialectical interactions between these ‘inside out’ and ‘outside in’ perspectives on pre-service teachers’ practice and identity, drawing on psychoanalytic theory in order to gain insights into this process by viewing the pre-service teachers wishes and aspirations for their practice and identities as manifestations of the Lacanian (‘inside out’) ideal ego; whilst the school culture and the mentor teachers’ (actual and anticipated) comments and judgements are read as representations of the (‘outside in’) ego ideal. The paper concludes with considerations of how universities and schools, pre-service teachers and mentors, might be encouraged to recognize the need for a sustained and open-ended dialectic between the ego ideal and the ideal ego in ways that might enrich the professional identities available to pre-service teachers.  相似文献   

14.
This study explores how two language teachers constructed and reconstructed their professional identities through their action research (AR) facilitated by university researchers in China. Informed by the theory of ‘community of practice’, the findings of the study show that AR exerted a transformative impact on the teachers’ identity development. Four distinctive routes of identity change were noted, namely their transformation from ‘fisherman’ to ‘fishing coach’, from ‘craftsman’ to ‘teacher researcher’, from ‘lonely fighter’ to ‘collaborator’, and from ‘housekeeper’ to ‘change agent’. Such change can be attributed to their engagement and practice in different communities of practice. However, the participants’ identity development also encountered some contextual obstacles, including the rigid school curriculum, lack of research knowledge, as well as the power dynamics between them and the researchers. Several implications can be drawn for teachers, teacher educators, and school leaders to help teachers construct a solid and robust professional identity in seeking their continuing professional development through AR.  相似文献   

15.
A teacher’s representation of self is crucial in how they construct their identity. In this article, it is argued that pre-service teachers’ identities are intricately linked to their perceptions of the teaching profession. This paper explores the social construction of identity among pre-service teachers and the implications for professional identity. It focuses on pre-service teachers in Kenya. The findings presented here are primarily based on semi-structured interviews distributed among students enrolled in a Kenyan university. They highlight pre-service teachers’ difficulty in overcoming the negative perceptions of the profession and building positive identities of self as teacher. They also underscore the need for training programmes that take perceptions and representations of the teaching profession into account when formulating training curricula.  相似文献   

16.
This article analyzes how participation in teacher-led, semester-long, action research projects influences early career teacher (fewer than three years of teaching experience) perceptions of support and learning. All teachers at an urban, newly developed, small high school participated in action research projects as a result of the administrations’ attempts to modify the school’s approach to professional development to better meet the teachers’ needs. Two cycles of action research projects were implemented and teachers provided feedback through an end-of-project evaluation. Data were also collected through participant observation and informal interviews. Results show that teacher-led action research projects as a professional development structure contribute to the development of a supportive professional culture, feelings of context-specific support, and feelings of empowerment and being overwhelmed in an urban school staffed primarily with early career teachers.  相似文献   

17.
ABSTRACT

This research study focuses on the ways in which teachers’ professional identity is being shaped and influenced in ‘super-diverse’ school settings. For the purposes of this research, we used the Cyprus educational system as our case study to investigate how teachers experience the enactment of intercultural education at the school level. To this end, 20 interviews were carried out along with 11 female and 9 male teachers of 10 primary schools, which presented diverse profiles of their student populations. Research data revealed that teachers’ professional identity and its underpinning constructs such as emotions, job satisfaction, professional commitment, autonomy and confidence were constantly challenged and negotiated within the changing educational setting. Contextual and professional factors such as work intensification, lack of training and resources, lack of respect and negligence of teachers’ previous experiences, ideologies, values and beliefs were found to affect teachers’ identity and consequently intercultural policy enactment. Therefore, the case is made that the complexity of professional identity needs to be taken into account by policymakers because teachers are the ones who embrace, reinterpret and develop the curriculum. The way and degree to which teachers understand, adjust, perceive and enact on educational policies are affected by the extent to which these policies interact with and challenge existing identities.  相似文献   

18.
Teacher education institutions play a key role in preparing pre-service teachers to graduate as competent and confident inclusive educators. Seeking to understand pre-service teachers’ current perceptions of diversity and inclusion, and how they perceived themselves as future inclusive educators, this qualitative study employed inductive analysis to explore pre-service teachers’ self-perceptions as inclusive teachers, utilising the theory of possible selves. Forty-six (n?=?46) of 292 pre-service teachers enrolled in an inclusive education subject in a graduate entry teacher education programme in eastern Australia participated in this study. Findings revealed that pre-service teachers had developed good theoretical understanding of inclusive education through their coursework. However, their development of possible selves as inclusive educators was less well-defined in that they had difficulty extending their understandings of who they might be as inclusive teachers beyond their coursework samples. This difficulty in identifying their cultural selves beyond a stereotypical norm of who a ‘classroom teacher’ is indicates a need for more and extensive time for pre-service teachers to develop their professional identities as inclusive educators.  相似文献   

19.
This article reports on an innovative pedagogical approach within the Learning Partnerships program in which school students help to ‘teach the teachers’ within pre-service teacher education. Classes of school students join with classes of pre-service teachers to provide input on how teachers can enhance school students’ engagement and wellbeing. The article draws on data collected from 125 students (aged 13–16) and 120 pre-service teachers in these workshops. Findings generated from a mixed methods study combining pre-workshop focus groups (n = Students: 38, Teachers: 33) and post-workshop focus groups (n = Students: 69, Teachers: 15) and post-workshop surveys (n = Students: 96; Teachers: 101) demonstrated that the workshops were mutually beneficial for both students and pre-service teachers. Participants found that workshopping together enhanced their belief in the possibility of positive student–teacher relationships. The pre-service teachers reported greater confidence in communicating with young people about the issues that affect student engagement and wellbeing. The school students reported that they were more willing to use teachers as a source of help. Implications include the need for increased attention to a ‘third space’ for learning in teacher development which provides opportunity for learning with and from young people about how to foster their engagement and wellbeing.  相似文献   

20.
ABSTRACT

Despite its centrality to most, if not all educational endeavours, what is meant by understanding is highly contested. Using Religious Education (RE) in England as a case subject this paper examines pre-service secondary school teachers’ construals of understanding. It does so by employing conceptual metaphor theory to analyse their linguistic discourse. Specifically, it examines the metaphors employed by participants in a series of focus group discussions (FGD) and provides important insights into how understanding is conceptualised by these pre-service teachers who are preparing to enter the RE profession. The metaphors employed by these pre-service teachers (‘understanding is SEEING’; ‘understanding is CONSTRUCTING’; ‘understanding is GRASPING’), focus on the dynamic and developmental nature of understanding (rather than on the outcomes) and reveal subject specific ways of thinking and practicing. This paper argues that each of the three conceptual metaphors employed by participants suggest particular ways of acting towards understanding with significant implications for teaching and learning in RE.  相似文献   

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