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1.
This study investigated whether listening to spontaneous conversations of elementary students and their teachers/chaperones, while they were visiting a zoo, affected preservice elementary teachers' conceptions about planning a field trip to the zoo. One hundred five preservice elementary teachers designed field trips prior to and after listening to students' conversations during a field trip to the zoo. In order to analyze the preservice teachers' field trip designs, we conducted a review of the literature on field trips to develop the field trip inventory (FTI). The FTI focussed on three major components of field trips: cognitive, procedural, and social. Cognitive components were subdivided into pre-visit, during-visit, and post-visit activities and problem-solving. Procedural components included information about the informal science education facility (the zoo) and the zoo staff and included advanced organizers. Social components on student groups, fun, control during the zoo visit, and control of student learning. The results of the investigation showed that (a) the dominant topic in conversations among elementary school groups at the zoo was management, (b) procedural components were mentioned least often, (c) preservice teachers described during-visit activities more often than any other characteristic central to field trip design, (d) seven of the nine characteristics listed in the FTI were noted more frequently in the preservice teachers' field trip designs after they listened to students' conversations at the zoo, and (e) preservice teachers thought that students were not learning and that planning was important.  相似文献   

2.
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   

3.
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   

4.
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5.
Despite the body of literature around practicing teachers and policy (Knapp, Ferguson, Bamberg, &; Hill, 1998; Kumar &; Scuderi, 2000; Lortie, 1975/2002), little is known about the involvement of their preservice counterparts. Preservice teachers have limited exposure to policy-related coursework in their professional training (Floden &; Meniketti, 2005) and scholarship is relatively silent regarding preservice teachers' experiences with educational policies and their sense-making process (Spillane, 2004; Weick, 1995; see Heineke, Ryan, &; Tocci, 2015, for a notable exception).

This paper examines preservice teachers negotiating and making sense of a particular policy, the Massachusetts' Rethinking Equity and Teaching for English Language Learners (RETELL). It addresses the following questions: First, what do preservice teachers know about policy in general and the RETELL language policy in particular? Second, how do preservice teachers make sense of the implementation of the RETELL policy in the various settings of their professional training? Third, in what ways do preservice teachers' experiences with the policy influence their orientations toward teaching emergent bilingual students? This analysis demonstrates that preservice teachers have limited general knowledge of educational policy process, and limited specific knowledge around the RETELL language policy. Yet, they learn important lessons about how to “do” policy from their field supervisors and play an important role in policy implementation. The impact of the RETELL policy on preservice teachers' beliefs about teaching emergent bilingual students is mediated by the lack of policy information they receive and by their experiences in the field. This paper adds to the limited literature around preservice teachers involvement in policy and offers recommendations for highlighting the importance of policy education in teacher training.  相似文献   

6.
Advisory committees of mathematics consider abstract algebra as an essential component of the mathematical preparation of secondary teachers, yet preservice teachers find it challenging to connect the topics addressed in this advanced course with the high school algebra they must someday teach. This study analyzed the mathematical content knowledge that developed in preservice teachers during a semester course in abstract algebra utilizing Lerman's “person-in-practice-in-person” lens. This unit of analysis provided insights into the situated nature of the algebra learned by illuminating how the goals of the instructor and preservice teachers impacted the community of practice created in the university classroom and how participating in that community impacted the preservice teachers' mathematical identities.  相似文献   

7.
This study examines preservice teachers' beliefs about childhood in an attempt to see how they may support an active, participatory role for children in early childhood education (ECE). Three hundred sixteen early childhood preservice teachers described childhood characteristics and children's ability for decision-making in a written text. These texts were content analyzed and then quantified. Preservice teachers' beliefs about childhood were found to vary and some of their beliefs corresponded to existing scientific theories and typologies. Despite this variation, preservice teachers' beliefs had dominant ontological and epistemological presuppositions that highlighted childhood as a homogeneous period of human life, as a state of being, rather than as a dynamic and developing period of life. The majority of preservice teachers assigned children with an ability to make decisions but only under specific preconditions. We argue that these beliefs may act as obstacles for the enhancement of participatory processes in ECE due to their ontological and epistemological underpinnings. Implications of current findings in relation to teacher education are discussed.  相似文献   

8.
This study describes efforts in a U.S. teacher education program to raise the teacher candidates' awareness of how place impacts schooling. The preservice teachers and second graders exchanged pen pal letters based on books set in contemporary rural America. The teacher candidates enacted four major discourses in the correspondence: personal, rural, global and traditional. Without connections to the children personally, as fellow rural residents or as participants in a conversation about rural life, the preservice teachers were left only to communicate through traditional and globalized discourses.  相似文献   

9.
Drawn from the norms and rules of their fields, scientists use variety of practices, such as asking questions and arguing based on evidence, to engage in research that will contribute to our understanding of Earth and beyond. In this study, we explore how preservice teachers' learn to teach scientific practices while teaching plate tectonic theory. In particular, our aim is to observe which scientific practices preservice teachers use while teaching an earth science unit, how do they integrate these practices into their lessons, and what challenges do they face during their first time teaching of an earth science content area integrated with scientific practices. The study is designed as a qualitative, exploratory case study of seven preservice teachers while they were learning to teach plate tectonic theory to a group of middle school students. The data were driven from the video records and artifacts of the preservice teachers' learning and teaching processes as well as written reflections on the teaching. Intertextual discourse analysis was used to understand what scientific practices preservice teachers choose to integrate into their teaching experience. Our results showed that preservice teachers chose to focus on four aspects of scientific practices: (1) employing historical understanding of how the theory emerged, (2) encouraging the use of evidence to build up a theory, (3) observation and interpretation of data maps, and (4) collaborative practices in making up the theory. For each of these practices, we also looked at the common challenges faced by preservice teachers by using constant comparative analysis. We observed the practices that preservice teachers decided to use and the challenges they faced, which were determined by what might have come as in their personal history as learners. Therefore, in order to strengthen preservice teachers' background, college courses should be arranged to teach important scientific ideas through scientific practices. In addition, such practices should also reflect the authentic practices of earth scientists such as use of historical record and differentiating observation versus interpretation.  相似文献   

10.
This article examines the relations of power that shape an elementary preservice teacher's pedagogical discourse and practice. The study employs a post-structuralist, connectionist framework to map the multiple social and discursive relations that interconnect to produce what preservice teachers can pedagogically conceive. The analysis shows how relations such as the state, cooperating teachers, school structures, and the preservice teacher function concertedly, within particular temporal and spatial conditions, to create a psychological/individual discourse as the dominant pedagogical framework. At the same time, this study shows how preservice teachers may interpellate, or summon, discourses that allow them to enunciate, or rework into something different, what relations of power have produced.  相似文献   

11.
This paper explores the beliefs about self-as-teacher, learning and teaching of preservice elementary teachers during a three-year undergraduate programme. Using a qualitative grounded theory analysis, the study examined the initial beliefs or personal theories of 27 preservice teachers during their first Semester. Longitudinal data were gathered from 7 of these students over the three-year duration of their teacher education programme through iterative interviews and reflective journal analysis. The findings demonstrate expansion in preservice teachers’ understandings of the teacher’s role, the value of reflective practice, the differential needs of learners and approaches to pedagogy. Findings point to lacunae in preservice teachers’ capacity for critical reflective practice and demonstrate how classroom management concerns can cause preservice teachers to adopt more cautious and traditional pedagogical approaches, despite their espoused commitment to child-centred principles.  相似文献   

12.
ABSTRACT

In this qualitative study we examine preservice teachers' abilities to connect theory and practice through the use of a collaboratively developed field observation guide, namely the “Targeted Field Observation Guide.” The goal in developing and implementing this field-based observation guide was to help preservice teachers make explicit, purposeful connections between their required, course-embedded field placements and the secondary undergraduate content area literacy courses in which they were enrolled. Forty-three preservice teachers participated in this study and were enrolled in a large public university or a small private college in the Midwestern United States. Analysis of participants' weekly written reflections shared via computer-mediated communication (Google Docs) reveals that using a field-based observation guide further supported connections and conversations with peers regarding their field reflections and observations. However, many participants' reflections still demonstrated limited connections between theory and practice.  相似文献   

13.
This mixed methods study investigated the extent to which preservice teachers' discipline orientations are consistent with their perceptions of what makes an effective teacher. The study's first purpose was to determine whether preservice teachers tend to possess a predominant discipline style. The second purpose was to ascertain the degree to which preservice teachers' endorsement of each of the three discipline styles (i.e., interventionist vs. interactionalist vs. non-interventionist) predicts their perceptions of characteristics of effective teachers. Participants were 63 preservice teachers enrolled at a large southeastern university. Both interventionism and interactionalism received significantly greater endorsements than did non-interventionism. A phenomenological analysis revealed seven characteristics that many preservice teachers considered to reflect effective teaching: student-centered, effective classroom and behavior manager, competent instructor, ethical, enthusiastic about teaching, knowledgeable about subject, and professional. A canonical correlation analysis revealed that the degree of discipline orientation was a predictor of some of these characteristics. Implications are discussed.  相似文献   

14.
Learning to teach is a highly complex and multidimensional process. This self-study, conducted collaboratively by a preservice teacher and a teacher educator, traces one preservice teacher's development and growth over a 2-year period. The study examines the complexities of learning to teach, as well as the complexities of assisting preservice teachers on their journey to becoming teachers. The data were derived from multiple sources including observation notes, journal reflections, dialogue journals, and the student's action research/self-study paper. The results provide insight into how preservice teachers think, the conflicts they experience, the fears they encounter, and the benefits they derive from systematically examining their teaching and their students’ learning. The article describes specific attitudes and dispositions that can impact growth and development. In addition, it discusses a variety of activities to foster reflection and inquiry.  相似文献   

15.
Through an exegesis of the dramatic elements of Plato's Laches, Brandon Buck and Rachel Longa argue that it is an especially valuable text to read with practicing and preservice teachers. Buck and Longa show how the dialogue illustrates three essential aspects of what education means and involves. First, they show how the dialogue foregrounds the often-obscured role of philosophical inquiry in addressing educational questions. Second, they show how the depiction of aporia in the Laches underscores the importance of uncertainty for the persistence of humanistic conversation, and thus for substantial engagement with core educational questions. Finally, they interpret Socrates to suggest that participation in humanistic conversation is not merely an incidental aspect of education as a profession, but rather precisely what it means to be an educator. In sum, Buck and Longa argue that the Laches illustrates the core idea that in order to educate at all, we must be deeply involved in the very questions that characterize humanistic conversation.  相似文献   

16.
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   

17.
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18.
The purpose of this study was to examine preservice teachers' perceptions of the support their teacher education programs provide for developing their technological pedagogical content knowledge (TPACK). The research was conducted with 215 preservice teachers in the last year of teacher education programs and teaching certificate programs in three universities in Turkey. Data sources were the synthesis of qualitative evidence (SQD) scale that was validated in the Turkish context as part of this study and the TPACK-practical scale. The strategies investigated in the SQD-model included: using teacher educators as role models; reflecting on the role of technology in education; learning how to use technology by design; collaboration with peers; scaffolding authentic technology experiences; and providing continuous feedback. The linear regression analysis revealed a positive relation between teacher education strategies and preservice teachers' TPACK. Reflection and teacher educators' as role models were the most frequently used teacher education strategies in teacher education programs included in this study. Results provided recommendations for further research on the connection between the teacher education strategies and the development of preservice teachers' TPACK in teacher education programs.  相似文献   

19.
The importance of reflection in supporting the continued professional learning of preservice practitioners is well recognised. This study examines one aspect of the outcomes of preservice teachers' reflection: the development of their own self-image as a teacher. In making the transition from student to teacher, preservice teachers create their own professional identity. Their ability to articulate this identity is examined through a new construct, a “teachers' voice”. A teachers' voice, develops when preservice teachers interpret and reinterpret their experiences through the processes of reflection. A teachers' voice is articulated as part of the persons' self-image. The construct, a teachers' voice, was investigated by examining changes in preservice teachers' contributions in an online discussion forum. Two complementary approaches of content analysis were applied. Both methods revealed changes in preservice teachers' levels of engagement and showed that in the first semester of preservice teacher education, the majority of preservice teachers moved towards a more professional stance in their contributions.  相似文献   

20.
The trend toward the inclusion of students with special needs in classrooms in which there is ambitious instruction places complex and multiple demands on teachers. These challenges suggest the need for research investigating powerful ways of supporting teachers to critically reflect upon and revise their instructional practices. Using interactional ethnography, we report on the process and outcomes of engaging in conversations with teachers when the purpose of the conversation is to interpret and respond to vignettes characterizing the participation and learning of students with special needs. Specifically, we focus on how teachers' thinking about the use of small‐group work changed over the course of the conversations and led to modifications in teachers' practices relative to constituting and employing small‐group work in their classrooms.  相似文献   

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