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1.
《Africa Education Review》2013,10(4):17-36
AbstractThis article reports on a study that explored how school-based teachers fulfilled their roles as mentors in response to challenges faced by pre-service teachers while learning to teach accounting. Pre-service teachers in their final year at a University of Technology in South Africa and practising teachers from six high schools participated in the study. Pre-service teachers e-mailed reflection journals on a weekly basis over a period of four months to the first author who is a teacher educator. Unstructured interviews were carried out with each pre-service teacher and their respective mentors. The results indicated that not all mentors assisted the pre-service teachers according to the expectations of their roles. Despite mentoring having the potential to enhance the preparation of pre-service teachers, in the cases studied it did not always yield positive results. It became clear that the cumulative nature of the accounting discipline requires a different type of mentoring from other disciplines. In fact, numerous factors revealed in the study influenced the failure and success of mentoring pre-service teachers. Many of these factors are ones over which the university has no control. 相似文献
2.
The student teaching experience has been considered important in establishing pre-service teachers’ beliefs and attitudes towards their teaching. However, few studies have investigated the effect of student teaching experiences as an educational intervention for increasing technology integration – especially pre-service teachers’ pedagogical beliefs as an internal barrier to technology integration. Thus, this study examined how technology-centred student teaching experiences differently affect pre-service teachers with different teaching beliefs with regard to self-efficacy and intention to use technology. Participants were 55 pre-service teachers in a student teaching practicum. The findings revealed that technology-centred student teaching experiences increased pre-service teachers’ self-efficacy regardless of their teacher beliefs. Additionally, pre-service teachers with traditional teacher beliefs had a low level of intention at the outset but significantly increased their intention after experiencing technology-centred student teaching; however, those with constructivist teacher beliefs showed no meaningful differences in their intention levels. Implications for teacher education and the limitations of this study are discussed. 相似文献
3.
This study explores the perceptions held by nine mentor teachers from four Australian secondary schools about the impact they have on pre-service teachers during professional placement. Using Fraser’s (2000, 2005, 2008) social justice framework as a theoretical lens, this paper examines what can be learnt from these teacher mentors about mentoring in disadvantaged school contexts. These mentor teachers felt their most significant impact was in shaping pre-service teachers’ awareness and responsiveness to contextual factors so that they could not only fulfil professional experience requirements, but also be better prepared for potential future teaching opportunities in disadvantaged school contexts. 相似文献
4.
Sheridan Lynn 《Mentoring & Tutoring: Partnership in Learning》2020,28(3):295-317
ABSTRACT Mentoring plays a critical role in providing a quality professional experience for pre-service teachers in their initial teacher education. There have been numerous studies about pre-service teacher mentoring, yet actual mentoring practice still remains varied and poorly understood. Consequently, there is a need for mentoring processes that can enhance graduate teacher quality. In response to this call, this study aims to elucidate an understanding of how mentoring is operationalized, as perceived by the teacher mentor. Semi-structure interviews, with experienced teacher mentors, provided understanding on mentoring practices used within differing school contexts. These findings increase our understanding of actual mentoring processes that are used during the different phases of support for the preservice teachers. Understanding how the mentor–mentee relationship is operationalized has implications for supporting and enhancing quality mentoring experiences. 相似文献
5.
Research in teacher education repeatedly suggests that the background and underlying beliefs held by pre-service teachers about teaching and assessment act to shape their interpretations of ideas, powerfully influencing their praxis and their developing teacher identity. This paper explores how a young New Zealand secondary science teacher, raised and educated in Māori-medium and then English-medium New Zealand schools, develops his identity as a teacher as he navigates a range of educational contexts and experiences. His views on assessment provide a focus. The paper presents a case study drawn from a two-year longitudinal study, comprising a series of interviews with the teacher, as he transitioned from a university graduate to a qualified science teacher working in his first school. The complexity of teacher identity development is highlighted, particularly for teachers for whom cultural identity and indigenous world view is important. It suggests that beginning teachers need more time in their pre-service teacher education to reflect on the influence their formative educational experiences have on who they are becoming as a teacher. 相似文献
6.
Altay Eren 《The Australian Educational Researcher》2017,44(3):275-297
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
7.
Paul Hennissen Frank CrasbornNiels Brouwer Fred Korthagen Theo Bergen 《Teaching and Teacher Education》2011,27(6):1049-1058
The aim of this study is to clarify how pre-service teachers perceive mentor teachers’ use of mentoring skills. Sixty stimulated-recall interviews were conducted, each in connection with a previously recorded mentoring dialogue. A quantitative analysis showed that six types of mentoring skills appeared to be perceived by pre-service teachers as offering emotional support and five others as offering task assistance. After mentor teachers were trained in mentoring skills, shifts in their frequencies of use of distinct skills, as observed by independent raters, corresponded to a considerable extent with shifts in frequencies of pre-service teacher perceptions of mentor teachers’ mentoring behaviour. 相似文献
8.
University-based teacher education programs are criticized for being too theoretical, disconnected from the everyday realities of schools. To bridge this gap, teacher education programs give students year-long field experiences under the joint tutelage of mentor teachers and university faculty. However, this assumes that mentor teachers will not only be exemplary teachers, but skilled mentors as well. This article explores the tensions between the theoretical and practical work of teaching within mentoring relationships, specifically in spaces where teacher agency is limited by political, social, and cultural factors. The sociocultural, language approaches in many teacher education programs are seen as idealistic when pushed up against skills-based language approaches, advocated in classrooms. Using qualitative methods, this project follows three mentor/mentee pairs as they negotiate their relationships in an urban area in the Southwest United States. While all three pre-service teachers strongly believed that learning was a social practice, constructed through child inquiry and play, they struggled to maintain their ideologies and beliefs during their field experience. Pre-service teachers held firmly to their beliefs about teaching and learning, but holding onto these beliefs were wrought with personal and philosophical tensions. Pre-service teachers found limited agency in their practice and little support in implementing their own practices. Most importantly, unequal power dynamics and communication issues were obstacles towards mutually beneficial mentorship. Thus, preservice programs must address the importance of developing and cultivating the mentor/mentee relationship—a relationship that is pivotal in the construction of preservice teachers’ identities and practices. 相似文献
9.
Teacher efficacy beliefs is an important characteristic to predict instructional quality and the level of cognitive activation and educational support. Since teacher efficacy beliefs are context and domain specific, this study focuses on how special education pre-service teachers' individual interest and subject knowledge in mathematics predict their efficacy beliefs in teaching mathematics. Data were collected from 57 special education pre-service teachers. The results indicated that the individual interest of pre-service teachers has a strong effect on teacher efficacy beliefs, while subject knowledge has only an indirect effect. 相似文献
10.
In their workaday life, teachers are faced with multiple complex tasks. How they carry out these tasks is also influenced by their epistemic beliefs and the beliefs they assume their pupils hold. In an empirical study, pre-service teachers’ epistemic beliefs and those they assume of their pupils were investigated in the setting of teacher education for vocational schools in Germany. Results of the empirical study point at significant inconsistencies between pre-service teachers’ beliefs, the beliefs they assume of their pupils and beliefs conducive to the curricular and didactic concept preferred for vocational schools. Partly, these inconsistencies can be explained by pre-service teachers’ learning experiences in school and university. It seems important that the education of teachers in vocational education aims at scaffolding pre-service teachers in developing beliefs that are conducive for their future profession. 相似文献
11.
乔明文 《渭南师范学院学报》2012,(8):90-94
信念的研究是判断教师教育成效的一项重要指标,是当前教师教育中最有价值的一部分。职前教师信念由于受到先前经验和信念本身特质等因素的影响,不易改变,教师教育应该对职前英语教师的信念进行检视与再建构。在自我反思教学模式下发展起来的教育行动研究是近年来国外教育界探究和实践的一种教学理论,是一种非常适合没有接受过教育研究训练的职前教师的研究方法。开展行动研究有助于职前教师将理论学习与教学实践相结合,在教学实践过程中,充分利用有限的直接经验进行教学反思,不断检视、并重构教师信念,提升教学行为。 相似文献
12.
Teachers’ efficacy beliefs play an important role in how they create quality learning environments. When pre-service teachers (also known as initial teacher trainees) develop strong efficacy beliefs, they can be confident in their abilities to be successful teachers once they enter the field. One way pre-service teachers obtain efficacy information is through their emotional states. Positive emotional experiences like joy and satisfaction may enhance a teacher’s sense of efficacy, while undesirable emotions such as fear and worry could be debilitating to efficacy beliefs. The current study investigated how feelings of depression, anxiety, and stress contributed to efficacy beliefs among a sample of 297 American pre-service teachers. Results from regression analysis showed that depressive symptoms negatively predicted teacher efficacy beliefs. However, reports of anxiety and stress did not significantly predict efficacy. Student teaching experience also did not significantly predict teacher efficacy. 相似文献
13.
Learning beliefs influence learning and teaching. For this reason, teachers and teacher educators need to be aware of them. To support students’ knowledge construction, teachers must develop appropriate learning and teaching beliefs. Teachers appear to have difficulties when analysing students’ learning. This seems to be due to the inability to differentiate the beliefs about their students’ learning from those about their own learning. Both types of beliefs seem to be intertwined. This study focuses on whether pre-service teachers’ beliefs about their own learning are identical to those about their students’ learning. Using a sample of pre-service teachers, we measured general beliefs about “constructivist” and “transmissive” learning and science-specific beliefs about “connectivity” and “taking pre-concepts into account”. We also analysed the development of these four beliefs during teacher professionalisation by comparing beginning and advanced pre-service teachers. Our results show that although pre-service teachers make the distinction between their own learning and the learning of their students for the general tenets of constructivist and transmissive learning, there is no significant difference for science-specific beliefs. The beliefs pre-service teachers hold about their students’ science learning remain closely tied to their own. 相似文献
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15.
This paper describes beliefs held about teaching and learning chemistry by Turkish teachers and student-teachers. The study investigated different aspects of pre-service and in-service teachers’ belief structures. Part of the study examined teachers’ overall beliefs, based on participants’ drawings of classroom situations. A qualitative evaluation was employed to offer information on (student-)teachers’ beliefs about classroom organisation, their beliefs about teaching objectives, and their stance on epistemological beliefs. Beliefs ranged from very traditional, teacher-centred ideas to modern, student-centred ones. Data evaluation was triangulated using a quantitative approach, which focused on whether beliefs were characterised by either teacher-centredness or learner-centredness. Additionally, a Likert questionnaire was used to evaluate the educators` beliefs about the nature of good education. The results for the group of participants are presented and compared. Implications for chemistry teacher education in Turkey will also be addressed. 相似文献
16.
This study confirms the role of genuine conversation as the enabler in good mentoring of pre-service teachers. The practicum plays an essential role in moving the pre-service teacher beyond learning about teaching to the practice of teaching. Yet the benefit of the practicum is often constrained by relational tensions, disappointment and frustrations for both the pre-service teacher and the mentor. The authors report on the findings drawn from stories and experiences of pre-service teachers and mentors as they participated in a final practicum in a range of Australian secondary schools. This paper uses social learning theory as a framework for understanding the key aspects of pre-service teacher mentoring: specifically, Wenger’s three interrelated concepts of mutual engagement, joint enterprise and shared repertoire. Conversation plays a critical role in these areas and hence enables successful practicum experiences. Recommendations to enhance professional conversations focus on strengthening the relationship through considered pre-service teacher placement, close school/university partnerships, mentor programmes and the selection of appropriate mentors. 相似文献
17.
Pedagogical beliefs are a critical factor in terms of integrating technology into teaching, but very few technology acceptance models (TAMs) have considered them. Hence, this study aims to extend the TAM by incorporating pre-service teachers’ conception of teaching and learning. The revised model examined the influence of pre-service mathematics teachers’ constructivist and traditional pedagogical beliefs on their technology acceptance through perceived ease of use, perceived usefulness, attitude toward technology, and behavioral intention to use. Survey data were collected from 714 pre-service mathematics teachers in Turkey and analyzed through path analysis. The results showed that pre-service mathematics teachers’ pedagogical beliefs were more constructivist-oriented than traditional-oriented, and constructivist beliefs had a significant influence on the components of the TAM. On the other hand, pre-service teachers’ traditional-oriented beliefs did not influence their perceived usefulness of and attitudes toward technology but had positive effects on perceived ease of use. Implications for pre-service mathematics teacher education were discussed.
相似文献18.
Ji Hong Barbara Greene Robin Roberson Dionne Cross Francis Lauren Rapacki Keenan 《Teacher Development》2018,22(3):408-426
The purpose of this study was to investigate various career paths pre-service teachers explore and the processes of establishing their commitment to becoming a teacher. A mixed-methods design was employed; 326 surveys measured the levels of pre-service teachers’ career exploration and commitment using occupational identity status (achievement, moratorium, foreclosure, and diffusion), along with resilience and perceived instrumentality. Thirty-two interviews were followed to further explore detailed variations of their career decision-making journey. MANOVA analysis indicated significant differences for resilience and perceived instrumentality based on the four occupational identity statuses. Subsequent qualitative analysis identified various patterns where pre-service teachers differed in their entry motivation, negotiation for their career decision making, and the strength of their commitment to teaching. The findings of this study illuminate iterative and non-linear development of pre-service teachers’ professional identity. 相似文献
19.
Andrea Nolan 《Mentoring & Tutoring: Partnership in Learning》2017,25(3):272-290
From reading the research literature, it is evident that making the transition from pre-service teacher to beginning teacher is a challenging experience. New to the profession teachers can experience self-doubt and feelings of anxiety about meeting expectations. What is valued at the start of their career is support, especially if it is ongoing and tailored to their needs. In this paper, I present data from the first mentoring programme for new to the profession early childhood teachers in Victoria, Australia – the State-wide Mentoring Program for Early Childhood Teachers (SWMP) (2011–2014). I provide an overview of this mentoring programme highlighting aspects considered most effective in supporting beginning early childhood teachers. I propose that developing a mentoring programme incorporating respectful, responsive, reciprocal and reflective elements, can enhance both mentor’s and mentee’s professional development and professional identity. The impact of this programme is evidenced by the voices of the mentors and mentees involved. 相似文献
20.
Outi Tiainen Riitta-Liisa Korkeamäki Mariam Jean Dreher 《Scandinavian Journal of Educational Research》2018,62(4):586-600
This case study examined three pre-service teachers’ reflection processes during their first teaching practicum. During the six-week practicum, the pre-service teachers reflected on their own as well as their peers’ teaching in group mentoring meetings several times a week. Unstructured stimulated recall facilitated pre-service teacher-initiated reflection on their teaching. As a result, they were able to frame and reframe their understanding and implement that understanding in their next lessons. Each pre-service teacher, however, went through an individual developmental process in learning to reflect. In their developmental path, turning points were identified that were important for transition into a deeper level of reflection. Our results show that it is important for teacher educators and mentors to recognize the process of development from the very first teaching practicum. 相似文献