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1.
Abstract

This paper defines teacher empathy, argues that teacher empathy enhances student learning, and offers suggestions for increasing teacher empathy. Teacher empathy is the degree to which an instructor works to deeply understand students’ personal and social situations, to feel care and concern in response to students’ positive and negative emotions, and to respond compassionately without losing the focus on student learning. Teacher empathy is communicated to students through course policies as well as the instructor’s behavior toward students. To increase teacher empathy, we review non-pejorative explanations for undesirable student behavior (e.g., fear of failure), and we suggest ways in which faculty can learn about their students and can structure course policies to increase teacher empathy. Ultimately, we call for research on teacher empathy and student learning.  相似文献   

2.
Abstract

The United States and its public schools are becoming increasingly diverse, yet teachers, prospective teachers, and teacher educators remain predominantly European American. This situation raises a number of questions for teacher educators and teacher education students committed to multicultural education. One challenge to avoid when discussing issues of diversity within largely monocultural learning environments is the unintentional construction of the “Other.” This article describes the painful experiences and interactive reflections of a student of color and a White teacher educator when the student became the “Other” in a preservice teacher education course. The student, her peers, and the instructor describe how the unfortunate incident was turned into a teachable moment and a transformative learning experience that gave deeper, personal meaning to the theories they discussed in the course.  相似文献   

3.
Abstract

Two case studies of work in initial teacher education provide the stimulus for a discussion of the incorporation of enterprise, economic and industrial issues within student programmes’. The first case study describes a seminar at Manchester University where these issues are introduced to students within the constraints of a 36‐week PGCE course. The second describes IT‐INSET activities undertaken by primary BEd students from Edge Hill College of Higher Ecucation.

A number of issues are raised, not least of which is the need to overcome student concerns about the incorporation of the National Curriculum cross‐curricular themes into teaching. The conclusion reached is that much work remains to be done and some possible future developments are examined.  相似文献   

4.
ABSTRACT

This study provides a systematic review of the effects of 19 teacher expectation interventions. Prior research on teacher expectations primarily focussed on correlational relationships with student and teacher characteristics, leaving open the questions of whether it is possible to raise teacher expectations and to prevent (too) low expectations from having detrimental effects on student achievement. These questions were the scope of the current review. We distinguished 3 types of interventions: changing teacher behaviour, creating awareness of expectancy effects, and addressing the beliefs underlying the expectations. The results indicated that it was possible to raise teacher expectations and subsequent student achievement. We found summary effects of Hedges’ g?=?0.38 and 0.30, respectively. The narrative review suggested that the intervention type did not affect the effectiveness, but teacher support for the intervention did. However, verification of this suggestion with moderator analysis was not possible due to the limited number of interventions.  相似文献   

5.
This paper discussed a study of the differences in student learning achievement and retention in a college-level statistics course taught in a variety of teaching/learning environments. Statistical test results revealed that students experiencing a CAI environment performed no differently on achievement or retention tests than students experiencing a traditional lecture/discussion environment. However, students experiencing an “enriched” CAI environment (CAI plus planned teacher/student contacts) performed significantly better on achievement tests than students experiencing any of several other environments, including: lecture/discussion, lecture/discussion supplemented with planned teacher/student contacts, PI texts, PI texts supplemented with planned teacher/student contacts, and CAI.  相似文献   

6.
Abstract

Using the stimulated recall of instruction methodology, we interviewed teachers and students at risk for referral to special education about their perceptions, judgments, and decision making during the course of instruction. The results of the teacher interviews suggest that teachers respond to complex collections of student cues in their decision making about students. Teachers described themselves as more frequently monitoring the at‐risk students, although their attempts to modify instruction consisted primarily of attempts to motivate these students. The at‐risk students indicated awareness that they are experiencing difficulty in class, had somewhat less understanding of how teachers attempt to help them, and responded with anger and frustration to their learning problems.  相似文献   

7.
ABSTRACT

Systems’ thinking has become increasingly relevant not only in education for sustainable development but also in everyday life. Even if teachers know the dynamics and complexity of living systems in biology and geography, they might not be able to effectively explain it to students. Teachers need an understanding of systems and their behaviour (content knowledge), and they also need to know how systems thinking can be fostered in students (pedagogical content knowledge (PCK)). But the effective development of teachers’ professional knowledge in teaching systems thinking is empirically uncertain. From a larger study (SysThema) that investigated teaching systems thinking, this article reports the effects of the three different interventions (technical course, didactic course and mixed course) in student teachers’ PCK for teaching systems thinking. The results show that student teachers’ PCK for teaching systems thinking can be promoted in teacher education. The conclusion to be drawn from our findings is that a technically orientated course without didactical aspects seems to be less effective in fostering student teachers’ PCK for teaching systems thinking. The results inform educators in enhancing curricula of future academic track and non-academic track teacher education.  相似文献   

8.

This article presents a socio-historical analysis of teacher education in Britain, tracing the changing agents and nature of control of, and consequent levels of freedom in, the enterprise from its inception to the present day. It illustrates the evolution from church, through university to state control and the limited role of the teaching and teacher education professions in each. In doing so it identifies teacher education as a disputed territory of conflicting tendencies, which currently faces unprecedented and draconian central government control and identifies the major factors related to change. It further traces how in the period since the second world war the main source of control has shifted from institution to state, and the main object of control from the student, to teacher educators, to the content and nature of teacher preparation, to the present where all these are centrally controlled, in a fashion not only foreign to British education history but also its culture.  相似文献   

9.
Abstract

To assess the extent to which student evaluations of lecturers are accurate indicators of quality of instruction (teacher effectiveness), 128 students taking a multisection course in University Mathematics evaluated the performance of their particular lecturers. Initial tests indicated no difference among the students taking the different sections (same content) in either aptitude or expected performance. Hence, the fact that significantly positive correlations were obtained between average student performance and average student evaluations of their lecturers across the various sections suggests that student evaluations of this kind can be used as a measure of instructional effectiveness under appropriate conditions.  相似文献   

10.

The experience of becoming a teacher involves more than learning to use the tools of the trade. Using the example of teaching questioning strategies in a curriculum methods seminar for student teachers, two teacher-educators present questions and dilemmas that arise out of the tension between the use of language as a tool, and the experience of language as an aspect of becoming teachers. Anecdotes from classrooms show how student teachers develop an awareness of the dynamic interplay of these language forms. We suggest that this dynamic interplay can be understood as aesthetic form, an aspect of teaching practice which enables teachers to sustain the pedagogical relation.  相似文献   

11.
Abstract

The purpose of this study was to examine the extent to which teacher ratings of behavioral attention predicted responsiveness to word reading instruction in first-grade and third-grade reading comprehension performance. Participants were 110 first-grade students identified as at risk for reading difficulties who received 20 weeks of intensive reading intervention in combination with classroom reading instruction. Path analysis indicated that teacher ratings of student attention significantly predicted students’ word reading growth in first grade even when they were competed against other relevant predictors (phonological awareness, nonword reading, sight word efficiency, vocabulary, listening comprehension, hyperactivity, nonverbal reasoning, and short-term memory). Also, student attention demonstrated a significant indirect effect on third-grade reading comprehension via word reading but not via listening comprehension. Results suggest that student attention (indexed by teacher ratings) is an important predictor of at-risk readers’ responsiveness to reading instruction in first grade and that first-grade reading growth mediates the relationship between students’ attention and their future level of reading comprehension. The importance of considering ways to manage and improve behavioral attention when implementing reading instruction is discussed.  相似文献   

12.
Abstract

The purposes of the present study were to investigate the influence of three sets of instructions, class level, and academic rank on teacher/course evaluation by student raters. Students did not differ in their teacher/course evaluation ratings when the instructions specified the evaluation results would be used: (a) only by the instructor, (b) by the administration, or (c) by students for course selection purposes. The evaluation of graduate courses did not differ from that of undergraduate courses. A statistical difference was found between the academic ranks examined. Specifically, graduate teaching assistants received higher ratings than did either assistant or full professors.  相似文献   

13.

The article examines the processes of change and adaptation which a group of undergraduate mature women students underwent as they learned to become student teachers. The study sits firmly within the qualitative paradigm and offers a holistic analysis of student teacher socialisation in which the complexity of adaptation is revealed through the inter-relationship of gender, identity, life course, coping strategies and the negotiation of change. A major theme of the study examines the uneasy blend of struggle, contestation, guilt and success which became a daily feature of their lives as mothers, wives and full-time student teachers. The article argues that the ethnographic research approach was the most appropriate method for revealing new insights about student teacher socialisation. Moreover, it is suggested that ethnographic accounts have an important contribution to make to educational theory and knowledge provided that they go beyond minimalist criteria for good practice.  相似文献   

14.
《师资教育杂志》2012,38(2):149-159

The effectiveness of a dyadic relationship between student teacher and individual child, referred to as 'mentoring', is examined. Interviews between student teacher and teacher educator revealed that student teachers benefited from the experience in their understanding of children, especially those at risk. They also improved interpersonal and teaching skills. These effects could be enhanced by supervisor guidance.  相似文献   

15.
Abstract

We exploit within-teacher variation in the years that math and reading teachers in grades 4–8 host an apprentice (“student teacher”) in Washington State to estimate the causal effect of these apprenticeships on student achievement, both during the apprenticeship and afterwards. While the average causal effect of hosting a student teacher on student performance in the year of the apprenticeship is indistinguishable from zero in both math and reading, hosting a student teacher is found to have modest positive impacts on student math and reading achievement in a teacher’s classroom in following years. These findings suggest that schools and districts can participate in the student teaching process without fear of short-term decreases in student test scores while potentially gaining modest long-term test score increases.  相似文献   

16.
Abstract

Despite the relationship between student teachers’ learning within teacher education programmes and their later teaching experiences, few studies have examined the role of motivation management. To fill this gap, this study examined motivation management, highlighting its relationship with key factors within teacher education programmes from a dynamic perspective. A sample of 18 student teachers enrolled in a degree course in Teaching English as a Foreign Language participated in this study. Analysis of qualitative data obtained from various sources such as reflection memos, videotaped enactment of teaching, personal journals, end-of-term portfolio, researcher’s monthly journal and her notes of weekly group discussions, as well as quantitative data from participants’ performance on classroom quizzes, indicated that although motivational behaviour is dynamic in relation to time and a combination of personal and contextual factors, the participants’ motivational management follows a typical behaviour pattern. In addition, results of a Friedman analysis of variance by ranks revealed that the participants’ performance on quizzes improved over time, implying that the student teachers temporally self-regulated to meet course requirements and safeguard their success.  相似文献   

17.

When your student teacher is planning instruction, you might ask him to state his objectives in behavioral terms. Such statements may make the lesson more meaningful to both the student teacher and his pupils.  相似文献   

18.
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19.

Cultural differences appeared to establish a communications barrier between this teacher and her student teacher. Perhaps Mrs. Bloom's experiences will be helpful to other supervisors who work with foreign student teachers.  相似文献   

20.
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