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1.
Paul Stephens Corresponding author Chris Kyriacou Finn Egil Tønnessen 《Scandinavian Journal of Educational Research》2013,57(2):203-217
This paper examines how student teachers in Norway and England perceive pupil misbehaviour. The data are based on an opportunistic questionnaire survey of 86 student teachers in Kristiansand and 100 student teachers in York. Student teachers' perceptions of the seriousness of infractions were significantly different with regard to 7 of the items, with the students in Norway being relatively more tolerant. There were a few differences linked to sex and age. A principal components analysis identified 6 factors that were labelled: aggression towards other pupils, delinquent behaviour, oppositional behaviour, passive deviance, anti‐social behaviour, and off‐task behaviour. With few exceptions, student teachers in Norway and England regarded serious aggressive, delinquent and anti‐social behaviour as totally unacceptable. This suggests that it is appropriate to encourage student teachers (and their school mentors) to consistently censure these kinds of pupil misbehaviour. 相似文献
2.
Sophia Penso 《Asia-Pacific Journal of Teacher Education》2002,30(1):25-37
This study examines the pedagogical content knowledge of student teachers of biology during their teaching practice in school. The research focuses on the assessment of the teachers' ability to identify their pupils' learning difficulties and characterise their presumed sources. Diaries, kept by 40 student teachers in the course of the two stages of their teaching practice (comprising observation of their mentors in action and their own teaching experience), provided the data for a qualitative and quantitative analysis of the findings. A difference between the two stages was found only with regard to the identification of difficulties: the student teachers identified learning difficulties in most of the lessons they observed, but only in half of the lessons they taught. Their characterisation of the sources of the pupils' difficulties and their recurrence were similar during both stages. The sources of the difficulties were defined according to four categories: the pupil's cognitive and affective characteristics, the type of content, the teacher's methods, and factors inherent in the lesson. The characteristics of the pupil were considered the most frequent source of the difficulties. The study points to the need to increase the teacher educators' awareness of the important role of didactic processes, aimed at exposing the student teachers to their pupils' learning difficulties and help them deal with them effectively. 相似文献
3.
《师资教育杂志》2012,38(3):298-314
This study examined the effects of the student teaching experience on the pupil control ideologies of student teachers and attempted to assess the relative contributions of biography and social structure in determining student teacher attitudes toward pupil control. The subjects were forty elementary student teachers from one midwestern university. The results indicated that student teachers did not become more custodial in their views toward pupil control by the end of the experience. Furthermore, cooperating teachers exerted little influence on student teacher pupil control ideologies once the effects of biography were removed. It was concluded that biography does play an important part in the socialization of student teachers and that future research on student teaching should consider the effects of biography and social structure together within an interactive model of socialization. Finally, the limitations of focusing exclusively on student teacher ideologies are discussed and the concept of perspectives is offered as a potentially heuristic tool for overcoming these limitations. 相似文献
4.
Constantinos M. Kokkinos Georgia Panayiotou Aggeliki M. Davazoglou 《Psychology in the schools》2005,42(1):79-89
The purpose of this study was to assess whether burnout and personality were linked to the perceived severity of 24 undesirable student behaviors among experienced and trainee teachers. Results indicated that teaching experience, student gender, and type of behavior were important determinants of their perceptions. Burnout had a significant effect on the severity ratings of antisocial and oppositional/defiant behaviors, suggesting that the more stressed teachers are, the less tolerant they become of such challenging and aversive behaviors. With regard to personality, severity ratings of students' undesirable behaviors were associated with high levels of conscientiousness and neuroticism. Findings indicate that burnout and personality provide a lens through which teachers appraise the severity of students' behaviors. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 79–89, 2005. 相似文献
5.
Effective literacy teaching behaviours 总被引：1，自引：0，他引：1
There is much current interest in the identification of effective programmes for raising literacy standards. However, the effectiveness of such programmes might vary greatly according to implementation integrity and the preferred teaching styles or behaviours of teachers. This research explored whether highly effective teachers of literacy used teaching behaviours that were independent of any specific programme, whether these were consistent between teachers and different literacy teaching contexts, and whether teacher perceptions corresponded with observations of their behaviour. Five teachers were selected on the basis of high pupil literacy attainment and expert nomination, and observed during shared reading and general literacy teaching contexts. These highly effective literacy teachers tended to utilise similar teaching behaviours, but they did not utilise all behaviours thought to be associated with pupil achievement. Additionally, they utilised effective behaviours more in shared reading sessions than in general literacy sessions. Thus even these highly effective literacy teachers had room for improvement. To some extent the teachers were actually using more complex behaviours than they reported perceiving. They did not appear to perceive their behavioural variation between contexts, nor any under‐use of other effective teaching behaviours. The implications for professional practice, professional development and future research are explored. 相似文献
6.
Jennifer LoCasale-Crouch Emily Davis Peter Wiens Robert Pianta 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):303-323
In our study, we examined variation in mentoring aspects of an induction program for 77 novice teachers and associations with self-efficacy, reflection, and quality of student–teacher interactions. Mentors’ previous experience and full- vs. part-time status predicted novices’ perception of support, reflection, and observed student–teacher interactions. Time spent with a mentor, participation in mentor-facilitated professional development activities and the quality of mentors’ interactions with novice teachers were related to novice teachers’ perceptions of mentoring success, self-reflection, and efficacy. The data in our study add to the growing research suggesting the need to look within the mentoring experience to more fully understand the working mechanisms and important contributors to their success. 相似文献
7.
The purpose of this paper was to investigate Malaysian primary pre-service teachers’ perceptions of students’ disruptive behaviour and their self-reported strategies to prevent and to manage such behaviours. Results indicate that Malaysian pre-service teachers understand disruptive behaviours to be those that disrupt the learning and teaching process. They identified the cause of student disruptive behaviour as factors residing within the individual student. Pre-service teachers here reported preventative strategies in terms of changing teaching strategies and threats to use punishment. When addressing students’ disruptive behaviour, pre-service teachers reported that they would use one-to-one counselling with students and remove tokens or hold back rewards. A discussion regarding the implications for teacher education institutions and future research concludes this paper. 相似文献
8.
Observations and student perceptions are recognised as important tools for examining teaching behaviour, but little is known about whether both perspectives share similar construct representations and how both perspectives link with student academic outcomes. The present study compared the construct representation of preservice teachers’ teaching behaviour as perceived by trained teacher observers and students. It also examined the predictive power of both measures of teaching behaviour for student academic engagement. The theoretical framework of teaching behaviour used in this study is based on evidence-based research derived from empirical teacher effectiveness research. The study was part of a national project that included 2164 students and 108 teachers in The Netherlands. Results suggest that, although observations and student perceptions of teaching behaviour shared similar theoretical considerations, the construct representations seemed to differ to some extent. Furthermore, although both perspectives are significant predictors of student academic engagement, student perceptions appeared to be more predictive of their perceived academic engagement than observations. Implications for research on learning environments and teacher education are discussed. 相似文献
9.
《Teaching and Teacher Education》2006,22(7):946-960
Teacher educators and researchers have studied the improvement of teacher education programs so that pre-service teachers may be well prepared. Research has shown that not only teachers’ knowledge but also their beliefs have major influence on their approach to teaching. This present research examined the mathematics and science pre-service teachers’ beliefs and perceptions in Turkey. Specifically, the study focused on the student–teachers’ perspectives on “effective education” at the end of their subject area dominant program before the student teaching and the changes in those beliefs after having teaching experience. Many pre-service teachers described the teacher-centered environment as effective, and those who supported a student-centered environment discussed difficulties they faced in creating it during student and full-time teaching. 相似文献
10.
《Education 3-13》2012,40(4):417-431
This paper presents the findings of an investigation of student teachers' changing perceptions of educational practice following a teaching placement in France, Germany, Spain and Italy. Up to 900 primary languages, student teachers annually have spent a 4-week teaching placement in a partner country as an integral part of their initial teacher education programme. The aims of the bilateral experience were to improve students' subject knowledge as well as to offer opportunities to enhance their professional understanding through comparing practice in two distinct cultural settings. This study draws from both qualitative and quantitative data gathered from 122 postgraduate certificate in education student teachers who were following the primary language route at Canterbury Christ Church University and Liverpool Hope University. The findings show that through reflection and analysis of the differences and commonalties in the diverse cultural contexts, students develop a greater understanding of their professional role and a deeper insight into their own values and beliefs about pedagogy. Their acceptance of taken-for-granted norms is challenged during the bilateral placement, as they encounter new approaches to differentiated learning, teaching and learning strategies and teacher/pupil relationships, thus enhancing their levels of critical engagement with educational practice. 相似文献
11.
Tamara Soles Elana L. Bloom Nancy Lee Heath Anastasia Karagiannakis 《Emotional and Behavioural Difficulties》2013,18(4):275-290
Difficulties exist in identifying and providing services for children with social, emotional and behavioural difficulties (SEBD). As teacher referral is an essential link in service delivery this study investigated teachers' current perceptions of SEBD by examining characteristics of children nominated by their teachers as having SEBD. While the majority of children were nominated for externalizing behaviours, teachers rated girls as having more severe externalizing difficulties than boys. In contrast, there was no significant difference between teachers' internalizing ratings of boys and girls, despite the fact that girls reported more severe depressive symptomatology. Moreover, teachers rated gender‐contrary behaviours more severely than gender‐consistent behaviours. Consistent with achievement results, teachers rated the majority of children as having moderate to severe academic difficulties. Little agreement was found between characteristics reported by teachers and children. Implications are discussed within the context of the school psychologist's role in working with teachers to increase awareness of the profile of these children. 相似文献
12.
This study examines student teachers’ perceptions of teacher education and its contribution to their professional life, when they become novice teachers during their internship period. The sample comprised 97 student teachers in their fourth year of studies for a BEd degree. Data were collected through questionnaires which included both a structured and an open‐ended part, with regard to five aspects of the teaching profession and teacher education: motivation for teaching, conceptions of teaching–learning, roles of teachers, components of teacher education, and agents of training. Prominent among the findings regarding the motivational aspects of teaching, is a perception of the profession as granting intrinsic rewards. Teaching is perceived as according self‐realisation, providing a sense of purpose and mission, and enabling lifelong development. The component perceived as most important to the teacher’s role is delivering universal values. Findings regarding perception of learning–teaching processes reveal a preference for a constructivist approach. 相似文献
13.
A quasi‐experimental, treatment‐control group investigation was designed to test the effects of a pre‐service training course on effective instruction. Research findings from teacher effects research and cognitive strategy instruction were translated into two direct instructional models: one model for explicit or well‐structured skills and one model for implicit skills or higher‐level thinking strategies. Following a course on effective instruction from their teacher educators, student teachers implemented standardised lessons to apply selected research‐derived teaching behaviours and to increase pupil engagement rates. Based on trained observers’ pre‐and post‐training classroom observations, a significant treatment effect was found for student teachers’ teaching behaviours regarding effective instruction and for pupil engagement rates. Ratings from supervising teachers also showed that the student teachers who participated in the course on effective instruction used the recommended instructional skills after completion of the course significantly better than prior to the course. 相似文献
14.
Knut A. Christophersen Eyvind Elstad Are Turmo 《Scandinavian Journal of Educational Research》2016,60(2):240-254
This study focuses on how different educational programmes contribute to student teachers efficacy for classroom management and their abilities to provide learning opportunities and good classroom outcomes. Data were gathered from 491 student teachers attending different teacher education programmes in Norway and analysed via structural equation modelling. The results revealed the following: (1) problem behaviour in the classroom has a negative effect on student teacher efficacy, (2) students' perceptions of the integration of pedagogic knowledge and practice supports students' efficacy beliefs, (3) support from supervisors contributes positively to student teachers' efficacy beliefs, and (4) student teachers in university college programmes for primary school teaching report higher teacher efficacy than students in university programmes for secondary school teaching. 相似文献
15.
实习生专业成长过程中的知识转化与身份获得之间是什么关系？本文通过两个案例讨论实习生对教师知识、身份和两者关系的认识,及其对他们知识转化和身份认同的影响。研究发现,对实习生而言,知识与身份相互嵌套、紧密关联。他们对教师工作核心知识的认识在很大程度上决定了他们对教师身份的理解和认同,反之亦然。这表明,教师教育既要注重师范生学科知识的学习,也要注重他们教育性知识的发展。过于狭隘地将教师的学科知识作为其专业活动与教师身份的惟一合法基础,可能阻碍实习生的教师身份认同,误导他们对教育教学的理解。 相似文献
16.
The objectives of this study were to identify the student behaviours associated with teacher stress and determine the types of teacher behaviours that may elicit these stressful student behaviours. Student teachers (n=186) and their supervising teachers (n=77) completed a stressful student behaviour questionnaire, a teacher behaviour questionnaire, and a teacher stress survey. Results showed that student lack of effort in class was most strongly associated with teacher stress. In addition, teacher behaviours were correlated with students’ behaviours of coming to class unprepared. However, few significant correlations were obtained when student behaviour and teacher behaviour data were provided by different sources. 相似文献
17.
Doug Hamman Arturo Olivárez Jr. Mellinee Lesley Kathryn Button Yoke‐Meng Chan Robin Griffith 《The Teacher Educator》2013,48(1):15-29
Abstract Cooperating teachers are often identified as some of the most important figures in the preparation of new teachers, and the reasons are not difficult to understand. Surprisingly, however, very little research has been conducted to quantify the effects of cooperating teachers on student teachers. This study examines the impact of student teachers' perceived interactions with their cooperating teachers and the influence that interaction has on student teachers' self‐efficacy for teaching. Results indicate a moderate correlation between perceptions of teaching efficacy and cooperating teacher‐student teacher interactions. Differences were found in the frequency of interaction based on the certification level of the student teacher, with elementary level student teachers perceiving a greater amount of interaction with their cooperating teachers. However, no differences based on certification level were detected in perceived efficacy. Student teachers' perceptions of the level of guidance offered by their cooperating teachers provided the most reliable predictor for their efficacy belief. 相似文献
18.
Siebrich de Vries Ellen P.W.A. Jansen Michelle Helms-Lorenz Wim J.C.M. van de Grift 《欧洲师范教育杂志》2015,38(4):460-483
Teacher learning is essential to the teaching profession, because it has been strongly linked to improved teaching practices and teacher quality. The source for teacher learning is initial teacher education, a crucial phase in the learning-to-teach continuum. To gain insight into this influential period for student teachers’ long-term professional lives, this exploratory study investigates student teachers’ participation in learning activities and explores whether it is connected to their own effective teaching behaviours in a school-based teacher education setting for secondary education in the Netherlands. The results indicate that student teachers vary in their self-reported learning and that this learning relates positively to observations of their effective teaching behaviour. These findings have several implications for teacher education programmes that aim to enhance the likelihood that their student teachers will become career-long learning professionals. 相似文献
19.
This study investigated the relationship between primary school teachers’ self‐reported and actual use of classroom management strategies, and examined how the use of proactive and reactive strategies is related to teacher stress and student behaviour. The total sample consisted of 97 teachers from primary schools within Melbourne. Teachers completed four questionnaires which gathered information on demographics, disruptive student behaviour, teacher management strategies, and teacher self‐reported stress. In addition, 20 of the 97 teachers were observed in their classrooms while teaching, with teacher behaviour management strategies and student on‐task behaviour recorded. Observation and questionnaire data were then matched. The findings indicated that teacher self‐reports accurately reflect actual practice, that relatively minor forms of student misbehaviours are a common concern for teachers, and that teachers are spending a considerable amount of time on behaviour management issues. The findings also revealed that the use of predominantly reactive management strategies has a significant relationship with elevated teacher stress and decreased student on‐task behaviour. These findings have important implications for teaching practices and student learning. 相似文献
20.
Improving weak teaching may be one of the most effective means of raising pupil achievement. However, teachers’ classroom practices and the teaching ‘process’ may matter more to student learning than teachers’ observed résumé characteristics (such as certification and experience). There may also be important differences in teacher characteristics across government and private schools which may help explain the large documented public-private achievement differences often found in studies. This paper delves into the black-box representing ‘teaching’ to uncover the teacher characteristics and teaching practices that matter most to pupil achievement. This is done using unique school-based data, collected in 2002-2003 from government and private schools from one district in Punjab province in Pakistan. The data allow exploitation of an identification strategy that permits the matching of students’ test scores in language and mathematics to the characteristics of teachers that teach those subjects. Within pupil (across subject rather than across time) variation is used to examine whether the characteristics of different subject teachers are related to a students’ mark across subjects. The data are also unique in asking all subject teachers questions pertaining to their teaching practices and these, often unobserved, ‘process’ variables are included in achievement function estimates. Our pupil fixed-effects findings reveal that the standard résumé characteristics of teachers do not significantly matter to pupil achievement. Perversely, however, teachers are found to be rewarded with higher pay for possessing these characteristics, highlighting the highly inefficient nature of teacher pay schedules. Our findings also show that teaching ‘process’ variables matter significantly to student achievement. There are important differences across school-types. 相似文献