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1.
Robsan M. Egne 《Teacher Development》2017,21(3):422-444
This study explores the perceptions and practices of multicultural education among Ethiopian secondary teacher education program officials, teacher educators and prospective teachers. To that end, data were collected from secondary teacher education program officials, teacher educators and student teachers using questionnaire and interview. The data were analyzed by employing mixed methodologies. The study revealed that while Ethiopian secondary teacher education program officials and teacher educators have awareness about multicultural education, the prospective teachers’ awareness was found to be very low. Furthermore, there are inadequate practices of multicultural education in the secondary teacher education institutions. Suggestions which may enhance the implementation of multicultural education in the secondary teacher education program of the country and beyond are discussed in the article. 相似文献
2.
Ruth Reynolds Peter Howley Erica Southgate Joanna Brown 《Asia-Pacific Journal of Teacher Education》2016,44(5):455-469
This study compared pre-service teachers’ perceptions of their professional competencies at two campuses of a large regional teacher education university, where one campus provided students 22% more hours of professional placement in schools and related educational settings. Students who had experienced more hours in schools and such settings were more positive about their, ability to apply their knowledge of students and how they learn, classroom management, professional knowledge and practice, and community engagement; however, when students felt well supported during professional experience, such differences diminished. Additional hours were not associated with pre-service teachers’ perceptions of their ability to apply subject content and teaching; plan, assess and report; and effective student communication. Researchers argued that this pointed to the crucial role of good classroom mentors in teacher professional experience but also the value of students’ tertiary teacher education in preparing them for classroom teaching. 相似文献
3.
《Africa Education Review》2013,10(2):184-198
Abstract As schools in South Africa become increasingly multicultural, pressure is being put on them to meet the needs of all learners. The South African Schools Act, No 84 of 1996, affirms the recognition of all forms of diversity in public schools. It seems clear from media reports, however, that diversity in schools is not readily accepted and that teachers are largely held accountable for racial prejudice in schools. This raises the question whether teachers fully understand multicultural education as a means to adequately manage diversity in schools. Against this background, a project was undertaken to establish what student teachers’ understanding of multicultural education is, and what they regard as the most important aims of multicultural education. Data were obtained by the use of semi-structured questions serving as a self-report instrument. The data collected were consolidated and categorised into themes. It became clear from the data that most respondents showed a seriously deficient conception of the nature, aims and material manifestations of multicultural education. It is therefore recommended that teacher education programmes should be scrutinised to ascertain whether they are providing the right kind of knowledge content to prepare student teachers to function competently in multicultural schools. 相似文献
4.
The relative contributions of higher education and schools, and hence the conceptual and practical aspects of ITE, to student teachers’ professional learning have been an issue of concern in teacher education. This article reports a mixed-methods study showing the relationship between student teachers’ engagement with the practical and conceptual aspects of a Postgraduate Diploma in Education (PGDE) Programme in Hong Kong and different facets of their perceived professional competence. One hundred and thirty-two student teachers participated in the quantitative survey of whom seven were interviewed. The findings reveal that experiences associated with learning the pragmatic facets of professional practice were more valued by student teachers compared to learning the conceptual aspects of ITE. Yet, in terms of relationship with professional competence, student teachers’ engagement with the practical aspects of ITE was related to competence in classroom teaching, whereas their engagement with the conceptual aspects contributed to their mastery of professional knowledge, competence in classroom teaching and competence in interacting with stakeholders. The study illuminates the distinctive contributions of schools and higher education in ITE. While acknowledging the important role of schools in providing a setting for practical work, this study affirms the distinctive contribution of higher education in equipping student teachers with practical and conceptual tools in the preparation of professionally competent teachers. 相似文献
5.
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
6.
Teacher attrition is one of the driving contributors to the shortage of effective teachers internationally and in the United States. The common factors that spur teachers worldwide to leave the profession include low salaries, quality of teacher preparation programs, overwhelming workload, and poor working conditions. In this study, we analyzed three years of Arizona public schools’ teacher retention data and quantitative and qualitative working conditions survey data to understand the relationship between attrition patterns, perceived working conditions at their schools, and the characteristics of the schools where they were employed. We compared attrition rates in schools with different student demographic compositions and related these differences to working conditions as perceived by teachers in these schools. We found that schools where teachers rated their working conditions as more satisfactory had lower attrition rates and also were schools with higher rates of low-income and/or minority students. This findings support the hypothesis of working conditions being a mediating factor in the interplay between school demographics and teacher attrition. We document patterns of teacher retention rates across schools with different student demographics and discuss implications for policy. 相似文献
7.
Saad Shawer 《Curriculum Journal》2013,24(3):333-359
This qualitative study examines the influence of teacher conceptualisations of communicative language teaching on their actual classroom practice and student cognitive and affective change. The qualitative paradigm underpinned this research at the levels of ontology (multiple teacher realities), epistemology (interaction with, rather than detachment from, the respondents), and methodology through using an idiographic strategy (qualitative case study), instruments (qualitative interviews, participant observation and questionnaires), and data analysis technique (explanation-building). The results indicated that teachers who understood CLT and managed to materialise its principles into action significantly improved student language learning (cognitive change) and motivation (affective change). Moreover, traditional, structural and didactic teaching as well as communicative knowledge that was not translated into practice had almost a typical negative impact on student learning and motivation. Recommendations for curriculum development, teacher development, teacher training and future research are made. 相似文献
8.
9.
Miriam Ben-Peretz 《欧洲师范教育杂志》2018,41(2):202-213
This paper focuses on the tensions and paradoxes in teaching. At present time, teacher education has the obligation to prepare teachers for diverse student populations, living in a highly varied context. This situation creates several competing expectations of the meaning of teacher education. For instance, preparing for professional autonomy in a world of externally imposed educational policy. The tension between achieving immediate results and success in external exams versus the need to prepare students in an era of migration and growing multiculturalism in school contexts is addressed. It is argued that a common knowledge base is a necessary response to growing multiculturalism while simultaneously leaving space in the curriculum for multicultural aspects of the student population. These double requirements have implications for teacher education which are discussed in the last section of the paper. 相似文献
10.
In a comparative study of student teachers in Finland and South Africa, the researchers aimed to capture students’ views of how and what they had learned from practice in two university-affiliated primary schools. With data from survey questionnaires, we found that students in the two customized programmes accentuated different domains of teacher knowledge. The newly established teaching practice school in Johannesburg afforded closer integration of university and school practicum experiences for students than the well-established school in Helsinki. The authors conclude that an innovative teacher education model can be re-invented in a significantly different context and also add new dimensions to the original. 相似文献
11.
《师资教育杂志》2012,38(5):474-491
Education policies, and in particular those related to teacher education, are central to the construction of Europe as a knowledge society and for facing the social and economic challenges that European countries must respond to in this millennium. This article presents an analysis of studies on the evaluation of in-service teacher education conducted in Portugal since 1992. Based on the results of this analysis, the study develops a reflection on the concepts, policies and practices of in-service teacher education, contextualising it within a wider equation related to teachers’ education in Europe. The study consisted of content analyses of scientific articles, research reports, studies of evaluation and legal documents that provide the guidelines for in-service teacher education in Portugal. At the end, a final reflection and some general recommendations for teacher education are presented. There is a focus on the importance of placing in-service teacher education at the centre of educational contexts and on the problems that this causes in teachers’ work, emphasising its importance for social justice in Europe. 相似文献
12.
This article reports a mixed methods study on the contribution of various aspects of pre-service student teachers’ learning in initial teacher education (ITE) to their professional competence in a Five-year Bachelor of Education Programme in Hong Kong. Special attention is given to how student teachers’ non-formal learning in higher education contributes to their professional competence, an under-researched area in teacher education. A total of 282 student teachers participated in the quantitative survey, 18 of whom were interviewed. Although Undergraduate Learning Experience: Formal Learning and Non-formal Learning was not the most highly rated factor, multiple regression indicated that it was the only ITE professional learning factor that significantly predicted all dimensions of professional competence. This supports the hypothesis that non-formal learning as a part of learning in higher education makes a significant contribution to student teachers’ professional competence. The qualitative findings showed that non-formal learning provided opportunities for service learning, co-curricular activities, and student exchange programmes with different objects of engagement. Student teachers constructed pedagogical content knowledge, general pedagogical knowledge, and knowledge of context through hands-on experiences, professional dialogue with practitioners, and observations of others’ practice. Such knowledge contributed to their competence in classroom teaching and to work in schools. Implications for ITE are discussed. 相似文献
13.
Curriculum, while often narrowly defined, is a contested space that stimulates continuing international debate, yet the importance of curriculum studies is frequently overlooked across the continuum of teacher education. Within the Irish context a technicist interpretation of curriculum studies, focusing primarily of subject knowledge and development, has historically been adopted. More recent Teaching Council of Ireland policy documents have espoused a broader macro understanding of curriculum studies as a foundation discipline within initial teacher education. However, concerns have been raised regarding student teachers’ ability to fully engage with such material so early in their professional development. With the recently embraced continuum of teacher education in Ireland, this paper examines how curriculum studies is currently defined by Irish policy and problematises how it is addressed in practice. The paper proceeds to explore emerging opportunities to expand this area of study across the continuum. A case for the place of curriculum studies as central to the advancement of the profession through the promotion of teachers as change agents is presented. 相似文献
14.
Wilfried Admiraal Felix van Vugt Frans Kranenburg Bob Koster Ben Smit Sanne Weijers 《Technology, Pedagogy and Education》2017,26(1):105-120
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
15.
Timo Saloviita 《师资教育杂志》2019,45(3):322-334
An exit survey performed for graduating students is an economical way to assess the outcomes of teacher education. In this study, exit survey data were collected from eight cohorts of Finnish student teachers who graduated between the years 2008 and 2015. A final sample consisted of 1102 preservice primary and subject teachers. A 10-item scale based on INTASC standards of teacher competency was used to measure graduates’ satisfaction regarding the knowledge and experience they had attained. This paper concentrates especially on the results of subject teachers and comparisons between the two teacher categories. The profile of the participants was uneven across domains. The highest means were observed in the domain of planning, while the lowest were in the domain of special education. Factor analysis of the scale produced two factors: instructional efficacy and pedagogic efficacy. Subject teachers scored higher than primary teachers in instructional efficacy, while primary teachers exceeded subject teachers in pedagogic efficacy. Arts, crafts and physical education teachers scored higher than other subject teacher groups. The results indicated the importance of teaching practice in the formation of teacher competence. In the future special attention should be given to the domains that obtained the lowest scores. 相似文献
16.
As a consequence of international educational studies like TIMSS and PISA, quality of instruction has become a central topic in the discussion between educators, researchers, and policymakers. Teacher competencies are preconditions for instructional quality.This study focuses on the impact of perceived teacher competencies on student well-being and anxiety in physics instruction. Student emotions are one important aspect of the educational process and supposed preconditions of sustainable learning processes. In the study, we combine both qualitative and quantitative methods using questionnaires and semi-structured interviews. In total, 431 students from 16 classes participated in this study: 24 students and eight physics teachers were participants of the qualitative study. Each teacher taught two classes, and therefore a comparison of the ratings of each teacher by students of two different classes was possible.The results of our study confirm the assumption that perceived teacher competencies have an impact on student emotions. Analysis of the qualitative data supports the quantitative results and demonstrates the importance of teacher competencies for student emotions. By comparing qualitative and quantitative results, we demonstrate the advantages and disadvantages of each method. Consequently, we suggest a combination of qualitative and quantitative methods. 相似文献
17.
Louise Starkey 《Cambridge Journal of Education》2020,50(1):37-56
ABSTRACTDigital technologies and the Internet are increasing in prominence in schooling systems. As schools and teaching evolve as a result of the integration of technologies teacher preparation will also change. This paper examines research exploring the preparation of teachers for the digital age through a systematic literature review of articles published between 2008 and 2018. The findings provide insight into what has and has not been studied across a range of literature and the alignment with the broader context of digital integration in schools. A focus on digital competencies was identified which was framed in three ways across the literature; generic digital competence, digital teaching competence and an emerging concept of professional digital competence. How student teachers learn to engage in the professional work of a teacher in a digitally infused education system should underpin future research. A model of professional digital competence is proposed. 相似文献
18.
《Teaching and Teacher Education》2002,18(4):447-467
The study investigated the relationship of teacher and student ethnic background to their perceptions of teacher interpersonal behaviour. It is theoretically linked to research on multicultural education and teacher interpersonal communication styles. Perceptions of 27 Asian-American and Hispanic-American teachers and their students in culturally diverse high schools were gathered by means of questionnaires and structured interviews. Teachers had more favourable perceptions of their own behaviour than their students did. Student and teacher ethnic background had a small but significant impact on students’ perceptions of their teachers. Interview data provided some evidence that concepts studied in relation to the cultural dimensions of communication, such as respect from students, closeness, and identification of students with their teachers, are helpful in explaining the relationship between ethnic background and perceptions of students and teachers. The results merit further research into the effects of culture on perceptions and provide recommendations for improvements in culturally responsive education. 相似文献
19.
The role of schools in providing extended services to their communities continues to undergo change and development. This has raised issues regarding the training of student teachers who are increasingly likely to take up appointments in schools offering extended services. This research project investigated the development of resources to prepare student teachers for a changing working environment. The project used a case study approach to gather data from primary and secondary schools providing extended services. From these case studies training materials were developed and trialled with focus groups of students in initial teacher training. Findings demonstrate the importance for tutors in initial teacher education to have access to authentic school‐focused materials to assist them in equipping students for the realities of school life. 相似文献
20.
In teacher education programmes, written portfolios or text-based self-evaluations are generally used to document the development of student teachers’ competence. However, such approaches do no justice to the complex nature of teaching as they tend to lead to evidence in which teacher competencies are disconnected and removed from the actual teaching practice. In one postgraduate teacher education programme, video narratives were evaluated as a valid way to assess student teachers’ teaching competencies, promoting connections amongst different competencies, situating these in practice and showing their development over time. Data were gathered from self-reports of both teacher educators and student teachers as well as student teachers’ completed video narratives. Most student teachers succeeded in meeting the set criteria for the video narrative assignment with connected video clips and text frames. However, student teachers also came up with only a few video episodes and loosely connected clips, reflections and other sources. Although most of the students during the programme did explicitly reflect upon their personal development towards becoming a teacher, almost none of them explicitly connected these ideas to their long-term development. We conclude that video narratives show potential to be used as a valid assessment of student teachers’ teaching competence. Yet, structured guidance as well as ill-structured assignments are needed in framing assessment of student teachers in teacher preparation: the former to clarify the aims, format and criteria and the latter to enable student teachers to reflect on their teaching in a personally, meaningful way. 相似文献