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1.
In the field of initial teacher training, portfolios are widely used to assess pre-service teachers' performance as well as the outcomes of university-based teacher preparation programmes. However, little is known about the explicit design of portfolio assessment mechanisms in teacher preparation programmes. Issues related to the design and validation of portfolios for pre-service teacher assessment are a critical area of inquiry for the field of initial teacher training. In this study, perspectives were elicited from school trainee teachers and faculty from a secondary teacher preparation programme to examine the relationships identified among core competencies of a portfolio assessment framework and pre-service candidate learning outcomes. Comparative findings are presented about the relationships identified by the trainee teachers and faculty across the secondary education programme's portfolio core competencies and trainee learning outcomes. A discussion of the findings is presented with implications and future directions highlighted. 相似文献
2.
Ee Ling Low Suat Khoh Lim Alan Ch'ng Kim Chuan Goh 《Asia Pacific Journal of Education》2011,31(2):195-210
As the national teacher education institute in Singapore, the National Institute of Education (NIE) prepares all teachers seeking to be employed within the education service in Singapore. In the last decade, NIE's enrolment for initial teacher preparation programmes has grown significantly, with peaks in numbers during the recession years. There is also some evidence of attrition when beginning teachers complete their 3-year bond with the Ministry of Education, which sponsors their teacher education programme. It is thus important to determine empirically the reasons why pre-service teachers join the teaching profession, to see whether this can inform us about measures that can be taken to ensure they stay on in the profession. As part of a longitudinal study on beginning teachers' attitudes towards teaching and professional development, a research survey, the first of three data collections, was administered to whole cohorts of pre-service teachers entering NIE's three main teacher preparation programmes in July 2004. This paper presents the survey findings on pre-service teachers' reasons for choosing teaching as a career and discusses the differences between cohorts of different programmes. The implications of the study are discussed in terms of informing future policy and practice in the areas of teacher recruitment, retention and professional development. 相似文献
3.
This study investigated the influence of pre-service teachers’ (n = 142) perceived endogenous/exogenous instrumentality, goal commitment, and intrinsic/extrinsic motivation on their use of self-regulation strategies (effort regulation, management of time and study environment) for their teacher-education courses. Data were drawn from a customised survey and were statistically analysed using hierarchical multiple regressions. Results demonstrated that pre-service teachers’ endogenous instrumentality was a significant contributor for explaining their use of self-regulation strategies. To facilitate pre-service teachers’ use of self-regulation strategies for learning, our findings suggest that, in addition to having intrinsic motivation for learning in their teacher-education courses, they need to have appropriate understandings of how their current course content connects to their future goals to be teachers in order to promote their use of strategies for self-regulation and learning. 相似文献
4.
Mallihai Tambyah 《Teaching Education》2019,30(1):105-122
The ethnic and cultural diversity of many schools calls for teachers with well-developed intercultural understanding. Teacher education programmes have traditionally offered international fieldwork in bilingual settings to challenge ethnocentric attitudes to teaching. However, an international practicum in a ‘similar but different’ education system with English as the dominant language offers a different pathway, providing opportunities to deepen intercultural understanding and global education. This study investigates the impact of a three-week international teaching practicum in the American Midwest on two groups of Brisbane-based pre-service teachers in 2014 (n = 9) and 2015 (n = 4). Their reflective journals and reports indicate that international professional experience disrupts stereotypes and fosters global education and intercultural understanding. The paper presents key programme measures to promote intercultural understanding and concludes that the benefits of international teaching in a ‘similar but different’ education system are a nuanced understanding of cultural diversity and increased readiness for the classroom. 相似文献
5.
Klas Andersson 《Environmental Education Research》2017,23(3):436-449
There is currently a well-established belief among politicians, scholars and university representatives that educational systems can produce positive attitudes towards sustainable development (SD) among citizens. This article investigates whether Education for Sustainable Development (ESD) in teacher education has effects on pre-service teachers’ perceptions of how to teach pupils about SD. The results from a panel study on the effects of a course on SD held at the University of Gothenburg (n = 323) is presented. The surveys consisted of questions about pre-service teachers’ approach to teaching about SD. The study included a control group (n = 97). The results indicate a short-term effect among the pre-service teachers towards actively getting pupils to discuss issues concerning the environment but without influencing their opinions about it. The paper concludes by discussing the implications of the results for the idea of ESD in teacher training programmes. 相似文献
6.
7.
Miri Barak 《Journal of Science Education and Technology》2017,26(5):459-469
The new guidelines for science education emphasize the need to introduce computers and digital technologies as a means of enabling visualization and data collection and analysis. This requires science teachers to bring advanced technologies into the classroom and use them wisely. Hence, the goal of this study was twofold: to examine the application of web-based technologies in science teacher preparation courses and to examine pre-service teachers’ perceptions of “cloud pedagogy”—an instructional framework that applies technologies for the promotion of social constructivist learning. The study included university teachers (N = 48) and pre-service science teachers (N = 73). Data were collected from an online survey, written reflections, and interviews. The findings indicated that university teachers use technologies mainly for information management and the distribution of learning materials and less for applying social constructivist pedagogy. University teachers expect their students (i.e., pre-service science teachers) to use digital tools in their future classroom to a greater extent than they themselves do. The findings also indicated that the “cloud pedagogy” was perceived as an appropriate instructional framework for contemporary science education. The application of the cloud pedagogy fosters four attributes: the ability to adapt to frequent changes and uncertain situations, the ability to collaborate and communicate in decentralized environments, the ability to generate data and manage it, and the ability to explore new venous. 相似文献
8.
Sonia White Erika Hepple Donna Tangen Marlana Comelli Amyzar Alwi Zaira Abu Hassan Shaari 《Asia-Pacific Journal of Teacher Education》2016,44(1):35-48
Internationally there is interest in developing the research skills of pre-service teachers as a means of ongoing professional renewal with a distinct need for systematic and longitudinal investigation of student learning. The current study takes a unique perspective by exploring the research learning journey of pre-service teachers participating in a transnational degree programme. Using a case-study design that includes both a self-reported and direct measure of research knowledge, the results indicate a progression in learning, as well as evidence that this research knowledge is continued or maintained when the pre-service teachers return to their home university. The findings of this study have implications for both pre-service teacher research training and transnational programmes. 相似文献
9.
Teachers are ideally placed to identify and refer pupils who self-injure, but are often unaware when pupils self-injure or unsure how to respond. The aims of this study were to explore and compare pre-service and in-service teachers’ knowledge and attitudes towards self-injury, and their confidence responding to pupils who self-injure. Pre-service teachers (n = 267) and in-service teachers (n = 261) completed self-report questionnaires. Prior education regarding self-injury was positively related to knowledge and confidence, while pre-service teachers were more confident than in-service teachers in their ability to cope with legal and school regulations. Thematic analysis of open-ended questions indicated that although pre- and in-service teachers are concerned about pupils who self-injure and are willing to help these students, they feel ill-informed about self-injury and requested school policies and additional education regarding the behaviour. Results have implications for educational programmes that prepare pre- and in-service teachers to identify and respond to pupils who self-injure. 相似文献
10.
Germany has a unique scholarship program for highly talented students. The present study identifies differences between supported and non-supported pre-service teachers in this program and focuses on their motivations. A survey of N = 703 pre-service teachers (n = 279 supported) forms the basis of the analysis. Using a non-parametric data preprocessing approach (matching individuals), differences in motivations to become a teacher were modelled in these two balanced groups. The results show significant differences between supported and unsupported pre-service teachers in terms of their motivations for becoming teachers; however, there are no differences after propensity score matching and consideration of confounding variables. The findings indicate that a closer look at the subgroups of pre-service teachers is needed, and the results are therefore relevant to research on teacher education and the support of highly talented pre-service teachers. Future research should account for longitudinal approaches and the scholarship programs’ impact. 相似文献
11.
Helen Cahill Julia Coffey Larissa McLean Davies Jeana Kriewaldt Elizabeth Freeman Daniela Acquaro 《Teacher Development》2016,20(3):295-312
This article reports on an innovative pedagogical approach within the Learning Partnerships program in which school students help to ‘teach the teachers’ within pre-service teacher education. Classes of school students join with classes of pre-service teachers to provide input on how teachers can enhance school students’ engagement and wellbeing. The article draws on data collected from 125 students (aged 13–16) and 120 pre-service teachers in these workshops. Findings generated from a mixed methods study combining pre-workshop focus groups (n = Students: 38, Teachers: 33) and post-workshop focus groups (n = Students: 69, Teachers: 15) and post-workshop surveys (n = Students: 96; Teachers: 101) demonstrated that the workshops were mutually beneficial for both students and pre-service teachers. Participants found that workshopping together enhanced their belief in the possibility of positive student–teacher relationships. The pre-service teachers reported greater confidence in communicating with young people about the issues that affect student engagement and wellbeing. The school students reported that they were more willing to use teachers as a source of help. Implications include the need for increased attention to a ‘third space’ for learning in teacher development which provides opportunity for learning with and from young people about how to foster their engagement and wellbeing. 相似文献
12.
Ji‐Ryun Kim 《International Journal of Inclusive Education》2013,17(3):355-377
With the increased implementation of inclusive education, teacher educators have been challenged to make changes in programmes to prepare preservice teachers to educate diverse learners. These changes are reflected in various types of teacher preparation programmes that are transformations of traditional general education and special education programmes. However, little is known about the ways in which these transformed teacher preparation programmes influence preservice teachers’ attitudes toward inclusive education as future inclusive educators. To investigate the influence of teacher preparation programmes on preservice teachers’ attitudes toward inclusion, a survey method was used to collect data from preservice teachers in ten teacher preparation programmes. The responses from 110 preservice teachers were analysed according to the type of teacher preparation programme (i.e. combined, separate, or general teacher preparation programmes). The results indicated that preservice teachers from combined teacher preparation programmes in which general education and special education teacher preparation curricula were infused had significantly more positive attitudes toward inclusion than preservice teachers from separate programmes (p < 0.05). The implications of this study for practice and future research are discussed. 相似文献
13.
Erica de Bruïne Janneke Franssens Sofie van Eynde Lijne Vloeberghs Leen Vandermarliere 《师资教育杂志》2018,44(3):381-396
AbstractFamily-School Partnerships (FSP) are important for students’ academic achievements and social-emotional development. Therefore, pre-service teachers need to learn how to establish this. However, in teacher education programmes this topic is insufficiently addressed partially attributed to already overloaded programmes. This study reports on a small-scale curriculum change, aiming to foster pre-service teachers’ awareness of the importance of FSP, to broaden their concepts and support them in identifying learning goals for the future. An assignment to interview novice-teachers about FSP was followed by a class on this topic. Afterwards, pre-service teachers reported in written reflections that they had become aware of the importance of FSP, emphasising that FSP is more than just communication. However, their focus for further professionalisation remained on improving their communication skills. Though this small-scale curriculum change seems to be a small step forward to a better preparation on FSP, further improvements are necessary to promote a comprehensive view of FSP. 相似文献
14.
Daniel Guilbert Rod Lane Penny Van Bergen 《Asia-Pacific Journal of Teacher Education》2016,44(2):172-187
This study reports on findings from a research project that investigated the extent to which pre-service teachers at a major metropolitan Australian university engage with research, and the factors that influence their level of engagement or disengagement. Results from survey responses (n = 235) and focus group interviews suggest that attitudes towards research are more positive among pre-service teachers who possess research experience and those who are intrinsically motivated with respect to their university studies. The article discusses the implications of these results for the effective organisation and promotion of research activities for pre-service teachers. 相似文献
15.
Understanding the factors that contribute to an effective teacher has the potential to influence selection and preparation of pre-service teachers and may influence student outcomes. Prior research suggests a relationship between teacher characteristics (academic achievement, verbal ability, gender) and teacher effectiveness, however, these factors explain only a fraction of the overall variance in the effectiveness of teachers. Guided by the What Works Clearinghouse protocol for Teacher Training, Evaluation and Compensation, this study involving pre-service teachers (N = 400) used teacher performance rankings resulting from classroom observations and explored factors that may contribute to varying levels of teacher performance. Pre-service teachers’ prior teaching performance, personality characteristics and previous academic achievement were assessed as predictive factors of teacher performance. Results indicate that no significant relationship was identified between personality traits and the outcome variable teaching performance in this study. However, previous teaching performance in addition to academic achievement scores emerged as significant predictors of teaching performance. 相似文献
16.
There is an acknowledged gap between the theory presented in university preparation programmes and the reality of classroom practice that has resulted in many secondary mathematics pre-service teachers failing to implement university-endorsed teaching strategies. Using responses to a questionnaire and interviews, this qualitative study examined the factors that support or inhibit secondary mathematics pre-service teachers’ implementation of problem-solving tasks during professional experience. The results showed that even though the majority of pre-service teachers reported having beliefs compatible with using problem-solving tasks, the secondary students’ ability, preparation time, and the cooperating teacher were key factors that inhibited pre-service teachers’ implementation of problem-solving tasks. It is recommended that pre-service teachers regularly visit classrooms to observe the evolving implementation of problem-solving approaches. Furthermore, cooperating teachers should be required to attend professional development before the professional experience so they understand the goals of the university preparation programme and have the requisite skills and knowledge to support the implementation of problem-solving tasks in learning mathematics. 相似文献
17.
Hui Min Low Lay Wah Lee Aznan Che Ahmad 《International Journal of Inclusive Education》2018,22(3):235-251
In this study, the pre-service teachers’ attitudes towards the educational inclusion for students with Autism Spectrum Disorder (ASD) were investigated to identify their attitudinal patterns and predictors. An attitudinal survey was conducted with 264 pre-service teachers in a teacher training programme in Malaysia. The study involved 151 special education pre-service teachers and 181 pre-service teachers in Special Education, Sciences, and in English teacher training programmes, in order to identify the effects of teaching specialisations and societal attitude on their inclusive education attitudinal measures. The findings revealed that the special education pre-service teachers were less in favour of the total inclusion of students with ASD in the mainstream, when compared with the non-special education pre-service teachers. The findings also revealed the combined effects of societal attitude and a categorical teacher training model in shaping the pre-service teachers’ attitudes towards inclusive education for the students with ASD in Malaysia. Such combined effects offered a perspective to explain the delay in the implementation of inclusive education, and also the prospect of its future development in the Southeast Asian region. 相似文献
18.
The education for sustainability (EfS) literature espouses participatory, praxis-orientated, place-based and holistic approaches to teaching and learning. The introduction of a first-year EfS unit for pre-service teachers at James Cook University provided an opportunity to explore their attitudes toward EfS and their perceptions of the relevant aspects of the unit to their learning. In this mixed-methods study, pre-service teachers (N = 100) completed a Likert-style survey at the beginning and end of the unit that examined their attitudes toward EfS. Three pre-service teachers were also interviewed to explore further their perceptions and experiences, one semester after completing the unit. Significant improvements were found in pre-service teachers’ EfS self-efficacy, and familiarity with and interest in sustainability issues. Participants also perceived EfS to be relevant to their learning, particularly the praxis-orientated pedagogies in which they engaged, as they believed it developed their knowledge, skills and confidence to teach sustainability in schools. For one pre-service teacher, her experiences of EfS during her practicum enhanced its relevance, as she was able to link theory and practice. The implications of these findings for both teacher education and pedagogical practice for EfS in higher education are also discussed. 相似文献
19.
Donna Tangen 《International Journal of Inclusive Education》2017,21(1):63-72
Teacher education institutions play a key role in preparing pre-service teachers to graduate as competent and confident inclusive educators. Seeking to understand pre-service teachers’ current perceptions of diversity and inclusion, and how they perceived themselves as future inclusive educators, this qualitative study employed inductive analysis to explore pre-service teachers’ self-perceptions as inclusive teachers, utilising the theory of possible selves. Forty-six (n?=?46) of 292 pre-service teachers enrolled in an inclusive education subject in a graduate entry teacher education programme in eastern Australia participated in this study. Findings revealed that pre-service teachers had developed good theoretical understanding of inclusive education through their coursework. However, their development of possible selves as inclusive educators was less well-defined in that they had difficulty extending their understandings of who they might be as inclusive teachers beyond their coursework samples. This difficulty in identifying their cultural selves beyond a stereotypical norm of who a ‘classroom teacher’ is indicates a need for more and extensive time for pre-service teachers to develop their professional identities as inclusive educators. 相似文献
20.
Sarah Clark 《Asia-Pacific Journal of Teacher Education》2016,44(2):125-141
Teacher education programmes (TEPs) are left with limited research on how the coursework they provide influences the perceptions teachers have about their ability to teach young children how to read – especially over the long term. The purpose of this study was to compare how teacher candidates rate their ability to teach reading at the conclusion of their TEP, and then again after a year of teaching. The matched participants (N = 126) were elementary education teachers representing five TEPs in one US state. Results revealed that the number of reading methods courses provided does influence the perceptions of pre-service and in-service teachers. Teachers who had two reading methods courses compared with teachers who had only one reading methods course reported statistically significant higher scores at the pre-service stage and were able to maintain higher scores at the in-service stage. Implications of these findings are discussed. 相似文献