首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 546 毫秒
1.
An important purpose of internships in teacher preparation programmes is to develop competence through experience. The research questions in the present study concern student teachers’ interpersonal profiles (i.e. patterns of their interpersonal behaviour as perceived by students) and the accuracy of their self-belief regarding the interpersonal relationship with students at the beginning and end of the internship. Participants were student teachers (n=34) of a one-year teacher education programme. There were fewer student teachers with preferable interpersonal profiles at the end of the internship than in the beginning. Self-beliefs at the beginning indicated that the majority of student teachers were underestimating themselves; at the end of the internship most of them were overestimating themselves. About two-thirds had more accurate self-beliefs at the end of the internship than at the beginning. Overestimating oneself seemed negatively related to more accurate self-beliefs at the end of the internship and student teachers with more preferable profiles had more accurate self-beliefs.  相似文献   

2.
This article explores how art and design education can contribute to the imperative of climate change and help societies adapt to living more sustainably. Drawing on methods from arts‐based research and qualitative case study, it reports on an investigation into what can be learned from creating environmental art installations with preservice teachers (those training to be K‐12 teachers), as part of an environmental art education programme in a leading Canadian university. Findings support that preservice teachers experienced behavioural and attitudinal shifts towards sustainability after engaging in the processes of creating environmental art; involvement in the programme also provided opportunities for building community, engaging multiple domains of learning, modelling sustainable art‐making practices and prompting environmental activism. The results of this study inform a developing pedagogy for environmental art education in higher education settings.  相似文献   

3.
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   

4.
Graduates from initial teacher education institutions in New Zealand are assumed to be fit to take up positions as beginning teachers. To this end lecturers make judgements at various stages during the teacher education programme about the quality of student performance with regard to coursework and teaching practice. Findings from a field-based project at a large metropolitan college of education in New Zealand revealed that making such judgements was not a straightforward activity. In particular, there was a reluctance to award failing grades. The college's published guidelines referred to the passing and failing of courses and the programme as dependent on the quality of submitted work or demonstrated performance. The everyday discourse and observed practice of lecturers and student teachers suggested, however, that both groups construed a fail grade as a judgement of personal worth. This shift from judgements about performance to judgements about personal worth was associated with the utilisation of criteria other than those outlined in published documents. The use of 'other' criteria enabled positive judgements to be made about students who did not meet course requirements and/or whose work failed to meet the minimum standard. Lecturers thus appeared to be reluctant to act as gatekeepers to an initial beginning teacher position.  相似文献   

5.
This paper discusses the role of blended learning in teacher education on a Master's programme at Manchester University. Blended learning is the bringing together of traditional physical classes with elements of virtual education. The paper focuses on one particular module of the degree and attempts to capture students’ experiences of using a number of online tools. As our students are primarily in‐service teachers, this experience is particularly relevant and equips them to make use of educational technology in the language classroom. Some comparisons are also made with a cohort of teachers studying the programme at a distance. The paper explores a range of issues that currently feature in the adult education literature, namely, deep and surface learning, communities of practice, and the importance of educational dialogue. The paper illustrates how important the blended nature of this module is for the teachers to get a balanced programme that upgrades skills and knowledge, but which also enables them to reflect on past and future practice. A transformative education scale is used to show that teachers can be transformed. The paper is a case study that makes use of data that explore the student perspective on a series of research questions.  相似文献   

6.
The purpose of this study was to examine pre-service teachers’ and their mentor teachers’ metaphorical images of their mentoring relationships and the extent to which the participants changed their metaphors as they went through their practicum experience. Three rounds of interviews were conducted with seven secondary pre-service teachers over a one-year Graduate-Diploma of Education Course; at the outset of the programme, at the end of the first placement and at the end of the second placement. Thirteen Mentor teachers were also interviewed at the beginning and end of each placement. The findings indicated that the metaphors the two groups initially constructed significantly overlapped and focused on interpersonal relationships and providing guidance and support. Also, some changes were observed in the metaphors used by the two groups depending on their mentoring experiences. Implications for mentor teachers and teacher education are discussed.  相似文献   

7.
The induction of newly qualified teachers in the Republic of Ireland remains uneven and lacking in structure, despite calls for its reform by stakeholders in the education system. This article critically surveys existing provision for beginning teachers. It then evaluates current proposals for a national induction programme that will build on their pre‐service education and prepare them for the responsibilities of full‐time teaching.  相似文献   

8.
The moral role of the teacher has long been recognised and this has implications for the selection and education of student teachers. There is growing recognition of the importance of teachers’ capacity to make sound moral judgements and of the influence of teachers’ levels of moral reasoning on their professional practice. The paper presents the findings of a longitudinal study of 102 undergraduate student teachers who completed the DIT 2 measure of moral reasoning, at the beginning, mid-point and end of their four-year degree programme at an Irish university. While these students’ levels of moral reasoning were found to be higher than those of their international peers, more than half of graduating students were reasoning at the conventional level as defined by Kohlberg. These findings are located in the context of Irish education policy and practice. Some possible explanations for the students’ performance are suggested and discussed including their entry characteristics, the status of the teaching profession in Ireland, the nature of their teacher education programme and participation in the Transition Year option.  相似文献   

9.
Since the mid‐1990s in Hong Kong there has been a slow but obvious shift from expecting students with disabilities to be educated in segregated special schools to providing more opportunities for them to be educated alongside their mainstream peers. Pre‐service teacher training institutions have begun to offer modules of study in order to assist mainstream teachers in coping with greater diversity in their classes. The main purpose of this paper is to examine the adequacy of an inclusive education module on the attitude change of pre‐service teachers in Hong Kong. A convenience sample of over 200 pre‐service secondary teachers in a B.Ed. (Honours) Programme at one university participated in the study. Data were obtained through a three‐part questionnaire to find out whether there were any substantial changes in their attitudes, concerns and confidence for inclusion before and after taking a module of study on inclusive education. Findings and implications are drawn in light of preparing teachers to cater for diversity in the schools in Hong Kong.  相似文献   

10.
This article examines student teachers’ experiences of writing emotionally through the lens of teacher‐writer memoirs. The participants were 99 postgraduate student teachers on a sociology of teaching module in an initial primary teacher education programme in the Republic of Ireland. Analysis of journal responses indicated how student teachers shaped and reshaped their emergent identities through discourse, memory, emotions, and personal biography and along a values‐action continuum. Individual freedom was evidenced in moving towards danger and new ways of doing things. Conformity was evidenced in maintaining the status quo and familiar ways of doing things. Implications for teacher education renewal and reform are discussed.  相似文献   

11.
This study examined the effect of microteaching on pre-service teachers’ sense of self-efficacy in teaching using a pre-test/post-test quasi-experimental design. The sample of the study consisted of 70 pre-service teachers on a special education teacher preparation programme. The pre-service teachers in the experimental group were exposed to microteaching training for one semester. The Teachers’ Sense of Efficacy Scale was administered to all pre-service teachers as a pre-test at the beginning and as a post-test at the end of the semester. The results revealed that the pre-service teachers in the experimental group showed statistically significant greater progress in terms of sense of self-efficacy in teaching than those in the control group. In addition, the results highlighted that microteaching had a positive impact on developing pre-service teachers’ sense of self-efficacy in teaching.  相似文献   

12.
There is a well-founded assumption in the literature that the first year of teaching presents challenges to beginning teachers. However, few studies have looked empirically at how beginning teacher perceptions about teaching ability change from the pre-service to the novice teacher year. This is particularly the case for inclusive education, where no substantive empirical studies have measured such a change in teacher perceptions across these phases of teacher development. This study tracks changes in the perceived self-efficacy of teachers in relation to working effectively with children with special educational needs (n = 67) following an inclusion-enhancement programme in the pre-service phase and enriched induction on inclusion in the novice teacher phase. The study employed a repeated panel survey design with an intervention and comparison group. A critique is made of the domain specificity of current measures used for considering self-efficacy for inclusion, and an alternative approach proposed. Results indicate that there were relative gains in self-efficacy from the start to the end of the pre-service teacher year due to the enhancement programme, and that these gains were maintained in the novice teacher year. However, there was no evidence that the induction enrichment had any impact on self-efficacy in this domain. Implications for the timing and intensity of induction for beginning teachers, as well as for future research directions on teacher education, are considered.  相似文献   

13.
The data discussed in this paper derive from post‐lesson and end‐of‐year interviews with 17 teachers in their second year of teaching. They form part of a longitudinal study which first tracked these teachers through their initial postgraduate teacher education programme and induction year. In the light of earlier analysis, which had highlighted both the enduring importance of individuals’ dispositions towards their own learning and the profound sense of professional isolation that some teachers experience once the support of their induction year is withdrawn, this paper focuses specifically on the interplay between teachers’ orientations towards their own professional learning and the nature of the learning environments in which they are working. The complex interrelationships between these two dimensions are illuminated by six case studies, which offer strong support to those who have challenged exclusive conceptualisations of ‘learning’ as either ‘construction’ or ‘participation’. The findings have important implications for all those responsible for the professional education of beginning and early career teachers, especially as they respond to the government launch in England of a new ‘national framework’ intended (eventually) to offer opportunities for Masters level professional learning to all newly qualified teachers.  相似文献   

14.
This study serves as a pilot study for a longitudinal study that will be conducted a year later. The purpose of this research is to determine how a course in special education has impacted secondary general education pre‐service teachers’ attitudes towards individuals with disabilities, teaching students with mild disabilities and the degree of their preparedness (self‐reported) in working with students with disabilities. Forty‐two secondary pre‐service teachers’ reflection papers written at the beginning and end of a mandatory special education course (16 weeks) were analysed using qualitative methodology. The findings supported our research hypothesis that a course in special education with necessary components (i.e. introductory special education knowledge, activities designed to enhance students’ dispositions toward students with disabilities, and instructional strategies that will help general education teachers teach students with mild disabilities at the middle and secondary levels more effectively) can be effective in preparing secondary education pre‐service teachers to work in inclusive classrooms.  相似文献   

15.
《师资教育杂志》2012,38(1):53-54
The new nation‐wide induction programme for all beginning teachers in Israel is first described against the general background of the professionalization of teaching and teacher education in Israel and with regard to effective induction programmes in other countries. There follows an evaluation study of the overall induction programme and of two of its main components (the mentor teacher and the peer‐group workshop), as perceived by 144 inductees in five different specialization tracks. Suggestions are made for further developing the effectiveness of the induction programme as related to the nation‐wide programme and programmes throughout the world.  相似文献   

16.
In this article we explore the perspectives of a group of teaching professionals starting a post-graduate master's programme on inclusive and special education. Set in the current context of growing interest over the preparation of teachers for inclusive education worldwide, this exploration is part of research that looks more broadly at the impact of the programme on students. In this paper we set the context of the study and present results focusing on students’ pre-understanding of the concepts ‘inclusive’ and ‘special education’, as well as their reasons for choosing the programme and expected learning outcomes. Quantitative and qualitative data were collected with a questionnaire administered to students at the beginning of the programme. Findings reveal that students saw the programme as a factor contributing to their ability to implement inclusive education in practice. However, it emerged that they had somewhat different understandings of what ‘inclusive education’ actually means. Implications for providers of inclusive education programmes for teachers are discussed.  相似文献   

17.
This study investigated changes in beginning teachers’ self-perceptions of their pedagogical knowledge and skills after their first year of teaching. Surveys were administered to 322 graduating student teachers at the end of the initial teacher preparation programme and at the end of their first year of teaching to compare if there were any differences in their self-perceptions. The results of the study showed significant increases in beginning teachers’ perceptions of their pedagogical knowledge and skills in three factors: Instructional Support, Accommodating Diversity and Classroom Management. Results established the development of teachers to be an ongoing process that is initiated but not completed in initial teacher preparation. Implications of findings for induction and mentoring of beginning teachers are discussed.  相似文献   

18.
Science enrichment programmes housed outside traditional school settings can offer students from traditionally under‐resourced schools valuable opportunities to access authentic scientific tools and practices. The present study contributes to our understanding of this potential and how it can best be realised through an analysis of the students’ own perspectives on a specific out‐of‐school programme—a one‐year partnership with a university‐based science outreach programme, which culminated in a half‐day laboratory experience for a total of 292 secondary students (ages 11–18 years). Extensive data were collected on this experience, including detailed field notes and video recordings of the classes’ visits to the university as well as the planning meetings with teachers at the beginning and end of the school year, surveys of the participating students, and surveys and interviews of the teachers, and were analysed both qualitatively and quantitatively using a grounded theory approach. Building on the valuable perspectives of the participating students, and comparing them with those of their eight teachers, this study confirms that carefully designed collaborative out‐of‐school inquiry programmes have the potential to broaden students’ (especially those from under‐resourced schools) experiences of science as well as bridge them to school science.  相似文献   

19.
Summaries

English

Many trainee teachers have learned through bitter experience those teaching competencies experienced teachers hold most important. This paper describes the confidence at which fifty‐five science method students would approach sixty developmental tasks at strategic points during the preservice course of teacher education. The end‐of‐course outcomes are compared with the views of heads of school science department on the importance of these competencies for beginning science teachers.  相似文献   

20.
The purpose of this small‐scale study is to investigate the outcomes of a brief teacher education programme by exploring student teachers’ views. The teacher education programme aimed to provide teachers with the opportunity to develop qualities and skills that facilitate communication and to enhance teachers’ competence to apply social and emotional (SEL) programmes’ intervention activities in the classroom. According to student teachers’ estimations, the teacher education programme provided them with new knowledge and experiences in communication and counselling, which they felt they could use in teaching practice. Besides, teachers reported that the programme enabled them to develop their self‐awareness and to adopt a non‐directive attitude during the implementation of SEL programme’s activities.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号