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1.
Although there are clear differences in national policies regarding inclusive education, the international debate has not fully considered their impact on implementation within different countries, for example on teacher education. This paper reports on results from a comparative study of in-service teachers’ attitudes and self-efficacy in implementing inclusive practices in South Africa and Finland and its implications for teacher education in these countries. A sample of 319 South African and 822 Finnish primary and secondary education teachers completed a questionnaire containing a scale measuring sentiments, attitudes and concerns on inclusive education as well as a scale measuring teachers’ self-efficacy in implementing inclusive practices. A comparative analysis indicated that whereas the overall sentiments towards disabilities were positive in both countries, teachers had many concerns about the consequences of including children with disabilities in their classrooms. While the most positive aspect of self-efficacy among the South African teachers was their self-efficacy in managing behaviour, the Finnish teachers saw this as their weakest point. Self-efficacy, in particular efficacy in collaboration, was clearly related to overall attitudes towards inclusion. The implications of these findings for pre-service and in-service teacher education are discussed. 相似文献
2.
A ‘break with tradition’ in interwar teacher education 总被引：1，自引：0，他引：1
Kay Whitehead 《Gender and education》2010,22(3):279-294
British teacher education in the interwar years was a contested field, dominated numerically by women but regulated by the Board of Education. The traditional perception of women’s residential training colleges was that they were autocratic and socially isolated. By focusing on Gipsy Hill Training College (GHTC), the first specialist training college for nursery school teachers, and its foundation principal, Lillian de Lissa, I challenge this perception. I explore the relationships between young women students’ social worlds, teacher educators’ understandings, teacher education curriculum and GHTC’s institutional culture. The main argument is that under de Lissa’s leadership GHTC was a socially and educationally progressive and democratic institution that focused on shaping students’ identities as women, teachers and citizens. 相似文献
3.
《Critical Studies in Education》2013,54(3):281-295
A particular approach to epistemological action as ‘critical praxis’ is proposed where we bring together the ideas of ideology critique, self-reflective consciousness and emancipatory action. Critical praxis for educators seeks to move beyond the constraints of formal teaching, knowledge and curriculum and instead encourages communities, teachers and students to work together in producing new understandings and practices for the public good. As teacher educators, we are attempting to design a research methodology that will enable our field of practice to be theorised and to encourage a movement towards new critical understandings of teaching and learning for our students and for ourselves. This is a process of reflexive practice that endeavours to constantly and systematically interrogate our own views and to move beyond the status quo of conservative educational systems, procedures and rigidities so that knowledge is a legitimate investigation of possibility and transformation. In this article, we report a Critical Praxis Protocol to guide further development of teacher education and research. We trace our trajectory from a progressive emphasis on improving learning and professional educational practice to an emerging notion of criticality that seeks explanation with the theorising of Bourdieu. A draft habitus–field analysis is provided to indicate our current understanding of generative themes that suggest the emancipatory potential of teaching and schooling. 相似文献
4.
This study provides insights into possible changes in 83 student teachers’ motives for becoming teachers, their professional commitment and their self-efficacy after a year of teacher education. Furthermore, it addresses the extent to which these changes relate to student teachers’ perceptions of their learning environment – specifically, their perceptions of the quality of teaching, generic skills and assessment. Student teachers completed a survey at the beginning and at the end of a single year of teacher education, which revealed significant changes in their motives and self-efficacy regarding tasks within the classroom and throughout the broader school context. No relationship between this change and teachers’ perceptions of their learning environment was observed. Instead, student teachers’ perception of the quality of teaching predicted their assessments of their ability and self-efficacy in a school context at the end of their education. 相似文献
5.
Cathrine Edelhard Tømte 《欧洲师范教育杂志》2019,42(1):65-81
We study the implementation of a MOOC initiative which involved two distinct teacher education institutions at HEIs, and where the implementation was led by a governmental body. Our aim was to see in what ways this initiative changed the teacher education involved, in terms of institutional organisation and pedagogics. Based on interviews with stakeholders from the government and from the two HEIs, we found that the process of implementing and piloting the MOOC faced various sorts of resistance. Our study might serve as a contribution to researchers and practitioners involved in development and running MOOCs as cross institutional initiatives, in that it addresses the diversity of challenges new study models are facing within HEIs. It may also be of interest to teacher education departments responsible for continuing education programs, since it demonstrates the opportunities that comes with a MOOC to provide larger groups of in-service teachers with new educational possibilities. 相似文献
6.
Preservice teacher education students’ epistemological beliefs and conceptions about learning 总被引：1，自引：0，他引：1
Kwok-Wai Chan 《Instructional Science》2011,39(1):87-108
A questionnaire was administered to 231 Hong Kong preservice teacher education students to examine their epistemological beliefs
and conceptions of learning. Pearson correlation analysis showed significant pairs of epistemological beliefs and conceptions
of learning. Regression and path analysis showed epistemological beliefs had significant predictor relationships with conceptions
of learning. Four structural equation models were proposed to examine the predictive relationships between epistemological
beliefs and selected pairs of quantitative and qualitative conceptions of learning, and the models were validated by confirmatory
factor analysis. The results support the hypothesis that epistemological beliefs have significant predictive relationships
with quantitative and qualitative conceptions of learning, implying epistemological beliefs play an important role in students’
learning. The paper concludes with implications drawn for the future direction of educational practices and research. 相似文献
7.
Chris Wilkins 《师资教育杂志》2017,43(2):171-190
This study explores the motivation of ‘high-status’ professionals to change career and enter teaching, and their experience of undertaking initial teacher education (ITE) programmes in England. The study builds on previous research which found that career-changers are disproportionately more likely to fail to complete their ITE studies, and that those who do complete the transition into teaching frequently experience frustration with some aspects of induction and often feel undervalued by their new colleagues. The participants in this study were largely positive about most aspects of their ITE experience, and felt their professional background enabled them to be resilient when faced with the challenges of transitioning from being an expert in one domain to novice in another. However, they report variable experiences of mentoring, and for some, a sense of their previous experience being under-appreciated by ITE tutors and schools. The study also finds little evidence of personalisation built into ITE programmes to take account of the distinctive needs of career-changers. This paper concludes that the current policy focus adopted in England and in many other countries on entry quality may detract from the more fundamental issue of ensuring ITE programmes provide the flexible and personalised professional learning environments that enable a diverse range of entrants to flourish. 相似文献
8.
The main aim of this research is to examine the basic features of student teachers’ professional beliefs about the teacher’s role in relation to teaching mainstream pupils and pupils with developmental disabilities. The starting assumption of this analysis is that teacher professional development is largely dependent upon teachers’ beliefs about various facets of their professional work. These concepts strongly influence the way that teachers teach and the way that they develop as teachers. The participants in the research are 314 student teachers at the Faculty of Teacher Education of the University of Zagreb who are being prepared to teach in lower grades of primary school. The beliefs were explored using a metaphor technique derived from cognitive theory of metaphor. The differences between beliefs about the perceived teacher role in general, and the perceived teacher role in the education of pupils with developmental disabilities were analysed. The results indicate that the dominant belief about the teacher’s role in teaching mainstream pupils is of the teacher as a transmitter of knowledge, while the findings regarding the dominant belief about the teacher’s role in teaching pupils with developmental difficulties appeared to be self-cantered orientation. No differences were found between student teachers at different study levels. The findings are discussed in the light of the curriculum of initial teacher education. 相似文献
9.
Vickie E. Lake 《Journal of Early Childhood Teacher Education》2013,34(1):73-81
Abstract As we move forward in the new millennium, the call for reform in teacher education programs increases. One reform model, offered by Nel Noddings, focuses on the students’ affect, emotion, and intellect. Noddings proposes the use of fidelity—focusing on the individual and the quality of relationships—as a cornerstone in teaching and teacher education. Fidelity in teacher education utilizes a process that includes modeling, dialogue, practice, and confirmation. This paper explores the fundamentals of a fidelity‐based approach to teacher education and examines a university course and its fieldwork component by analyzing the structure and methods of each using the fidelity framework. If we expect our pre‐service teachers to create caring learning environments, they must first be taught about caring environments by their professors. The use of fidelity in teacher education programs is one model that allows for caring environments as well as content application. 相似文献
10.
Carol Gray 《欧洲师范教育杂志》2013,36(1):24-38
There is much current debate about the purpose and usefulness of educational research and the perceived communication gap between teaching professionals and academic researchers. UK government intervention into initial teacher education has in recent decades contributed to this divide by favouring school-based training. The most common route into teaching in England remains, however, the Postgraduate Certificate in Education, provided by higher education institutions and therefore required to comply with the higher education qualifications framework. The majority of initial teacher education in England therefore lies at the cusp of these two worlds, pulled in apparently opposing directions. The ‘teacher-as-researcher’ movement is widely seen as a bridge spanning these tensions, though there is discussion about the quality of practitioner research as well as about the appropriateness of a rigorous academic approach for investigating practice. This article offers examples of the use of small-scale research projects as a valid means of ‘discovery learning’ in pre-service teacher education. It argues that induction into research techniques as a means of exploring practical challenges can lead to knowledge production and ownership. 相似文献
11.
Maelis Karlsson Lohmander 《Early Years: An International Journal of Research and Development》2015,35(2):168-183
Professional experience in preschool settings comprises an important part of the education of preschool teachers. During their placements, students are expected to link theory to practice, to integrate university-based knowledge with workplace-based knowledge and skills essential for their future profession. They often refer to a perceived gap between the two contexts, university and workplace, which could be described as a ‘reality gap’, and sometimes find it hard to apply theory to practice. In the two most recent teacher education reforms in Sweden, this gap between so-called ‘theory’ and ‘practice’ is also brought to the fore and the importance of minimising the gap through collaborative strategies is emphasised. Taking these reforms as the point of departure, this article discusses workplace-based learning and its link to university-based learning in two distinctive preschool teacher education programmes in Sweden. Data sources include policy and management documents, evaluation reports and interviews with key stakeholders. 相似文献
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13.
Annika Goeze Jan M. Zottmann Freydis Vogel Frank Fischer Josef Schrader 《Instructional Science》2014,42(1):91-114
The ability to analyze and understand classroom situations through the eyes of not only teachers but also students can be seen as a crucial aspect of teachers’ professional competence. Even though video case-based learning is considered to have great potential for the promotion of analytical competence of teachers (i.e., becoming immersed in student and teacher perspectives as well as applying conceptual knowledge to better understand classroom situations), only a few studies have investigated the effects of corresponding instructional support. This empirical field study examines the effects on analytical competence of two types of instructional support—hyperlinks to multiple perspectives and hyperlinks to conceptual knowledge—by using a 2 × 2 factorial design in a computer-supported video case-based learning environment inspired by cognitive flexibility theory and participatory design. The study examines collaborative learning processes to discover what specific kind of instruction may help to counteract some of the known deficits of case-based learning and teacher thinking, such as limited perspective-taking. From a participatory design point of view, training novices to become immersed in teacher and student perspectives can be considered as an alternative for direct involvement of teachers and students in the design process. The study was realized as a four-day university course for pre-service teachers (N = 100). ANCOVAs of learning processes (small-group discussions) and outcomes (written case analyses) provide evidence that both types of instructional support (i.e., hyperlinks to multiple perspectives and conceptual knowledge) are beneficial. In particular, hyperlinks to multiple perspectives affected small-group case discussions and written post-tests as they led to increased immersion (i.e., perspective-taking). Hyperlinks to conceptual knowledge furthered the application of this knowledge, especially in the written post-tests. Implications for teacher education, participatory design, and further research are discussed. 相似文献
14.
《师资教育杂志》2012,38(3):317-334
Much debate about the teaching of educational theory has been couched in terms of what ideas should be taught. In this article I shall argue that how they are taught (or rather how they are learned) is somewhat more important, and that unless these two questions are considered together we are unlikely to get a better meshing of theoretical and practical discussion, either in the seminar room or in the school staffroom. 相似文献
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16.
A critical reading of the Donaldson Report on teacher education in Scotland reveals what might be termed a ‘panacea approach’ to addressing perceived current problems in relation to the quality of teacher education. In particular, the essence of the Donaldson Report is that teachers need to embrace ‘twenty-first century professionalism’ through a partnership approach to teacher education. However, neither ‘professionalism’, nor ‘partnership’ are defined or justified explicitly. Through critical discourse analysis, we offer possible interpretations of professionalism and partnership within the context of the Donaldson Report. These interpretations include accepting the use of such terms as simple unconscious and uncritical adherence to a dominant discourse, and the idea that the wholesale embracing of partnership is a much more insidious attempt by the state to promote network governance, thereby limiting potential dominance of any one particular stakeholder group. Through systematic consideration of the immediate textual context of phrases relating to professionalism and partnership, and through a more holistic analysis of the wider policy agenda, we offer a critical reading of the Report. We conclude with a plea that as the rush to attend to the more tangible, operational aspects of the proposed reform gather momentum, such a panacea approach to solving perceived problems needs to be critiqued openly. 相似文献
17.
Piia Näykki Hanna Järvenoja Sanna Järvelä Paul Kirschner 《Scandinavian Journal of Educational Research》2017,61(1):31-46
The aim of this process-oriented video-observation study is to explore how groups that perform differently differ in terms of the number, quality, and temporal variation of their content-level (knowledge co-construction) and meta-level (monitoring) activities. Five groups of teacher education students (n = 22) were observed throughout a 3-month course. Video recordings (33 hours) of face-to-face group interaction (n = 12,931 speech turns) and pre- and post-tests of students’ knowledge were collected. The results show that the well-performing group was more engaged in high-level knowledge co-construction and monitoring activities. The well-performing group was also capable of maintaining a higher level throughout the tasks, whereas the lower performing groups’ knowledge co-construction and monitoring activities was reduced during the course. 相似文献
18.
Much of the international debate and research on teacher education has centred on how the preparation of teachers should be organised. In contrast to many other countries, teacher education in Finland has been university-based for decades and has a strong research-based approach. This inductive study describes newly qualified teachers’ (NQTs) experiences of research-based teacher education. The study uses data from semi-structured interviews with 10 newly qualified primary school teachers that were conducted in 2016, directly after they had finished their master’s degrees but had not yet begun to work as teachers. A qualitative content analysis identified three main knowledge areas that describe NQTs’ experiences: personal development, teacher professional competence and research competence. The results demonstrate that students in research-based teacher education gain a solid basis for their future teacher profession, as well as experiencing legitimacy and a high level of status in society. Their education encourages them to become innovative and professional teachers who are prepared to honour the trust and autonomy given to them by society. 相似文献
19.
When any innovations or measurement procedures are introduced into the education system to improve or judge the quality of its teaching force, beginning teachers often have to adapt to these new concepts of what constitute a high quality teaching. This article contends that these new concepts neither necessarily match beginning teachers’ own conceptions about their own competency nor has it given beginning teachers a chance to be heard. This study provides an opportunity for beginning teachers’ ‘voices’ to be heard through phenomenography which is an interpretive research approach to discover what beginning teachers in Malaysia conceive and understand as competence in relation to what they do every day as teachers. The main finding of this study is the key role played by beginning teachers’ conceptions of competency which has provided strong implications for educational policies and teacher education. The findings suggest that teachers need to be represented in any quality improvement measures. Careful attention should also be paid to the school systems and to teacher training programmes to support and encourage teachers in their professional growth as competent teachers. 相似文献
20.
Leena Krokfors Heikki Kynäslahti Katariina Stenberg Auli Toom Katriina Maaranen Riitta Jyrhämä 《Teaching Education》2013,24(1):1-13
In this article, we examine teacher educators’ views on research‐based teacher education. Finnish research‐based teacher education has four characteristics: (1) the study programme is structured according to a systematic analysis of education; (2) all teaching is based on research; (3) activities are organized in such a way that students can practice argumentation, decision‐making and justification when inquiring about and solving pedagogical problems; and (4) the students learn formal research skills during their studies. According to the results, teacher educators appreciate the research‐based approach to which the university is committed, although they were sceptical about how well this vision transfers to the students. 相似文献