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1.
Abstract We focus on the preservice teacher‐university supervisor relationship within the context of field experiences to explore the general question, “How can we, as university teacher educators, better assist preservice teachers in their development through field experiences?” Our discussion is based on: reflective accounts of preservice teachers written before, during, and following periods of field experience; our experiences as teachers and teacher educators, which include being faculty supervisors; and on research on the role of the university supervisor in field experiences. We first describe some typical perceptions associated with the preservice teacher‐university supervisor relationship, and then go on to suggest some specific ways to enhance the understanding that preservice teachers have of the roles of university supervisors and, hence, to facilitate the negotiation and development of productive preservice teacher‐university supervisor relationships. 相似文献
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Evrim Baran Sedef Canbazoglu Bilici Aylin Albayrak Sari Jo Tondeur 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):357-370
The purpose of this study was to examine preservice teachers' perceptions of the support their teacher education programs provide for developing their technological pedagogical content knowledge (TPACK). The research was conducted with 215 preservice teachers in the last year of teacher education programs and teaching certificate programs in three universities in Turkey. Data sources were the synthesis of qualitative evidence (SQD) scale that was validated in the Turkish context as part of this study and the TPACK-practical scale. The strategies investigated in the SQD-model included: using teacher educators as role models; reflecting on the role of technology in education; learning how to use technology by design; collaboration with peers; scaffolding authentic technology experiences; and providing continuous feedback. The linear regression analysis revealed a positive relation between teacher education strategies and preservice teachers' TPACK. Reflection and teacher educators' as role models were the most frequently used teacher education strategies in teacher education programs included in this study. Results provided recommendations for further research on the connection between the teacher education strategies and the development of preservice teachers' TPACK in teacher education programs. 相似文献
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Jo Tondeur Ronny Scherer Evrim Baran Fazilat Siddiq Teemu Valtonen Erkko Sointu 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1189-1209
This study aims at investigating the profiles of teacher educators in order to explore their ability to prepare preservice teachers for technology integration in education. Specifically, the current study examines whether teacher educators can be grouped on the basis of their attitudes toward ICT (in education), their ICT self-efficacy to design ICT-rich learning environments, their competencies to use ICT in their teaching practice and the strategies they use to prepare preservice teachers for technology integration. These strategies are included in the SQD (Synthesis of Qualitative Data) model and comprise: (1) teacher educators as role models, (2) reflecting on the role of technology in education, (3) learning how to use technology by design, (4) collaboration with peers, (5) scaffolding authentic technology experiences and (6) providing continuous feedback. Data were collected from a sample of 284 teacher educators in Flanders, the Dutch-speaking part of Belgium, and submitted to latent profile analysis. The added value of the current study lies in the account of how SQD strategies and a typical set of determinants of ICT integration can be associated within teacher educators’ profile. Based on the profiles emerging from this study, teacher training institutions should consider their teacher educators to be gatekeepers when preparing future generations of teachers for the learning environments of the twenty-first century. In the discussion section, the implications for practice and future research are discussed. 相似文献
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This paper reports on ways duoethnography encouraged reflection, support, and collaboration for two novice teacher educators. Through duoethnographic research, they juxtaposed their experiences in new roles supervising preservice teachers as lived curriculum, or “currere.” Although supervisors often work in isolation, their collaborative research allowed the opportunity to reflect, coach one another through challenging situations, and collaborate on tools and strategies to use with preservice teachers. By engaging in the process of duoethnography, these teacher educators found themselves jointly (re)conceptualizing the role of supervisors. The authors suggest that duoethnography can promote critical reflection and break down supervisor isolation. 相似文献
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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
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Conclusion This study points to the fact that it would be practical to compare and assess the instructional strategies of exemplary and
novice elementary science teachers using a set of criteria derived from published teacher effectiveness studies. According
to this study there are differences ranging from significant to null between the instructional behaviors of exemplary and
novice teachers, and it indicates that it may not be appropriate to rely entirely upon the findings of individual teacher
effectiveness studies to prepare effective preservice teachers. Science teacher educators need to focus more directly on the
differences in instructional strategies between the exemplary and novice teachers and inquire further into determining the
causes for the differences. Hurd (1982) reported that about half of the elementary teachers studied believe that their preservice
education failed to prepare them to teach science in real classrooms. If what separates exemplary teachers from novices can
be clearly identified, then the science teacher educator’s task of preparing effective preservice teachers will be an easier
one. Then it would be also possible to develop effective preservice science teacher education programs more congruent with
exemplary science teaching practices and augment the existing science teacher education knowledge base through further research. 相似文献
8.
Surrounding the national emphasis on improving STEM education, effective STEM educators are required. Connected, yet often overlooked, is the need for effective preservice STEM teaching instruction for incoming educators. At a basic level, preservice STEM teacher education should include STEM content, pedagogy, and conceptualization. However, the literature suggests no leading conception of STEM education, and little is known about how preservice STEM teachers are conceptualizing STEM education. In order to explore preservice STEM teacher conceptions of STEM education, preservice teachers at a large, Midwestern research university were given an open-ended survey eliciting both textual and visual responses. Here, we report and discuss the results of employing this instrument in relation with the current STEM conceptualization literature. 相似文献
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This study explored the perceptions of preservice teacher candidates who participated in a pilot partnership between a public teacher education preparation program and Junior Achievement (JA). The partnership was grounded in the premise that providing early field experiences to preservice teacher candidates was a necessary requirement of quality teacher education. In an introductory pedagogy course, preservice teacher candidates in their junior year participated in a five-week field experience where they taught JA lessons in partnership schools. The results suggested that preservice teacher candidates perceived an expanded sense of comfort with teaching strategies, classroom management, and diversity during the actual teaching of the lessons in the field experience. Additionally, participants reported increased confidence levels with their own preparation to teach. The partnership with JA that provided a quality, early field experience may have enhanced the general pedagogical proficiencies needed for preservice teachers to succeed as practicing educators. Suggestions for creating a partnership with JA are provided. 相似文献
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Conclusion Responsible educators find the need for continual renewal. The rapid advance of technology requires teachers learn new strategies
and techniques for the productive use of these tools. The projects described above provided preservice faculty, students,
and inservice educators with opportunities to learn about new technologies and to explore innovative uses of the technology.
Opportunities to utilize distance education systems, such as the Iowa Communications Network, are numerous throughout the
entire teacher preparation process. Iowa teacher educators have the opportunity to prepare their students to be capable classroom
teachers who have the knowledge and skills to facilitate learning in an array of educational environments. 相似文献
11.
Peter Hudson 《Teachers and Teaching》2013,19(4):363-381
Fundamental for mentoring a preservice teacher is the mentor’s articulation of pedagogical knowledge, which in this research draws upon specific practices, viz.: planning, timetabling lessons, preparation, teaching strategies, content knowledge, problem solving, questioning, classroom management, implementation, assessment and viewpoints for teaching. Mentoring is haphazard; consequently, mentors need a pedagogical knowledge framework and a repertoire of pedagogical knowledge strategies to guide a preservice teacher’s development. Yet, what are strategies for mentoring pedagogical knowledge practices? This qualitative research investigates mentoring strategies assigned to pedagogical knowledge from 27 experienced mentor teachers. Findings showed that there were multiple strategies that can be linked to specific pedagogical knowledge practices. For example, mentoring strategies associated with planning for teaching can include co-planning, verbally reflecting on planning with the mentee and showing examples of the mentor teacher’s planning (e.g. teacher’s plans, school plans, district and state plans). This article provides a bank of practical strategies for mentoring pedagogical knowledge practices to assist a preservice teacher’s development. 相似文献
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《Studying Teacher Education》2013,9(2):207-215
This paper examines the processes whereby two researchers developed their knowledge in teaching a course for preservice teachers. We sought to explore the ways in which class assignments encouraged preservice teachers to develop their abilities to see classrooms from the point of view of nascent teachers rather than that of successful students. After analyzing student work from 2 years in which the assignments were used, the researchers taught together and continued their analyses and their own development as teacher educators. We explore the interplay between teaching and research and the role of the critical friend in self-study. Our research generated several insights that inspired changes in assignments, and we document how student work changed as a result. Our major realization involves the centrality of ethical concerns in our work as teacher educators and the possibility of holding these concerns tacitly rather than explicitly. 相似文献
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Wendy Hastings 《Teachers and Teaching》2013,19(5-6):497-513
Research in the field of emotions in relation to teaching is relatively new, but expanding. However, studies addressing the emotional dimension of preservice teacher education, particularly with respect to the role of school‐based teacher educators are currently under‐represented in the literature. This paper reports findings from a study focussed on the emotional dimension of the practicum for school‐based teacher educators as they support preservice teacher colleagues. It adopts a qualitative method informed by feminist post‐structural theory in an attempt to give meaning to teachers’ narratives of their personal responses to supporting a less than successful preservice teacher. The study investigates teachers’ shifting sense of agency throughout the experience as they work within apparently intersecting discursive frames. The case study reveals the depth of emotions experienced by teachers and examines the impact of the emotions on teacher identity. It appears that the tertiary sector has failed to recognise the emotional costs of such experiences and the associated needs of school‐based teacher educators. Finally, the paper asks in what ways can staff in universities work collaboratively with teachers to address the concerns being raised by a study such as this, as there appears to be a genuine need to assist teachers copes with the emotional outcomes of working with problematic preservice teachers. 相似文献
14.
Christopher Pierce Brown 《Early Childhood Education Journal》2009,36(5):423-430
As early childhood education becomes more regulated through a range of education reforms and mandates, early childhood teacher
educators are seeking ways to prepare their preservice teachers to address these policy constraints through appropriate teaching
practices that foster learning with understanding. Using the National Research Council’s conception of learning as a framework
for analysis, this article considers strategies to achieve this goal by first presenting findings from a case study that examined
the training of a sample of preservice teachers who were both educated in high-stakes learning classrooms as well as taught
to be early educators in these same environments. This article then uses these findings to the make case for practical and
political approaches to teaching that can assist teacher educators in preparing their students for this regulated field of
early education. 相似文献
15.
In this paper we explore the phenomenon of “shattered images” in the learning to teach process. For our presentation and discussion we draw on: reflective accounts of preservice teachers written prior to, during, and following periods of field experience; our experiences as teachers and teacher educators; and, on our own and other research on teacher education and development, particularly on our ongoing work which focuses on field experiences. We highlight and examine some of the discrepancies between preservice teachers' expectations and experiences, identify and discuss circumstances contributing to the discrepancies, and consider ways in which such inconsistencies might be taken into account in order to develop and maintain productive preservice teacher preparation programs. 相似文献
16.
Julie Amador 《International Journal of Science and Mathematics Education》2016,14(1):217-241
The focus on professional noticing in mathematics education has recently gained increased interest as researchers work to understand how and what is noticed and how this translates into practice. Much of this work has focused on the professional noticing practices of inservice teachers and preservice teachers, with less attention focused on those educating teachers. This research explores how novice mathematics teacher educators professionally notice as they engage in teaching experiments and create models of student’s mathematical thinking. Findings indicate the novice teacher educators are including some evaluative comments in their professional noticing practices but lack in-depth interpretive analysis about student thinking and rarely make connections between student’s thinking and the broader principles of teaching and learning. These findings provide evidence for the importance of supporting teacher educators with developing their abilities to professionally notice. 相似文献
17.
Learning environment research has a long history of significant relationships between the learning environment and student outcomes. This study investigated relationships between the learning environments of mathematics courses in a teacher education program and two outcomes, mathematics teaching self-efficacy and beliefs about mathematics. These two outcomes have been repeatedly shown to influence the future teaching practices of preservice teachers but, to date, their relationships with learning environment have been investigated neither with preservice teachers nor at all in the United Arab Emirates or wider Gulf region. The learning environment was found to be significantly related to preservice teachers’ mathematics teaching self-efficacy and beliefs about mathematics. Learning environments perceived more favourably by preservice teachers were associated with higher self-efficacy for teaching mathematics, but also with more-traditional beliefs, making these findings important for higher education institutes and teacher educators.
相似文献18.
Our contemporary apprenticeship model of teacher education often places preservice teachers in learning environments where they never witness the types of dynamic and engaged practice they desire to emulate. Either there are structural limits within the classroom placed by school or district leadership or there are preselected veteran mentor teachers who do not value the same kinds of critical practice. These challenges necessitate a radical rethinking of how and where preservice teachers learn their craft. We pose an anticolonial model of teacher development, one that situates teachers and students in collaborative networks where they work powerfully together via Youth Participatory Action Research on projects that have significant social, cultural, and digital relevance. The purposes of this article are (a) to propose the essentiality of anticolonial approaches to reimagine the preparation of preservice teachers and (b) to demonstrate how these approaches are enacted in our own practice within critical, project-based clinical experiences with preservice educators toward the development of an anticolonial model for urban teacher preparation. 相似文献
19.
This article reports an investigation of the intuitive scientific ideas and understandings of 321 preservice elementary teacher education students enrolled in the 2nd year of a 3-year program. The sample completed a physical science concept challenge instrument by responding, in writing, to open-ended questions about the concepts of floating/sinking, the nature of matter, air pressure and its effects, and the balance beam. Subjects' responses and explanations were analyzed, and response categories established. The results reveal that the majority of subjects, with the exception of a high proportion of those who had a successful senior high school background in physics and chemistry, have misunderstandings in these basic concept areas. It is argued that teachers should have a sound conceptual knowledge base in order to implement effective problem-solving strategies in the elementary science classroom. The importance of teaching science in elementary schools is widely acknowledged, therefore, teacher educators must identify and implement more effective strategies for science instruction in preservice teacher education courses that will enable all students to construct scientifically accurate concept knowledge. 相似文献
20.
This paper highlights Q methodology as an appropriate research technique for capturing attitudes and demonstrates the use of Q method to study the attitudes of preservice teachers and teacher educators toward student diversity. A total of 43 participants from a comprehensive American university sorted 47 Q-statements. Two array groups emerged that indicate both consensual and divided attitudes toward student diversity. The study results indicate opportunities for both preservice teachers and teacher educators to find and create bridges to understand gaps in attitudes toward student diversity, which may help improve the effectiveness of multicultural teacher education. 相似文献