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1.
《师资教育杂志》2012,38(4):353-368
The aim of this study is to discuss the experiences of prospective teachers during their school placements. For this aim, 41 prospective teachers taking School Experience II and Teaching Practice courses wrote and submitted a one‐ to two‐page reflection of their field‐based experiences at the end of the semester. Prospective teachers' written responses indicated that most of them experienced problems in their school placements. Student teachers in their second teaching placement said that they observed similar issues, repeated similar activities as they did in their first school placement. Student teachers enrolled in the last teaching practicum said that they did not feel like the teacher of the class and did not get enough chance to practice.  相似文献   

2.
This paper describes a study of observed relationships between the design of a preservice elementary mathematics methods course with accompanying field practicum and changes in the extent to which participating prospective teachers identified themselves with the mathematics reform movement after becoming practicing teachers. The curriculum of the course with its embedded field practicum experiences was designed to support prospective teachers in interweaving methods coursework and pedagogical instruction with classroom practice. University and elementary school structures were interwoven by conducting weekly mathematics methods course sessions at a school site followed immediately by related practicum experiences in classrooms in the school. The interweaving of conceptualizations about mathematics teaching and learning was facilitated as the methods instructor provided professional development for classroom teachers simultaneously with the methods course, encouraging the teachers to create “reform-friendly” classroom environments. Survey data from 68 prospective teachers involved in the project were analyzed to identify and describe relationships between course/practicum experiences and the degree to which they as practicing teachers, 1–3 years following the course/practicum, identified with a reform mathematics perspective, as well as to examine factors influencing those relationships.  相似文献   

3.
In this article, we present the results from a mixed-methods research study aimed to document indoor and outdoor fifth grade science experiences in one school in the USA in the context of accountability and standardized testing. We used quantitative measures to explore students’ science knowledge, environmental attitudes, and outdoor comfort levels, and via qualitative measures, we examined views on science education and environmental issues from multiple sources, including the school’s principal, teachers, and students. Students’ science knowledge in each of the four objectives specified for grade 5 significantly improved during the school year. Qualitative data collected through interviews and observations found limited impressions of outdoor science. Findings revealed that, despite best intentions and a school culture that supported outdoor learning, it was very difficult in practice for teachers to supplement their classroom science instruction with outdoor activities. They felt constrained by time and heavy content demands and decided that the most efficient way of delivering science instruction was through traditional methods. Researchers discuss potentials and obstacles for the science community to consider in supporting teachers and preparing elementary school teachers to provide students with authentic experiential learning opportunities. We further confront teachers’ and students’ perceptions that science is always best and most efficiently learned inside the classroom through traditional text-driven instruction.  相似文献   

4.
Research on identity has been a growing domain in the contexts of teacher education and mathematics education; however, identity work has been explored to a much lesser extent, with a future orientation overlooked. In addition, earlier studies have not provided sufficient knowledge on how different elementary teacher education programs might facilitate pre-service teachers’ identity work. In this study, we compare future-oriented mathematical identity work through a narrative framework considering six pre-service teachers undergoing two different teacher education programs. All pre-service teachers reported having had negative experiences with mathematics during their school years. Based on the results we conclude that despite the striking similarities in pre-service teachers’ mathematical backgrounds, the ways in which these cases are conducting their identity work differ substantially. It seems that the main reasons for these differences are different emphases and pedagogical practices in mathematics education courses. Additionally, we further elaborate on our earlier conceptualisation of identity work.  相似文献   

5.
The purpose of the present study is to examine what the concept of inclusion means and how it relates to children who are deaf. The paper begins with a background to deaf education, followed by specific reference to how inclusion is perceived in Northern Ireland and in Sweden. It investigates the experiences and opinions of deaf pupils in Schools for the deaf in both countries where different educational philosophies and forms of instruction prevail. A qualitative approach was adopted in which interviews were conducted with deaf pupils who were in their last school year, had left school recently or were in post-compulsory education. The results indicated that Swedish respondents described their experiences markedly more positively than those in Northern Ireland. The main reason for this was the encouragement of a deaf cultural environment where sign language was used by teachers and pupils for instruction and social interaction throughout the school. Although such a culture was not in evidence in Northern Ireland, positive experiences reported by respondents were associated with sign language and a deaf classroom assistant to facilitate comprehension between teachers and pupils. Implications are drawn for effective, inclusive practice in educational settings of deaf children.  相似文献   

6.
The goals of teacher education must evolve beyond the teaching of strategies and methods toward a process for beginning teachers' critical interrogation of their social locations and the ways they engage with the realities of teaching and learning. One way that this is accomplished is by incorporating opportunities for community engagement beyond classroom walls in ways that employ teaching practicum experiences in K–12 classrooms. This article describes one teacher educator's experiences preparing secondary English and literacy preservice teachers enrolled in a Teaching Writing Course where students participate in the coordination and facilitation of a community writing event for local middle and high school students. Preservice teachers witnessed writing instruction and youth writing practices that thrived in an educational partnership among multiple stakeholders, including students, parents, teachers, administrators, university professors, and community youth liaisons. Then I share examples of students' reflections post-Writing Our Lives experiences to demonstrate their emerging understanding of the role of community engagement in their development of teacher identities.  相似文献   

7.
This study explores the beliefs and practices of nine beginning prekindergarten and kindergarten public school teachers and identified the sources of supports and barriers to their teaching. The teachers were graduates from one university's early childhood education program. Data were gathered using surveys, observations, and interviews. Overall, teachers professed to believe in and to use developmentally appropriate practices; they were also observed using more developmentally appropriate practices than developmentally inappropriate practices. Teachers reported a variety of sources of support and barriers to their teaching. Sources that were both supports and barriers were administration, co‐workers, curriculum requirements, parents, resources, and other. Sources reported only as supports were previous experiences, self, and continued education. Sources of barriers were class composition and school duties. In addition, teachers provided information about their teacher education program and on their expectations about teaching. The teachers suggested that teacher education programs needed to provide more field experiences and courses on classroom management. Some of the expectations the teachers had about teaching were unrealistic.  相似文献   

8.
Effective teachers are characterized by their abilities to make thoughtful, deliberate, and informed adaptations while teaching (Hoffman & Pearson, 2000). These in-the-moment teaching decisions are guided by a complex web of teacher knowledge. Raising teachers' awareness of the decisions they make on a moment-by-moment basis may aid in thoughtful, more deliberate decision-making and more robust instruction. We charge that preservice teachers can acquire this skill, as well. This article highlights practices employed in preservice teacher education courses as a means to promote awareness of, and engagement with, in-the-moment teaching decisions. Using examples from mathematics, social studies, and literacy methods courses, we describe our processes to intentionally cultivate preservice teachers' adaptive teaching skills through metacognitive decision-making.  相似文献   

9.
In this article, I argue for the need to improve teacher preparation (TP) courses for elementary education student teachers to teach English-language arts (ELA). In particular, these TP programs need to support student teachers in delivering culturally responsive pedagogy within rural classrooms. Twenty-three student teachers participated in this research, which was aimed at investigating effective teaching pedagogy both within a place-based TP course and within teaching experiences within a rural border county. The student teachers took a course in literacy methods for 16 weeks, taught ELA in elementary schools using specific methods, and participated in videotaped collaborative reflections. Data collection for the study involved the student teachers’ responses to reflective questions, field notes, and evaluative essays. The findings suggested that providing student teachers with project-based, cooperative, inquiry-based activities, as well as opportunities for collaborative reflection during their university classes provided a learning context for the student teachers that connected ELA instruction to the economic situations of the rural communities. In addition, the findings indicated that the activities prepared the student teachers to develop the skills to relate instruction to people, culture, and social practices of rural the communities, value pupils’ local knowledge and community resources, and learn from diverse perspectives and experiences of their peers.  相似文献   

10.
Autoethnography was used as a tool for white in‐service elementary teachers to examine their racial identity from a Critical White Studies (CWS) perspective. Two white in‐service teachers participated in two yearlong university courses focused on teaching linguistically and culturally diverse students. Each teacher collected their own data at their school site and used autoethnographic methods to critically analyze their own teaching experiences and personal reflections. Results from the study illustrate the ways in which autoethnographic study can be used as an instrument for white teachers to frame their own critique of their white racial identity, as it relates to their classroom instruction.  相似文献   

11.
This survey‐based study examined the benefits of mentoring for 299 pre‐service teachers who voluntarily worked with children at‐risk in a nationwide Israeli mentoring project. Results revealed that mentoring taught prospective teachers about the world of children, increased their sensitivity to children at‐risk and to children as individuals, and improved their ability to cope with difficult situations. Mentoring was particularly beneficial for mentors majoring in special education, when viewed as a professional development opportunity, and when guidance was provided that aimed at connecting between academic studies and mentoring experiences. Unlike other field experiences in teacher training programs which emphasize classroom teaching, mentoring offers pre‐service teachers an opportunity to learn about the individual child and the social factors influencing his/her success in school.  相似文献   

12.
We believe that professional mathematicians who teach undergraduate mathematics courses to prospective teachers play an important role in the education of secondary school mathematics teachers. Thus, we explored the views of research mathematicians on the mathematics that should be taught to prospective mathematics teachers, on how the courses they teach can serve teachers in their work with school students, and on the changes they would implement if their courses were designed specifically for prospective teachers. We constructed profiles of the four mathematicians based on their responses to a clinical interview. We employed the construct of mathematics teacher-educators’ triad in the reflective analysis of our findings and extended the construct based on the results of this study. In conclusion, we commented on potential ways to draw stronger connections between university mathematics and the mathematics taught in schools.  相似文献   

13.
Practicum experiences in schools are highly valued in science teacher education programs. Yet, there are few studies examining secondary preservice science teachers' practicum classrooms. This mixed-methods study explored secondary preservice science teachers' perceptions of their practicum classroom learning environments, interpreted from an open-ended survey questionnaire, as well as from an adapted version of the Constructivist Learning Environment Survey (CLES; Taylor, Fraser, & Fisher, 1997). Twenty-two preservice teachers within secondary science methods courses volunteered to complete the survey. Qualitative survey findings were corroborated by quantitative results from the CLES survey. Overall, the preservice teachers perceived their practicum classrooms to incorporate some constructivist learning environment factors, but the critical constructivist perspective underpinning the survey was not found. Additionally, innovative practices cogent with these practices were not supported by most of their co-operating teachers. Implications of how preservice education programs can better support prospective science teachers' views and practices during practicum are discussed.  相似文献   

14.
This study investigates how teachers interact with immigrant-origin youth in school-based contexts of reception that mediate youth's educational opportunities. One understudied context is sheltered instruction, where English learners (ELs) are placed into separate content-area courses to target their linguistic needs. This qualitative study highlights the unintended consequences of ELs’ placements by examining 3 teacher cases in depth. Teachers’ accounts reveal that EL content courses designed to increase access were, in fact, stigmatizing spaces where students made social distinctions and engaged in impression management to mitigate perceptions that they lacked intelligence because of their programmatic placements. Teachers also managed stigma in distinct ways, representing different orientations and communication strategies in response to students’ experiences of stigma. This investigation raises questions about the tensions embedded in how language status, race, and classification intersect with the very solutions intended to ameliorate inequalities, as well as teachers’ roles in the education of immigrant EL-designated youth.  相似文献   

15.
Given international use of video-based reflective discussions in teacher education, and the limited knowledge about whether teachers apply learning from these discussions, we explored teachers’ learning of new ideas about pedagogy and their self-reported application of this learning. Nine inservice and 48 preservice teachers participated in video-based reflective discussions and documented their learning, sources of knowledge that contributed to their learning, and application of this learning to their teaching in their practica courses. A total of 227 response sheets with this information were collected. Multilevel logit regression was used to examine how sources of learning and content learned were related to teachers’ application of learning to their teaching practices. We found that teachers reported applying 40% of their learning; particularly, what they learned about methods and materials for instruction, and that they learned from both video and discussion almost equally.  相似文献   

16.
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   

17.
Historically, content preparation and pedagogical preparation of teachers in California have been separated. Recently, in integrating these areas, many mathematics methodology instructors have incorporated children's thinking into their courses, which are generally offered late in students’ undergraduate studies. We have implemented and studied a model for integrating mathematical content and children's mathematical thinking earlier, so that prospective elementary school teachers (PSTs) engage with children's mathematical thinking while enrolled in their first mathematics course. PSTs’ work with children in the Children's Mathematical Thinking Experience (CMTE) may enhance their mathematical learning. Preliminary study results indicate that the sophistication of CMTE students’ beliefs about mathematics, teaching, and learning increased more than the sophistication of beliefs held by students enrolled in a reform-oriented early field experience and that experiences considering children's mathematical thinking provided PSTs with increased motivation for learning mathematics.  相似文献   

18.
In this study, we present the long-term influence of an after school science practicum associated with an elementary science methods course. The practicum or field experience could be considered a community-based service learning programme as it is situated both within and for the community. Study participants included eight third- and fifth-grade teachers who had participated in elementary science methods courses; four of these teachers participated in the after school teaching practicum while four participants experienced a more traditional observation-based elementary science practicum. All of these teachers were in their second or third year teaching which was 3–4 years after taking the methods course. Investigation methods included questionnaires, field observations and semi-structured, individual interviews. Teachers more regularly utilised reform-based teaching strategies and cited the after school teaching practicum as preparing them to use these strategies in their own classrooms. All teachers exhibited a growth mindset to some degree, but the after school practicum participants did demonstrate a wider use of reformed-based teaching strategies and a higher growth mindset. Elementary teachers perceive risk associated with these key aspects of instruction: (1) managing instruction and classroom management, (2) teaching science through guided inquiry, and (3) overcoming adoptions in other ‘mandated’ curriculum like math and reading.  相似文献   

19.
Abstract

This mixed-method study sought to examine the experiences of a group of 21 pre-service teachers in a collegiate literacy education class which required a semester-long exploration of the potential of tablets to enhance the reading skills of youngsters. The quantitative portions of the study identified the participants’ daily use habits of electronic devices as well as their views on what is known as the new literacies. In the qualitative portions of the study, interviews and journal entries of the pre-service teachers were gathered relative to their experiences in devising literacy learning experiences using tablets. While these prospective teachers were avid users of electronic devises and confident in their abilities to use technology, they found considerable difficulty in preparing literacy-enhancing instruction which used tablet devices, which clearly points to the need for attention in teacher training programs to the use of tablet technology infused throughout teacher education courses.  相似文献   

20.
Abstract

Researchers interviewed 22 teacher education students prepared in an experimental high school professional development school (PDS) and 20 teacher education students simultaneously prepared in the campus‐based traditional program (TP). The purpose of this research was to examine the impact of program location on preservice teachers' program‐related beliefs and experiences. Results demonstrated that those preservice teachers prepared in the PDS participated in a greater variety of experiences, became more involved with the public school classes, interacted more with teachers and students, and were more satisfied with their preparation than were the TP students. Additionally, PDS‐prepared students made more frequent connections between theory and practice and exhibited greater confidence in their readiness to student teach. Campus‐based students voiced more dissatisfaction with the relevancy and currency of their courses and also with the quality and amount of their field experiences.  相似文献   

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