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1.
Mara Simon 《Quest (Human Kinetics)》2020,72(2):167-184
ABSTRACTThe physical education teacher education (PETE) pipeline makes it clear to historically racially minoritized pre-service teachers the value of White norms and experiences while simultaneously “othering” their cultural knowledge. Using Critical Race Theory, Critical Whiteness Studies, and emotionality as theoretical frameworks, this visual narrative inquiry explored self-identified Black and Latinx pre-service physical education teachers’ (n = 10) stories of a racialized identity within predominantly White PETE programs as well as the emotionality of whiteness for myself as a White researcher and teacher educator. I utilized narrative-based semi-structured and conversational interviews, along with photo-elicitation, as methods of data collection. The results contrast participants’ experiences of normalized racism with my heightened emotions of shock and dismay, shedding light on my own white emotionality toward racism. The critical examination of the emotions of whiteness demonstrated the potential to lead PETE faculty toward deeper reflection as to how whiteness is upheld, but also how they might further work to de-center whiteness within their pedagogies, curricula, and programs. 相似文献
2.
Recent initial teacher education policy and regulatory frameworks privilege “classroom ready” discourses. Taking up “readiness” as technical skill requiring more “practice” leads to narrowing of teachers’ roles and efficacy with increasing pressure and regulation that marginalises ideals to equip pre-service teachers to be “community ready”. We argue that enabling preservice teacher agency to engage with community beyond notions of mastering bounded classroom practice is critical to teachers’ roles. Supporting teachers to teach in context as engaged global citizens requires a readiness of relational understanding and skills about the lived experiences of learners, and their wider community contexts. Data from a critical service learning case study highlight how preservice teacher agency to engage with community is conceptualised and experienced in simultaneously beneficial and challenging ways. These findings indicate the complex, yet necessarily significant contributions of service learning experiences to the development of preservice teacher “readiness”. 相似文献
3.
《师资教育杂志》2012,38(4):442-456
Teachers’ responses to language classroom incidents depend on many factors, including the extent of their teaching experience. The question of how much influence teaching experience carries is important given that pre-service teachers have had limited opportunities to respond to day-to-day incidents that arise in classrooms. This paper reports on a two-stage research study in Singapore that first explored 22 pre-service teachers’ understandings of language classroom incidents and their possible responses. Subsequently, a survey was conducted to compare pre-service and in-service teachers’ perceptions about anticipating and responding to classroom incidents. The findings from a total of 77 respondents indicate that perceptions of the experienced and inexperienced teachers are similar in many ways, yet some notable differences emerged as well as a few interesting individual responses. This work has implications for initial teacher education programmes in terms of considering the value of providing pre-service teachers with opportunities to discuss and reflect on potential language classroom incidents. 相似文献
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5.
Brooke Boback Eisenbach 《Clearing house (Menasha, Wis.)》2016,89(6):223-227
Caring relationships are a core component in effective classrooms, and safe learning environments. As such, it is important for pre-service teachers to reflect on their own perceptions and experience regarding care and care within the classroom if they are to build upon that knowledge and grow as caring educators. In addition, teacher educators can learn more about the developing theories of care that exist within college classrooms, and utilize this knowledge in working with pre-service teachers to understand the power of care and relationships between students and teachers. The purpose of this article is to examine pre-service teacher perceptions of “care” and caring relationships within the classroom. How do pre-service teachers define “care”, and how do their experiences align with their personal beliefs? More importantly, how do these perspectives shape their teacher identity? 相似文献
6.
Pre-service teachers’ perceptions of simSchool as preparation for inclusive education: a pilot study
The shift towards the inclusion of students with disabilities in regular schools has meant that general classroom teachers need to be skilled in educating students with a diverse range of needs and abilities. Together with theoretical study and as a supplement to practical experience, teacher educators have begun to explore virtual and simulated classrooms to help prepare pre-service teachers for the complexity of the teaching profession. In this pilot study, we examined the perspective of pre-service teachers on a classroom simulation program called “simSchool.” Two-hour-long tutorial sessions focusing on catering for student diversity and the educational needs of students with autism spectrum disorder were conducted. The pre-service teachers’ responses to an 11-item questionnaire are discussed, highlighting the potential of simSchool as well as some current limitations of this approach in the context of Australian teacher education courses. 相似文献
7.
To reflect on ones own or other teachers teaching practices as well as on different reflection stimuli (e.g. videos or texts) can evoke different emotions and entail varying degrees of cognitive load and knowledge-based reasoning for pre-service teachers. Participants in this study were distributed to four groups (“memory”; "video+memory”; “video other”, and “text other”) and reflected online on classroom management facets. Pre-service teachers in the “video+memory” group reported significantly more immersion and enjoyment while reflecting than the other three groups. All groups showed a moderate level of germane load and there were no differences between the groups. Participants in the video+memory and memory group showed higher levels of knowledge-based reasoning than those who reflected on other teachers’ classroom practice. Enjoyment was a significant positive predictor of both immersion and germane load, whereas boredom was a negative predictor. Implications for future research and reflection processes during teacher education are discussed. 相似文献
8.
对教师角色的外部规约、分析与其自身生成的角色认同之间所存在的错位和距离是导致教师在教学实践中时常感受到“职业疼痛”的重要原因。本文通过对课堂教学实践的本质解读,探讨外语教师的角色张力以及他们在外语课堂上所应起到的核心作用,提出教师在外语课堂教学的复杂情境中所应扮演的是 “对话者”的角色。 相似文献
9.
Instructional practice plays a significant role in understanding teachers’ pedagogical content knowledge (PCK). The aim of the study reported on was to compare mathematics and technology pre-service teachers’ knowledge of PCK. The study used a case study approach of five mathematics and five technology pre-service teachers with a total of ten. Data was collected in seven public schools around Gauteng province in South Africa. The observation technique was employed in order to understand students’ classroom practice, using a video camera to capture the setting. One lesson of 45 minutes presented by each pre-service teacher, rendering a total of ten lessons, was observed. The study adapted the theoretical framework of PCK (Shulman 1987). The study scrutinised the data based on the qualitative content analysis method and found that most pre-service teachers in both mathematics and technology possess a limited knowledge of PCK. In both subjects, most of the pre-service teachers’ classroom practice did not exhibit comprehensive knowledge of the subject matter or knowledge of the learners. However, the difference is that only mathematics pre-service teachers have some knowledge of assessment. The data also indicate that “9E” instructional practice can be a valuable tool to enhance field-specific PCK within the field of mathematics and technology education subjects. Therefore, the study proposes further investigation of the “9E” instructional model that could be used as field-specific PCK within the fields of mathematics, science and technology. 相似文献
10.
Australian curricula name “sustainability” as a key priority area with implications for preparing pre-service teachers. In the research that generated this paper, we asked: How can framing teaching through space and place inform pre-service teachers’ pedagogical thinking and practice? In new third year Bachelor of Education (primary) subject Understanding Space and Place, Australian teacher education students shared online responses to focus questions and readings framing education through place, designed and taught a unit of study “beyond the classroom” to children in their professional placements and reflected on changes in their theoretical, philosophical, and curriculum goals. Data from these forum posts were analysed through Somerville’s three “enabling place pedagogy” categories of embodiment, storylines, and cultural contact zones. Many students came to re-imagine their teaching roles and understand how a place pedagogy framework can operate to expand the possibilities of teaching and learning sustainability through creative and embodied place-making experiences in local places. 相似文献
11.
Wangbei Ye 《师资教育杂志》2016,42(1):28-49
Traditional teacher education’s supposed failure to prepare prospective teachers for classroom realities (the transfer problem) is a widely discussed topic in the teacher education literature. Previous studies have focused on causal relationships between teaching and such factors as pre-service teacher education programmes, contextual factors in the practicum school, and transition shock; however, most of these studies have been set in developed countries, and have paid little attention to the interactions among such factors. This study, involving 35 East China Normal University pre-service teachers, explores the transfer problem in a rural/urban divide context, discusses the possible impacts of pre-service teachers’ previous educational experience (i.e. before teacher education) on their teaching, and examines the interactions among teachers’ previous education experience, teacher education, and practicum schools. 相似文献
12.
Johannes König 《International Journal of Science and Mathematics Education》2013,11(4):999-1028
Teacher education systems worldwide are confronted with the essential question of how to foster both future teachers’ theoretical and practical knowledge and to adequately enable future teachers to connect their theoretical and practical knowledge for teaching. This article investigates how future teachers acquire general pedagogical knowledge (GPK) as a central component of teacher knowledge during initial teacher education, exemplified by pre-service teachers in Germany, where initial teacher education is divided into a first phase with a heavy focus on theoretical, academic study, and a second phase where future teachers learn how to apply their theoretical knowledge in the classroom. Data from teacher knowledge studies Teacher Education and Development Study in Mathematics and Längsschnittliche Erhebung pädagogischer Kompetenzen von Lehramtsstudierenden/Longitudinal Survey of Student Teachers’ Pedagogical Competencies are used to compare future teachers’ GPK at different teacher education stages (the beginning, after 2 years, and end of training). Findings show the more advanced future teachers are in the course of their initial teacher education, the better they perform in the test measuring GPK. When analyzing subscales of the test measuring cognitive dimensions of GPK, as would be expected declarative-conceptual knowledge (measured by cognitive dimensions “recall” and “understand/analyze”) was gained predominantly during the theoretical study (first phase), whereas future teachers who had additionally passed through the practical second phase performed much better on the practical knowledge test subscale (measured by the cognitive dimension “generate”). Research findings are discussed with regard to the development of teacher expertise during initial teacher education, and recommendations for future policy directions with respect to teacher education are given. 相似文献
13.
Sandra J. Schmidt Shih-pei Chang Aliah Carolan-Silva John Lockhart Dorothea Anagnostopoulos 《Teaching and Teacher Education》2012
This paper presumes teachers play crucial roles in making more just societies and teacher educators must decide how they will participate in and/or shape a global dialog about LGB rights with pre-service teachers. This paper utilizes Fraser's theory of justice to consider curricular change. It examines the values and experiences pre-service teachers bring to their university education that shape their interaction with curricula. Analysis of classroom dialog suggests that pre-service teachers have a more complex understanding of structure and transformation than their nascent language around sexuality allows them to articulate. These optimistic findings lead to proposals for transforming how we teach about sexuality. 相似文献
14.
Learning beliefs influence learning and teaching. For this reason, teachers and teacher educators need to be aware of them. To support students’ knowledge construction, teachers must develop appropriate learning and teaching beliefs. Teachers appear to have difficulties when analysing students’ learning. This seems to be due to the inability to differentiate the beliefs about their students’ learning from those about their own learning. Both types of beliefs seem to be intertwined. This study focuses on whether pre-service teachers’ beliefs about their own learning are identical to those about their students’ learning. Using a sample of pre-service teachers, we measured general beliefs about “constructivist” and “transmissive” learning and science-specific beliefs about “connectivity” and “taking pre-concepts into account”. We also analysed the development of these four beliefs during teacher professionalisation by comparing beginning and advanced pre-service teachers. Our results show that although pre-service teachers make the distinction between their own learning and the learning of their students for the general tenets of constructivist and transmissive learning, there is no significant difference for science-specific beliefs. The beliefs pre-service teachers hold about their students’ science learning remain closely tied to their own. 相似文献
15.
《Teaching and Teacher Education》2006,22(7):946-960
Teacher educators and researchers have studied the improvement of teacher education programs so that pre-service teachers may be well prepared. Research has shown that not only teachers’ knowledge but also their beliefs have major influence on their approach to teaching. This present research examined the mathematics and science pre-service teachers’ beliefs and perceptions in Turkey. Specifically, the study focused on the student–teachers’ perspectives on “effective education” at the end of their subject area dominant program before the student teaching and the changes in those beliefs after having teaching experience. Many pre-service teachers described the teacher-centered environment as effective, and those who supported a student-centered environment discussed difficulties they faced in creating it during student and full-time teaching. 相似文献
16.
This study employed qualitative data collection and analysis methods to investigate the influence of English as a foreign language teacher education programme on Korean teachers’ classroom teaching practices. Six in-service secondary-school teachers participated in semi-structured interviews. Thematic analysis was applied to the data collected from these interviews. Findings from the analysis included that: a) most of the teachers were dissatisfied with the largely theory-oriented pre-service teacher education programmes that they attended; b) a major source of influence on their teaching was their experience of in-service teacher training programmes with practical curricula; c) observation of other fellow teachers’ teaching had the strongest impact upon the teachers’ teaching practices; and d) the teachers’ low English proficiency and the washback effect of the Korea Scholastic Aptitude Test hindered the maintenance of the changes brought about by in-service teacher education programmes. This study ends with a discussion of the implications of these findings. 相似文献
17.
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
18.
Despite the growing interest and importance of pre-service teachers’ cross-cultural experiences, a review of the literature shows that few studies have discussed the international teaching practicum experiences of pre-service teachers from Asian countries. Bridging this gap, this qualitative case study examined the perceptions and experiences of 15 Korean social studies pre-service teachers who participated in an international teaching practicum in the United States. The findings of the study demonstrated that although participants encountered difficulties in speaking a foreign language and adjusting to a different culture, they also gained confidence and self-efficacy by negotiating and actively participating in the teaching and learning process. This international teaching practicum also helped participants promote their own understanding of multiculturalism and their different perspectives of the teachers’ roles, teaching pedagogies, and local education systems. This study offers implications for future multicultural professional development in teacher education and contributes to developing a body of research and scholarship on international teaching practicums from Asian contexts that have, to date, been largely underexplored. 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.
Andrew Skourdoumbis 《Asia Pacific Journal of Education》2016,36(4):505-517
This paper draws on facets of Foucault's theoretical resources to critique current education policy reform from within the Australian State of Victoria, namely the Department of Education and Early Childhood Development's (DEECD) discussion paper New directions for school leadership and the teaching profession. Implicit in the reform effort is decentralization, including penalties for “underperforming” classroom teachers and “ineffective” teacher education courses. Principals will hold a pre-eminent rank in the reforms proposed as they are charged with their oversight and implementation, including intervening in the education and preparation of pre-service teachers. 相似文献