The workplace experiences of beginning teachers in three countries: a message for initial teacher education from the field     

Anna Elizabeth du Plessis  Eva Sunde 《师资教育杂志》2017,43(2):132-150

Previous research indicates that beginning teachers are not fully prepared for what awaits them in the workforce. This study highlights the value of partnerships among higher education providers, schools and employers and links the experiences of beginning teachers to initial teacher education (ITE). Real-life experiences from the field provide information regarding beginning teachers’ complex teaching positions that is beneficial to prospective teachers and teacher educators. This transnational qualitative study, completed in Norway, South Africa and Australia, adopted a Vygotskian social constructivist theoretical stance. Gadamer’s hermeneutic philosophy was applied to offer an in-depth understanding of the effects of classroom experiences on beginning teachers’ professional identities and feelings of ‘belonging’ and ‘at homeness’ in their positions. The results of this study highlight the school leaders’ perceptions of how well graduate teachers are prepared to meet the demands of the workforce. The study concludes by demonstrating the value of linking beginning teachers’ experiences to interventions and the development of ITE programmes. This study’s evidence-based findings support its recommendations for policy-makers and its reflections on the link between ITE and employment.  相似文献   

Teaching Poetry Reading in Secondary Education: Findings From a Systematic Literature Review     

Anna Sigvardsson 《Scandinavian Journal of Educational Research》2017,61(5):584-599

The aim of this study is to review research on poetry reading pedagogy in secondary education from 1990 to 2015. Today there is little research on poetry teaching in Sweden and thus little guidance for secondary teachers. Therefore, this study thematically analyses peer-reviewed articles from English language international journals. Articles were retrieved through a systematic literature review. The results show that many researchers suggest personal response pedagogies mainly developed from Louise M. Rosenblatt’s work. Further, a progression of poetry interpretations seems to require explicit teaching throughout the years of secondary education. Also, current educational politics, heavily influenced by neoliberalism, impose high-stakes examinations that challenge poetry curricula. Teacher education needs to address this issue. Minor themes found were: ontologies in relation to teaching poetry reading, and poetry reading as identity formation/tool for social critique. These could be possible areas for future research.  相似文献   

Early cognitive and linguistic profiles of different types of 7‐ to 8‐year‐old readers          下载免费PDF全文

Anna Potocki  Jean Ecalle  Annie Magnan 《Journal of Research in Reading》2017,40(Z1):S125-S140

  相似文献   

A critical mathematics perspective on reading data visualizations: reimagining through reformatting,reframing, and renarrating     

Rubel  Laurie H.  Nicol  Cynthia  Chronaki  Anna 《Educational Studies in Mathematics》2021,108(1-2):249-268

Educational Studies in Mathematics - Data visualizations have proliferated throughout the COVID-19 pandemic to communicate information about the crisis and influence policy development and...  相似文献   

Pre-service Teachers’ Knowledge and Perceptions of the Impact of Mitigative Climate Actions and Their Willingness to Act     

Tolppanen  Sakari  Claudelin  Anna  Kang  Jingoo 《Research in Science Education》2021,51(6):1629-1649

Research in Science Education - A 44-item questionnaire was created to examine pre-service teachers’ knowledge and perceptions of the impact of mitigative climate change actions and how...  相似文献   

Special needs educators’ roles and work in relation to recently arrived immigrant pupils in need of special educational support     

Anna Johansson  Nina Klang  Gunilla Lindqvist 《Journal of Research in Special Educational Needs》2021,21(4):355-367

Migration to Europe in recent years has made the issue of educational support for recently arrived immigrant pupils critically important, and, especially for pupils who are in need of special educational support. Schools in Sweden have special needs educators (SNEs) supporting pupils in need of special education, but little is known about the work of SNEs in regard to special educational support for recently arrived immigrants. This article reports the results of 483 SNEs answering a survey on their views of their role and work tasks in relation to recently arrived immigrant pupils in need of special educational support in Swedish compulsory schools. SNEs report that their actual tasks include compiling individual educational plans (IEPs), developing learning environments, and supervising staff. Less than 50% of the participants responded that they work directly with the pupils, and around 19% of the SNEs wanted to do more of such work. Class and subject teachers and mother tongue tutors are the occupational groups seen as providing the most support for recently arrived immigrant pupils. The empirical results are discussed from different theoretical perspectives on special education (Emanuelsson, 2001; Persson, 1998), Hughes’ (1958) concept of ‘dirty work’ and Abbott’s theory of profession (1988).  相似文献   

Professional Attitudes in Health Professions' Education: The Effects of an Anatomy Near-Peer Learning Activity     

Nickoo Merati  Anna Murphy-Buske  Patricia Alfaro  Sandie S. Larouche  Geoffroy P.J.C. Noël  Nicole M. Ventura 《Anatomical sciences education》2021,14(1):32-42

Interprofessional attitudes existing between healthcare disciplines can negatively impact communication and collaboration in the clinical setting. While human anatomy is a topic central to healthcare trainees, the potential of the anatomy laboratory to minimize negative interprofessional attitudes has yet to be characterized. This study aimed to assess the effects of an anatomy interprofessional near-peer learning activity (AIP-NPLA) on medical and nursing students' interprofessional attitudes at McGill University. The authors employed a convergent parallel mixed methods study to explore participants' AIP-NPLA experiences. The Attitudes to Health Professionals Questionnaire (AHPQ) was used pre- and post-AIP-NPLA to assess participants' attitudes toward their own and their counterpart profession. In addition, a focus group was held immediately following the AIP-NPLA to explore participants' experiences and interprofessional perceptions. Quantitative results using a principal components analysis demonstrated significant changes in nursing students' responses between pre- and post-AIP-NPLA scoring, rating the medical profession as being more caring overall. Medical students' responses pre- and post-AIP-NPLA demonstrated no significant differences. Qualitative results also suggested a breakdown of negative attitudes, an increased understanding of inter- and intra-professional roles, and the importance of interprofessional collaboration and mutual learning for their careers. These findings revealed that attitudes among healthcare trainees may be positively restructured in the anatomy laboratory, allowing for collaborative care to predominate in current and future clinical practices.  相似文献   

Virtual and Augmented Reality Enhancements to Medical and Science Student Physiology and Anatomy Test Performance: A Systematic Review and Meta-Analysis     

Christian Moro  James Birt  Zane Stromberga  Charlotte Phelps  Justin Clark  Paul Glasziou  Anna Mae Scott 《Anatomical sciences education》2021,14(3):368-376

Virtual and augmented reality have seen increasing employment for teaching within medical and health sciences programs. For disciplines such as physiology and anatomy, these technologies may disrupt the traditional modes of teaching and content delivery. The objective of this systematic review and meta-analysis is to evaluate the impact of virtual reality or augmented reality on knowledge acquisition for students studying preclinical physiology and anatomy. The protocol was submitted to Prospero and literature search undertaken in PubMed, Embase, ERIC, and other databases. Citations were reviewed and articles published in full assessing learning or knowledge acquisition in preclinical physiology and anatomy from virtual or augmented reality were included. Of the 919 records found, 58 eligible articles were reviewed in full-text, with 8 studies meeting full eligibility requirements. There was no significant difference in knowledge scores from combining the eight studies (626 participants), with the pooled difference being a non-significant increase of 2.9 percentage points (95% CI [−2.9; 8.6]). For the four studies comparing virtual reality to traditional teaching, the pooled treatment effect difference was 5.8 percentage points (95% CI [−4.1; 15.7]). For the five studies comparing augmented reality to traditional teaching, the pooled treatment effect difference was 0.07 (95% CI [−7.0; 7.2]). Upon review of the literature, it is apparent that educators could benefit from adopting assessment processes that evaluate three-dimensional spatial understanding as a priority in physiology and anatomy. The overall evidence suggests that although test performance is not significantly enhanced with either mode, both virtual and augmented reality are viable alternatives to traditional methods of education in health sciences and medical courses.  相似文献   

Relationship of negative contrast to animal models of fear and anxiety     

Charles F. Flaherty  Anna Greenwood  Joseph Martin  Mary Leszczuk 《Learning & behavior》1998,26(4):397-407

The relatedness of behavior elicited by reward reduction (successive negative contrast procedure) and behaviors produced by three animal models of anxiety (open-field emergence, elevated plus-maze, and context-shock fear conditioning) was examined by correlational and factor analytic procedures. Factor analysis (oblique rotation) indicated substantial independence among the tests: Trials 1 and 2 of the plus-maze loaded on two different factors unaccompanied by any other test; open-field emergence and context-shock fear loaded on the same factor; and negative contrast loaded on a fourth factor. However, negative contrast proved to be a dynamic process, with factor loadings changing across a 4-day postshift period—moving from an independent loading on the 1st postshift day to being clustered with context-shock fear and open-field emergence on the 2nd and 3rd postshift days to being clustered with just context-shock fear on the last postshift day. These latter data support a multistage theory of successive negative contrast.  相似文献   

Perceptions of Reform-Based Teaching and Learning in a College Mathematics Class     

Amy Roth-McDuffie  J. Randy McGinnis  Anna O. Graeber 《Journal of Mathematics Teacher Education》2000,3(3):225-250

This study investigated, from the students',professor's, and researchers' perspectives, the effects of a reform-based introductory undergraduate mathematics course, and the efforts of a mathematics professor to teach such a course. The class had been designed for teacher candidates of middle school mathematics and science (Grades 4 to 8) but was open to all qualified students. We addressed the following research question: What perceptions about learning and teaching mathematics emerged through the participants' experiences in a reform-based mathematics course? Results of the analysis of the data suggested that the teacher candidates and the professor took an important first step toward enculturation into a reform-based vision of mathematics learning and teaching. Implications for mathematics faculty and teacher education faculty interested in promoting reform-based mathematics are presented.  相似文献