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Mahsa Izadinia 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):341-353
The purpose of this study is to examine the similarities between mentor teachers’ espoused theories and theories-in-use. Semi-structured interviews were conducted with 16 mentor teachers to investigate their perceived mentoring roles prior to the placement. Their seven pre-service teachers were also interviewed at the end of the practicum to explore their ideas and evaluation of their mentors’ mentoring practices. The findings suggest that 14 mentor teachers did put into practice their ideas regarding their roles. However, only two mentor teachers appeared to act against their espoused theories. Implications for practice are discussed. 相似文献
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The aim of this multi-case study was to explore the extent and nature of changes in elementary pre-service teachers’ beliefs, attitudes, and self-efficacy toward science and science teaching as a result of participating in a science methods course. The study specifically focused on three groups of pre-service teachers based on their varying beliefs, attitudes, and self-efficacy prior to the course. The study examined factors that may have contributed to changes in these domains as well as interrelationships among the three constructs. 相似文献
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Mahsa Izadinia 《British Educational Research Journal》2013,39(4):694-713
This article presents a review of 29 empirical studies to identify the main foci of research on student teachers' identity, the methodologies used and their major findings. The reviewed studies were found to investigate four broad factors: the contribution of: (1) reflective activities, (2) learning communities, (3) context and (4) (prior) experiences. Reflective practices and interviews were found to be mainly used by researchers as data collection tools and the findings were mainly reported to be changes in components of student teachers' identity, including their cognitive knowledge, sense of agency and voice. Questions raised in this review and suggestions for further research are discussed. 相似文献
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Mahsa Izadinia 《师资教育杂志》2017,43(5):506-519
The purpose of this study was to examine pre-service teachers’ and their mentor teachers’ metaphorical images of their mentoring relationships and the extent to which the participants changed their metaphors as they went through their practicum experience. Three rounds of interviews were conducted with seven secondary pre-service teachers over a one-year Graduate-Diploma of Education Course; at the outset of the programme, at the end of the first placement and at the end of the second placement. Thirteen Mentor teachers were also interviewed at the beginning and end of each placement. The findings indicated that the metaphors the two groups initially constructed significantly overlapped and focused on interpersonal relationships and providing guidance and support. Also, some changes were observed in the metaphors used by the two groups depending on their mentoring experiences. Implications for mentor teachers and teacher education are discussed. 相似文献
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This study explored teacher perspectives on the use of socioscientific issues (SSI) and on dealing with ethics in the context of science instruction. Twenty‐two middle and high school science teachers from three US states participated in semi‐structured interviews, and researchers employed inductive analyses to explore emergent patterns relative to the following two questions. (1) How do science teachers conceptualize the place of ethics in science and science education? (2) How do science teachers handle topics with ethical implications and expression of their own values in their classrooms? Profiles were developed to capture the views and reported practices, relative to the place of ethics in science and science classrooms, of participants. Profile A comprising teachers who embraced the notion of infusing science curricula with SSI and cited examples of using controversial topics in their classes. Profile B participants supported SSI curricula in theory but reported significant constraints which prohibited them from actualizing these goals. Profile C described teachers who were non‐committal with respect to focusing instruction on SSI and ethics. Profile D was based on the position that science and science education should be value‐free. Profile E transcended the question of ethics in science education; these teachers felt very strongly that all education should contribute to their students' ethical development. Participants also expressed a wide range of perspectives regarding the expression of their own values in the classroom. Implications of this research for science education are discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 353–376, 2006 相似文献
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Mahsa Saadvandi Homayoun Farhadian Kiumars Zarafshani Harm Biemans 《The Journal of Agricultural Education and Extension》2019,25(4):307-322
Purpose: This quantitative study sought to investigate the perceptions of teachers and students regarding competency-based education (CBE) principles at the College of Agriculture at Razi University.Design: This research is a comparative analysis of two groups. The first group consists of undergraduate and graduate students majoring in agriculture who are members and non-members of student cooperatives (n?=?256). The second group consists of agricultural faculty members (n?=?59).Findings: The results of this study show that students and teachers have different views with regard to the extent to which CBE principles are practiced in the College of Agriculture. Moreover, students with different learning patterns had different perceptions regarding the extent to which CBE is practiced, whereas teachers with different teaching patterns had the same perception of the application of CBE principles in the College of Agriculture.Practical implications: This study has practical implications for agricultural higher education in general and colleges of agriculture in particular. Colleges of agriculture across Iran could encourage their students to establish and engage in student cooperatives so that the ‘what’ and ‘how’ aspects of CBE are put into practice.Theoretical implications: This study has theoretical implications for CBE principles. For example, student cooperatives can be utilized by faculty members as one of the main strategies for developing CBE in agricultural colleges.Originality/value: This study is original in that it moves from theory to practice when considering CBE. 相似文献
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Mahsa Izadinia 《欧洲师范教育杂志》2014,37(4):426-441
Research suggests that the development of a teacher educator identity is a central process in becoming a teacher educator. Recently, there has been an increasing interest in the concept of teacher identity. However, teacher educator identity seems to be still under-researched. In this article, a review of literature on teacher educator identity is provided. Fifty-two research papers were analysed to identify challenges and tensions teacher educators experience during their induction, factors which influence the development of their professional identity, and the features that induction programmes should have. The findings suggested that new teacher educators generally develop negative self-views about their abilities and professional identities. Self-support and community support activities were found to facilitate teacher educators’ transition and enhance their identity development. Key features of academic induction were identified as acting as a learning community, cultivating supportive and professional relationships, encouraging self-enquiry and research and involving teacher educators in reflective activities. 相似文献
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Lisa A. Donnelly Mahsa Kazempour Aidin Amirshokoohi 《Research in Science Education》2009,39(5):643-660
Evolution is an important and sometimes controversial component of high school biology. In this study, we used a mixed methods
approach to explore students’ evolution acceptance and views of evolution teaching and learning. Students explained their
acceptance and rejection of evolution in terms of evidence and conflicts with religion and authority. Students largely supported
the teaching of evolution and offered several reasons for its inclusion in high school biology. Students also offered several
suggestions for improving evolution instruction. Evolution acceptors’ and rejecters’ views of evolution teaching and learning
differed in a number of respects, and these differences may be explained using border crossing as a theoretical lens. Relevant
implications for evolution instruction are discussed. 相似文献
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Mahsa Nikzad Hamid R. Jamali Nadjla HaririAuthor vitae 《Library & information science research》2011,33(4):313-319
Collaboration in science is a process in which two or more authors share their ideas, resources and data to create a joint work. This research compares coauthorship networks of Iranian articles in library and information science (LIS), psychology (PSY), management (MNG), and economics (ECO) in the ISI Web of Knowledge database during 2000–2009, and uses network analysis for the visualization of coauthorship networks. Data include all articles with at least one Iranian author and indexed in ISI's Social Science Citation Index (SSCI) for the fields of LIS, PSY, MNG, and ECO. Indicators such as the Collaborative Index (CI), Degree of Collaboration (DC) and Collaboration Coefficient (CC) were calculated for each discipline. Results show that two or three authors were the most common number of authors per paper, and authors of PSY tended to have more multi-authored articles, compared to the other disciplines. LIS had the lowest rank regarding CC. MNG had the densest coauthorship network, and PSY had the sparsest. Iranian authors in the field of PSY mostly collaborated with those in the U.S., while LIS and MNG authors tended to collaborate with U.K. authors, and ECO authors tended to collaborate with Canadians. 相似文献
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The present study aimed to investigate the effect of two major approaches of Dynamic Assessment, namely, interventionist and interactionist approaches, on learners’ oral narrative performance and anxiety. To this end, 34 Iranian EFL learners were assigned to an Interactionist Group (InA.G) and Interventionist Group (InV.G). Initially, both groups were given the Foreign Language Classroom Anxiety Scale and a pretest of speaking. In the treatment phase, the InV.G was asked to narrate a video and received instructions on their errors. The InA.G narrated the video while being provided with scaffolding during narration. Then both groups were given a posttest and, two weeks later, a delayed posttest. The results indicated that both groups’ oral performance significantly increased, while their anxiety reduced. In the end, a semi-structured interview was conducted whose results revealed that the InA.G experienced more anxiety mostly due to feeling a sense of interruption and losing face. 相似文献
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