International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Preservice Teachers
Page 4/47
466 items
31
This study aimed to examine the preservice teachers’ reflections on the contingent situations of a microteaching experience based on exploratory talk, in order to better understand preservice teachers’ emerging awareness of teaching and learning in mathematics. The findings suggest that the experience had impacted on the preservice teachers’ professional development in some ways. All the participants seemed to have valued the experience, and so may have been sensitised to work with their students in an informed way. However, some preservice teachers said that the experience had changed their beliefs in using talk as a teaching approach; and even that the experience had changed the way they wanted to teach mathematics. Others argued that the experience had raised awareness of the difficulties in working this way.
Published: 2018
Updated: Feb. 13, 2018
32
In this study, the authors explore how pre-service teachers who were introduced to a framework for analyzing teaching in a video-based teacher education course. The authors drew on this tool to analyze their own practice after the conclusion of the course. The findings reveal that providing pre-service teachers with tools to analyze teaching can support them in learning to systematically study teaching and learning. In addition, the authors identified the ways that participants construct substantive analyses that meet this criteria. Moreover, they identified alternative approaches participants use for analyzing practice.
Published: 2014
Updated: Feb. 13, 2018
33
This study aims to examine relationships between preservice teachers’ science self-efficacy beliefs and science content knowledge in the context of a specialized physics course designed for elementary preservice teachers. The findings indicated statistically significant gains in participants’ science self-efficacy beliefs and science conceptual understandings. Furthermore, it was found that there was a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs. These results strongly suggest positive changes in participants' science self-efficacy beliefs. In addition, participants felt confident in the science content learned in the course and felt comfortable teaching it.
Published: 2016
Updated: Feb. 13, 2018
34
In this article, the authors examined the various purposes that Finnish student teachers of different subjects have in teaching. The findings revealed that four purpose profiles were identified among participants: Purposeful, Dabblers, Dreamers, and Disengaged.The majority of participants can be profiled as dabblers. The authors found that the student teachers of religious education most often demonstrated a purposeful profile, while student teachers of mathematics and science were mostly profiled as disengaged. The authors conclude that the moral nature of teaching calls for purposeful teachers for schools worldwide.
Published: 2016
Updated: Nov. 12, 2017
35
Irish Student Teachers’ Levels of Moral Reasoning: Context, Comparisons, and Contributing Influences
This article discusses findings from a longitudinal study of the levels of moral reasoning of student teachers in an Irish university. While comparing theses students' results to international findings, it was found that the levels of moral reasoning of these students’ were higher than those of their international peers.
Published: 2017
Updated: Oct. 29, 2017
36
The purpose of this study was to investigate a number of factors that contribute to the formation of positive attitudes towards inclusive education (IE), during the pre-service training of pre-school teachers. The findings showed that pre-service pre-school teachers have a positive attitude towards IE. Furthermore, the results revealed that the completion of a unit studying the philosophy, fundamentals and legislation of IE significantly improved attitudes in pre-service pre-school teachers; a finding consistent with past research. However, the authors found that this attitude did not lead to positive perceptions of ability and competence to implement IE practices upon completion of the degree.
Published: 2015
Updated: Oct. 16, 2017
37
The goal of this study was to explore Early Childhood Education (ECE) pre-service teachers’ perceptions of technological, pedagogical, content knowledge (TPACK) development in the course Instructional Technology and Material Design, which required them to design educational computer games for ECE. The findings show that participants described initial difficulty designing educational computer games since they had limited technological knowledge (TK), design knowledge (DK), or experience designing educational computer games (TPACK). However, the participants compensated for inadequacy in a knowledge domain with help from friends, instructors, or the Internet, in addition to personal efforts to increase knowledge.
Published: 2015
Updated: Sep. 27, 2017
38
The current study examines the challenges that students experience in the consolidation of knowledge in mathematics and education. The findings reveal that the epistemological beliefs of the three students differed between the two disciplines. The authors argue that all the students tended to regard mathematical knowledge as certain and coherent in nature. In education, however, they relied more on personal opinions and experiences as sources and justifications of knowledge. They also identify six main areas that can challenge the consolidation of mathematical and pedagogical knowledge.
Published: 2015
Updated: Sep. 13, 2017
39
A diverse group of student teachers in an alternative certification program participated in seminars integrating Boal’s Theater of the Oppressed (TO) activities. Participants created images and enacted scenes that recreated interactions with their students and also rehearsed ideas for taking action in the classroom. The findings showed student teachers engaging in empathic reflection and perspective-taking as they engaged in the theatrical activities.
Published: 2012
Updated: Sep. 06, 2017
40
This study is focused on post graduate student teachers’ perceptions of cross-curricular approaches to the planning, organisation and representation of the primary curriculum. It tracks their emerging understanding of the nature of cross-curricular education prior to and following their own cross-curricular learning experience in art and science. The findings reveal a paradox between their initial positive perceptions and their direct experiences of such practice. The conclusions identify some implications for enhancing critical engagement and the development of teacher subject and pedagogic knowledge in initial teacher education.
Published: 2012
Updated: Sep. 06, 2017