International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Preservice Teachers
Page 5/47
466 items
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The current study examines how the perceived learning environment in teacher education contributes to the sense of professional agency in the classroom among first-year student teachers. The results revealed that the sense of professional agency in the classroom requires motivation to learn about teaching, efficacy beliefs about learning, and activities for facilitating and managing learning in the classroom. The results also demonstrate that these basic elements of professional agency were embedded in the contextualised components of student teachers’ sense of professional agency in the classroom. This study showed that the quality of peer relations is a key regulator for student teachers’ sense of professional agency from the very beginning of teacher studies. Peers are also shown to play a central role when facing challenges.
Published: 2015
Updated: Sep. 05, 2017
42
The purpose of this study was to explore Hong Kong pre-service teachers’ beliefs about the potential benefits of a short-term study abroad programme and their practices. The findings reveal that the transformation of beliefs into practices plays a critical role in the actualization of possible learning outcomes, such as increasing the use of the target language, fostering pedagogical development, broadening cultural understanding and nurturing personal growth.
Published: 2016
Updated: Sep. 04, 2017
43
This article analyses pre-service education student perceptions and perspectives related to education for democracy in Australia. The article begins by outlining the concepts of thick and thin democracy and why this is important in relation to contemporary debates about the state of civics and citizenship education, and then explains the conceptual framework of critical pedagogy and methodology. The datum analysed is discussed in relation to neoliberalism and indicates that the pre-service teachers in this study view democracy in a narrow or thin way that may impact on their classroom practice where they would be teaching about but not for democracy.
Published: 2016
Updated: Sep. 04, 2017
44
This study, drawing upon the approach of narrative inquiry, explores how a student-teacher – Ming – negotiated and navigated conflicting emotions in the process of becoming a teacher. The findings reveal that while Ming experienced some negative feelings in his work, which challenged his self-belief as a teacher, the positive emotions derived from his students’ progress and recognition contributed to his teacher identity. However, due to the constraints imposed by his mentor and the school context, his negative emotions gradually escalated, posing severe impediments to his teacher identity.
Published: 2016
Updated: Sep. 04, 2017
45
The aim of this study is to examine how special education teacher trainees who were about to begin their training perceive their professional world. The findings revealed that participants described the world of special education as being very closed, consisting of only teacher and students, completely devoid of any learning environs or community and organizational systems. In the world they described, special education teachers serve as role models for others, and devote their lives to their students. Unlike their expectations that they will be working in a closed environment in which they are solo players, they will have to work in complex, multidimensional working environments that also comprise children without special needs, other teachers and professionals, parents, and members of the community.
Published: 2017
Updated: Aug. 16, 2017
46
The authors present a sustainable and innovative model for pre-service teacher paired professional placements called the Teaching School model. The Teaching School model was piloted initially in partnership with a Metropolitan University and a P-12 College located in Melbourne’s northern suburbs in 2013. The authors present evidence of success through the voices of pre-service teachers, mentor teachers and school principals to demonstrate the success of professional experience model.
Published: 2015
Updated: Aug. 13, 2017
47
The Survey of Pre-service Teachers' Knowledge of Teaching and Technology instrument is one popular tool designed to measure Technological pedagogical content knowledge (TPACK). This study extends the measurement framework by providing a confirmatory factor analysis of the theoretical model proposed by Schmidt et al. (2009) on a sample of 227 preservice teachers from four public institutions of higher education in the southeastern United States. The data did not fit the theoretical 10-factor model implied by Schmidt et al. (2009), thus, an exploratory factor analysis was conducted to determine the optimal structure of the measurement tool for these data.
Published: 2016
Updated: Aug. 09, 2017
48
This study aimed to offer a group of preservice teachers with opportunities to learn about interdisciplinary mathematics pedagogy, plus the experience of implementing interdisciplinary mathematics pedagogy with elementary students. This study situated music within a series of mathematics lessons that incorporated the musical elements as a central, rather than superficial, component of the mathematics pedagogy. This study has provided empirical findings pertaining to the connections between music and mathematics to illustrate the concept of the entertainment-education learning strategy. To support the aim of improving preservice teachers’ knowledge for how to effectively implement mathematics teaching strategies with their future elementary students, teacher educators should strive to improve preservice teachers’ awareness of, and capacity for, making mathematics education more engaging for students.
Published: 2016
Updated: Aug. 08, 2017
49
This article reports on a case study that examined the teacher identity construction of preservice ESOL (English for speakers of other languages) teachers in a 13-month MATESOL program. The findings point out that the TCs negotiated their teacher identities throughout their teacher learning experiences in teacher education courses: 1) Throughout their teacher learning experiences in the activities offered in the IMP courses, they negotiated and enacted their emerging identities as ESOL teachers; 2) their professional interaction with other TCs through formal or informal conversations presented them with a dialogic space in which they framed and tried on their subject positions as ESOL teachers; 3) their simultaneous internship along with coursework was highlighted and acknowledged by their professors and peers, and the three TCs of IMP were positioned as experts of public school system.
Published: 2017
Updated: Jul. 12, 2017
50
In this study, the researchers compared pre-service teachers’ perceptions of their professional competencies at two campuses of a large regional teacher education university. Students who had experienced more hours in schools and such settings were more positive about their, ability to apply their knowledge of students and how they learn, classroom management, professional knowledge and practice, and community engagement; however, when students felt well supported during professional experience, such differences diminished. Additional hours were not associated with pre-service teachers’ perceptions of their ability to apply subject content and teaching; plan, assess and report; and effective student communication.
Published: 2016
Updated: Jul. 09, 2017