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Search Results for 'Student attitudes' (Keyword)
182 items found 1 / 19 Go to page 
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1   |   From section Preservice Teachers
Exploring Pre-service Secondary Teachers’ Understanding of Care
This study investigates how pre-service teachers understand their caring role and their potential responsibility to care for students. The authors conclude that it was shown that within an Australian teaching and learning context ‘care’ was valued among these pre-service secondary teachers. However, the findings identified student tensions around discipline, boundary issues as well as anxiety about decision-making when faced with various caring dilemmas. Furthermore, the results revealed that these anxieties were underpinned by concerns about the limited training in this area.
Publication Year: 2016    |    Updated in ITEC: December 11, 2017
2   |   From section Preservice Teachers
Pre-service Teachers’ Science Beliefs, Attitudes, and Self-efficacy: A Multi-Case Study
The purpose 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.
Publication Year: 2015    |    Updated in ITEC: March 2, 2017
3   |   From section Instruction in Teacher Training
Pre-service Physical Education Teachers’ Indigenous Knowledge, Cultural Competency and Pedagogy: A Service Learning Intervention
In this article, the authors investigate the effects of a community- and school-based service learning experience (SLE) on pre-service physical education teachers’ Indigenous knowledge, cultural competency and pedagogy. Findings support the design of the SLE, with statistically significant changes in pre-service teachers’ perceptions of their cultural competency. Pre-service teachers were able to challenge their assumptions about Indigenous students, plan and implement student-centred and culturally relevant pedagogies.
Publication Year: 2016    |    Updated in ITEC: January 25, 2017
4   |   From section Theories & Approaches
Teacher education pedagogy: disrupting the apprenticeship of observation
The current study examines one ‘educative experience purposefully embedded in meaningful pedagogical experiences’ using the three-level model of teacher learning. Findings indicate preservice teachers derived a range of learning from the educative experience, and most were found to be surfacing, confronting, and beginning to replace naïve notions of teaching, learning, and assessment.
Publication Year: 2016    |    Updated in ITEC: January 3, 2017
5   |   From section Instruction in Teacher Training
Giving Students a Voice: Perceptions of the Pedagogical Advisory Role in a Teacher Training Program
This study focused on the students’ perception of the role of the pedagogical advisor. A uniform voice identified in participants’ responses clearly expressed a desire to be viewed as partners and have a more active role in the program in terms of their own learning process. At the same time, they also expected their pedagogical advisors to lend not only professional but also personal support and to help them cope with all aspects of the program.
Publication Year: 2015    |    Updated in ITEC: January 3, 2017
6   |   From section Instruction in Teacher Training
From Learner to Teacher: Practice, Language, and Identity in a Teaching Practicum
Author John Trent
The purpose of this study was to understand how a group of pre-service English language teachers constructed and negotiated their identities as teachers during a teaching practicum. The results of this study suggest that the identity work is an essential feature of student teachers’ experiences of a teaching practicum as they attempt to position themselves as particular types of teachers, not only within their placement schools, but also in relation to their understandings of what it means to be a language teacher, both within Hong Kong and beyond. However, the study also highlighted the potential for identity conflict that can arise if there is a mismatch between the subject positions offered to pre-service teachers within teacher education programmes and practicum placement schools and the student teachers own self-positioning as teachers.
Publication Year: 2013    |    Updated in ITEC: December 28, 2016
7   |   From section Preservice Teachers
Using Concept Maps to Elicit and Study Student Teachers’ Perceptions about Inclusive Education: A Tanzanian Experience
In this study, concept map exercises were used to trigger student teachers’ thinking about the inclusion of students with disabilities in the regular learning settings. The results show that the construction of concept maps by small groups of student teachers has the potential to engage students in lively discussions, and to contribute to creative and reflective thinking. An analysis of the content of the 134 maps that were constructed identified ten main themes about inclusive education. Three of the themes dealt with pupils’ well-being, particpation in school activities and learning. Two dealt with a teacher’s situation. Five dealt with school resources and policy issues.
Publication Year: 2015    |    Updated in ITEC: December 27, 2016
8   |   From section Instruction in Teacher Training
Bilingual Pairs in Teacher Education: Exploring WILD Strategies in an Environmental Education Workshop
In this research, the authors narrate the results of a linguistically accommodated environmental education workshop in which monolingual and bilingual preservice teachers were exposed to instruction in English and Spanish. The authors contend that environmental initiatives, such as Project Wildlife in Learning Design, can promote an understanding of interdependence as a construct that is permeated by caring behaviors that are socially and linguistically situated.
Publication Year: 2014    |    Updated in ITEC: December 7, 2016
9   |   From section Theories & Approaches
Going URB@N: Exploring the Impact of Undergraduate Students as Pedagogic Researchers
In this article, the authors have explored the impact of Undergraduate Research Bursaries at Northampton (URB@N) on undergraduate students’ experience of conducting pedagogic research; of acquiring the skills of a nascent researcher; and of working with an academic research leader. The findings demonstrate the positive impact of the scheme for undergraduate learners. Students were able to reflect on their own learning and recognise the value obtained from their ‘hands-on’ experience of conducting pedagogic research in partnership with staff. Students articulated both tangible and intangible benefits from their learning and participation in the scheme. Alongside this, they showed strong allegiance to improving the student experience by wanting to share their findings and contribute to enhancing the learning and teaching environment for current and future learners.
Publication Year: 2014    |    Updated in ITEC: November 9, 2016
10   |   From section Beginning Teachers
Approaches to Curriculum: The Journey from Preservice Training to Novice Teacher
Author Liora Levi
This longitudinal study examined the curricular approaches of 14 student-teachers in training to teach Jewish subjects, from the preservice training stage through the beginning of teaching in secondary schools. This study focuses on the student-teachers’ approaches to curriculum and the differences in their attitudes toward two formal study programs: Jewish Philosophy and Bible studies, that differ in character and essence. The study’s findings identified differences in the curricular approaches held by the participating student-teachers from the beginning of training through professional teaching. Furthermore, it seems that the institutional component was a significant factor in the differences between the two subjects.
Publication Year: 2016    |    Updated in ITEC: September 1, 2016
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