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Search Results for 'Perceptions' (Keyword)
78 items found 1 / 8
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1   |   From section Preservice Teachers
Developing Pre-service Primary Teachers’ Perceptions of Cross-Curricular Teaching through Reflection on Learning
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.
Publication Year: 2012    |    Updated in ITEC: September 12, 2017
2   |   From section Preservice Teachers
Special Education Trainee Teachers’ Perceptions of their Professional World: Motives, Roles, and Expectations from Teacher Training
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.
Publication Year: 2017    |    Updated in ITEC: August 22, 2017
3   |   From section Assessment & Evaluation
Assessing Pedagogical Balance in a Simulated Classroom Environment
In this paper, the authors (a) examine changes in preservice teacher perceptions of teaching confidence and teaching experience resulting from simSchool use, and (b) report findings from recent studies of a new proposed measure for simSchool data, pedagogical balance. Findings from two studies show that preservice teachers significantly (p < .05) improve pedagogical balance and increase awareness of effective teaching skills through simSchool training.
Publication Year: 2015    |    Updated in ITEC: August 10, 2017
4   |   From section Preservice Teachers
Learning to Teach Music-themed Mathematics: An Examination of Preservice Teachers’ Beliefs about Developing and Implementing Interdisciplinary Mathematics Pedagogy
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.
Publication Year: 2016    |    Updated in ITEC: August 9, 2017
5   |   From section Instruction in Teacher Training
Korean EFL Teachers’ Perceptions of the Impact of EFL Teacher Education upon their Classroom Teaching Practices
This study employed qualitative data collection and analysis methods to investigate the influence of English as a foreign language teacher education programme on Korean teachers’ classroom teaching practices. Findings from the analysis included that: a) most of the teachers were dissatisfied with the largely theory-oriented pre-service teacher education programmes that they attended; b) a major source of influence on their teaching was their experience of in-service teacher training programmes with practical curricula; c) observation of other fellow teachers’ teaching had the strongest impact upon the teachers’ teaching practices; and d) the teachers’ low English proficiency and the washback effect of the Korea Scholastic Aptitude Test hindered the maintenance of the changes brought about by in-service teacher education programmes.
Publication Year: 2016    |    Updated in ITEC: July 10, 2017
6   |   From section Preservice Teachers
Just Add Hours? An Assessment of Pre-service Teachers’ Perception of the Value of Professional Experience in Attaining Teacher Competencies
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.
Publication Year: 2016    |    Updated in ITEC: July 10, 2017
7   |   From section Professional Development
The Effect of Cognitive Apprenticeship-Based Professional Development on Teacher Self-Efficacy of Science Teaching, Motivation, Knowledge Calibration, and Perceptions of Inquiry-Based Teaching
This study explored the effects of a 1-year professional development (PD) based on a cognitive apprenticeship model of research experiences on inservice teacher self-efficacy of science teaching, motivation, knowledge calibration, and perceptions of inquiry. Results indicated that inservice teachers changed their perceptions of inquiry and maintained high self-efficacy throughout all phases of the study. However, teachers refrained from making long-term changes in their cognitive strategy instruction.
Publication Year: 2015    |    Updated in ITEC: July 10, 2017
8   |   From section Preservice Teachers
Preservice Teachers' Perception of Assessment Strategies in Online Teaching
This study examines online assessment strategies employed by preservice teacher candidates when creating thematic learning experiences in online teaching environments. The findings reveal that the majority of students cautiously made use of more traditional tools such as quizzes and reports without taking full advantage of the power and potential of collaborative and creative potential in the development of authentic assessments. Analysis of these data showed that teacher candidates at the upper elementary level and in subjects like Science and Language Arts made far greater use of open-ended summative assessment activities than did other subgroupings.
Publication Year: 2016    |    Updated in ITEC: July 2, 2017
9   |   From section Preservice Teachers
Workplace Learning Impact: An Analysis of French-Secondary Trainee Teachers’ Perception of their Professional Development
The aim of this study was to inquire into the professional development of French secondary- trainee teachers. The results first showed that learning in the workplace is a multifaceted process including mentoring, learning with experienced colleagues and learning by oneself from classroom teaching. Because trainee teachers tended to cite colleagues more often than mentors, it appears that workplace learning cannot be curtailed to mentoring. The authors argue that the findings of this research have allowed them to claim that there is a relationship between learning modes used for the competencies to be acquired and the content of these competencies.
Publication Year: 2013    |    Updated in ITEC: June 11, 2017
10   |   From section Preservice Teachers
The Role of Legitimacy in Student Teaching: Learning to “Feel” Like a Teacher
In this study, the author investigates how student teachers perceive legitimacy conferred by their cooperating teachers. As this study illustrates, the ways in which cooperating teachers provide access to the lived experience of teaching are consequential. Being more than just a conduit for conveying the knowledge of teaching during the student teaching experience, cooperating teachers must be conscious of the moves they make and the access they provide student teachers to the work of teaching and teachers.
Publication Year: 2011    |    Updated in ITEC: May 28, 2017
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