International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Instruction in Teacher Training
Page 18/93
925 items
171
This study had several goals to: (a) describe the associations between aspects of personal and social identity, generativity, and the development of teacher identity in first year teaching students; and (b) examine which aspects of personal and social identity, and generativity predict teacher identity after controlling for a number of relevant covariates. A further aim of the study was to discuss the theoretical and research implications of considering professional teacher identity from a developmental and social psychological perspective in light of the results from the present analysis. This study suggests that those who have a well-formed sense of personal identity are more likely to be ready to begin the process of forming a professional identity. The findings also point to the potential value of pursuing an understanding of professional teacher identity as a developmental and social psychological process.
Published: 2013
Updated: Oct. 14, 2015
172
The main objective of the present study was to explore if students and teachers perceive the same antecedents of students’ boredom. The authors asked students to report the reasons for their boredom and compared the teachers’ perceptions to the students’ answers. The results show that students were able to describe the antecedents of their boredom profoundly and in detail. The comparison of students’ and teachers’ perspectives revealed a strong correspondence. The results reveal that most of the antecedents named by students were also mentioned by teachers with only the exception of the student category teacher’s personality.
Published: 2014
Updated: Oct. 13, 2015
173
In this article, the authors describe the essential characteristics of co-teaching and what is appropriately called apprentice teaching. They also outline the similarities and differences between these two collaborative practices, including overall program structure, the contributing characteristics of the participating individuals, and the nature of the professional relationships.
Published: 2015
Updated: Sep. 24, 2015
174
The purpose of this study was to explore the transfer of learning from teacher training to classroom practice by examining the effectiveness of CT-integrated instruction on junior high school students’ critical thinking skills and critical thinking dispositions. The findings suggest that critical thinking skills and dispositions were successfully transferred to learners.Furthermore, the results indicate that the CT-integrated English instruction had a positive impact on participants’ academic performance.
Published: 2012
Updated: Sep. 21, 2015
175
In this study, the authors examined primary school teacher candidates’ ability to use their existing pedagogical and mathematical knowledge to incorporate social justice into the content of mathematics lessons. The findings revealed that Grades 1-6 elementary Teacher candidates had foremost trouble articulating their understandings of social justice, its role in mathematics education, and its meaning in mathematics classrooms. They were unable to provide explicit and relevant examples of social justice teaching in the context of mathematics classroom, nor were they able to incorporate social justice into the mathematics lesson.
Published: 2013
Updated: Sep. 08, 2015
176
This study examines how prospective teachers’ subject knowledge influences their approach to teaching the topic of area. The strengths and limitations of the participants' subject knowledge are examined, in relation to their selection of teaching activities. The results suggest connections between these strengths and limitations, in relation to espoused teaching activities and pedagogical orientations.
Published: 2012
Updated: Aug. 19, 2015
177
This article explores how teacher candidates in a primary physical education curriculum and methods course learned about and were influenced by efforts to emphasise classroom community and organisation. The findings suggested that most teacher candidates came to recognise pedagogies that fostered a sense of community; however, only a few were able to connect this to their developing visions for teaching.
Published: 2015
Updated: Aug. 18, 2015
178
This paper reports on a dialogic model of international practicum, involving Australian pre-service students and two mentors on a 22-day placement in South Africa. The authors begin with a traditional qualitative case study of the practicum program, identifying benefits for some students.
Published: 2015
Updated: Aug. 16, 2015
179
This study examined the inquiry processes of two research groups in teacher education with the aim of answering the following research question: To what extend and in what way do student teachers, in the context of a research project, engage in elaboration and decision making during the research process? The results of both of these research groups exemplify how both decision making and elaboration are necessary elements to reach the full potential of a collaborative research project. The authors have shown that a research activity in which student teachers are supposed to collaborate is challenging and requires hard work. Alongside everything else that student teachers have to do for both the institute and at school, they experience much time pressure.
Published: 2012
Updated: Aug. 04, 2015
180
Views From the Trenches: Teacher and Student Supports Needed for Full Inclusion of Students With ASD
This study seeks to determine the needs of students with autism spectrum disorder (ASD) in fully inclusive settings as well as teachers’ needs in facilitating their students’ success. The study was translational in nature by focusing on the practice and daily experiences of teachers for informing professional development. Teachers highlighted the knowledge and skills teachers need for students with ASD to fully benefit from inclusive educational placements.
Published: 2015
Updated: Jul. 30, 2015