International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Preservice Teachers
Page 18/47
466 items
171
This study aims to assess the level of emotional intelligence of student teachers. The authors used Mayer and Salovey’s emotional intelligence model and the MSCEIT test of emotional intelligence. This study shows that the pre-service teachers studied have levels of emotional intelligence below the norm for the wider population. The gender differences are greater in this sample than would be expected in the wider population. These data suggest that, on average, student teachers may need help in all four of the competence areas that have been described. The data also suggests that male students, on average, are weaker than female students at using emotions to facilitate thinking and at regulation of emotion.
Published: 2012
Updated: Jan. 27, 2015
172
This article investigates teacher identities of first-year student teachers through their practical theories. The results revealed that when student teachers begin their teacher education, the majority of positions concern didactical issues, that is, how to promote pupils’ studying and learning processes. In addition, the participants’ teacher identities as teachers strongly emphasise the moral nature of teaching. Contextual issues about school and society and matters related to content, such as the curriculum, had little representation in first-year student teacher identities.
Published: 2014
Updated: Jan. 20, 2015
173
This article reports on findings form a study which, identified perceptions of reading and the teaching of reading held by trainee teachers. The study also identified the impact on the author's provision as a teacher educator. It found that students’ past and present experiences of learning to read and being a reader influenced their perceptions of what reading is and of what it means to teach reading. As a teacher educator, the author is not able to give students long experience of seeing children becoming readers. However, she is able to give them richer experiences of reading in personally and culturally relevant contexts.
Published: 2013
Updated: Jan. 20, 2015
174
This paper explores pre-service and in-service science teachers’ perceptions on active learning. The paper also examines the effectiveness of active learning by pre-service science teachers in the Irish second level classroom through a two-phase study. The test results show a significant difference between traditional teaching and active learning. However, overall analysis indicates that the majority of teachers in the study were not convinced of the value of this way of teaching.
Published: 2014
Updated: Jan. 15, 2015
175
This study was designed to examine elements of teacher preparation programs that may be related to pre-service teachers’ sense of efficacy. This study found that the academic measures, such as GPA at graduation and Praxis scores, were not significantly correlated to TSES total score. The results also show that pre-service teachers’ perceptions of support during student teaching had a significant moderate correlation to the TSES scores.
Published: 2014
Updated: Jan. 13, 2015
176
The purpose of this study was to determine how productive future teachers were able to engage in reflections without instructor scaffolding when presented with animations of algebra instruction. The participants posted their reflections on an asynchronous, online discussion with no instructor scaffolding. The authors conclude that this study provides evidence that there are at least three dimensions to reflection: content, connectedness, and complexity. This study provides evidence that connectedness and complexity are not necessarily linked; one could be low while the other is high.
Published: 2014
Updated: Jan. 07, 2015
177
This paper reports the results of a questionnaire-based survey, which examined how pre-service teachers perceive online education. The questionnaire focused on the degree to which teacher candidates consider the Internet useful for coursework, and their level of preparedness for taking online courses. The results may support the University’s commitment to ensure that teacher education prepares its pre-service teachers to apply and integrate technology in their own future teaching.
Published: 2014
Updated: Dec. 23, 2014
178
This study explored how pre-service teachers’ motivation and their sense of teaching efficacy influence their expectation about reality shock during the first year of professional teaching. The results revealed that the pre-service teachers’ expectation of reality shock was negatively related to teacher efficacy and intrinsic motivation while it was positively related to introjected and external motivation. Furthermore, it was found that pre-service teachers’ sense of efficacy and introjected motivation were strong predictors of their expectation of reality shock, when gender difference was controlled for.
Published: 2014
Updated: Dec. 23, 2014
179
The purpose of this study concerns student teachers’ interpersonal profiles and the accuracy of their self-belief regarding the interpersonal relationship with students at the beginning and end of the internship. The findings reveal that there were fewer student teachers with preferable interpersonal profiles at the end of the internship than in the beginning. Self-beliefs at the beginning indicated that the majority of student teachers were underestimating themselves; at the end of the internship most of them were overestimating themselves.
Published: 2013
Updated: Dec. 23, 2014
180
In this study, the authors intended to focus on: (1) the development of teachers’ self-perception of their roles; (2) the major concerns of the teacher candidates; and (3) the reasons behind these concerns. The findings revealed that the participants considered their roles as teachers as being both the authority and facilitator in the classroom, and focused on both content delivery and student moral development. The authors claim that it is important for teacher educators to recognize teacher candidates’ struggles between the ideal and the reality of teaching, and their concerns with the ways they present themselves in front of the students.
Published: 2012
Updated: Dec. 14, 2014