Search results for "Teacher preparation"
showing 10 items of 15 documents
Teacher preparation for inclusion in Norway: a study of beliefs, skills, and intended practices
2017
ABSTRACTThe aim of this study was to examine the relationship between the educational experiences of teacher education students and their attitudes towards planning and making adaptations for children with learning disabilities in inclusive classrooms. Participants comprised pre-service teachers in the second and fourth years of teacher preparation at a major Norwegian university. Fourth-year students were completing a 1-year elective in special education (n = 34) or coursework in other subjects (n = 30). Second-year students were grouped based on their intention to take special education (n = 26) or other coursework (n = 62). Participants rated their beliefs, skills, and intended practices…
Assessing the Level of Collaborative Writing in a Wiki-Based Environment: A Case Study in Teacher Education
2016
Wikis have received the last few years a growing interest as tools for supporting collaborative writing in teacher education. This paper reports on results from a case study that aimed at assessing the level of collaborative writing among teacher students. Taking advantages of wiki affordances, the proposed theoretical framework uses a taxonomy of category actions that can be carried out on wiki. These provide a powerful instrument to analyze students’ individual contributions to the wiki and level of collaborative writing among students as well. Implications for teacher preparation and professional development are drawn from the results and future research actions are envisaged to enhance …
Strategies for Active Learning to Improve Student Learning and Attitudes Towards Physics
2021
Over the last several years, active learning methods and strategies have received considerable attention from the educational community and are commonly presented in the related literature as a credible solution to the reported lack of efficacy of more “traditional” educative approaches. Research has shown that a possible factor is the strongly contextualized nature of active learning that focuses on the interdependence of situation and cognition. In this paper, we report the results of a Symposium with different contributions in the field of research on active learning. We start with a system analysis of the mental processes involved in learning physics which explains how active learning i…
Latvijas Universitātes Raksti; 780 .sēj.
2012
Teacher Educators’ Professional Identity in English-Medium Instruction at a Finnish University
2021
Publisher Copyright: © 2021, University of Ljubljana. All rights reserved. Although different forms of English-medium instruction (EMI) are being recognised, the different ways in which EMI can impact the pedagogical activities and expertise of higher education educators have received less attention. Using face-to-face and written interviews with nine teacher educators at a Finnish university, this study examines the most important aspects teacher educators perceive in their work through EMI and how these aspects connect to the understanding of their professional identity. The study is theoretically premised on the interconnected concepts of pedagogical doing, pedagogical being, pedagogical…
Diversity in Coherence : Strengths and Opportunities of Three Programs
2017
Author's accepted version (post-print). Although teacher educators may perceive their program and courses to be coherent, the question remains to what extent student teachers also are able to perceive the linkages within their programs. Coherence within teacher education programs is important for teacher candidates to build understanding of teaching. Our study draws upon survey data from 269 teacher candidates, in three different teacher education programs, located in three different countries (Norway, Finland, United States [California]) and compares these candidates’ perceptions of the coherence of their teacher education programs. Candidates from a program that has explicitly been workin…
Evaluation of the behavioral and affective outcomes of novice teachers working in professional development schools versus non-professional developmen…
2018
Abstract The purpose of this study was to evaluate the outcomes of teacher preparation based in Professional Development Schools (PDSs) in secondary education in The Netherlands over a period of three years. Approximately 150 teachers in non-PDSs were compared with 50 teachers in PDSs with declining response rates. Classroom observation ratings and student perceptions of PDS teachers in the second year were higher compared to non-PDS teachers. PDS teachers reported higher levels of teacher efficacy in each year. PDS-based teachers evaluated their teacher preparation and their learning opportunities significantly more positively compared to non-PDS-based teachers. Even though the sample size…
Pre-service Science Teacher Preparation in Europe: Comparing Pre-service Teacher Preparation Programs in England, France, Finland and Cyprus
2015
A number of reports recently identify that the quality of science education in a number of European countries is lower than expected. One of the reasons for the apparent underachievement in this generally economically prosperous continent might be a pedagogy of science that lacks variety, or a pedagogy that is less engaging than other subjects. Given the diversity of European education systems, the purpose of this paper is to present aspects of four pre-service teacher preparation programs illustrating the similarities and differences that emerge. Specifically, we present the teacher preparation programs in England, Finland, France and Cyprus.
Tendencias actuales en la formación del profesorado de ciencias
2021
In the last few years, there has been a significant growth of interest in science teacher education. An analysis of recent science teacher education research is offered in this paper. This study answers the major question: What does research tell us about the recent trends in teacher preparation? We are beginning to understand that in the in-service or pre-service training is it very important to know the effects of: a) a limited content knowledge, b) the «commonsense» conceptions, behaviors and attitudes about different aspects of science teaching; c) the need of integration «knowledge -practice» in programs of teacher education and that; d) theses obstacles to didactic knowledge adquisiti…
Preservice teachers’ perspectives about coherence in their teacher education program
2019
While different countries have inherited different methods of teacher preparation, all countries aim for coherent programs, i.e. university-based courses are aligned with classroom practice. Yet, m...