Search results for "Teacher"
showing 10 items of 1590 documents
Students’ Redesign of Mandatory Assignments in Teacher Education
2017
This article explores specific aspects of literacy practices in teacher education in Norway, building upon data collected within the research project Digital literacy and use of learning resources in teacher education in Norway (DigiGLU). Our main aim is to explore how teachers in different subject courses in teacher education (TE) design mandatory assignments, and how students respond to these designs. After the extensive TE-reform in 2010, in revised plans and documents guiding professional training, mandatory assignments (both form and content) were considered more important for the students’ learning process. In our investigation, the concepts of design for learning and design in learni…
Challenges in developing in-service teacher training: Lessons learnt from two projects for teachers of Swedish in Finland
2017
Teacher education in Finland is widely respected and of high quality. However, there is a recognised need to develop the educational continuum from pre-service education to in-service training. This article deals with challenges connected to in-service teacher training. Based on two projects, consisting of seven one-month courses for teachers of Swedish in Finland, we reflect on the challenges we encountered during the three-year process. In our research, theory and practice, but also data and methods, have been intertwined, as we have studied the phenomenon by using exploratory practice (Allwright, 2003). The projects and the study were based on a thorough literature review. During the pla…
Modeling a teacher in a tutorial-like system using Learning Automata
2012
Published version of a chapter in the book: Transactions on Computational Collective Intelligence VIII. Also available from the publisher at: http://dx.doi.org/10.1007/978-3-642-34645-3_2 The goal of this paper is to present a novel approach to model the behavior of a Teacher in a Tutorial- like system. In this model, the Teacher is capable of presenting teaching material from a Socratic-type Domain model via multiple-choice questions. Since this knowledge is stored in the Domain model in chapters with different levels of complexity, the Teacher is able to present learning material of varying degrees of difficulty to the Students. In our model, we propose that the Teacher will be able to as…
Pre-service Primary Teachers' Scientific Knowledge and Attitudes towards Science Learning and Their Influence on the Understanding of the Nature of S…
2016
The present study focused on the knowledge about the nature of science and the question of the extent to which this knowledge could be explained by employing scientific knowledge, as well as attitudes towards science learning. We obtained data from 171 Spanish pre-service primary school teachers on their knowledge about: a) science concepts, b) science process skills, c) the nature of science (that was split into science construction and validation and the role and function of scientific models), and d) their attitudes towards science learning. Quantitative and qualitative analyses provided interesting results: a) there were significant correlations between any pair of scores of conceptual …
Towards new challenges in Finnish pre-service teacher training
2015
Teacher training in Finland is facing a situation in which it is necessary to develop new ways to organize education according to the needs of the students and society. There is an increasing demand for a more flexible teacher study program that would make it possible for students to face the future challenges in more versatile ways. This qualitative study investigates pre-service teachers’ professional development during the 6 ECTS credits learning period in multiple authentic 21st Century learning environments in Primary school teacher training. This article provides an opportunity to discuss and develop primary school teacher training to help pre-service teachers to adapt themselves to f…
Pre-Service Primary Teachers' Beliefs of Teaching Science With Simulations
2016
Although the benefits of the use of simulations in science education have been extensively documented, research on pre-service teacher education related to the use of simulations in science teaching remains limited. The aim of this study was to investigate the beliefs of pre-service primary teachers in two teacher training programs of two different universities (n = 36 and n = 18) related to teaching science with simulations. The teachers participated in an intervention where they planned and gave a science lesson where simulations were used. The effect of the two different types of interventions on the beliefs was also studied. The Interconnected Model of Professional Growth by Clarke and …
The Induction Phase as a Critical Transition for Newly Qualified Teachers
2012
This chapter addresses the issue of becoming a teacher, with the induction phase as a critical transition from initial teacher education to the lifelong professional learning of teachers, and mentoring as a tool of support. It presents newly qualified teachers’ views on initial teacher education and discusses the need for fostering the connection between teacher training and the induction year. New teachers’ views on teacher induction and mentoring are based on research findings in Finland and other Nordic countries. Another important question addresses how initial teacher education can facilitate the metamorphosis of a student teacher into an autonomous teacher. The new teachers’ experienc…
Informal learning contexts in the construction of physical education student teachers’ professional identity
2022
This study aimed to investigate the significance of informal learning contexts in physical education (PE) student teachers’ professional identity construction. It addressed two research questions: How do informal learning contexts contribute to the construction of PE student teachers’ professional identity? What forms of relationships can be identified between the informal and formal contexts of learning in PE student teachers’ professional identity construction? The data consisted of 20 semi-structured interviews with PE student teachers during the final teaching practice period. The data were analysed using structural and pattern coding methods. The analysis revealed that informal learnin…
Status versus nature of work : pre-service language teachers envisioning their future profession
2020
Considering the central role of identity in understanding teacher development, this paper addresses the ways in which pre-service language teachers envision their identities as future professionals. The paper is based on a qualitative study of 61 students’ visualisations of their future work during their first semester in language teacher education. The visualisations and accompanying descriptive texts were analysed using the principles of qualitative content analysis. In the analysis, two different ways of perceiving future professions, and thereby identities as professionals, were identified. The first was a nature-oriented perspective that focused on desired characteristics of the profes…
Pupils' psychosocial skills in primary education : analysis of their relationship with teaching practices and pupil achievement
2021
The explanation of the differences in success between pupils in primary schools has already mobilized a great deal of research in the field of education. In this thesis, we explore the development of six psychosocial skills (WHO, 1994): cooperation, empathy, self-control, anxiety, self-esteem and internality. Given the prevalence of the effect of teaching practices on the student's educational pathway (Bressoux, 1994, 2001; Hanushek, 2002, 2014), we hypothesized that (1) the interactional profile of primary school teachers was related to the level of development of psychosocial competencies, and (2) the level of development of psychosocial competencies in relation to the teachers' profile h…