Search results for "student teacher"
showing 10 items of 76 documents
Design and development of a microscopic model for polarization
2009
As research shows that the knowledge and use of models and modelling by teachers is limited, particularly for predicting phenomena, we developed and applied a sequence of three representations of a simulated model focusing on polarization and specifically showing the behaviour of an atom, and forces exerted on a dipole and an insulator, when a charged particle is placed anywhere near them. The sequence was tested with beginning student teachers. They worked with specially developed worksheets in which the simulated model was treated, before carrying out hands-on experiments embedded in a model-based instructional unit which aimed to help the student teachers understand polarization and beco…
Combining Knowledge of Physics and Chemistry in Teaching: The Behaviour of a Narrow Jet of Water in the Presence of Charged Insulators
2001
In this study the aim was to find out how student teachers applied their knowledge, in physics and chemistry, in an upper secondary science topic. The first stage consisted of an analysis of the upper secondary students’ interpretations of an experiment in which a charged rod is brought near another charged rod and a narrow jet of water. The second stage of the study was based on these results. The main research question was: How do the student teachers apply their knowledge to their explanations? The main finding was that the student teachers’ answers bore a strong resemblance to those of the upper secondary students. The earlier learning situation influenced the student teachers’ interpre…
Influence of Content Knowledge on Pedagogical Content Knowledge: The case of teaching photosynthesis and plant growth
2009
International audience; Abstract The aim of the research was to investigate the effect of the amount and quality of content knowledge on pedagogical content knowledge (PCK). The biological content photosynthesis and plant growth was used as an example. The research sample consisted of 10 primary and 10 secondary (biology) teacher students. Questionnaires, lesson preparation task and an interview were used to collect data. Primary student teachers' were not aware of students' conceptual difficulties and had problems in choosing the most important content. Neither of the groups had knowledge on suitable experiments and demonstrations, which indicates that PCK should be explicitly taught. The …
Teacher Talk Patterns in Science Lessons: Use in Teacher Education
2006
This paper presents an innovative and useful methodology to analyze instructional talk. In teacher education, there is a lack of practical methods that the tutor teacher can use to discuss and reflect on student teachers’ lessons. The student teacher cannot remember what actually happened during the lesson, and the feedback and discussions are based on memory and are, therefore, unstructured. The purpose of this explorative and descriptive case study was to characterize the teacher talk used in the process of a teacher’s guidance of secondary school students’ acquisition of knowledge about physics. First, a classification method for classroom talk was developed. Then, using this method, the…
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…
RESEARCHING SELF-ASSESSMENT OF STUDENT TEACHERS’ PEDAGOGICAL ACTIVITY IN THEORY AND PRACTICE
2015
In professional growth of teachers, self-assessment of the pedagogical activity is a precondition for their effective practice therefore student teachers are encouraged to carry out self-assessment of the pedagogical activity already at the beginning of their studies. In order to make self-assessment of student teachers’ pedagogical activity more productive, it is important to find out a theoretical concept of self-assessment of student teachers’ pedagogical activity and to understand what impacts self-assessment of their pedagogical activity in practice. In the due course of the analysis of the scientific literature definition and functions of self-assessment of student teachers’ pedagogic…
Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland
2017
This article examines from the student perspective a new Finnish model of teacher development that uses the peer group mentoring (PGM) method for combining pre-service and in-service teacher education. Reflective reports of student teachers (N = 19) who participated in PGM were analyzed using the phenomenographic method. The results show that students' experiences varied from considering the activity as (1) a coffee break or (2) peer-support, to seeing it as (3) identity construction or (4) a way of participating in a professional community. In further development of the model more emphasis should be placed on the integration of theory and practice. peerReviewed
Awareness and knowledge of cyberethics : a study of pre-service teachers in Malta, Norway, and Spain
2021
This paper explores the awareness and knowledge of cyberethics held by pre-service teachers across three European countries. The study was conducted via an online survey and yielded 1,131 responses from pre-service teachers in Malta, Norway, and Spain. The facets of cyberethics included in this study focused on behaving responsibly online, safeguarding privacy, respecting copyright, seeking consent of friends before posting images or videos on social media platforms, and considering their professional identity as future teachers when posting online. The findings indicate that pre-service teachers reported relatively similar levels of competence in applying copyright and respecting privacy r…
Integrated initial and continuing training as a way of developing the professional agency of teachers and student teachers
2020
In this paper, we discuss training aimed at supporting the professional agency of teachers and student teachers. Drawing on socio-cultural and post-structural theories, we conceptualize professional agency as achieved by participation in professional practices. We employ our conceptualization in an analysis of a Finnish pilot training that combined initial and continuous training for preschool and primary school teachers. We argue that the practices of reflection and collective enquiry inherent in the model offer a fruitful starting point for further efforts to understand how to support the development of the professional agency of teachers and student teachers simultaneously. peerReviewed
Physical education student teachers' perceptions of applying knowledge and skills about emotional understanding studied in PETE in a one-year teachin…
2013
Background: Recently, there has been growing interest in the emotional aspects of teaching and learning in general education and in physical education (PE). Scholars have argued that high-quality teaching and learning depend on a teacher's knowledge of students' emotions (Hargreaves 1998, 2000, 2002; McCaughtry 2004; McCaughtry and Rovegno 2003; Owens and Ennis 2005; Poulou 2007; Sutton and Wheatley 2003). To this end, three course modules in social and emotional learning (SEL) were added to the degree programme for PE students in Finland. Purpose: The purpose of this study was to examine student teachers' retrospective perceptions of implementing social and emotional strategies to build em…