Search results for "teacher education."

Teachers' Attitudes toward Educational Inclusion in Spain: A Systematic Review.

2021

Inclusive education is currently one of the main aspirations of the Spanish educational system and one of the key aspects for its achievement is teachers’ attitudes toward educational inclusion. In recent years, many studies worldwide have analyzed this aspect, but so far, any systematic review has specifically focused on the Spanish educational framework. For this reason, the purpose of this paper is to review the studies published from 2010 to 2019 whose aim was to analyze teachers’ attitudes towards educational inclusion in Spain. After a literature search in four different databases (PsycInfo, ERIC, Dialnet Plus, and Google Scholar), 34 studies were selected and reviewed. The results su…

Regioninės kultūros samprata rengiant mokytojus Latvijoje, Lietuvoje ir Norvegijoje: lyginamoji atvejo analizė.

2019

Straipsnyje nagrinėjama regionų kultūra, regioninių tradicijų svarba, siekiant šalies kultūrinio tvarumo. Vis dėlto regioninių tradicijų puoselėjimas dažnai laikomas kliūtimi globalizacijai ir daugiakultūriškumui. Kyla klausimas: kaip apsaugoti ir plėtoti regionų kultūrinę įvairovę, kultūros paveldą? Mokytojų rengimui tenka svarbi misija ‒ plėtoti idėjas apie regioninės kultūros svarbą, inicijuoti jos išsaugojimą bei ieškoti jungčių tarp regioninio ir globalaus konteksto. Tyrimu siekiama nustatyti, kokie faktoriai skatina arba trukdo plėtoti būsimųjų mokytojų kompetencijas, kurios leistų sėkmingai ugdyti pradinės mokyklos mokinių regioninės kultūros supratimą. Lyginamoji trijų šalių (Latvij…

Introduction to the Special Issue

2019

Student’s voice online: Experiences of PE in Finnish schools

2012

The aim of this descriptive study was to find out how people describe their experiences of physical education (PE) in Internet discussion forums. The data for this study were collected during one randomly chosen week in April 2007 via a GoogleTM search using the Finnish word ‘koululiikunta’ [school PE]. The first 200 hits lead into nine discussion forums, which were analysed by using qualitative content analysis. These nine discussion forums included all together 356 messages. For searching these discussion forums no criteria about the writers’ age, race, class, gender or other were set. The messages were coded with sequential classification and grouped into positive, negative and both posi…

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…

How teachers in different educational contexts view their roles

2003

Abstract Based on the premise that teachers’ perceptions of their professional roles are closely linked to their self images and their impact on the learning and achievement of their students, a study was conducted to investigate the relationship between the context of teachers’ work and their views of themselves as professionals. Sixty teachers in Israeli vocational senior high schools participated in the study. Half taught high-achieving and half low-achieving students. Teachers’ professional images of self were uncovered by asking them to match their images of themselves as teachers with drawings of other, carefully chosen, occupations and to comment on their choices. The use of metaphor…

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…

Nye læreres erfaringer med skolen som organisasjon

2019

While research on newly qualified teachers often focuses on the performative aspect of teaching, this article investigates novice teachers’ encounter with the school as an organization. Five new teachers were interviewed during the last semester of teacher education and after working for three first months. Through teacher education they have a certain knowledge of the school and its culture, and they both look forward to and dread to start working as teachers. Nevertheless, as job seekers they make few demands of their future workplace. The results of the study indicate that new teachers meet very challenging working conditions and inadequate mentor support. The conclusion gives rise to co…

Topošo skolotāju pedagoģiskās darbības pašizvērtēšana

2015

Elektroniskā versija nesatur pielikumus

Newly qualified teachers’ work engagement and teacher efficacy influences on job satisfaction, burnout, and the intention to quit

2011

Teacher policy is high on national agendas and countries are seeking to improve schools. Demands on schools and teachers are more complex and it is expected that a larger number of teachers will enter the profession. Studies indicate that the period when teachers are newly qualified is a peak time for leaving the profession. The purpose of this study was to investigate work engagement and teacher efficacy and their relationship to job satisfaction, burnout and the intention to quit among newly qualified teachers. 750 questionnaires were distributed to teachers who had less than six years experience as a teacher after they had completed their teacher education from one university in southern…