Search results for "teacher education."
showing 10 items of 336 documents
Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices
2017
Using a sample of 359 in-service teachers, this study examines Japanese teachers' attitudes toward inclusive education and their self-efficacy for inclusive practices. The results indicate that although teachers’ sentiments toward disabilities were generally positive, the teachers had some concerns about implementing inclusive education in their classroom. The overall level of self-efficacy was relatively low in the Japanese sample compared to that of other countries, particularly in relation to managing problematic student behavior. Self-efficacy regarding managing behavior and collaboration was related to overall attitudes toward inclusive education. The findings can enable useful insight…
Pre-service teachers’ self-efficacy in implementing inclusive practices and resilience in Finland
2021
Abstract This study aims to explore Finnish pre-service teachers' self-efficacy in implementing inclusive education and their resilience. Survey data were collected from 105 pre-service teachers studying in a teacher education programme in one university in Finland. The relationships between pre-service teachers' self-efficacy in implementing inclusive practices, their perceived resilience, and background variables were examined using structural equation modelling. The results confirmed a three-factor structure for self-efficacy in implementing inclusive practices among the pre-service teachers. In addition, pre-service teachers’ self-efficacy was the strongest variable that related to thei…
Pre-service Teachers’ Views on inclusive Education in Ghana
2013
Pre-service teacher training has been identified as one of the key factors in the promotion of inclusive education. In this study, 200 final-year pre-service teachers from three colleges of education in Ghana were surveyed about their views and knowledge on inclusive education and special educational needs (SEN). The results showed that almost all of the participants had been introduced to the concept of inclusion during their studies. However, only one-third felt highly, or somewhat, prepared to teach children with SEN. The level of knowledge and feelings of self-efficacy were highest among those pre-service teachers who had personal experience of supporting children with SEN during their …
Overcoming acculturation: physical education recruits' experiences of an alternative pedagogical approach to games teaching
2015
Background: Physical education teacher education (PETE) programmes have been identified as a critical platform to encourage the exploration of alternative teaching approaches by pre-service teachers. However, the socio-cultural constraint of acculturation or past physical education and sporting experiences results in the maintenance of the status quo of a teacher-driven, reproductive paradigm. Previous studies have reported successfully overcoming the powerful influence of acculturation, resulting in a change in PETE students' custodial teaching beliefs and receptiveness to alternative teaching approaches. However, to date, limited information has been reported about how PETE students' accu…
Teachers as learners – a qualitative exploration of pre-service and in-service teachers’ continuous learning community OpenDigi
2021
This study explores pre-service and in-service teachers’ experiences in working as a learning community. Pre-service teachers (N = 60) and teacher educators (N = 9) from a Finnish university and in...
Professional agency and its features in supporting teachers’ learning during an in-service education programme
2020
Research has shown that professional agency is pivotal for understanding teachers’ professional learning in different contexts. However, we lack an elaborated understanding of teachers’ professiona...
Sustainable service-learning in Physical Education teacher education: examining postural control to promote ASD children’s well-being
2021
As classrooms become more and more diverse, it is imperative to provide physical education teacher education (PETE) students with opportunities to develop competencies that promote quality education for all students. In this study, PETE students applied a physical education servicelearning (SL) program aimed at enhancing Autism Spectrum Disorder (ASD) children’s motor domain and general well-being—objectives that are connected to the third focus of the United Nations’ Sustainable Development Goals (SDGs). Traditionally, research on SL has focused on students’ outcomes, and there is a call to examine SL’s effects on service receivers, which is the gap this paper aspires to fill. The aim of t…
2019
Background Key elements of instructional quality include the teacher's ability to immediately react in domain-specific classroom situations. Such skills - defined as action-related skills - can only be validly assessed using authentic representations of real-life teaching practice. However, research has not yet explained how teachers apply domain-specific knowledge for teaching and to what extent action-related skills are transferable from one domain to another. Aims Our study aims to examine (1) the relationship between action-related skills, content knowledge, and pedagogical content knowledge, and (2) the domain specificity of action-related skills of (prospective) teachers in the two do…
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
An Inquiry-Based Approach to Physics Teacher Education: the Case of Sound Properties
2014
In this paper we describe some results of an experimentation on Pre-Service Physics Teacher Education performed with a group of non-Italian Trainee Teachers engaged in one-month mobility activities at University of Palermo, in the framework of the EU Project “Move’in Science”. Some preliminary results of the experimentation of a Teaching/Learning Unit about Mechanical Wave propagation are presented, with particular reference to mental models about wave propagation evidenced by Trainee Teachers. Their understanding of the relevance of pupils’ mental model knowledge, in the framework of what a teacher should do to be an “effective” teacher, is also discussed.