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Author : Denise M. Gudwin
Publisher :
ISBN 13 :
Total Pages : 900 pages
Book Rating : 4.:/5 (512 download)
Download or read book A Qualitative Study of the Perceptions of Six Preservice Teachers written by Denise M. Gudwin and published by . This book was released on 2001 with total page 900 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Kaushal Vankawala
Publisher :
ISBN 13 :
Total Pages : 206 pages
Book Rating : 4.:/5 (42 download)
Download or read book Preservice Teachers' Perceptions of Family-school Collaboration written by Kaushal Vankawala and published by . This book was released on 1998 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Mehmet Emin Ozturk
Publisher :
ISBN 13 :
Total Pages : 101 pages
Book Rating : 4.:/5 (11 download)
Download or read book Collaboration with Families written by Mehmet Emin Ozturk and published by . This book was released on 2017 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the integration of family involvement in the courses and field experiences in an undergraduate special education program. This study also explored preservice teachers perceptions about what they learned in their program and the perceptions, and understandings of pre-service teachers regarding collaboration with families based on their past experiences with their families. This study used qualitative research methods to answer questions about perceptions of pre-service teachers perceptions of collaborating with families and the extent to which their perceptions are influenced by their own family backgrounds as well as their perceptions about what they learned in their program. In order to address the goals and related research questions of this study, the research design will be a descriptive case study. Interviews with six preservice teachers and two professors and document analysis used in this study as a source of data. Three themes emerged from the data. The themes are as follows: perceptions of preservice teachers about family-school collaboration, preservice teachers past experiences when they were at K-12 in terms of family involvement and teacher education program experiences of preservice teachers.
Author : Jennifer H. Lawrence
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (16 download)
Download or read book Faculty Perceptions of Preservice Teacher Social Competence Instruction written by Jennifer H. Lawrence and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Stephanie Boni
Publisher :
ISBN 13 :
Total Pages : 92 pages
Book Rating : 4.:/5 (95 download)
Download or read book An Exploration of Pre-Service Teachers' Perceptions of Self-Efficacy written by Stephanie Boni and published by . This book was released on 2014 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study uses semi-structured interviews and participant reflective journals to explore the perceptions of pre-service teachers' self-efficacy and sense of readiness to enter the teaching profession. The six participants were graduate students in a Master of Arts in Teaching program from the same university. The study took place at the end of their year-long field placement as they were completing a three-week solo teaching experience. Consistent with current literature, the participants identified the most influential factor to self-efficacy to be the relationship and influence of their cooperating teacher. Other areas of influence were classroom management, student achievement data, and ability to be flexible and adjust to the unexpected. Identified implications for future research are the exploration of influence of cooperative learning as a member of a cohort, an analysis of the impact that self-efficacy has on pre-service teacher performance as determined through evaluation, and a longitudinal study to examine how self-efficacy and readiness transform an individual as pre-service teachers become novice teachers.
Author : Bonnie Marie Elliott
Publisher :
ISBN 13 :
Total Pages : 496 pages
Book Rating : 4.:/5 (466 download)
Download or read book Following the stars written by Bonnie Marie Elliott and published by . This book was released on 1999 with total page 496 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Tammy Craddock
Publisher :
ISBN 13 :
Total Pages : 184 pages
Book Rating : 4.:/5 (127 download)
Download or read book The Perceptions of Preservice Teachers about Teacher-student Relationships written by Tammy Craddock and published by . This book was released on 2021 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to discover the perceptions of preservice teachers who are currently enrolled at universities in six teacher education programs regarding their preparation to build teacher-student relationships. For this research, teacher-student relationship was generally defined as an appropriate emotional connection between a teacher and a student. The theory that guided this study was stage-environment fit theory by Eccles and Midgley (1989), as it supports the need for relationships between teachers and students in the classroom setting to fit the developmental stages of the students. The central question of this study was “How do preservice teachers perceive their readiness to develop positive relationships with their students as developed during their training programs?” The study was also be guided by sub-questions focused on using teacher-student relationships to create learning environments that meet the academic, social, and cultural needs of students. Answers to these questions were sought through a transcendental phenomenological approach. The goal of the research was to find the essences of 12 students enrolled in undergraduate education programs in six different universities. The data were collected using interviews, a written description of a meme created by the participants, and focus groups. The transcripts went through holistic coding, in vivo coding, and themeing in a search for the essence of the readiness to establish relationships with their future students as perceived by these preservice teachers. In general, the 12 preservice teachers perceived themselves as ready to create and nurture relationships with their students as a result of their training programs.
Author : Rori Martello
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.8/5 (34 download)
Download or read book Writing Teachers' Preparation, Perceptions and Support written by Rori Martello and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study investigated teachers' perceptions of their own writing abilities and processes, the adequacy of their pre-service teacher preparation, and the efficacy of in-service, school system and school building-level support, and how each of these components affected the educator's aptitude to teach students in grade six through eight how to write effectively. The embedded multiple case study design examined one parochial school system located in suburban New York with middle school teachers as the different cases. A qualitative survey was the research method applied. Subsequently, individual interviews were conducted to acquire more specific information from teachers with different educational backgrounds, years of teaching experience, and from different school buildings within the school system. Both thematic and cross-case analyses were used to analyze the collected data, which ultimately led to a synthesis of overarching commonalities and trends. First, teacher preparation programs did not fully prepare the educators to effectively teach middle school writing. Additionally, the teachers' self-perceptions as writers became a factor in effectively teaching writing, and finally, teacher support is misguided and largely ineffective in the school system. To increase the confirmability of the study's findings, strategies that ensured the study was consistent, valid, and transferable were implemented throughout the research process.
Author : Melissa J. Marks
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (55 download)
Download or read book From Coursework to Classroom written by Melissa J. Marks and published by . This book was released on 2002 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This longitudinal qualitative study followed five preservice teachers through the final two years of a five-year teacher education program. The study investigated the socialization process, as shown by changes in participants2 beliefs and actions as they pertained to classroom instruction and student learning. Three phases of teacher training (pre-training, pre-service, and field experience) as well as institutional constraints in the field were analyzed. Observations, interviews, focus groups, and participants2 work were the sources for analysis. Descriptive case-study narratives trace the patterns and changes for each participant. Single-case findings and cross-case findings are provided. The program that the participants were involved in responded to the need for educational reforms. The program differed from traditional education programs in a variety of ways. First, the participants each earned the equivalent of a major in their chosen subject area (e.g., social studies). Second, the participants experienced two extensive field experiences (i.e., 60 hours and 50 hours). Third, they participated in fullyear, paid internships in urban professional development schools. Fourth, each participant developed a portfolio showing their growth as teachers and reflecting the program2s desired goals. The major issue investigated in this study was how this type of teacher education program influenced preservice teacher socialization. Dialectical socialization theory and cognitive dissonance theory acted as the analytical framework for this study. Findings included: (1) Self-conception heavily influenced preservice teachers2 socialization as teachers; (2)Preconceptions (especially concerning teaching and teachers) strongly influenced preservice teachers2 actions in the classroom; (3) preservice teachers often abided by cooperating teachers2 rules and expectations rather than those of the university2s (when the two were not similar); (4)preservice teachers initially accepted and acted upon university expectations; (5) the cooperating teacher during the first field experience was highly influential; and (6)preservice teachers became more custodial in their management techniques during the intern year. Recommendations for teacher education programs include: (1) forcing preservice teachers to reflect on their own preconceptions about teaching; (2) forming true partnerships between the university and schools; and (3) cementing positive relationship between the university supervisor and student teachers/interns.
Author : Michelle Ann Fleming
Publisher :
ISBN 13 :
Total Pages : 392 pages
Book Rating : 4.:/5 (319 download)
Download or read book Perception of Science & Art written by Michelle Ann Fleming and published by . This book was released on 2007 with total page 392 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Judy L. Somers
Publisher :
ISBN 13 :
Total Pages : 408 pages
Book Rating : 4.:/5 (491 download)
Download or read book Using Concept Maps to Explore Preservice Teachers' Perceptions of Science Content Knowledge, Teaching Practices, and Reflective Processes written by Judy L. Somers and published by . This book was released on 2009 with total page 408 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined seven preservice teachers' perceptions of their science content knowledge, teaching practices, and reflective processes through the use of the metacognitive strategy of concept maps. Included in the paper is a review of literature in the areas of preservice teachers' perceptions of teaching, concept development, concept mapping, science content understanding, and reflective process as a part of metacognition. The key questions addressed include the use of concept maps to indicate organization and understanding of science content, mapping strategies to indicate perceptions of teaching practices, and the influence of concept maps on reflective process. There is also a comparison of preservice teachers' perceptions of concept map usage with the purposes and practices of maps as described by experienced teachers. Data were collected primarily through interviews, observations, a pre- and post-concept mapping activity, and an analysis of those concept maps using a rubric developed for this study. Findings showed that concept map usage clarified students' understanding of the organization and relationships within content area and that the process of creating the concept maps increased participants' understanding of the selected content. The participants felt that the visual element of concept mapping was an important factor in improving content understanding. These participants saw benefit in using concept maps as planning tools and as instructional tools. They did not recognize the use of concept maps as assessment tools. When the participants were able to find personal relevance in and through their concept maps they were better able to be reflective about the process. The experienced teachers discussed student understanding and skill development as the primary purpose of concept map usage, while they were able to use concept maps to accomplish multiple purposes in practice.
Author : Janet Catherine Gibbs
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (123 download)
Download or read book A Longitudinal Small-scale Qualitative Study of the Perceptions and Experiences of the Practicum of a Sample of Pre-service Secondary Teachers on a One-year University Course written by Janet Catherine Gibbs and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Pamela Sue Cooper Ewell
Publisher :
ISBN 13 :
Total Pages : 344 pages
Book Rating : 4.:/5 (622 download)
Download or read book Preservice Teacher Perceptions of Intensive Field Experiences and Classroom Teacher Mentoring written by Pamela Sue Cooper Ewell and published by . This book was released on 2004 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study examined the experiences of three preservice teachers who enrolled in a teacher preparation program that was conceived and implemented through a collaborative effort between a college, a K-12 school, and a regional education agency. Specifically, this study uncovered the perceptions of the preservice teachers as they were mentored by a classroom teacher throughout the program's three-year extensive field experiences, and the perceptions of mentoring by the classroom teacher. The findings point to the strong benefits of extended and extensive field experiences in K-12 classrooms for preservice teachers. The extended field experiences provided a multi-tiered framework that allowed for peer mentoring and contextualized classroom experiences that contributed to an improved sense of self-efficacy as preservice teachers participated in hands-on teaching. The preservice teachers reported benefits of learning about teaching as well as learning to teach individual, small group, and large groups of elementary grade students. In addition, they reported the benefits of learning how to manage the classroom and communicate with students, teachers, and parents. Experiences such as these allowed the preservice teachers to gain more knowledge about the practice of teaching as well as their own development and understanding of these practices. The classroom teacher played a significant role as a mentor in the developing professionalism of these three preservice teachers. The teacher served in the capacity as a mentor, advisor, role model, coach, and colleague. By developing personal and professional relationships with each, she was able to scaffold her mentoring to provide individual attention for each of their needs and teaching abilities. The findings indicate that the mentor teacher was influential in helping the preservice teachers improve their teaching skills, their knowledge about students, and their self-efficacy. Data from the preservice teachers and mentor teacher suggest avenues for rethinking teacher education reform. The multi-tiered levels of the Academy program coupled with the extensive and intensive field experiences provided a continuous and authentic K-12 context for these preservice teachers. The benefits they describe from this context can be explained within a social constructivist framework.
Author : Jeffrey Todd Cox
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (859 download)
Download or read book How Pre-Service Teachers' Initial Responses to High School Writers Help Shape Their Teaching Identities written by Jeffrey Todd Cox and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This qualitative study explores the relationship between six pre-service teachers' attitudes and beliefs about writing, writing instruction, and responding to student writing, and the strategies they chose to employ in providing feedback to high school students as part of a field experience component of an introductory course in secondary writing instruction at a southeastern university. The study was intended to discover if a correspondence obtained between the pre-service teachers' stated attitudes and beliefs and the methods and strategies they utilized in working with their high school writing partners. Additional targets of inquiry include the pre-service teachers' negotiations of their concurrent positions as students and teachers towards the development of their professional identities as well as the perceptions of the high school students of the pre-service teachers' methods of responding. Social Positioning Theory was utilized as an interpretive lens for discovering how pre-service teachers and their high school counterparts were negotiating rights and responsibilities during the revision process. Three data sources were utilized: (1) a 50-item Likert-style survey/questionnaire with seven open-ended questions, administered pre- and post-semester, (2) copies of essays or creative research pieces (two drafts per participant) written by the high school students and marked and commented upon by the pre-service teachers, and (3) audiotaped interviews of all pre-service teacher and high school student participants, conducted after the field experiences. Methods of analyses included coding the Likert-Style surveys for patterns in dispositions towards writing and instruction, using HyperResearch software to organize and code the interview transcripts, and classifying/interpreting the pre-service teachers' written commentary utilizing two reflective models that represent "teacher/student responsibility for revision" and "degrees of control." Although there was a correspondence between the stated attitudes and beliefs and response styles in four of the six cases, it was discovered that the pre-service teachers' backgrounds as student writers were more reliable as indicators of their initial response strategies, obtaining a correspondence in all six cases. In two cases, pre-service teachers working with reluctant writers altered their response strategies from their stated attitudes and beliefs between the first and second drafts (and first and second writing conferences). These changes in strategy and methods indicate that instructional circumstances can supersede attitudes and beliefs as markers for instructional practice where novice teachers interpret classroom contexts as being limiting or otherwise uncertain. In only two of the six cases does a correspondence obtain between the pre-service teachers' written commentary on the high school students' assignments and their willingness to position themselves as "teacher" during the writing conferences, indicating that written response is only one of several factors in determining how pre-service teachers' are negotiating their developing identities in the classroom. Implications for writing instruction and teacher education are discussed.
Author : Denise M. Gudwin
Publisher : Corwin Press
ISBN 13 : 1452273103
Total Pages : 177 pages
Book Rating : 4.4/5 (522 download)
Download or read book Mentoring and Coaching written by Denise M. Gudwin and published by Corwin Press. This book was released on 2009-12-07 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: "These two remarkable educators not only document the development of their own relationship from mentor/mentee to professional colleagues, they also draw from their own experiences, research studies, and the real voices of countless new teachers to provide an excellent, hands-on guide for perfecting the mentoring role in multicultural settings. Kudos!" —Lisa Delpit, Eminent Scholar, Executive Director Center for Urban Education and Innovation Help new teachers thrive in culturally and linguistically diverse school settings! The challenges of teaching in a culturally and linguistically diverse (CLD) school, including language barriers, special needs, and teacher isolation, can be especially overwhelming for early-career teachers. This unique book on mentoring and coaching new teachers is specifically designed for multicultural school settings, although educators in all settings can benefit. The authors draw from their own experience implementing a highly successful mentoring program for new teachers in a large, urban school district. The book offers practical examples anchored in the current theoretical and research base for the professional development of novice teachers in urban as well as non-urban areas. Filled with vignettes that directly capture the real-life experiences of new teachers and their mentors, this volume: Illustrates how to develop effective teacher-to-teacher mentoring relationships Raises readers′ awareness of issues that might arise from CLD differences and facilitates more effective communication Offers reproducible resources, agendas, and other sample materials for a variety of contexts This timely and practical book helps mentors give new teachers the support they need to survive and succeed in diverse school settings.
Author : Denise M. Gudwin
Publisher : Corwin Press
ISBN 13 : 145221297X
Total Pages : 177 pages
Book Rating : 4.4/5 (522 download)
Download or read book Mentoring and Coaching written by Denise M. Gudwin and published by Corwin Press. This book was released on 2009-12-07 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: Help new teachers thrive in culturally and linguistically diverse school settings! Drawing from their own personal and professional experience, the authors offer practical examples of how mentors can help novice teachers navigate the challenges of teaching in a culturally and linguistically diverse (CLD) school. Filled with vignettes that capture the real-life experiences of new teachers and their mentors, this book: Illustrates how to develop effective teacher-to-teacher mentoring relationships Raises readers’ awareness of issues that might arise from CLD differences and facilitates more effective communication Offers reproducible resources, agendas, and other sample materials for a variety of contexts
Author : Christopher M. Clark
Publisher :
ISBN 13 :
Total Pages : 418 pages
Book Rating : 4.F/5 ( download)
Download or read book Teachers' Thought Processes written by Christopher M. Clark and published by . This book was released on 1984 with total page 418 pages. Available in PDF, EPUB and Kindle. Book excerpt:
