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Novice Teachers Perceptions Of Their Teacher Education Programs
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Book Synopsis Novice Teachers' Perceptions of Their Teacher Education Programs by : Jacqueline Diana Foster-Asberry
Download or read book Novice Teachers' Perceptions of Their Teacher Education Programs written by Jacqueline Diana Foster-Asberry and published by . This book was released on 2018 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Novice Teachers' Perceptions about Their Education for Teaching in Urban Schools by : Brenda Kay Harris
Download or read book Novice Teachers' Perceptions about Their Education for Teaching in Urban Schools written by Brenda Kay Harris and published by . This book was released on 2009 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt: I conducted a multi-case study within the theoretical framework of urban schooling, critical race theory, teacher preparation, and hermeneutics. The study was conducted in a Midwestern urban school district. Utilizing the theoretical traditions of phenomenology, heuristics, narratology, and portraiture, I explored novice teachers' perceptions about their education for teaching, specifically their beliefs about the extent to which they have been prepared to teach in urban schools. The focus questions were: (1) How prepared are novice teachers to teach in urban schools? (2) What experiences appear to be the most significant in preparing novice teachers for urban settings? (3) What perceptions do novice teachers have about urban schools? The findings support the literature in that some novice teachers are inadequately prepared to teach in urban school settings.
Book Synopsis First-year Teachers' Perceptions of Their Readiness for the Classroom by : Kathryn Pritchard
Download or read book First-year Teachers' Perceptions of Their Readiness for the Classroom written by Kathryn Pritchard and published by . This book was released on 2017 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study addresses the impact of teacher preparation programs on novice teachers’ perceived readiness for the classroom. An explanatory sequential mixed-method, three-phase design was used involving two collections of quantitative data and a focus group convened to explore themes that emerged from quantitative data. Data collected suggest whether the type of teacher preparation program completed by a preservice teacher impacts a novice teacher’s perceived sense of readiness for teaching. -- Butin (2010) discussed “translating research into effective practice has been the weak link” (p. 4) in research studies. Studying a potential connection between teacher sense of readiness for the classroom and the needs they identify that will support them in their first year may reduce teacher attrition by providing North Carolina teacher mentor programs access to the types of support teachers feel they need in order to remain in teaching and provide teacher preparation programs with suggestions for focused instruction to meet teacher perceived needs. -- This study found traditionally certified teachers’ perceptions of readiness to teach declined during their first year, whereas lateral entry teachers’ perceptions of readiness to teach increased during their first year. Strategies to address the needs identified by teachers in the study including the needs related to teacher knowledge of learners, knowledge of subject matter, and knowledge of teaching are discussed in relation to the study’s findings.
Book Synopsis Teachers’ Perceptions, Experience and Learning by : Woon Chia Liu
Download or read book Teachers’ Perceptions, Experience and Learning written by Woon Chia Liu and published by Routledge. This book was released on 2019-12-18 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers’ Perceptions, Experience and Learning offers insightful views on the understanding of the role of teachers and the impact of their thinking and practice. The articles presented in this book illustrate the influence of teachers on student learning, school culture and their own professional identity and growth as well as highlighting challenges and constraints in preand in-service teacher education programmes that can impact teachers’ own learning. The first article examined teacher experiences in the use of “design thinking” by Retna. Next, Hong’s and Youngs’ article looks into contradictory effects of the new national curriculum in South Korea. Lu, Wang, Ma, Clarke and Collins explored Chinese teachers’ commitment to being a cooperating teacher for rural practicum placements. Kainzbauer and Hunt investigate foreign university teachers’ experiences and perceptions in teaching graduate schools in Thailand. On inclusive education in Singapore, Yeo, Chong, Neihart and Huan examined teachers’ first-hand experiences with inclusion; while Poon, Ng, Wong and Kaur study teachers’ perceptions of factors associated with inclusive education. The book ends with two articles on teacher preparation by Hardman, Stoff, Aung and Elliott who examined the pedagogical practices of mathematics teaching in primary schools in Myanmar, and Zein who focuses on teacher learning by examining the adequacy of preservice education in Indonesia for preparing primary school English teachers. The contributing authors’ rich perspectives in different educational, geographical and socio-cultural contexts would serve as a valuable resource for policy makers, educational leaders, individual researchers and practitioners who are involved in teacher education research and policy. This book was originally published as a special issue of the Asia Pacific Journal of Education.
Book Synopsis Beginning Teachers' Perceptions of Their Novice Year of Teaching by : Rebecca Bingham Rees
Download or read book Beginning Teachers' Perceptions of Their Novice Year of Teaching written by Rebecca Bingham Rees and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study was an investigation of first-year teachers who completed their teacher preparation program at large, land-grant university in the west (n=16). It explored teachers' perceptions of their first teaching year centered around the questions of challenges and successes they had encountered, whether they felt prepared for their first year by their teacher preparation program, in what areas would they have liked more instruction during their teacher preparation program, and if they felt able to implement developmentally appropriate practices (DAP) within their classroom. Study findings indicated three main areas remarked on by teachers: creating and implementing instruction and assessment; experiences of teachers; and classroom organization, management, and procedures. All of the teachers within the study had comments within the area of creating and implementing instruction and assessment. About 46% of the comments within this theme referred to whether teachers felt able to implement DAP in their classrooms. Almost 77% of teachers reported that they were able to implement DAP within their classrooms. Fourteen of the teachers had comments coded within the theme of experience. Almost 68% of those comments fell within the subtheme of student teaching experience. Over half of the teachers expressed satisfaction with their student teaching experience. Fourteen teachers also commented within the theme of classroom organization, management, and procedures. About 73% of those comments were coded within the subtheme of classroom management. Teachers reported feeling both successful and challenged within this theme, and it was also identified as an area they would have liked more instruction in during their teacher preparation programs. Five less prominent themes were also delineated: special education, teacher intrinsic qualities, teacher characteristics, child and classroom characteristics, and parent and family issues. Study findings demonstrated, as well, that most teachers felt prepared for their first year of teaching by their teacher preparation program. The majority of teachers began first teaching in a public school setting and participants were teaching students ranging from pre-school to first grade. Limitations, implications, and suggestions for future research are discussed.
Book Synopsis Novice Teachers' Perceptions of the Extent to which the Brock University Teacher Education Program Focused on Methods of Promoting Responsibility in Students by : Katie M. Flockhart
Download or read book Novice Teachers' Perceptions of the Extent to which the Brock University Teacher Education Program Focused on Methods of Promoting Responsibility in Students written by Katie M. Flockhart and published by . This book was released on 1994 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine novice t~ache~s' perceptions of th~ extent to which the Brock University teacher education program focused on strategies for promoting responsibility in students. Individual interviews were conducted with ten randomly selected teachers who were graduates of this teacher education program between the years of 1989 and 1992, and a follow-up group discussion activity, with the same teachers, was also held. Findings revealed that the topic of personal responsibility was discussed within various components of the program, including counselling group sessions, but that these discussions were often brief, indirect and inconsistent. Some of the strategies which the teachers used in their own classrooms to promote responsibility in students were ones which they had acquired from those counselling group °sessions or from associate teachers. Various strategies included: setting ~lear expectations of students with positive and negative consequences for behaviour (e.g., material rewards and detentions, respectively), cemmunic?ting'with other teachers an~ parents, and -. suspending students from school. A teacher's choice of any particular strategy seemed to be affected by his or her personality, teaching sUbject and region of employment, as well as certain aspects of the teacher education program. It was concluded that many of the teachers appeared to be controlling rude and vio~ent- behaviour, as opposed to promoting responsible behaviour. Recommendations were made for the pre-service program, as well as induction and inservice programs, to increase teacher preparedness for promoting responsible student behaviour. One of these recommendations addressed the need to help teachers learn how to effectively communicate with their students.
Book Synopsis A Study of Beginning Teachers' Perceptions Regarding Their Teacher Preparatory Programs by : Kevin J. Davis
Download or read book A Study of Beginning Teachers' Perceptions Regarding Their Teacher Preparatory Programs written by Kevin J. Davis and published by . This book was released on 1999 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Studying the Effectiveness of Teacher Education by : Diane Mayer
Download or read book Studying the Effectiveness of Teacher Education written by Diane Mayer and published by Springer. This book was released on 2017-02-27 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an evidentiary basis for policy decisions regarding initial teacher education and beginning teaching and informs the design and delivery of teacher preparation programs. Based on a rigorous analysis of international literature and the policy context for teacher education globally, and assessing data generated through a longitudinal study conducted in Australia, it investigates the effectiveness of teacher education in preparing teachers for the variety of school settings in which they begin their teaching careers. Over four years, the Studying the Effectiveness of Teacher Education (SETE) project tracked roughly 5,000 recently graduated teachers and 1,000 school principals in Australia to capture workforce data and gauge graduate teachers’ and principals’ perceptions of their initial teacher education programs. This book offers a synthesis of the research findings and uses the SETE as a catalyst for innovative theorization of the effectiveness of teacher education.
Book Synopsis First-year Teachers' Perceptions of Writing and Writing Instruction in Their Primary Classroom by : Kathleen Whitby McDonnold
Download or read book First-year Teachers' Perceptions of Writing and Writing Instruction in Their Primary Classroom written by Kathleen Whitby McDonnold and published by . This book was released on 2011 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt: This interpretive case study is an investigation of three first-year teachers' perceptions of student writing and writing instruction in second grade classrooms. The portrayals describe each teacher's early experiences with literacy and their professional path that led them to the classroom. The case studies also present the knowledge and the resources these three teachers report drawing on during their first year as a professional. A description of the each classroom and an account of writing instruction further contextualizes the interpretation of the perceptions about student writing and writing instruction each teacher. Classroom observation and interview data were collected during the spring semester of these three teachers first year as a professional in the classroom. Data analysis was ongoing and inductive (Glaser & Strauss, 1967). Recurring themes and patterns across the cases were used to build representations that most exemplified each teacher's perceptions. The findings in this study suggest that novice teachers draw from multiple sources of knowledge as they teach writing for the first time. The findings also suggest that the strongest influences on beginning teachers' writing instruction are their own experiences as a writer, their assigned mentor, and their grade-level team members. From the classroom observations and debriefing interviews, the findings further suggest that beginning teachers assume writing ideas come from teachers and that there is a particular writing process that is to be followed systematically. The findings also suggest that beginning teachers believe public displays of student work should be perfect and therefore place great importance on the conventions and mechanics of writing. The implications for this study and suggestions for future research relate to the potential for first year teachers to draw from multiple sources in their teacher education programs, the potential for school-based mentoring programs where mentor teachers receive training to support their work with new teachers especially as it impacts their practice and develops their expertise as they teach writing, and the potential for first year teachers to take the initiative for their own professional development as they continue to improve their practice teaching writing.
Book Synopsis Selected Perceptions of Second Career Novice Teachers by :
Download or read book Selected Perceptions of Second Career Novice Teachers written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to gain insight into the perceptions that second career novice teachers have about their preservice training and their preparedness for taking on the challenges of teaching during their first semester as "real" teachers. Through an increased understanding of novice teachers' perceptions and experiences, teacher educators may be better equipped to structure preservice learning that is both relevant and meaningful for teacher education candidates. Four second career novice teachers were involved in this study that spanned the first semester of teaching after their graduation from a fifteen-month alternative program. Qualitative methods of data collection included individual interviews, journal entries, and paired interviews. Constant comparative and analytic induction designs were used for the analysis of data collected in this research study. Research questions addressed included: 1) Why did these second career novice teachers choose to change directions in their career paths and pursue teaching? 2) What experiences did they find were the most beneficial (or most obstructive) in preparing them to become teachers? 3) What challenges did they face in their first six months of teaching? 4) In what ways did they learn to define themselves as teachers? 5) What can be learned from this research that will inform the way potential teachers are recruited and trained? Findings from the data analysis revealed the following similarities across participants: 1) Teaching was selected as a career choice because participants wanted to "make a difference" in other people's lives. 2) Prior life and work experiences positively impacted the ability of participants to transition into teaching as a career. 3) Challenges in their first six months of teaching included working conditions, mentoring, and preconceptions versus the realities of teaching. 4) Novice teachers moved rapidly toward teacher identity and in identifying teaching concerns from self to task and impact. 5) Implications for teacher education programs include choosing appropriate grade-level placements for interns, establishing mentoring relationships with cooperating teachers, and creating a forum for ongoing dialogue among teacher educators, novice teachers, and school system administrators and teachers.
Book Synopsis Exploring Novice Teachers' Perceptions of Data-driven Decision Making by : Jill Hartsock
Download or read book Exploring Novice Teachers' Perceptions of Data-driven Decision Making written by Jill Hartsock and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: With the passing of No Child Left Behind (2001), data from statewide tests are now being used to shape curriculum, evaluate teacher effectiveness, and determine the success of individual schools. Consequently, data analysis and data-driven decision making have become common terms in the educational world. Teachers are now required to utilize the data to drive their instructional practice to best meet the needs of individual students. However, little research has explored the factors that influence novice teachers' data-driven decision making. This qualitative study explored novice teachers' perceptions regarding data-driven decision making through an in-depth case study of four novice teachers, each teaching in a different elementary school, in a rural Pennsylvania district. Specifically, this study examined how factors, such as training and social influences, impacted novices' data use. Data collection occurred over a six-month period and included in-depth conversations with novice teachers and the district's Director of Elementary Education. Additionally, relevant documents were collected and analyzed. Extensive data analysis was accomplished through thematic coding based upon the research questions and Ajzen's theory of planned behavior (1991). The research resulted in a rich description of the factors that novice teachers perceived to have influenced their data-driven decision making. Four broad conclusions can be drawn from this study. First, training is imperative for data use. The novices' lack of pre-service and in-service professional development regarding assessments and data use negatively impacted their decision to engage in data-driven decision making. Second, novices perceived incongruity between the assessment data and their instruction. Thus, the teachers in this study perceived the assessment data as invalid; consequently, they relied heavily on their personal observations rather than the data when making instructional decisions. Third, the underlying culture of the schools significantly impacted novice teachers' perceptions regarding data-driven decision making. While on the surface it appeared that the novices experienced pressure from the district administration and the state to use data, in reality the beliefs and values exemplified by their colleagues deterred them from whole-heartedly embracing data use. Fourth, principal leadership is crucial for meaningful data use. The principal leadership in this study's schools influenced the teachers' beliefs regarding data and how the data were used. Recommendations for future practice and research were also provided.
Book Synopsis A Comparative Analysis of Elementary Education Preservice and Novice Teachers' Perceptions of Preparedness and Teacher Efficacy by : Sarah K. Clark
Download or read book A Comparative Analysis of Elementary Education Preservice and Novice Teachers' Perceptions of Preparedness and Teacher Efficacy written by Sarah K. Clark and published by . This book was released on 2009 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus of this study was threefold. First, the study sought to determine the validity and reliability of an instrument being used to measure teacher efficacy. After psychometric analysis, the Utah Teacher Efficacy Scale (UTES) was deemed as both a valid and reliable instrument for the purpose of measuring preservice and novice elementary school teacher efficacy. Second, this study analyzed teacher self-efficacy of preservice and novice elementary school teachers at two different points in a time - once at the end of their teacher preparation program, and again after they had taught for one academic year. The sample (N = 123) for this study was created from graduates of teacher preparation programs throughout the state of Utah. A two-factor repeated measures ANOVA design was used to measure one between-subjects factor (Factor A) and one within-subjects factor (Factor B). Factor A involved a comparison between two independent groups of prospective teachers based on the type of student teaching assignment, number of student teaching placements, and the number of literacy methods courses completed. The two levels of Factor B consisted of two different UTES measurement occasions. Results of this analysis indicated that preservice teachers in this study reported high teacher efficacy. As these individuals became teachers, their teacher efficacy fell, indicating there is room for improvement in presenting the realities of teaching. Additionally, teacher preparation program characteristics such as the type of student teaching experience (student teaching or internship), and the number of student teaching placements (one or two) do not seem to provide statistically significant advantages over time. The number of literacy methods courses, however, does seem to provide statistically significant advantages in securing and maintaining high teacher efficacy over time in the areas of global and reading teacher efficacy. Third, the study also analyzed how school context variables affect teacher efficacy. Novice teachers (N = 136) were asked to rate the usefulness of professional development and the helpfulness of the mentoring support they received. Results of this analysis showed that professional development and mentoring support, if perceived as useful and helpful, had a positive and statistically significant correlation with teacher efficacy.
Book Synopsis Standards for Teachers by : Linda Darling-Hammond
Download or read book Standards for Teachers written by Linda Darling-Hammond and published by . This book was released on 1994 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher educators and teachers must be leaders in developing learner-centered standards for preparing teachers. Standards can help teachers build their own knowledge and understanding of what helps students learn. As schools undergo restructuring, teachers will be responsible for students, not just subject-matter information; for understanding how learning is occurring; and for having tools to assess how students learn and think as well as what they know. Teachers will also be responsible for curriculum development, assessment, decision making about special needs of students, and reaching out to parents from different communities. Licensing requirements and teacher evaluation requirements generally do not focus on this conception of teaching. The National Board for Professional Teaching Standards is setting standards that reflect the real complexities and real judgments that teachers must deal with. Teachers' development of materials to be submitted for Board certification and teachers' reflection upon their teaching are powerful professional development activities. The goal should be to create, use, reflect upon, operationalize, and enliven standards in a way that produces learning. This kind of work among teachers can lead to the development of a profession that can take ownership and leadership for creating and using an expanding base of knowledge to serve all children well. (JDD)
Download or read book School To Work written by David Stern and published by Routledge. This book was released on 2012-10-12 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: An in-depth investigation into career-related programmes in American secondary schools and two-year further education colleges is given in this book. In addition to reviewing evidence on the effectiveness of vocational coursework, the authors analyse programmes involving students who study and work simultaneously, including co-operative education, youth apprenticeship and school-based enterprise.; Chapters deal with the problems encountered in the school-to-work transition: the preparation necessary not only for this transition but for changes encountered when jobs end abruptly, and issues covered include combining school-based and work-based learning and teaching and linking secondary with post- secondary education. Research on programmes involving students simultaneously working and at school, including non-school-supervised employment is also covered, as is co-operative education, which places students in jobs related to their fields of study. The traditional elements of post-school education and training are discussed together with an investigation into newer approaches including career academics and career magnet schools and programmes bridging secondary and post secondary education. Additionally, selected studies of programmes for out- of-school youth are reviewed.; To conclude, the authors consider new school-to-work systems and whether specially designed programmes for the "non-college-bound" students would be stigmatised as second best, or if an alternative programme could maintain an option for students to attend four year colleges and universities, the latter making the design and operation of school-to-work systems more difficult. Of interest to administrators, teachers, policy makers, analysts and employers, the findings in this book will shed light on the viability of new school-to- work initiatives currently being implemented in the UK, Europe and USA.
Book Synopsis Teachers’ Perceptions of Their Literacy Professional Development by : Patrick Suber
Download or read book Teachers’ Perceptions of Their Literacy Professional Development written by Patrick Suber and published by AuthorHouse. This book was released on 2021-02-17 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Title-I schools, how adequately do administrators prepare teachers to implement new reading curriculums? The majority of students at these Title-I schools are from low-income families. Literature has indicated that families from low socioeconomic situations often depend heavily on schools to provide the foundational literacy skills their children need to become capable and lifelong readers (Teale, Paciga, & Hoffman, 2008).
Book Synopsis Tep Vol 30-N1 by : Teacher Education and Practice
Download or read book Tep Vol 30-N1 written by Teacher Education and Practice and published by Rowman & Littlefield. This book was released on 2017-05-12 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: Editorial: Critical Praxis as Socialization of Teachers: Paulo Freire’s Conscientização Patrick M. Jenlink “Dear Diary”: A Qualitative Examination of the Phases of First-Year Teaching Mary Anne Duggan, David Lee Carlson, Michelle E. Jordan, Larissa Gaias, Tashia Abry, and Kristen Granger Recentering Job-Embedded Graduate Education for Practicing Teachers Elizabeth Bondy, Darbianne Shannon, Magdalena Castañeda, and Raquel Munarriz-Diaz Communities That Engage Multidisciplinary Faculty with Service-Learning Vera L Stenhouse, Caitlin M. Dooley, Rachel Gurvitch, Joseph R. Feinberg, Lydia C. Mays, Janet Z. Burns, and Olga S. Jarrett Starting at the Beginning: An Intuitive Choice for Classroom Management Justin D. Garwood, Alene H. Harris, and Jonathan K. Tomick Preservice Teachers’ Perceptions of Working with Learners Who Struggle Heidi Legg Burross, Amy M. Olson, and Elizabeth Pope Teacher Mentoring for Effective Teacher Training and Development: The Case of a Developing Country, Kenya Moses K. Ochanji, Nicholas W. Twoli, Adelheid M. Bwire, and John N. Maundu Preparing Teachers for Data-Based Decision Making and Response to Intervention Team Collaboration Barbara Meyers, Emily Graybill, and Kathryn Grogg Effects of the Three-Block Model of Universal Design for Learning on Teachers’ Behaviors, Efficacy, and Concerns About Inclusive Teaching Laura Sokal and Jennifer Katz Perceptions of Teaching Practicums from Thai Students in 4-Year and 5-Year Teacher Education Programs Samuel J. Grubbs The Rise of Urban Alternative Teacher Certification Scott Hohnstein Book Review: Normalites: The First Professionally Prepared Teachers in the United States by Kelly Ann Kolodny Lisa Gilbert Call for Book Reviews Upcoming Issues and Call for Reviewers
Book Synopsis Novice Alternatively Certified Special Education Teachers’ Perceptions of Self-efficacy to Teach by : Eduardo D. Sindaco
Download or read book Novice Alternatively Certified Special Education Teachers’ Perceptions of Self-efficacy to Teach written by Eduardo D. Sindaco and published by . This book was released on 2020 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt: The shortage of teachers, especially in specialized areas, such as special education, has prompted a shift in policy to expand the type of teacher preparation programs. Where once there existed only higher education preparation programs, today there are alternative routes to preparation and certification. The purpose of this study was to identify the perceptions and feelings of professional preparedness of alternatively certified special education teachers, as reflected in their initial years of practice. This study uses a mixed-methods research design and includes a survey and semi-structured interviews as the methodologies of choice. Findings from this study are: (1) novice traditionally certified teachers felt more thoroughly prepared to teach in the theoretical aspects of the profession (student learning pace, teaching to student multiple modalities, and student pedagogical knowledge) and making a direct positive impact on student learning and development; (2) novice alternatively certified novice teachers felt more prepared for the practical impact to student learning of the profession (multiple methods of assessment, instructional strategies, teaching a specialized curriculum, and using a core curriculum); and (3) overall, both sets of teachers felt that their initial program prepared them with the basic knowledge of the profession
