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"Student teacher attitudes"
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Attitudes Towards using Digital Technologies in Education as an Important Factor in Developing Digital Competence: The Case of Slovenian Student Teachers
The purpose of the study was to determine what attitudes specifically Slove-nian student teachers hold towards using digital technologies in education, their self-reported proficiency in using digital technologies in education and to what extent their attitudes towards using digital technologies in education predict their self-reported proficiency in using digital technologies. We measured the attitudes towards using digital technologies in education through four dimensions: Teaching and learning, Assessment and critical thinking, Empowering learners and Facilitating learner’s digital competence. Self-reported proficiency in using digital technology was measured on four groups of digital technologies: Digital resources, Communication tools, Digi-tal tools and Online learning tools. The results show that Slovenian student teachers predominantly hold positive attitudes towards using digital technol-ogies in education, but they assess themselves as low-level users. Also, the student teachers’ attitudes towards using digital technologies in education were proved as an important predictor of their level of proficiency in using digital technologies.
Journal Article
The college fear factor : how students and professors misunderstand one another
Eye-opening even for experienced faculty and administrators, this book reveals how the traditional college culture can actually pose obstacles to students' success, and suggests strategies for effectively explaining academic expectations.
Book
Student teachers’ attitudes towards cooperative learning in inclusive education
Past research points to cooperative learning as a potentially effective means of fostering the academic and social development of students in inclusive education. This study examined the attitudes of student teachers towards the use of cooperative learning in inclusive education as well as correlating variables. In addition, potential differences between future teachers’ attitudes towards the use of cooperative learning methods in inclusive classrooms were investigated according to the teaching programme they were enrolled in and the students’ type of impairment. In two consecutive studies, we collected data from a total of 544 student teachers. Analyses revealed relationships between student teachers’ knowledge, self-efficacy, attitudes, and subjective norms regarding the use of cooperative learning in inclusive education. Results also showed differences in attitudes towards the use of cooperative learning in inclusive education depending on the students’ type of impairment, with the least positive attitudes held towards students with impaired social-emotional development.
Journal Article
Designing VR Experiences-Expectations for Teaching and Learning in VR
Skills in science, technology, engineering, and mathematics (STEM) are increasingly in demand. Theoretical knowledge and formulas alone are frequently not sufficient to understand complex phenomena. Simulations are a valuable tool to support the conceptual understanding by visualizing invisible processes. The constant interaction with the learning material is an essential factor when learning with simulations and virtual worlds. Virtual reality (VR) technologies enable interaction with the virtual environment with a high intensity of immersion. Maroon is a VR platform for teaching physics and has been in development for over five years. Previous results with Maroon have already demonstrated the potential of virtual reality for learners and teachers, but also highlighted a list of potential challenges in terms of VR experience design, usability, and pedagogical concepts. Over the past six months, we have conducted user studies with a total of 85 participants, both student teachers (n = 26) and pupils (n = 59) at high schools and teacher training institutions. In this paper, we want to facilitate the difficult task of designing educational VR platforms by describing the expectations of educators and pupils.
Journal Article
Teacher Preparation and Student Achievement
There are fierce debates over the best way to prepare teachers. Some argue that easing entry into teaching is necessary to attract strong candidates, whereas others argue that investing in high quality teacher preparation is the most promising approach. Most agree, however, that we lack a strong research basis for understanding how to prepare teachers. This article is one of the first to estimate the effects of features of teachers' preparation on teachers' value added to student test score performance. Our results indicate variation across preparation programs in the average effectiveness of the teachers they are supplying to New York City schools. In particular, preparation directly linked to practice appears to benefit teachers in their 1st year.
Journal Article
Teacher self-efficacy and reform : a systematic literature review
Teacher self-efficacy (TSE) of pre-service and in-service teachers plays a significant role in the successful implementation of educational reforms. The purpose of this systematic literature review is to explore the interaction
between curriculum and/or assessment reform and TSE. Twenty-nine empirical research studies are analysed to find factors that impact TSE during change and the support mechanisms necessary to maintain high TSE. Using the Systematic
Quantitative Literature Review method coupled with Social Cognitive Theory and Sources of Self-efficacy, studies reported that environmental determinants lower TSE during reform. It was found that to support high TSE professional
learning was a necessity. [Author abstract]
Journal Article
Teaching Contexts That Influence Elementary Preservice Teachers' Teacher and Science Teacher Identity Development
Supporting elementary preservice teachers' development of a science teacher identity provides a way to address challenges of low self-efficacy, self-confidence, and pedagogical content knowledge in science. Meaningful teaching experiences in student teaching placements and field-based science methods courses provide opportunities for preservice teachers to develop their identities as science teachers and deepen their understandings of social justice issues in science. This collective case study examined how the teacher and science teacher identities of three elementary preservice teachers, and their becoming social justice teachers, developed during their first semester of student teaching after taking a one-semester science methods course. The study drew on subject matter teacher identity, positioning theory, and social justice science teacher identity. Preservice teachers' personal identities and histories, university coursework, positioning in their student teaching classrooms, and opportunities to authentically teach were identified as mediating influences on the development of their teacher and science teacher identity, as well as their perceived ability to teach science for social justice. The study has implications for understanding the ways in which student teaching experiences, including how cooperating teachers position student teachers, support or work against reform-oriented science teacher identities developed through university coursework.
Journal Article
Dialogic discussion as a platform for constructing knowledge: student-teachers’ interaction patterns and strategies in learning to teach English
Beginning teachers are frequently heard making observations that the knowledge and skills they have acquired on the training programmes do not come handy when they want to apply them in their real-work situations. They have also reported lacking the ability to integrate theory and practice in reality. Henceforth, teacher-educators are faced with challenges of how to proportionally balance the two strands of pivotal knowledge that are necessarily connected with teacher-education curricula in pre-service teacher preparation. One of the approaches to examining the issue is to investigate student teachers’ dialogues for knowledge-construction to uncover the interaction patterns and strategies they use in negotiating lesson objectives and processes. Against such a background, this paper reports on a study of 24 student teachers receiving training in English language teaching on the Postgraduate Diploma in Education programme at a teacher education institution in Singapore. It was intended to find out the negotiation processes in relation to lesson-planning objectives and how student teachers positioned themselves and others in the processes in the pre-service teacher-education classroom. Results show that student teachers were more concerned about surviving the first lesson than about promoting pupil learning in constructing knowledge about language teaching. The stronger peers’ dominance in the discussion process was taken for granted, suggesting that learning took place in a mutually beneficial and constructive manner and that student teachers’ willingness to cooperate and readiness to express themselves were indicative of their intention to maintain group cohesion and dynamics. These, in turn, are necessary prerequisites for student teachers to become collaborative and reflective practitioners.
Journal Article