Search results for: Preservice teachers

This study aimed to examine practicing mentor teachers (MTs) and prospective teachers' (PSTs) perspectives on their experiences in co-learning events. The findings reveal there is evidence of a personal orientation toward mentoring interactions among both PSTs and MTs. MTs noted that the co-learning events helped them connect with and build relationships with PSTs, in particular the sessions when MTs joined the PSTs in their methods courses. MTs saw these personal connections to PSTs as supporting their ability to serve as mentors. However, the authors also found that some PSTs resisted the positioning of MTs as learners during particular co-learning events. PSTs said that they considered the methods course as a learning space for them. Hence, when MTs joined the class, they expected them to instruct the class in particular content.

The purpose of this paper is describe the authors' pedagogical framework for the twenty-first-century learning practices in teacher education. The authors argue that teacher education has been challenged by the need to enhance the new teachers’ ability to implement new pedagogical approaches and take advantage of ICT for teaching and learning. Since the current way of working in teacher education does not match well enough the needs of twenty-first-century learning environments, such as inquiry-based learning approaches that focus upon collaboration and social forms of learning, as well as the use of ICT. According to the authors' approach, pre-service teachers are educated in a way they are supposed to teach their future students.

This study investigates how pre-service teachers understand their caring role and their potential responsibility to care for students. The authors conclude that it was shown that within an Australian teaching and learning context ‘care’ was valued among these pre-service secondary teachers. However, the findings identified student tensions around discipline, boundary issues as well as anxiety about decision-making when faced with various caring dilemmas. Furthermore, the results revealed that these anxieties were underpinned by concerns about the limited training in this area.

In this study, the authors explore how pre-service teachers who were introduced to a framework for analyzing teaching in a video-based teacher education course. The authors drew on this tool to analyze their own practice after the conclusion of the course. The findings reveal that providing pre-service teachers with tools to analyze teaching can support them in learning to systematically study teaching and learning. In addition, the authors identified the ways that participants construct substantive analyses that meet this criteria. Moreover, they identified alternative approaches participants use for analyzing practice.