Search results for: Attitudes of teachers

There is difficulty finding induction-level mentors that possess similar or the same teaching credentials or teaching assignments as mentees in the same schools or geographical regions, due to the various skill-levels of beginning special education teachers in schools and the small number of current special educators in each school who could serve as mentors. This article presents the findings from research using a mixed methods design investigating novice special education teacher knowledge of professional competencies and the participant’s perceptions of effectiveness of induction-level mentoring through the pilot use of an electronic mentoring program.

The purpose of this study is to disclose the types and content of dilemmas teacher educators in Turkey faced with as well as the strategies they used to cope with them. Additionally, the findings were compared with datasets from Israel and The Netherlands in order to make cross-cultural comparisons. The findings indicate that teacher educators are concerned with improving their pedagogy and professionalism in teaching for teaching, with a prime concern for being an initiator of learning. The comparison of the findings reveals that the theory–practice-related dilemmas are among the most prominent across contexts. Furthermore, the comparison's findings reveal that while Israeli and Dutch educators express a preference for the involvement of their students as a strategy to cope with their dilemmas, Turkish educators seem to be coping with them either on their own or by seeking advice from their colleagues.

The objective for this study was to gain new knowledge about the experience of teachers in the early stage of professional learning community (PLC) development. This study reports findings from semi-structured focus group interviews with teachers in an urban/suburban high school after one year of school-wide professional development introducing the PLC as a school-wide practice. The authors conclude that The authors claim that as long as PLC work is perceived by teachers as a professional development option that they may choose to embrace or ignore, then systemwide change is unlikely to occur. The authors suggest that by establishing an urgent cause, the leader may then offer assistance to the staff in addressing the problem in the form of an initiative to cultivate collaborative reflective practice with the goal of transforming the school into a PLC.

This study focuses on current efforts underway in one western US state to prepare educators’ for meaningful participation with families. The participants were Directors and faculty from 43 accredited Institutions of Higher Education (IHEs) preparing pre-service teachers, administrators, and student support personnel. The results indicate that current course offerings and field practice requirements may not match prevailing views regarding the need for and importance of family engagement in promoting student success.