International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Attitudes of teachers
Page 8/46
451 items
71
This article reveals how the art device of trompe l’oeil provided a way of thinking about the induction and mentoring experiences of beginning teachers. Both the trompe l’oeil art device and the theoretical lens illuminated the reframing of the participants’ initial understandings of mentor relationships to gain a different perspective on their early professional lives.
Published: 2015
Updated: Jul. 07, 2015
72
In this article, the authors analyzed the experiences of a cohort of predominantly White pre-service social studies teachers discussing race and Whiteness in relation to education. The authors highlighted three tensions for teacher educators to consider when engaging pre-service teachers in discussions about race privilege, including recognizing the unfamiliar nature of structural thinking, appreciating the limitations of personal experience, and acknowledging the challenges of structural considerations within individual classrooms.
Published: 2015
Updated: Jul. 07, 2015
73
This paper describes various views of special teacher students towards inclusion. The specific aims were to see how these views can be seen as supportive or challenging for inclusion in schools. The results show that students in similar Nordic countries have different views about inclusion. Norwegian students mostly supported inclusion while the special teachers in Finland and in Sweden have more reservations. To sum up, Scandinavian countries are similar yet different. Teacher education needs to be a place to explore inclusion critically as well as a place to prepare for it.
Published: 2012
Updated: Jul. 07, 2015
74
This study considered early career teacher attrition as an identity making process that involves a complex negotiation between individual and contextual factors. The seven themes, developed inductively, were: (1) support; (2) an identity thread of belonging; (3) tensions around contracts; (4) new teachers will do anything; (5) balancing composing a life: Working hours; (6) the struggle to not allow teaching to consume them; and (7) can I keep doing this? Is this teaching?
Published: 2015
Updated: Jul. 05, 2015
75
The article describes a study that explores how teachers participating in PD courses perceive the qualities and benefits of such courses, and the variables that affect these perceptions. A secondary goal of the study was to determine whether it is possible to differentiate between variables inherent in the manner in which the courses are conducted and other variables. The study findings validate the strong connection between two key compounded variables affecting outcomes of PD programs: teachers' professional and personal motivation towards the program and the relevancy of the program contents to their needs. Motivation is further enhanced through the trainee's participation in the program, thereby constituting a major leverage for reaching the PD goals and achieving beneficial outcomes.
Published: 2015
Updated: Jun. 28, 2015
76
This article examines who counts as an “authority to speak” on professionalism in the educational field. This article uses Foucauldian archaeology as a rigorous method to examine the shaping of discourse and acknowledges other writers who have ventured into Foucault’s toolbox to borrow one or two of his gadgets. Then the archaeological method is utilised to overview significant voices of authority from the enunciative field of professionalism and professional standards, the latter now a key strategy globally for enhancing professionalism. The authors conclude by arguing that policy needs to utilise such trustworthy evidence by listening to teachers’ and academics’ voices for a “new” and “enacted” reflexive professionalism.
Published: 2013
Updated: Jun. 17, 2015
77
This article presents a study which examined the transfer of pedagogical practices and conceptions of teaching and learning mathematics in the process of early professional identity development. The findings reveal that participants explained that professional development, as measured by the transfer of teacher-preparation program (TPP) practices and beliefs, was based upon innate ability and personality, pre-training experiences, preservice experiences, and in-service experiences. Furthermore, 71% of all inservice observations were coded as TPP practices, therefore, confirming the participants’ articulated perceptions about the significance of preservice preparation.
Published: 2013
Updated: May. 19, 2015
78
This article presents a study, which aimed to investigate the lived experiences of these teachers, how principals’ understanding and leadership styles influence the lived experiences of novice out-of-field teachers, and what these lived experiences mean for school leaders. The article highlights perceptions of school leaders and novice out-of-field teachers about out-of-field teaching. It concludes with a discussion on the interrelationships between school leaders’ understanding, novice teachers’ lived experience and what it means for the teaching environment.
Published: 2015
Updated: May. 12, 2015
79
This study aimed at identifying the overall trends in beliefs about language learning of pre-service English as a foreign language (EFL) teachers in the Turkish context, thereby filling a gap in locally situated research. The findings reveal that the prospective Turkish teachers in this study hold a variety of beliefs about language learning. The findings strongly suggest that teacher education programmes should encourage prospective teachers to explore their beliefs, pay attention to any unrealistic beliefs or misconceptions they may hold, and challenge such beliefs with new information and knowledge.
Published: 2012
Updated: May. 12, 2015
80
This article explores how neo-institutional theory may be applied as an analytical framework to investigate the relationships between teachers’ perceptions on their professional change on the one hand, and the numerous change efforts embedded in recent neo-liberal educational policies in Norway on the other. It is argued that the dynamics of change can be investigated in light of teachers’ institutionalised practices within a certain set of governing mechanisms including regulative rules, norms and cultural-cognitive beliefs. The findings suggest that vital, regulative elements in recent neo-liberal policies have managed to penetrate the teachers’ perceptions of their classroom practices, in a process that is framed by teachers’ pre-existing normative values and the cultural scripts guiding their practices.
Published: 2014
Updated: May. 10, 2015