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1 – 10 of 838This study aims to selects a teacher training program located in China’s rural area and focus on its preservice teachers’ attitudes towards inclusive education in China and their…
Abstract
Purpose
This study aims to selects a teacher training program located in China’s rural area and focus on its preservice teachers’ attitudes towards inclusive education in China and their expectations of teacher training programs.
Design/methodology/approach
The selected teacher training program is in School of Education of a comprehensive university, located in a small town in Northeast China. Five preservice teachers in the Department of Teacher Education were interviewed. The interviewees were randomly selected among those who have already gained at least 60 credits of coursework prior to the interview. Each interview lasted for approximately 0.5 h. Interview notes were summarized and coded using Braun and Clarke’s (2006) six-step approach. In addition to interview data, other data sources were used, such as classroom observation and review of curriculum and program requirement.
Findings
Although the selected teacher preparation program started offering some selective special education courses to preservice teachers, there are limited number of offerings and a lack of field placement in inclusive settings, and stereotypical opinions towards disabilities still exist as a roadblock for choosing special education teacher profession.
Research limitations/implications
The current study only focuses on one rural teacher training institution and report preservice teachers’ opinions toward teacher education curriculum, factors that lead to their decision in the teacher education major and their vision towards inclusion in China. Recommendations are provided to increase public awareness of disability, and create more field based experience in inclusive settings for preservice teachers. However, the result may not be generalized to reflect preservice teachers of teacher training institutions located in developed areas where there are rich opportunities for field experience in inclusive setting or special education programs, and who offer more extensive special education courses.
Practical implications
It is recommended that teacher preparation program modify curriculum and offer more special education courses, as well as develop connections with local special education schools and inclusive programs, thus creating more field based opportunities for preservice teachers to work with children with disabilities.
Originality/value
There are limited studies on rural preservice teachers’ attitudes towards being a special education teacher and how the teacher training programs prepare them to become a special education teacher. The current study fills the gap and conduct an interview study of preservice teachers’ from a rural teacher training programs perceptions of China’s special education, how they choose the program of study that prepare them to become a special education teacher, and their rating of the teacher preparation program.
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The purpose of this study is to provide an analysis of the teacher education program focused on the development of the research competence of the preservice teachers, difficulties…
Abstract
Purpose
The purpose of this study is to provide an analysis of the teacher education program focused on the development of the research competence of the preservice teachers, difficulties they encountered in conducting action research and the need to provide them with realistic research opportunities.
Design/methodology/approach
This qualitative study made use of data sources taken from observations, feedback sessions, presentations and follow-up written interview of 133 randomly selected preservice teachers.
Findings
Findings reported that the multicultural preservice teachers have novice research skills and that the real-world application of their research skills developed their research competence. However, they encountered difficulties creating their action research, such as in the literature review and the research conceptualization.
Research limitations/implications
Aside from the self-reported experiences of the students, the training on the action research mainly focused on the conceptualization, design formulation of interventions and proposal writing stage but were not implemented due to course constraints.
Practical implications
This study can assist policymakers to integrate a mandatory research course as part of the curricular offerings and for the university to create space for students to practice their research skills based on real-life problems in the basic level institutions.
Social implications
Understanding the challenges, difficulties, and basic competence in the research development of the preservice teachers would strengthen the research practice of the future teachers for evidence-based teaching in the schools.
Originality/value
The limited literature focus on the development of research competence on teacher education students using action research, including the difficulties that university students experience in doing research based on a societal context.
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The purpose of this current study is to follow the development of preservice kindergarten teachers during the practicum phase of their teacher education studies in the time of the…
Abstract
Purpose
The purpose of this current study is to follow the development of preservice kindergarten teachers during the practicum phase of their teacher education studies in the time of the COVID-19 pandemic and following the first period of lockdown.
Design/methodology/approach
The sample included 38 preservice kindergarten teachers in their third and final year of studies who worked in kindergartens as student teachers. Data were collected using reflective journals written by the participants during their studies, after returning to work following the first lockdown. The author analyzed the data using the life-story narrative method.
Findings
The analysis identified four different types of early education preservice teachers based on their ability to cope with the shift in work conditions. The discussion offers insight into participants’ ability to effectively implement the professional tools they had acquired in the program and during the practicum.
Research limitations/implications
Limitations include reliance on data from reflective journals, which may be missing details that would have been collected face-to-face. The study has important implications for the functioning of kindergarten teachers in times of crisis, which should be taken into account in the design of the teachers’ training programs.
Originality/value
The effect of the pandemic on the quality of the preservice kindergarten teachers’ training process, and its implications for functioning in other types of crises are discussed.
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Bulent Basaran and Murat Yalman
This study aims to focus on how preservice teachers' academic achievements, their frequencies of connecting to the distance learning management system, their gender and the…
Abstract
Purpose
This study aims to focus on how preservice teachers' academic achievements, their frequencies of connecting to the distance learning management system, their gender and the related sub-scales influence their Web-based self-efficacies (WEB-PCK) and their attitudes towards distance education (WBI).
Design/methodology/approach
In the study, the structural equality model was used. In the path analysis, the maximum likelihood estimation method was used to predict the parameters of the model. This method allows determining the highest values for the population and the probability of the sample value to occur.
Findings
It was found that the sub-scale of Web communication (WEB-C) had a high level of direct and positive influence on the male preservice teachers' self-efficacy perceptions. As for the female preservice teachers, WEB-C did not have any direct influence on their self-efficacy perceptions. For the male preservice teachers, Web pedagogy (WEB-PC) had positive influence on their self-efficacy perceptions (β = 0.193), while the sub-scale of WEB-PC had a high level of influence on the female preservice teachers' self-efficacy perceptions (β = 0.534).
Originality/value
In the study, the purpose of was to examine the effects of the attitudes of the preservice teachers towards Web general (WEB-G), Web-Communication (WEB-C), Web pedagogical knowledge (WEB-PK), Web pedagogical self-efficacy (WEB-PCK) and Web-based instruction (WBI) with the help of the structural equation model with respect to gender, frequency of connection to the internet and academic achievement grades.
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The purpose of this paper is to assess the potential benefits of a virtual mentorship between teacher candidates and practising teachers. Specifically, the research aimed to…
Abstract
Purpose
The purpose of this paper is to assess the potential benefits of a virtual mentorship between teacher candidates and practising teachers. Specifically, the research aimed to determine whether candidates felt they had increased their professional learning and prepared for the realities of the job early in their training program as a means to enhance their well-being.
Design/methodology/approach
A systemized, virtual mentorship network was set up and a qualitative mixed-methods study was conducted with two separate groups of 77 students total consisting over a three-month course in two consecutive years. Three data sets were collected; this paper reports on one set – qualitative self-reports from mentee participants.
Findings
The response from preservice teacher participants was, through qualitative self-reports, an overwhelmingly positive. After engaging in a guided virtual mentorship with an experienced teacher, they felt more prepared, more confident and more supported. Response from the preservice teacher participants provided evidence and confirmed a sense of improved educational preparedness for teaching by engaging in a guided virtual mentorship partnership with an experienced teacher.
Research limitations/implications
Virtual mentorships are highly beneficial for teacher candidates’ learning and professional growth; the relationships positively impact preservice teachers’ level of preparedness for the profession, which can lead to increased confidence and contribute to a positive sense of well-being. In addition, the virtual approach eliminates many of the access barriers that limit the efficacy of traditional, face-to-face mentorships. In doing so, the virtual format makes mentorships a possibility in any teacher preparatory education program, with endless opportunities to connect teachers across the world.
Originality/value
In an effort to better prepare quality teachers, a virtual mentorship program, embedded in teacher education programs, is a viable solution for shaping preservice teachers learning in the early stages of their careers, establishing a commitment to professional learning and mitigating teacher attrition rates and burnout by enhancing well-being. For these reasons, the authors believe virtual mentorships can be considered to be used as a framework for the future.
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Education systems worldwide are facing the question whether to adopt the “Bring Your Own Device (BYOD)” approach and allow students to bring their personal laptops to school. The…
Abstract
Purpose
Education systems worldwide are facing the question whether to adopt the “Bring Your Own Device (BYOD)” approach and allow students to bring their personal laptops to school. The purpose of the study was to understand the advantages and disadvantages of using a laptop during lessons in schools and in institutions of higher education, from the perspective of preservice teachers who watch the lessons and practice teaching in schools, while studying at an institution of higher education.
Design/methodology/approach
The research questions were: What are the pros and cons of a regular use of personal laptops during lessons? How do learners use their laptop during lessons in schools and colleges? This was a mixed-method study with emphasis on quality analysis. Methods. Participants were 215 preservice teachers studying at academic institutions for teacher training in Israel.
Findings
The findings indicate that the benefits of using laptops are in the availability and accessibility of the digital environments and the many possibilities to integrate these environments and achieve goals of acquiring skills in the process of learning and teaching that takes place in the classroom. The findings further show that all learners, and especially adolescents, extensively and frequently use various digital developments.
Research limitations/implications
This study examined the integration of laptops in the teaching and learning processes of preservice teachers who are in the process of forming their identity as future professionals teaching in the twenty-first century. The lessons chosen by preservice teachers to conduct during their teaching practicum have not been examined, therefore it is desirable that future studies examine the way in which preservice teachers choose the lessons to teach and how they practice teaching: whether in the traditional or the constructivist way, and if so, why?
Practical implications
It is advisable to enable preservice teachers to look at a combination of digital environments in teaching and to experience teaching in these environments, to increase e-readiness for teaching in a digital environment.
Social implications
How do learners use their laptops during lessons in school and in higher education?
Originality/value
Acquiring skills in the process of learning and teaching that takes place in the classroom.
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Bronwyn Lamond, Shimin Mo and Todd Cunningham
Despite the positive impact that assistive technology (AT) can have on the academic success of students with learning disabilities, it is often inconsistently implemented or…
Abstract
Purpose
Despite the positive impact that assistive technology (AT) can have on the academic success of students with learning disabilities, it is often inconsistently implemented or abandoned. It has been established that teachers' perceived usefulness of AT can act as a barrier to classroom AT implementation. The purpose of this study is to expand the current understanding of the challenges with implementation of AT within the classroom environment to inform teacher training on AT tools, improve professional development around AT and address the systemic and practical barriers that impact AT implementation within Ontario classrooms.
Design/methodology/approach
This research examined Grade 6–10 Ontario-certified teachers' (N = 111) perceptions of AT and the variables that predict perceived usefulness of AT. The study used a mixed methods design including a survey consisting of open- and closed-ended items that elicited information about teachers' AT knowledge and training, their access to AT resources, their perception of administrative support for access to and implementation of AT, the usefulness of AT and the barriers to AT use in the classroom.
Findings
An exploratory linear regression was conducted to predict perceived usefulness of AT from AT training, AT resources and AT knowledge and revealed that AT resources and AT knowledge added statistically significantly to the prediction, whereas AT training did not. A thematic analysis of open-ended survey responses and interview data further identified that access, training, Internet and student motivation may influence AT use.
Originality/value
Implications for teachers’ AT training and provision of AT resources are discussed.
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Penny Lamb and Po Yuk Ko
The integration of Lesson and Learning Study within initial teacher education programmes is still evolving and subject to many constraints (Parks, 2008). The purpose of this paper…
Abstract
Purpose
The integration of Lesson and Learning Study within initial teacher education programmes is still evolving and subject to many constraints (Parks, 2008). The purpose of this paper is to introduce the special issue which intends to stimulate and facilitate continued growth and interest in fostering models of Lesson and Learning Study within initial teacher education programmes.
Design/methodology/approach
The guest editors present each of the papers and introduce key themes and concepts.
Findings
The collection of papers shows the richness and value of embracing Lesson and Learning Study within initial teacher education programmes; whilst being mindful of the challenges and constraints inherent in the nature of national policy towards the training of teachers.
Originality/value
The collection of papers contribute to existing literature exploring the effectiveness and impact of Lesson and Learning Study within initial teacher education.
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Antonio Giner-Gomis, Raúl González-Fernández, Marcos J. Iglesias-Martínez, Ernesto López-Gómez and Inés Lozano-Cabezas
This paper aims to explore the perceptions of preservice teachers regarding their learning during the teaching practicum (TP) period in the context of the pandemic. Specifically…
Abstract
Purpose
This paper aims to explore the perceptions of preservice teachers regarding their learning during the teaching practicum (TP) period in the context of the pandemic. Specifically, the objectives of this study are to analyze the difficulties and the learning consequences perceived by student teachers and also to identify proposals with which to improve the initial teacher education (ITE) during the TP period in times of uncertainty and crisis.
Design/methodology/approach
This study used a mixed-methods approach. The participants consisted of 89 preservice teachers (student teachers). An online questionnaire was used to collect data during January 2022 in two rounds. The data analysis was carried out from an integrative perspective and used both a descriptive approach and the content analysis of the participants’ narratives.
Findings
The results show the differences, adjustments and adaptations that have had to be implemented in schools as a whole. The findings also highlight the difficulties that the pandemic context has caused for the TP period in schools and the relevant implications that it has had on ITE during these past two academic years.
Originality/value
This research is relevant for a better understanding of the challenges faced during the pandemic in the field of early childhood and primary education. More specifically, this paper gives important clues to higher education institutions on how to carry out TP, especially in times of uncertainty and crisis.
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This study aims to examine the effect of critical multicultural education on the multicultural attitudes of preservice teachers in a teacher education program.
Abstract
Purpose
This study aims to examine the effect of critical multicultural education on the multicultural attitudes of preservice teachers in a teacher education program.
Design/methodology/approach
The study sample consisted of 76 preservice teachers enrolled in a teacher preparation program. This study used a pretest–posttest quasi-experimental research design with pretest-posttest. The multicultural content integration was implemented in an experimental group for one semester, and data were collected using the teacher multicultural attitude survey.
Findings
Analyses indicated that preservice teachers who were exposed to the critical multicultural education program showed significantly greater progress in their multicultural attitudes compared with teachers in the control group. The results of this study indicate that the integrating critical multicultural education content into teacher education program has a positive effect on fostering preservice teachers’ multicultural attitudes.
Practical implications
Teacher education program planners should integrate multicultural content, materials and activities into teaching methods courses to promote change in preservice teachers’ multicultural attitudes.
Originality/value
This study contributes to the multicultural studies on teacher education.
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