Download or read book The Effect of Teaching Experience on Teachers Perceptions of Their Teacher preparation Programs written by George William Schuler and published by . This book was released on 1983 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptions Experience and Learning written by Woon Chia Liu and published by Routledge. This book was released on 2019-12-18 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers’ Perceptions, Experience and Learning offers insightful views on the understanding of the role of teachers and the impact of their thinking and practice. The articles presented in this book illustrate the influence of teachers on student learning, school culture and their own professional identity and growth as well as highlighting challenges and constraints in preand in-service teacher education programmes that can impact teachers’ own learning. The first article examined teacher experiences in the use of “design thinking” by Retna. Next, Hong’s and Youngs’ article looks into contradictory effects of the new national curriculum in South Korea. Lu, Wang, Ma, Clarke and Collins explored Chinese teachers’ commitment to being a cooperating teacher for rural practicum placements. Kainzbauer and Hunt investigate foreign university teachers’ experiences and perceptions in teaching graduate schools in Thailand. On inclusive education in Singapore, Yeo, Chong, Neihart and Huan examined teachers’ first-hand experiences with inclusion; while Poon, Ng, Wong and Kaur study teachers’ perceptions of factors associated with inclusive education. The book ends with two articles on teacher preparation by Hardman, Stoff, Aung and Elliott who examined the pedagogical practices of mathematics teaching in primary schools in Myanmar, and Zein who focuses on teacher learning by examining the adequacy of preservice education in Indonesia for preparing primary school English teachers. The contributing authors’ rich perspectives in different educational, geographical and socio-cultural contexts would serve as a valuable resource for policy makers, educational leaders, individual researchers and practitioners who are involved in teacher education research and policy. This book was originally published as a special issue of the Asia Pacific Journal of Education.
Download or read book Teachers Perceptions Experience and Learning written by Woon Chia Liu and published by Routledge. This book was released on 2018-06-08 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers¿ Perceptions, Experience and Learning offers insightful views on the understanding of the role of teachers and the impact of their thinking and practice. The articles presented in this book illustrate the influence of teachers on student learning, school culture and their own professional identity and growth as well as highlighting challenges and constraints in preand in-service teacher education programmes that can impact teachers¿ own learning. The first article examined teacher experiences in the use of ¿design thinking¿ by Retna. Next, Hong¿s and Youngs¿ article looks into contradictory effects of the new national curriculum in South Korea. Lu, Wang, Ma, Clarke and Collins explored Chinese teachers¿ commitment to being a cooperating teacher for rural practicum placements. Kainzbauer and Hunt investigate foreign university teachers¿ experiences and perceptions in teaching graduate schools in Thailand. On inclusive education in Singapore, Yeo, Chong, Neihart and Huan examined teachers¿ first-hand experiences with inclusion; while Poon, Ng, Wong and Kaur study teachers¿ perceptions of factors associated with inclusive education. The book ends with two articles on teacher preparation by Hardman, Stoff, Aung and Elliott who examined the pedagogical practices of mathematics teaching in primary schools in Myanmar, and Zein who focuses on teacher learning by examining the adequacy of preservice education in Indonesia for preparing primary school English teachers. The contributing authors¿ rich perspectives in different educational, geographical and socio-cultural contexts would serve as a valuable resource for policy makers, educational leaders, individual researchers and practitioners who are involved in teacher education research and policy. This book was originally published as a special issue of the Asia Pacific Journal of Education.
Download or read book Studying the Effectiveness of Teacher Education written by Diane Mayer and published by Springer. This book was released on 2017-02-27 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an evidentiary basis for policy decisions regarding initial teacher education and beginning teaching and informs the design and delivery of teacher preparation programs. Based on a rigorous analysis of international literature and the policy context for teacher education globally, and assessing data generated through a longitudinal study conducted in Australia, it investigates the effectiveness of teacher education in preparing teachers for the variety of school settings in which they begin their teaching careers. Over four years, the Studying the Effectiveness of Teacher Education (SETE) project tracked roughly 5,000 recently graduated teachers and 1,000 school principals in Australia to capture workforce data and gauge graduate teachers’ and principals’ perceptions of their initial teacher education programs. This book offers a synthesis of the research findings and uses the SETE as a catalyst for innovative theorization of the effectiveness of teacher education.
Download or read book New Teacher Effectiveness and Its Relationship to Teacher Preparation Programs written by Heather Ronan and published by . This book was released on 2013 with total page 398 pages. Available in PDF, EPUB and Kindle. Book excerpt: The central purpose of this study was to determine elementary school teachers' perceptions of their own effectiveness and the relationship of their teacher preparation program to that effectiveness. To fully exmaine teachers' assessment of their preparation programs, two questions guided this search: What evidence do teachers within their first four years of practice use to measure their success in meeting the challenges of the classroom? What aspects of their preparation programs do self-professed effective elementary teachers think were most influential? A sequential, explanatory, mixed methods approach to research was utilized for this study. Criteria for participation were Massachusetts elementary teachers with fewer than five years teaching experience. A total of 77 teachers completed two surveys. The first survey inquired about teachers' preparation experiences. The second was a self-efficacy survey. Seven participants scoring in the top 25% of all survey respondents were interviewed about preparation experiences. New teachers clain they were most prepared in the areas of instruction and assessment and least prepared for classroom management and working with diverse learners. They draw evidence for their effectiveness from two sources: quantitative data such as student test scores and qualitative data such as administrative feedback. They credit coursework closely linked to practice, postive support systems, and ample opportunities for fieldwork as contributing factors to their effectiveness. These results can help inform both preparation programs in higher education and building administrators in school districts. By recognizing the possible strengths and weaknesses of teaching programs identified by new teaachers, preparation programs can work to bolster the learning experiences of their students. District administrators can inquire about preparation experiences to increase the likelihood prospective teachers are prepared for the realities of teaching.
Download or read book Preparing Teachers written by National Research Council and published by National Academies Press. This book was released on 2010-07-25 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers make a difference. The success of any plan for improving educational outcomes depends on the teachers who carry it out and thus on the abilities of those attracted to the field and their preparation. Yet there are many questions about how teachers are being prepared and how they ought to be prepared. Yet, teacher preparation is often treated as an afterthought in discussions of improving the public education system. Preparing Teachers addresses the issue of teacher preparation with specific attention to reading, mathematics, and science. The book evaluates the characteristics of the candidates who enter teacher preparation programs, the sorts of instruction and experiences teacher candidates receive in preparation programs, and the extent that the required instruction and experiences are consistent with converging scientific evidence. Preparing Teachers also identifies a need for a data collection model to provide valid and reliable information about the content knowledge, pedagogical competence, and effectiveness of graduates from the various kinds of teacher preparation programs. Federal and state policy makers need reliable, outcomes-based information to make sound decisions, and teacher educators need to know how best to contribute to the development of effective teachers. Clearer understanding of the content and character of effective teacher preparation is critical to improving it and to ensuring that the same critiques and questions are not being repeated 10 years from now.
Download or read book A Study of Beginning Teachers Perceptions Regarding Their Teacher Preparatory Programs written by Kevin J. Davis and published by . This book was released on 1999 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Linking Teacher Preparation Program Design and Implementation to Outcomes for Teachers and Students written by Jennifer E. Carinci and published by IAP. This book was released on 2020-02-01 with total page 277 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving the use of evidence in teacher preparation is one of the greatest challenges and opportunities for our field. The chapters in this volume explore how data availability, quality, and use within and across preparation programs shed light on the structures, policies, and practices associated with high quality teacher preparation. Chapter authors take on critical questions about the connection between what takes place during teacher preparation and subsequent outcomes for teachers and students – which has remained a black box for too long. Despite a long history of teacher preparation in the U.S. and a considerable investment in preservice and in-service training, much is still to be learned about how pre-service preparation impacts teacher effectiveness. A strong empirical basis that informs how specific aspects of and approaches to teacher preparation relate to outcomes for graduates and their preK-12 student outcomes will provide a foundation for improved teaching and learning. Our book responds to stakeholders’ collective responsibility to students and teachers to act more deliberately. Issues of data availability and quality, the uses of data for improvement, priorities for future research, and opportunities to promote evidence use in teacher preparation are discussed throughout the volume to inspire collective action to push the field towards more use of evidence. Chapters present research that uses a variety of research designs, methodologies, and data sources to explore important questions about the relationship between teacher preparation inputs and outcomes.
Download or read book A Comparison of Teacher Education Programs and Graduates Perception of Experience written by Kathryn Louise Ladd and published by . This book was released on 2000 with total page 628 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose of the study . The purpose of this study was to explore the similarities and differences among four university teacher preparation programs in a mid-western state. Perceptions of 1996, 1997, and 1998 university graduates regarding their pre-service preparation and perceptions of supervising principals regarding the classroom proficiency of these graduates formed a second focus of the study. Findings . Seven issues emerged from the analysis of data: (1) requirements for certification and licensure, (2) male and female survey demographic data, (3) beginning teacher follow-up data regarding classroom management, (4) instructional practices, (5) diverse and special students, (6) field experiences and student teaching, and (7) beginning teacher perceptions of the over-all education faculty commitment to the profession. Classroom management was the highest concern for beginning teachers and respective principals. Land Grant graduates gave the most negative ranking and the Private Christian University graduates gave the least critical ranking. Providing instruction for diverse and special students received undecided or low rankings from graduates of the Largest Regional State, Land Grant, and Private Christian Universities. Graduates of 1997 and 1998 ranked instructional practices lower than 1996 graduates. All participants regarding perceptions of (1) field and student teaching experiences, and (2) teacher education faculty and their commitment to the profession reported very positive rankings. From DESE 2000 data, graduates from the Private Liberal Arts University remain in the profession to a higher degree than the other graduates. Land Grant University graduates allowed their Professional Certificate [P.C.] to lapse in greater numbers than other graduates. Principals ranked their respective new teachers' proficiency in the classroom more positively than did the new teachers themselves. While supervising principals from the four universities identified classroom management as the major concern, they did not evidence the same degree of concern as their teachers. Principals also reported a concern regarding dealing with and providing instruction for diverse and special students. Implications . Graduates of teacher preparation programs have the capacity to provide evidence of strengths and weaknesses, as well as validation, of existing institutional perceptions. An important implication is that alumni involvement in program reform of teacher preparation can provide valuable information for improvement of educational practices in each of the four institutions.
Download or read book A Case for Change in Teacher Preparation written by Julie Gorlewski and published by Routledge. This book was released on 2021-08-19 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: Why are preservice teachers often told by veteran teachers to "forget what you learned" in teacher preparation programs? Why is there a gap between pedagogical practices employed at schools and those taught at colleges and universities? And why, after evidence from countless studies, are there still so few teachers of color working in our rapidly diversifying schools? These questions are addressed in this book, which describes a reconceptualized teacher preparation program based on a teacher residency model. This model is grounded in three core beliefs: first, that teacher quality is a shared responsibility between universities and school districts; second, that all students have a right to high-quality teachers who are as racially, ethnically, and linguistically diverse as the students they teach; and third, that for education to be transformative, future educators must have the right balance of theoretical knowledge and practical experiences grounded in specific contexts. Through a combination of rich description and qualitative and quantitative program data, the authors make the case that university programs focused on the communities they serve can ensure more effective, learner-ready teachers who remain in the profession longer. By providing a detailed blueprint for program development, the contents of this book will be of value and interest to educational leaders, policy makers, and researchers.
Download or read book Redefining Teacher Preparation written by Caroline M. Crawford and published by Rowman & Littlefield. This book was released on 2017-10-11 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: Redefining Teacher Preparation: Learning from Experience in Educator Development, highlights applications and reflections of Association of Teacher Educator (ATE) Standards and offers conceptual frameworks and contextual realities in connections to classroom educators at all stages of their career. Association of Teacher Educators (ATE) is a professional community focusing upon redefining teacher preparation to promote advocacy, equity, leadership and professionalism through learning from experience in educator development. This text is meant as a reflection of the current state of the profession as revolves around the concept of classroom teachers as associated teacher educators. This text serves also as a tool for promoting professional discourse concerning redefining teacher preparation in learning through experience pertaining to the development and implications of classroom teachers as associated teacher educators. This is such an important discussion to be had, and yet only recently has the teacher education profession more fully realized, acknowledged and emphasized the integral impact of classroom teachers as associated teacher educators in this regard.
Download or read book Preparing Tomorrow s Teachers written by D . John McIntyre and published by Corwin. This book was released on 1996-02-21 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current Teacher Education Yearbook focuses on field experience in the preparation of new teachers. Divided into four sections, this comprehensive and essential volume discusses issues including: the interactive effects of cultural diversity and economic backgrounds of school populations and their student teachers; the interactions between student teacher and supervisor; the role of feedback in teacher training; the means to clear communication in cross-cultural settings; and approaches for teaching mathematics and science in elementary classrooms.
Download or read book New Teachers Perceptions on Their Preparation written by Kristi J. Powers and published by . This book was released on 2012 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Voices of Inquiry in Teacher Education written by Thomas S. Poetter and published by Routledge. This book was released on 2013-12-16 with total page 319 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is an attempt to show that preservice teacher knowledge is substantive and should be part of the wider database of knowledge about teaching and learning in the field of teacher education. From the perspectives of five prospective teacher interns and a teacher educator, this volume brings the experiences of students conducting research during preservice teacher education to life. Charged to conduct a semester long study in the school, the intern-authors studied classroom scenes and their own work, and wrote case studies depicting their experiences. Their pieces -- in their entirety -- compose the central chapters of the book and serve as examples of preservice teacher research. The surrounding chapters examine the interns' experiences of conducting research during their preservice internship year primarily from the perspective of a teacher educator who studied them and the scene throughout the experience. The teacher educator examines the interns' approaches to research and the processes they employed to conduct and complete their studies, the interns' professional growth as a result of their participation in the study, and the impact the project had on the program. This book fills the gaps that exist in the present literature on the use of teacher research during preservice by including the inquiry works of preservice teachers as examples of legitimate, important preliminary research in their own rights, and by addressing the complex issues of conducting this type of study during preservice from multiple perspectives, not just that of the university researcher. While some texts include the perspectives of students and even include portions of students' own work, this text takes the step of co-authorship, sharing the academic discourse with intern teachers who have produced experience and knowledge that are informative for the field of education as a whole and specifically for teacher education. The text attempts to combine many voices into one thorough, narrative approach, ultimately urging the reader to consider the possibilities of teacher research for advancing knowledge in the field and for enhancing the professional development of the participants.
Download or read book Does Teacher Education Make a Difference written by Dirk Richter and published by . This book was released on 2005 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The research on school quality has provided evidence that teacher efficacy predicts a multitude of critically important variables, such as student achievement, commitment to teaching, job satisfaction, or school climate. The significance of this construct made researchers raise the question of how teacher efficacy develops and how teacher training programs contribute to it. This study refers to these questions and analyzes the relationships between prospective teachers' beliefs about personal capabilities and four characteristic variables of teacher education programs: teacher knowledge, pedagogical content preparation, pedagogical preparation, and field experiences. The data for this study were collected in a large preservice teacher study in Ohio (Teacher Quality Partnership) during the 2003-2004 academic year. The sample contained 356 teacher candidates from 40 colleges and universities who were pursuing their Ohio teaching license either in language arts or mathematics. Structural equation modeling (SEM) was employed to estimate a path model that illustrates the relationships between these variables. This model served as a base for the data analysis but was extended for multiple samples to pinpoint the differences between male and female graduates and public and private colleges and universities. The results of this study demonstrated that teacher training program variables have a substantial impact on personal teacher efficacy of prospective teachers. Significant effects were identified for students' perception of pedagogical preparation and field experiences. The group comparison showed that male teacher candidates develop their sense of efficacy to a large extent during teacher preparation, while female candidates use additional sources that are independent from the educational program. Finally, the comparison of public and private institutions indicates that public colleges and universities facilitate students' self-beliefs to a larger extent than private institutions.
Download or read book Novice Teachers Perceptions of Their Teacher Education Programs written by Jacqueline Diana Foster-Asberry and published by . This book was released on 2018 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Examination of Changes in Pre service Teachers Perceptions and Knowledge of Emergent Literacy During an Early Literacy Course written by Katina Michelle Lee and published by . This book was released on 2009 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Prior to enrolling in teacher education programs, pre-service teachers possess perceptions of teaching based on their former experiences at home and at school. The purpose of this study was to examine modifications in pre-service teachers' perceptions and knowledge of emergent literacy during their enrollment in an early literacy teacher preparation course. Three research questions were posed for this study: (a) How does the early literacy course modify pre-service teachers' perceptions of emergent literacy? (b) How does the early literacy course modify pre-service teachers' knowledge of emergent literacy? and (c) How do pre-service teachers describe the impact of field experience on modifying their perceptions of emergent literacy? A mixed method design was used in this study. To collect data for the quantitative portion of the study, The Teacher Perceptions and Knowledge Questionnaire instrument (Stern Center, 2002) was utilized. Participants' perceptions and knowledge of emergent literacy were analyzed based on the results from the questionnaire instrument. To collect data for the qualitative portion of the study, the researcher used open-ended survey questions to analyze participants' descriptions of the impact the early literacy course may have had on their perceptions of emergent literacy. Multiple themes appeared throughout the participants' narrative responses. A total of 106 participants completed the study. Results from the study include mean differences from the pre and post quantitative data from the instrument. Results also include descriptive data from the narrative responses that explain how the early literacy course impacted participants' perceptions.
