Download or read book Teachers Feelings of Preparedness written by and published by . This book was released on 1999 with total page 2 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers Feelings of Preparedness written by and published by . This book was released on 1999 with total page 1 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book TEACHERS FEELINGS OF PREPAREDNESS INDICATOR OF THE MONTH ED437392 U S DEPARTMENT OF EDUCATION written by United States. Office of Educational Research and Improvement and published by . This book was released on 2001* with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Envisioning Teaching and Learning of Teachers for Excellence and Equity in Education written by Xudong Zhu and published by Springer Nature. This book was released on 2021-08-14 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited book is a collection of keynote speeches in the 3rd Global Teacher Education Summit in Beijing Normal University from October 14 to 16, 2017. The speeches intend to raise international response in the field of teacher education to the enduringly changing education policy environment. Multiple perspectives are needed in order to gain insights into teaching and teacher education for excellence and equity, as well as disentangle from rigid, inapplicable old paradigms. This book on one hand provides typify global voices, and on the other hand contributes Chinese stories to this field. China’s education manifests a tendency with stronger indigenous features related to the changing domestic climate and international geopolitical position. Chapters included about teaching and teacher education in China can provide local evidence, intelligence and relevance to global audience, and even voice indigenous epistemes within the non-Western platform. This book aims to build such dialogs between global perspectives and Chinese insights for heteroglossia in content and methodology in the field of teaching and teacher education.

Download or read book A Commitment to Teaching written by Patrick M. Jenlink and published by Rowman & Littlefield. This book was released on 2020-03-30 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt: A Commitment to Teaching: Toward More Efficacious Teacher Preparation introduces the reader to a collection of thoughtful works by authors that represent current research and thinking about teacher self-efficacy and teacher preparation. It is the intent of the book to provide the reader with current and relevant knowledge concerning preparation of committed and efficacious teachers. Teacher self-efficacy, and the presence of teacher efficacy, in teacher preparation and practice, is fundamental to preparing teachers for the public school classroom. As a construct, teacher self-efficacy beliefs are an integral aspect of the teaching process. While many authors refer to teachers’ sense of self-efficacy for teaching, meaning their beliefs about their ability to perform the actions necessary to teach, many others have identified a specific form of self-efficacy pertaining to teaching. These have been called teaching or teacher efficacy. Chapter One opens the book with a focus on the teacher commitment and self-efficacy, providing the reader with an introduction. The authors of Chapters Two-Seven present field-based research that examines the complexities efficacy and commitment in the preparation of teachers. Each chapter offers the reader an examination of teacher self-efficacy and teacher preparation and based on formal research that provides the reader with insight into how the research study was conducted as well as equally important, the findings and conclusions drawn with respect teacher self-efficacy and teacher preparation. Finally, Chapter Nine presents an epilogue that focuses on the for more efficacious teacher preparation.

Download or read book A Cross sectional Study of Preservice and Beginning Teachers Attitudes and Feelings of Preparedness to Work with Students with Disabilities written by Diane L. Schlauch and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Students with disabilities need properly trained educators. The capacity of teachers to affect student learning is contingent upon the preparation they receive. Attitudes and feelings of preparedness to work with students with disabilities expressed by teachers indicate that their training is inadequate. The purpose of this cross-sectional study was to explore preservice and beginning teachers' attitudes and feelings of preparedness to work with students with disabilities. Participants included preservice teachers who were just beginning their teacher education program (Phase 1), student teachers (Phase 2), and practicing teachers (Phase 3) who had been enrolled in either undergraduate or graduate initial licensure teacher preparation programs at East Tennessee State University. A three-part survey containing both closed and open-ended items, including the Opinions Relative to the Integration of Students with Disabilities (ORI) scale, was used for data collection. Quantitative findings in this study were mixed or inconclusive. Some significant differences were found in overall ORI scores and subscale scores based on 1) the phase of training for undergraduates, 2) program levels (undergraduates and graduates), 3) type of teacher certification, and 4) the existence of relationships with persons with disabilities. No differences in attitude were found for any program-related teaching experiences with persons with disabilities. When combined with qualitative analysis, the study revealed a collection of disconnects that provided insight into the preparation of teachers. Disconnects were noted between expressed attitudes and feelings of preparedness; feelings of preparedness and program benefit; teacher preparation and teacher practice; and expressed value and need for more field experiences and the impact of program-related teaching experiences on attitudes and feelings of preparedness. Themes involving personal relationships, the expectancy to collaborate and learn through ongoing experience, and the limited focus on students with disabilities throughout the teacher education programs provided clues to factors that might potentially impact feelings of preparedness to work with students with disabilities.

Download or read book Teacher quality a report on the preparation and qualifications of public school teachers written by and published by DIANE Publishing. This book was released on with total page 265 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Reported Preparedness written by Allison Murphy-Pope and published by . This book was released on 2013 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: The ultimate purpose of school lies in the success and achievement of its students. Therefore, efforts must be made to continuously improve achievement for every student. What the teacher knows and can do in the classroom is the most powerful factor in increasing a student's achievement (Cunningham & Allington, 2003; Darling-Hammond, 2000; Jackson, 2009; Marzano, 2007). The purpose of this study was to examine the relationship between teacher certification route and teacher reported preparedness in one Midwest metropolitan school district and to determine whether differences exist between teacher samples based on their years of teaching experience. New and experienced teachers' self-identified professional preparation in the areas of: (a) classroom management or discipline situations, (b) use of a variety of instructional strategies, (c) knowledge of subject of matter, (d) usage of computers in classroom instruction, (e) assessment of students, and (f) selection and adaptation of curriculum and instruction materials. The major construct of the research pertaining to the study is teachers' perceptions of their own preparedness in public school classrooms in one Midwestern metropolitan school district. This study examined two hypotheses related to teacher preparation. The first hypothesis, teacher experience has a positive effect on new teacher preparation. The second hypothesis, teacher certification type has a positive effect on teacher reported preparedness of experienced teachers. In this study, the researcher utilized selected questions from the 2007-2008 Public School Teacher Questionnaire, developed by the National Center for Education Research for use in the Schools and Staffing Survey (SASS). Using a quantitative survey design methodology, 1,422 teachers in one Midwest metropolitan school district were invited to participate in this study by completing the online survey. Respondents were asked to rate their level of preparedness in six teaching areas. The study yielded a response rate of 272 teachers. Data analysis procedures included descriptive statistics and MANOVAs. Study findings indicated that years of experience and teacher certification route have an effect on teacher perceived preparedness. Multiple statistical tests (crosstabulations, MANOVAs, and univariate follow-ups) showed interactions between teaching experience and certification route with three of the six teacher preparedness variables (knowledge of content, assessment of students, and selection and adaptation of curriculum and instructional materials). In all three areas alternatively certified, new teachers reported the least preparation in all three areas. Overall, new teachers reported less preparedness than experienced teachers regardless of their certification route. However, experienced teachers (traditional and alternatively certified) reported similar feelings of preparedness in two of the variables (knowledge of content and selection/adaptation of curriculum and instructional materials). Conclusively, experienced teachers regardless of certification route reported feeling more prepared in all three of the teacher preparedness variables

Download or read book For White Folks Who Teach in the Hood and the Rest of Y all Too written by Christopher Emdin and published by Beacon Press. This book was released on 2017-01-03 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: A New York Times Best Seller "Essential reading for all adults who work with black and brown young people...Filled with exceptional intellectual sophistication and necessary wisdom for the future of education."—Imani Perry, National Book Award Winner author of South To America An award-winning educator offers a much-needed antidote to traditional top-down pedagogy and promises to radically reframe the landscape of urban education for the better Drawing on his own experience of feeling undervalued and invisible in classrooms as a young man of color, Dr. Christopher Emdin has merged his experiences with more than a decade of teaching and researching in urban America. He takes to task the perception of urban youth of color as unteachable, and he challenges educators to embrace and respect each student’s culture and to reimagine the classroom as a site where roles are reversed and students become the experts in their own learning. Putting forth his theory of Reality Pedagogy, Emdin provides practical tools to unleash the brilliance and eagerness of youth and educators alike—both of whom have been typecast and stymied by outdated modes of thinking about urban education. With this fresh and engaging new pedagogical vision, Emdin demonstrates the importance of creating a family structure and building communities within the classroom, using culturally relevant strategies like hip-hop music and call-and-response, and connecting the experiences of urban youth to indigenous populations globally. Merging real stories with theory, research, and practice, Emdin demonstrates how by implementing the “Seven Cs” of reality pedagogy in their own classrooms, urban youth of color benefit from truly transformative education.

Download or read book ERIC Clearinghouse on Teacher Education written by National Institute of Education (U.S.). Contracts & Grants Management Division and published by . This book was released on 1985 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Preparing Teachers for Deeper Learning written by Linda Darling-Hammond and published by Harvard Education Press. This book was released on 2021-02-08 with total page 477 pages. Available in PDF, EPUB and Kindle. Book excerpt: Preparing Teachers for Deeper Learning answers an urgent call for teachers who educate children from diverse backgrounds to meet the demands of a changing world. In today’s knowledge economy, teachers must prioritize problem-solving ability, adaptability, critical thinking, and the development of interpersonal and collaborative skills over rote memorization and the passive transmission of knowledge. Authors Linda Darling-Hammond and Jeannie Oakes and their colleagues examine what this means for teacher preparation and showcase the work of programs that are educating for deeper learning, equity, and social justice. Guided by the growing knowledge base in the science of learning and development, the book examines teacher preparation programs at Alverno College, Bank Street College of Education, High Tech High’s Intern Program, Montclair State University, San Francisco Teacher Residency, Trinity University, and University of Colorado Denver. These seven programs share a common understanding of how people learn that shape similar innovative practices. With vivid examples of teaching for deeper learning in coursework and classrooms; interviews with faculty, school partners, and novice teachers; surveys of teacher candidates and graduates; and analyses of curriculum and practices, Preparing Teachers for Deeper Learning depicts transformative forms of teaching and teacher preparation that honor and expand all students’ abilities, knowledges, and experiences, and reaffirm the promise of educating for a better world.

Download or read book Teacher Expectancies written by Jerome B. Dusek and published by Routledge. This book was released on 1985 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Burnout written by Alfred S. Alschuler and published by . This book was released on 1980 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: This booklet presents articles that deal with identifying signs of stress and methods of reducing work-related stressors. An introductory article gives a summary of the causes, consequences, and cures of teacher stress and burnout. In articles on recognizing signs of stress, "Type A" and "Type B" personalities are examined, with implications for stressful behavior related to each type, and a case history of a teacher who was beaten by a student is given. Methods of overcoming job-related stress are suggested in eight articles: (1) "How Some Teachers Avoid Burnout"; (2) "The Nibble Method of Overcoming Stress"; (3) "Twenty Ways I Save Time"; (4) "How To Bring Forth The Relaxation Response"; (5) "How To Draw Vitality From Stress"; (6) "Six Steps to a Positive Addiction"; (7)"Positive Denial: The Case For Not Facing Reality"; and (8) "Conquering Common Stressors". A workshop guide is offered for reducing and preventing teacher burnout by establishing support groups, reducing stressors, changing perceptions of stressors, and improving coping abilities. Workshop roles of initiator, facilitator, and members are discussed. An annotated bibliography of twelve books about stress is included. (FG)

Download or read book Online Teaching and Learning in Higher Education written by Pedro Isaias and published by Springer Nature. This book was released on 2020-09-29 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is to explores a variety of facets of online learning environments to understand how learning occurs and succeeds in digital contexts and what teaching strategies and technologies are most suited to this format. Business, health, government and education are some of the core sectors of society which have been experiencing deep transformations due to a generalized digitalization. While these changes are not novel, the swift progress of technology and the rising complexity of digital environments place a focus on the need for further research and novel strategies. In the context of education, the promise of increased flexibility and broader access to educational resources is impelling much of higher education’s course offerings to online environments. The 21st century learner requires an education that can be pursued anytime and anywhere and that is more aligned with the demands of a digital society. Online education not only assists students to success-fully integrate a workforce that is increasingly digital, but it helps them to become more comfortable with the use of technology in general and, hence, more prepared to be prolific digital citizens. The variety of settings portrayed in this volume attest to the unlimited opportunities afforded by online learning and serve as valuable evidence of its benefit for students’ educational experience. Moreover, these research efforts assist a more comprehensive reflection about the delivery of higher education in the context of online settings.

Download or read book Elementary Pre service Teacher Preparedness in Literacy and Mathematics as it Relates to Anxiety and Self efficacy written by Lamarcia J. Miller and published by . This book was released on 2019 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study attempted to determine if there is a significant relationship between pre-service teacher preparedness in literacy and mathematics and the levels of anxiety and self-efficacy felt by the pre-service teachers. The research questions are as follows: Is there a significant correlation between the number of college course hours a per-service teacher has taken in literacy and that teacher's teaching anxiety? Is there a significant correlation between the number of college course hours a pre-service teacher has taken in mathematics and that teacher's teaching anxiety? Is there a significant correlation between the anxiety level the pre-service teacher feels in literacy and that teacher's teaching self-efficacy? Is there a significant correlation between the anxiety level the pre-service teacher feels in mathematics and that teacher's teaching self-efficacy? A correlational study design was utilized to determine the correlation between the number of course hours taken by a pre-service teacher in reading and mathematics and the level of anxiety and self-efficacy felt by the pre-service teacher. Students at four universities completed the Student Teaching Anxiety Scale, the Reading Teaching Efficacy Instrument, the Mathematics Teaching Efficacy Beliefs Instrument, and one short demographic survey that asks participants demographic information and the number of course hours that were included in literacy and in mathematics. The sample size was 68 pre-service teachers from four universities. Data were analyzed and statistical tests were performed using SPSS. Spearman Correlation coefficients were calculated in order to analyze research questions 1-4. Results showed that while there was no significant relationship between the number of course hours pre-service teachers completed in either literacy or mathematics, there was a significant relationship between teaching anxiety and the teachers' feelings of self-efficacy in both literacy and mathematics.

Download or read book Teaching As Leadership written by Teach For America and published by John Wiley & Sons. This book was released on 2010-02-02 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt: A road map for teachers who strive to be highly effective leaders in our nation's classrooms Teach For America has fought the daunting battle of educational equity for the last twenty years. Based on evidence from classrooms across the country, they've discovered much about effective teaching practice, and distilled these findings into the six principles presented in this book. The Teaching As Leadership framework inspires teachers to: Set Big Goals; Invest Students and Their Families; Plan Purposefully; Execute Effectively; Continuously Increase Effectiveness; Work Relentlessly. The results are better educational outcomes for our nation's children, particularly those who live in low-income communities. Inspires educators to be leaders in their classrooms and schools Demystifies what it means to be an effective teacher, describes key elements of practice and provides a clear vision of success Addresses the challenges every teacher, in every classroom, faces on a daily basis An accompanying website includes a wealth of tools, videos, sample lessons, discussion boards, and case studies.

Download or read book How Teachers Perceptions of Professional Preparedness Relate to Teacher Retention written by Madonna Amaris Kinne and published by . This book was released on 2011 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt: Selecting and training potentially effective teachers and retaining those teachers in their work present immense challenges to the teaching profession. This paper examines the relationship between new teachers' perceptions of career preparedness and their career intentions, accounting for differences in teachers' gender, age, school characteristics, student characteristics, and teacher preparation pathway. This study differs from previous work by employing a nationally representative sample and analyzing three alternative preparation routes--the Teach for America (TFA) program, the New Teacher Project's (NTP) various teacher programs, and the Troops-to-Teachers (TTT) program. Findings suggest that teachers who report feeling better prepared are more likely to report plans to stay in teaching beyond five years, and those trained by traditional certification programs are more likely to stay in teaching than those certified through alternative programs. Knowing that teachers who feel more prepared are more likely to plan on making teaching a career should guide policy-makers in designing teacher-training programs; fewer vacancies may translate to more competition for open positions, which allow hiring decisions to focus on the most potentially successful applicants. Policy implications include greater scrutiny of teacher education programs, particularly attending to the characteristics of those programs that produce teachers who feel well prepared.