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 Teachers Perceptions of the Student Teaching Experience written by Hunter Beach Baker and published by . This book was released on 2002 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Perceptions of Their Professional Learning Community Experience in One North Texas District written by Melissa Ann Heller and published by . This book was released on 2020 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: See ProQuest for summary.
Download or read book Learning from Experience written by Margaret Emily Schmidt and published by . This book was released on 1994 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Perception of Teacher Pathways on Professional Learning written by Lori Mae Alexandra Marie Amaro and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper explored the similarities and differences between teacher education pathways and perceptions that professional learning had on their teaching practices and teaching self-efficacy. Figuring out how to promote continual learning is critical no matter which pathway a teacher took to get their certification. Many barriers emerged when thinking about and discussing this topic, such as the experiences gained through teacher preparation programs; professional learning formats, content, and quality; district resource allowance; student learning needs; and application of professional learning. All of these elements can influence teachers' perceptions surrounding professional learning. As educators experience learning opportunities, successful implementation is necessary to see changes in instructional practices, student outcomes, and teacher beliefs and attitudes. The purpose of this study was to explore how elementary ELA teachers in a large Midwestern school district, coming from various pathways into education, perceived professional learning on their classroom practices and teaching self-efficacy. This case study took a qualitative approach by utilizing quantitative data to describe educators' perceptions. Throughout the study, methods including, surveys, philosophy statements, interviews, classroom observations, field notes, and participant journals, collected data, which assisted in understanding teacher perceptions. Coded and analyzed data formed categories that organized perceptions by professional learning perceptions on teaching practices, professional learning perceptions on teaching self-efficacy, and professional learning perceptions on teaching self-efficacy for those serving students of various populations. Sub-categories broke down the broad categories into definitions/understandings of professional learning and teaching self-efficacy, positive perceptions, and negative perceptions. Other data collected provided connections between perceptions and practices. Participants in this study came from pathways, such as traditional, long-term substitute, accelerated, and other. The results showed that educators need continued support through specialized professional learning, as participants described gaps in their learning that need addressed. Limited professional learning with ReadyGen created a learning gap for teachers. All participants perceived a lack of preparation in working with students of various populations. The conclusion showed that participants, other than the accelerated pathway participant, did not contribute the influence of professional learning to their teaching practices. The conclusion of this study described the need for more specialized learning, especially as new teachers enter the profession, to ensure they are prepared to work in with the diverse students they encounter. In conclusion, recommendations included to continuation of professional learning in smaller settings and an examination of many professional learning aspects within the district.
Download or read book The Perception Gap written by Joseph M. Llamas and published by . This book was released on 2012 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: Two hundred and sixty two k-12 teachers, ranging from pre-service to experienced teachers, and from elementary to high school, were surveyed regarding their perceptions of students based on gender, ethnicity, socioeconomic status, and behavior. Utilizing a five point scale that surveyed teachers' responses to narratives of student stereotypes commonly found on school campuses, the study investigated how student demographic factors intersected with the teachers' gender, ethnicity, and years of experience. The study determined that the student variables influenced the teachers' perceptions of students such that they tended to assign higher respect for students with specific sociodemographic characteristics. The study found that teachers' gender, experience, and ethnicity were important determinants of their respect for students. When investigating the effect of teacher gender, regression analysis confirmed that female teachers tended to have significantly higher respect for White students and White students with negative behavior. In exploring teacher classroom experience, the study found that teacher experience influenced their perceptions of students. While new teachers were prone to rate all student ethnicities higher than veteran teachers, they rated Asian students highest, regardless of ses. The study determined that teacher ethnicity was a significant factor in teachers' perceptions of students based on their gender, ses, ethnicity, and/or behavior. Students' ethnicity also influenced teachers' respect ratings. Teachers generally rated Asian students with negative behavior lowest. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Download or read book A Narrative Inquiry of Teachers Perceptions Regarding Their Professional Development Experiences written by Theresa Andrea Nugent and published by . This book was released on 2007 with total page 536 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this narrative inquiry study was to explore teachers' perceptions of their professional development experiences. Qualitative studies are needed to truly understand through "thick rich" descriptions (Lincoln & Guba, 1985) what is happening (or not) from the viewpoint of the classroom teacher in reference to their professional development experiences and related impact on student outcomes. In an era of accountability, teachers' voices are essential for understanding potential connections between teacher learning, via professional development experiences, and improved student outcomes. This research project involved a purposeful sample of eight first-grade and second-grade teachers, identified by their principals as "committed" to a life-long love of learning and to applying new knowledge gained from professional development experiences into their classrooms. These teachers reflected on the experiences they valued, how they applied their learning to support student-learning outcomes, the types of support they received, and the barriers they encountered. The findings of this study reveal that teachers value professional development experiences that improve their teaching strategies and offer relevant and practical knowledge. To be successful, teachers believe that they need more time to conduct ongoing informal dialogue with colleagues while applying new learning. In addition to support from colleagues, teachers benefit from the additional assistance provided by internal coaches. Teachers experience barriers related to lack of time and sense of ownership, preconceived notions, insufficient training, and management of noncompliant student behaviors. In reference to student outcomes, these first-grade and second-grade teachers primarily used their observational skills rather than formal assessments to evaluate the impact of new teacher learning on student outcomes. Most teachers did not make a formal connection between participating in professional development experiences and improved achievement from their students. These findings have important implications for the kind of support and follow-up needed in planning professional development opportunities in an era of accountability.
Download or read book Exploring Pre service Teachers Perceptions During Two First Layer Capstone Experiences written by Kelly Ann Moore and published by . This book was released on 2011 with total page 494 pages. Available in PDF, EPUB and Kindle. Book excerpt: Identity lenses are forever changing even for the most seasoned teacher. But for pre-service teachers, their developing identity lenses are changing minute by minute as they strive to be autonomous in every aspect involved in the art of teaching whether it be in their teacher preparation program or in the field as a novice teacher. This descriptive case study sought to explore the perceptions of pre-service teachers as heard through their voices as participants in two conceptually different but similar first-layer capstone experiences coined Traditional Internship I and Integrated Methods Application Experience or IMAeX as candidates came to the realization of the authenticity of teaching and their individual shifts in identity lenses. This case study explored candidates' perceptions of participation in field-based capstone experiences that focused on the effective aspects of the field experience that increased their potential for teaching and learning, the ineffective aspects of the field experience that hindered their potential for teaching and learning, and the realization of how the field experience had prepared them for the authenticity of teaching. This study provided insight on pre-service teachers' progress of skills, development of dispositions, and perceptions of their developing teacher identity. Archival data were collected over two semesters utilizing focus group interviews from volunteer participants in each program track and over a four semester period utilizing reflective prompts in addition to the university course assessment which included all participants' perspectives from each program track. The reflective prompt data was collected for the sole purpose of gaining insight into program effectiveness and improvement. Four individual interviews and eight field based observations were conducted with purposively selected volunteer participants (two participants from Traditional Internship I, one interview each, two field observations each; two participants from IMAeX, one interview each, two field observations each) from each program track for the purpose of triangulation of data. The noted and coded themes were identified utilizing the constant comparative analysis process in which data were examined and themes were analyzed and identified through the repetition of embedded common related aspects or experiences by participants and grounded in theory, which validated the findings of this study by identifying aspects of the experiences that theoretically were justified in the data. Recommendations for educator preparation programs for future study are included in this study as teacher education preparation programs continue to find a balance between building the professional, pedagogical, and experiential knowledge of pre-service teachers during the capstone experience and are charged with encouraging reflective practice as part of the learning process as candidates begin to shape and explore who they are and where they fit in the profession of teaching (Graham & Phelps, 2003).
Download or read book Learner Centered Teaching written by Maryellen Weimer and published by John Wiley & Sons. This book was released on 2008-05-02 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this much needed resource, Maryellen Weimer-one of the nation's most highly regarded authorities on effective college teaching-offers a comprehensive work on the topic of learner-centered teaching in the college and university classroom. As the author explains, learner-centered teaching focuses attention on what the student is learning, how the student is learning, the conditions under which the student is learning, whether the student is retaining and applying the learning, and how current learning positions the student for future learning. To help educators accomplish the goals of learner-centered teaching, this important book presents the meaning, practice, and ramifications of the learner-centered approach, and how this approach transforms the college classroom environment. Learner-Centered Teaching shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone.
Download or read book Teachers Perceptions of Effective Professional Development written by Stephen Matthew Warford and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examines practicing educators’ views and perceptions on effective professional development. The researcher explores the experiences of five educators at various points on the experience continuum and questions what constitutes a meaningful learning experience for each one. The framework of this study follows the protocols outlined by Connelly and Clandinin (1990) for experienced based research through narrative. The foundation for this research rests of four theoretical pillars: Adult Learning Theory (Houle, 1972), Motivational Theory (Maslow, 1943), Reflective Practices (Schon, 1987), and Teacher Knowledge (Cochran & Lytle, 1999). After an extensive review of the current literature, noticeable omissions from the current understanding of professional development for teachers were found that set the stage for the following research questions guiding this study: 1) What elements of professional development do practicing teachers find effective and beneficial? 2) Do teachers at different points in their career report needing the same or different qualities in their learning experiences? 3) What might the researcher come to understand through narrative case studies of the participants and their insights on effective professional development? The need for this study to address these questions is that annually millions of dollars are spent on teacher professional development in order to improve teacher pedagogy in hopes of improving student achievement; however, achievement scores remain stagnant and there is little evidence that the current system of professional development is working. Though there are a plethora of studies that provide quantitative data regarding certain elements of professional development (e.g. time needed, curriculum design), those studies provide no context from the teachers to help others reproduce the results. This study allowed teachers to provide a context through narrative based on their experiences.
Download or read book Comparing Pre Service and In Service Teachers Perceptions in Fostering Creativity written by Kim G. Stephenson and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher educational perceptions dictate what they feel are essential to emphasize in the classroom; however, pre-service and in-service teacher perceptions of creativity are rarely explored. This study compares pre-service and in-service teachers' perceptions of fostering creativity using the Teaching for Creativity Scale (TCS; Rubenstein et al., 2013). The study investigates prevailing perceptions that may guide student learning and change with differing teachers' characteristics. Using Bronfenbrenner's five-layer ecological model as a theoretical framework, the tool analyzes four critical perception areas that affect fostering creativity: teacher self-efficacy, environmental engagement, societal value, and student potential. Through quantitative online survey research, this study identifies if relationships exist between teacher status, years of experience, level and type of education, subject domain, student grade level, and school type within the four areas of the TCS. The findings of differences of perceptions by teacher status, experience, and characteristics are reported. In addition, the field of literature in pre-service and in-service teachers' perceptions of fostering creativity are reviewed so areas of improvement for teacher preparation programs and teacher professional development can be identified, and misconceptions of fostering creativity can be uncovered for future research.
Download or read book A Qualitative Study of Student Teachers Perceptions and Reflective Thinking During the Student Teaching Experience written by Joan Kyzar West and published by . This book was released on 1994 with total page 1026 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Value Creating Education written by Emiliano Bosio and published by Taylor & Francis. This book was released on 2024-01-31 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offering a pivotal reference point and a wide range of global perspectives of teaching experiences on value-creating education (VCE), this book is a timely spotlight on contemporary issues of globalisation that many educational institutions around the world may encounter. It contributes to the originality of constructing new knowledge in the field of VCE, a forward-looking framework, and an ethical and educational imperative that can be understood in different ways, from diverse theoretical orientations. The chapters written by experienced international educators explore the following questions: How do educators understand the role of VCE? What pedagogical approaches to VCE do educators employ in their classes? How do educators support the values and knowledge of VCE in all curricular areas? What do educators see as the key essential values and knowledge that students should develop through VCE? It offers valuable insights and applied pedagogical practices for postgraduate students, researchers, educational policy makers, curriculum developers, and decision-makers in higher education institutions and non-governmental organizations (e.g., UNESCO, OXFAM).
Download or read book Teacher Perceptions of the Achievement of Students with Learning Disabilities on Statewide Assessments written by Maryann T. Gromoll and published by . This book was released on 2008 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: Each year as a growing number of students with learning disabilities are included in statewide assessments, teacher perceptions and beliefs toward student achievement are being identified and examined. The No Child Left Behind Act of 2001(NCLB) and the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA, 2004) raise the achievement expectations of students with disabilities and require that teachers are knowledgeable about state academic content and achievement standards (Thompson, Lazarus, Clapper, & Thurlow, 2006). State departments of education are responsible to ensure that teacher competencies and expectations are specific to the achievement of grade level content standards (Thompson, et al., 2006). Educational reform, increased knowledge in the teacher-learning process, and greater access to the general education curriculum require changes in instructional practice. This study investigated special education teachers' perceptions, backgrounds and beliefs related to test performance of third grade students with learning disabilities who passed the reading portion of the state assessment in Florida, the Florida Comprehensive Assessment Test (FCAT). The comparative descriptive research design was used to identify these factors and their effects in the study (Creswell, 2002). Quantitative data collection was used. A survey instrument was developed to include information on teachers' background, beliefs, experience, and perceptions toward statewide assessments. The survey was sent to seventy six third grade teachers of students with learning disabilities. Teachers receiving the survey were categorized into two groups based on the outcome of the 2007 FCAT in reading. Significant differences between teacher responses were found in the areas of professional development for test accommodations, co-teaching, and working with professionals in the general curriculum. Response to survey items on service delivery models indicated that students who spend the majority of time in the general education classroom or in a resource room setting have increased student achievement on statewide assessments. Differences were also found between teachers on questions related to school location, percentage of minority students, students who are eligible for free and reduced lunch, and positions employees held in education by the teachers in the study. One of the most significant findings of this study concluded that increased time spent in the general education classroom and collaboration of special education teachers with general education staff proved to be most beneficial when addressing the needs of students with learning disabilities and statewide assessment. The concept of teacher knowledge base and continued awareness of perceptions andbeliefs addressed in this study allowed for further research investigations.
Download or read book Classrooms Observed RLE Edu L written by Roy Nash and published by Routledge. This book was released on 2012-05-04 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this study – the outcome of three years’ participant observation in local authority primary and secondary schools – the classroom teacher is shown to have a far greater impact upon and responsibility for his pupils than is generally admitted. The teacher’s perceptions of the children in his class are demonstrated to have a more important bearing on the pupils’ attainment than the major factor of their social class. In carrying out this research, Roy Nash has moved outside the mainstream tradition of educational psychology to take into account the methods of anthropology and sociology. He shows, by looking at the actual behaviour of teachers and children in classrooms, and by following the pupils from several different primary schools through to the same local authority secondary school, how the teacher’s expectations for his pupils can act as self-fulfilling prophecies. The author’s illuminating research is illustrated with tables and with three Appendices.
Download or read book Professional Learning written by Clare M. Reich and published by . This book was released on 2015 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine teachers' perceptions of the characteristics and effectiveness of their professional learning experiences on their instructional practices. Data were collected from 41 elementary and secondary teachers in one south central Pennsylvania school district. The participants had experienced traditional professional development as well as been trained in the protocols and utilization of collaborative practices for professional learning communities. This qualitative research study utilized an online survey incorporating Likert-scale statements, open-ended response questions and six face-to-face interviews to ascertain: (1) the degree to which teachers perceive prior professional learning experiences as impactful on their instructional practices; (2) the characteristics of those professional learning experiences that have the most impact on teachers' instructional practices. The findings from this research study revealed that the effectiveness of professional learning experiences is as varied as the individual. Data revealed that participants were nearly equally divided on the effectiveness of professional learning experiences modifying their instructional practices. Response data supported that professional learning experiences which incorporate adult learning characteristics such as teachers' ability to choose the subject of the professional learning experience and the provision of adequate time to collaborate with colleagues were perceived to be more effective and produce the greatest impact on teachers' instructional practice.
