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Perceptions Of Pre-Service Teachers About Natural Disasters: Coronavirus, Earthquake, Fire, And Flood, Pınar Bozca, Eylem Yalçınkaya Önder
Perceptions Of Pre-Service Teachers About Natural Disasters: Coronavirus, Earthquake, Fire, And Flood, Pınar Bozca, Eylem Yalçınkaya Önder
Journal of Educational Research and Practice
This research explores the perceptions of preservice teachers in Turkey in terms of their preparedness for various disasters, including epidemics, earthquakes, fires, and floods, all of which have profound social and economic impacts on education. Using a descriptive survey model, the study examined the responses of 512 preservice teachers at a single university across all levels of their educational program. The survey, conducted digitally due to the pandemic, consisted of 70 questions. Findings reveal inconsistent levels of confidence and readiness across different types of disasters. For instance, while most preservice teachers understand the severity of the coronavirus and are concerned …
Facilitating Collaboration Through A Co-Teaching Field Experience, Mark S. Montgomery, Adam Akerson
Facilitating Collaboration Through A Co-Teaching Field Experience, Mark S. Montgomery, Adam Akerson
Networks: An Online Journal for Teacher Research
This article describes an action research project in which two teacher educators implemented a co-teaching field experience with pre-service teacher candidates acting as co-teachers to facilitate collaboration among peers. The goal of the action research was to better meet the needs of pre-service teacher candidates and continually develop their ability to grow as reflective and collaborative future teaching educators. To increase collaboration, co-teaching models were implemented in an early field experience. Teaching activities and assignments provided opportunities for collaboration as co-teachers and as members of a teaching community. Data collection and observations indicate peer-to-peer co-teaching helped create a collaborative atmosphere …
Rights, Respect And Responsibilities Online - Reflections And Efficacy, Michelle J. Eady, Michael L. Jones, Irit Alony, Yoke Berry
Rights, Respect And Responsibilities Online - Reflections And Efficacy, Michelle J. Eady, Michael L. Jones, Irit Alony, Yoke Berry
Australian Journal of Teacher Education
Demands for moral development are increasing in business and professional training. Mixed results of diversity training programs in the higher education sector suggest that innovative approaches are required for preparing students to become morally upright leaders and teachers. This research looks at the implementation of an online interactive tutorial that focuses on students working and learning together with others from a variety of diverse backgrounds. The study comprises a three-year investigation on the attitudes and understandings of students prior to a group work assessment task, and after completing the online tutorial. First year primary education students (n=594) completed pre- and …
Pre-Service Teachers' Growth In Understandings Of Best Practice Literacy Instruction Through Paired Course And Field Experience, Jamie Lipp, Sara R. Helfrich
Pre-Service Teachers' Growth In Understandings Of Best Practice Literacy Instruction Through Paired Course And Field Experience, Jamie Lipp, Sara R. Helfrich
Reading Horizons: A Journal of Literacy and Language Arts
Illiteracy is on the rise in the United States, and the potential negative impact on today’s struggling reader is devastating. Now more than ever, preparing pre-service teachers to be effective teachers of literacy is crucial. This study examined the growth in understandings of best practice literacy of eleven pre-service teachers through paired course and field work. Results reveal that through paired course and field work, growth of best practice literacy instruction is shown by pre-service teachers’ enhanced abilities to define, assign importance, and relate to implications for student learning as well as develop efficacy around their use. Results of this …
Factors Associated With Electronic Portfolio Adoption Among Pre-Service Teachers, Lin Zhong, Taralynn Hartsell
Factors Associated With Electronic Portfolio Adoption Among Pre-Service Teachers, Lin Zhong, Taralynn Hartsell
Journal of Educational Technology Development and Exchange (JETDE)
This qualitative study investigates factors that affect pre-service teachers’ electronic portfolio adoption process. Data is collected through in-depth interviews and document analysis. Factors affecting pre-service teachers’ adoption of electronic portfolio include school requirements, social pressures, time constraints, previous experiences, family consciousness, and personality. Findings suggest that successful electronic portfolio implementation rely on consideration of both external and internal aspects such as time, motivation, interaction, and technological skills.
Are You Ready To Be A Mentor? Preparing Teachers For Mentoring Pre-Service Teachers, Angelina Ambrosetti
Are You Ready To Be A Mentor? Preparing Teachers For Mentoring Pre-Service Teachers, Angelina Ambrosetti
Australian Journal of Teacher Education
The use of mentoring has nowadays become a predominant practice for the professional placement component of pre-service teacher education programs. Research however has identified that being an effective teacher doe not make you an effective mentor. The present research investigated the role of professional development in the preparation of mentor teachers for their mentoring roles. Specifically, this paper presents the findings of a pilot mentoring preparation course that engaged mentor teachers in developing their knowledge about the nature and process of mentoring, and the roles of mentors and mentees. Data about changed understandings of mentoring and changed mentoring practices of …
Pre-Service Teachers’ Conceptions Of Education For Sustainability, Neus (Snowy) Evans, Hilary Whitehouse, Ruth Hickey
Pre-Service Teachers’ Conceptions Of Education For Sustainability, Neus (Snowy) Evans, Hilary Whitehouse, Ruth Hickey
Australian Journal of Teacher Education
Environmental education researchers argue that pre-service teachers have a limited understanding of education for sustainability. The research described in this article applies a phenomenographic approach to investigating variations in how a representative cohort of 30 pre-service teachers, at various stages of completing an education degree at a small regional Australian university, understands the concept of education for sustainability. The results distinguish four related but distinctive categories of descriptions: (1) education that is continuous; (2) education about ecological systems and environmental systems; (3) education that is active, hands-on, local and relevant; and (4) education for the future. This paper discusses the …