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Full-Text Articles in Education
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’ Motivation In Using Digital Technology, Alexander S. Yeung, Eng Guan Tay, Chenri Hui, Jane Huiling Lin, Ee-Ling Low
Pre-Service Teachers’ Motivation In Using Digital Technology, Alexander S. Yeung, Eng Guan Tay, Chenri Hui, Jane Huiling Lin, Ee-Ling Low
Australian Journal of Teacher Education
Digital technology (DT) has a significant role to play in modern education. This study examined motivational goals of student teachers in initial teacher education in Singapore and the influences of goals on their use of DT personally and in the classroom. The participants (N=312) responded to a survey about their motivational goals (learning vs. performance) and DT application (personal vs. classroom application). Results showed that personal use of DT, especially for younger teachers, was clearly more than classroom application. Females were found to have higher performance goal. Structural equation modelling found that learning goals were positively related to …
The Grand Challenge: Helping Teachers Learn/Teach Cutting-Edge Science Via A Pbl Approach, Peggy A. Ertmer, Sarah Schlosser, Kari Clase, Omolola Adedokun
The Grand Challenge: Helping Teachers Learn/Teach Cutting-Edge Science Via A Pbl Approach, Peggy A. Ertmer, Sarah Schlosser, Kari Clase, Omolola Adedokun
Interdisciplinary Journal of Problem-Based Learning
A mixed-methods research study was designed to examine teachers’ knowledge and confidence for implementing a STEM-based problem-based learning (PBL) unit in their 6–12 grade science and math classrooms. Twenty-one teachers (7 in-service and 13 pre-service) participated in an intensive two-week summer workshop during which they engaged in, and then created, an immersive PBL unit related to sustainable energy. Data were collected through a pre-post content knowledge test and two pre-post surveys—one measuring knowledge and confidence for implementing PBL and one measuring science teaching efficacy. Daily reflections and focus group interviews provided additional data regarding teachers’ changing knowledge and confidence related …
The Educational Approaches Of Turkish Pre-Service Elementary Mathematics Teachers In Their First Teaching Practices: Traditional Or Constructivist?, Bekir Kürşat Doruk
The Educational Approaches Of Turkish Pre-Service Elementary Mathematics Teachers In Their First Teaching Practices: Traditional Or Constructivist?, Bekir Kürşat Doruk
Australian Journal of Teacher Education
Abstract: This research aimed to identify theeducational approaches that pre-service elementary mathematics teachers adopt for their first teaching practice (TP) and the reasons for their choices. It was carried out with thirteen pre-service teachers (PTs). These PTs were observed during their first TP in a real school setting, and interviews were conducted after the TP. Our observations led us to the conclusion that PTs generally tended to utilize traditional teaching approaches. The interviews revealed that PTs’ epistemological beliefs and beliefs about learning and teaching mathematics are largely in line with constructivist theory, and that their tendency for traditional approaches …
Preservice Teachers’ Constructivist Teaching Scores Based On Their Learning Styles, Zeynel Kablan, Sibel Kaya
Preservice Teachers’ Constructivist Teaching Scores Based On Their Learning Styles, Zeynel Kablan, Sibel Kaya
Australian Journal of Teacher Education
This study examined the relationship between pre-service teachers’ constructivist teaching and their learning styles based on Kolb’s Experiential Learning Theory. The Learning Styles Inventory-3 was administered at the beginning of the semester to determine preferred learning style. The Constructivist Teaching Evaluation Form was filled out by pre-service teachers following the microteaching session. Bivariate correlation and ANOVA anayses were conducted to evaluate the learning style-teaching relationship. Results showed that students’ teaching evaluation scores were positively correlated with their active experimentation (AE) and negatively correlated with their reflective observation (RO) scores. ANOVA results showed that accommodating students had significantly higher self-evaluation scores …