Education Commons^™

The Degree Of Availability Of Social Values Representing The Relational Dimension Of Social Capital From The Perspectives Of Student Teachers At Kuwait University, Alanoud M. Alrashidi Ph.D., Nawaf S. Alenazi Ph.D.

International Journal for Research in Education

This research aimed to identify the degree to which social values representing the relational dimension of social capital are available from the perspectives of student teachers at Kuwait University, and their relationship to some variables. The researchers designed an instrument that consisted of twenty items reflecting five social values representing the relational dimension and administered it to 268 student teachers enrolled in the academic year (2021/2022) using an electronic link. The results showed (1) the availability of social values was moderate, with the value of respect ranking first, followed by the value of trust, belonging, commitment, and lastly, acceptance; (2) …

Ready Or Not: The Leadership Preparation Of Preservice Teachers At Christian Liberal Arts Institutions, Kelly A. Lenarz

International Christian Community of Teacher Educators Journal

Teacher leadership is a component of teaching that exists from the beginning of a teacher’s career and continues to develop over the course of their career trajectory. Research on teacher leadership at the preservice level is limited, but it does speak to the consideration for the starting point of teacher leadership development to be within teacher preparation programs. This quantitative study examined the preparation of preservice teachers for leadership at Christian liberal arts institutions of higher education. One hundred student teachers completed an online survey to determine the relationship between teacher licensure area (elementary, secondary, K-12, and special education) and …

Supporting Learners Through Effective Communication: Student Teachers’ Communication Strategies To Address Learner Behaviour, Jirina Karasova, Gabriela Kleckova

Australian Journal of Teacher Education

Teachers’ communication skills are integral to classroom management skills. If teachers implement effective communication skills and appropriate communication strategies, they are more likely to support learner autonomy, engagement, self-concept, well-being, or responsibility and succeed in behaviour management. This study examines student teachers’ awareness and use of communication strategies to address common disruptive learner behaviours. Although the participants showed limited ability to support learners through communication, they were more likely to identify effective communication responses than to produce them themselves. The study unveils that student teachers in the last year of a graduate program cannot respond to disruptive behaviour without communication …

The Performance Of Elementary Preservice Student Teachers Based On Interdisciplinary Curriculum Design, Ying-Feng Wang

University of South Florida (USF) M3 Publishing

The study was aimed at exploring the performance exhibited by preservice student teachers in interdisciplinary curriculum design for elementary science in Taiwan. The subjects are eighty elementary preservice teachers from the National Metropolitan University. They designed integrated science curriculum and instruction by incorporating what they learned from the Elementary Science Methods course. The lesson plans, mind maps, artwork and feedback performed by the preservice student teachers were collected for data analyses. The findings indicated that eighty percent of preservice student teachers exhibited a high degree of interest in science instructional planning across different disciplines. They presented science lesson planning with …

Learning To Teach In A Pandemic: Qualities Contributing To Success, Elizabeth Leer

New Jersey English Journal

Despite facing challenges, my pre-service teachers successfully navigated student teaching during the COVID-19 pandemic. Three qualities stood out that seemed to contribute to their success in the distance learning context: care for students, flexibility, and passion for the profession.

Rethinking The Policies For Nurturing Teacher Identity Development In Indonesia, Jarjani Usman, Teuku Zulfikar, Dorine Lugendo

The Qualitative Report

This study explored supports given by in-service teachers to student-teachers for professional identity development in Indonesia. In this qualitative study, sixteen student teachers taking the course of Curriculum Development at an Islamic higher education institution in Aceh were grouped into six and assigned to six schools (primary to senior high) in two districts in Aceh, Indonesia, to communicate with classroom teachers regarding lesson plan and teaching materials. We also expected them to observe classroom practices if possible. In this way, student teachers gain real experiences on how the teachers develop their lesson plans and implement them in actual lessons, as …

Student Teachers With Mental Health Conditions Share Barriers To Success: A Case Study, Michael Houdyshell, Diane Kratt, Jackie Greene

The Qualitative Report

Universities are trying to address student mental health needs through counseling centers and other outreach initiatives. However, do individual colleges know how to address the mental health concerns of their own students? Three faculty members in the College of Education at a university located in the southern United States posed two questions to find out what it is like for student teachers to live with a mental health condition, and what would support academic performance in the College. Seventeen undergraduate students who self-reported as having a mental health condition and were completing their senior year as student teachers volunteered to …

The Relationship Between Kolb’S Learning Styles And Students’ Gpa: A Comparative Study Between Student Teachers And Physical Therapy Students At Princess Nourah Bint Abdulrahman University, Reem A. Aldegether Dr.

International Journal for Research in Education

The current study aimed to investigate Saudi female student teachers’ preferred learning styles at Princess Nourah bint Abdulrahman University according to Kolb’s theory and to compare them with female Saudi students from the physical therapy major and its relation to GPA scores. The purpose of the comparison was to find out whether or not students within different disciplines have adopted different learning styles. No research has been done that investigated Saudi female student teachers and physical therapy students. One hundred seventy students responded to the Learning Style Inventory (LSI) developed by Kolb (1999a). Descriptive analysis was used to answer the …

Inside Mentor-Mentee Meetings In Pre-Service Teacher School-Based Teaching Practice In Zimbabwe., Tabitha Grace Mukeredzi, Lilian Manwa

Australian Journal of Teacher Education

Mentor-mentee meetings are a critical aspect of student teacher mentoring during teaching practice (TP)as they significantly contribute to the success of the whole mentoring process and consequently to the positive accomplishment of the entire practicum. This study contributes to debates on mentor-mentee meetings given the limited research on this phenomenon. By investigating the kinds of knowledge student teachers gain from such meetings, the findings may influence researchers to investigate other aspects of mentor-mentee meetings.

The study sought to explore from the student teachers’ perspectives, the domains of knowledge that they gain from mentoring meetings during residential TP. A qualitative approach …

Teaching As A Career Choice: Triggers And Drivers, Ee Ling Low, Pak Tee Ng, Chenri Hui, Li Cai

Australian Journal of Teacher Education

Why people are drawn to teaching has been a focal research area. However, previous studies seem to centre on the traditional conceptualisations of intrinsic, altruistic, and extrinsic motivations as well as some other similar categorisations. This study attempts to discuss the issue from a different conceptual stance, proposing a distinction between the “triggers” and the “drivers”. The influences on the motivation for joining teaching were explored through in-depth interviews with 26 student teachers. Results show that student teachers’ motivations for joining teaching in Singapore may differ in important ways from that of their counterparts in other places. More importantly, the …

Walking A Hall Of Mirrors, Kami Patrizio

Occasional Paper Series

Mentoring requires careful structuring, thorough preparation, and continual monitoring along with a willingness to look inward to confront the elusive issues of identity, empathy, morality, and emotion.

The Social Construction Of Teachers' Practical Knowledge In The Advisement Conference Group: Report Of A Case Study, Gail Hirsch

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

The work described here concerns the phenomenon of teachers' practical knowledge and the dynamic processes involved in its articulation and development within the local context of the teacher education experience as these were examined in a longitudinal case study, Telling Tales Out of School (Hirsch, 1987).

A Theoretical Framework For Advisement, Dorothy Bloomfield

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes the theory and practice of advisement, offering a glimpse of the developmental facet of advisement and the relationship involved between advisor and advisee.

Advisement: From Bank Street To Binghamton, Margaret Yonemura

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

The author describes her experience of adapting the Bank Street advisement model to a new master's program in early childhood/elementary education at the State University of New York at Binghamton.

Storytelling In Advisement, Nina Jaffe

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

As a folklore educator and storyteller, the author considers the role of storytelling as it occurs in advisement, not as performance art but as the primary role of communication in group meetings and individual conferences.

Advisement And Collaboration, Maureen A. Hornung, Ariel Katz, Claire Wurtzel

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes a collaboration between two Bank Street College advisees who had different strengths and levels of experience within the classroom.

Advisement: The Journey For Preservice Students, Maritza B. Macdonald

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes the characteristics of advisement in the Preservice Program at Bank Street College of Education within the context of nine field-related issues, which seem to be predominant in the professional development of preservice students.

Spreading Out Its Roots: Bank Street Advisement And The Education Of A Teacher, William Ayers

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes the intricate and life shaping lessons learned by the author during his tenure as a graduate student at Bank Street College.

Teacher: Being And Becoming, Edna K. Shapiro

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes an approach to teacher education that highlights aspects that have been treated as peripheral in most discussions of the education of teachers. Developed in the Graduate School of Education Bank Street College, this program, known as advisement, has retained its basic structure for more than four decades, although its rationale and practice have evolved and changed.

Becoming A Teacher: The Development Of Thinking About Knowledge, Learning, And The Self, Nancy Nager

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Explores the epistemological assumptions that underlie different models of teaching and will discuss the ways in which the advisement process at Bank Street College aspires to prepare teachers to facilitate rather than get in the way of education.

Creating Space For Pre-Service Teacher Professional Development During Practicum: A Teacher Educator’S Self-Study., Tabitha G. Mukeredzi

Australian Journal of Teacher Education

This article reports on my self-study of leading cohorts of Bachelor of Education student teachers through collaborative reflections applying reflective questions strategy during four weeks of residential practicum in a rural school. I explore the potential for reflective questions approach as an effective tool for reflection and professional learning in teaching and mentoring pre-service teachers. Data consisted of journal entries describing my experiences as classroom teacher and teacher educator and, of teaching and mentoring groups of students during residential practicum. Reading teacher education as text and, the audio recorded collaborative reflection conversations also provided data. Students’ documented personal and collaborative …

Exploring The Effects Of Classroom Culture On Primary Pre-Service Teachers’ Professional Development, Taner Altun

Australian Journal of Teacher Education

This study aims to examine primary student teachers’ (PSTs) perceptions about the effects of pre-formed classroom culture on their professional development. In the study, a mixed method approach was used. The study group consisted of 4^th year student teachers who attend a primary teacher education program leading to a B.Ed diploma at the Fatih Faculty of Education at Karadeniz Technical University. The data was collected during the spring semester of the 2011-2012 academic year, in which student teachers carried out their teaching practices in primary schools. The main data collection instruments included a preliminary questionnaire which was distributed to …

The Use Of The Epostl To Foster Teacher Autonomy: Elt Student Teachers’ And Teacher Trainers’ Views, Abdulvahit Cakir, Cem Balcikanli

Australian Journal of Teacher Education

It was the aim of this pilot study to investigate ELT (English Language Teaching) student teachers’ and teacher trainers’ views on the use of the EPOSTL (The European Portfolio for Student Teachers of Languages) in pre-service language teacher education of a Turkish state university. Upon the implementation of the EPOSTL as a reflection tool for the second semester of 2010, 25 student teachers and 4 teacher trainers were interviewed through the questions prepared and piloted. The findings indicated that both student teachers and teacher trainers found the use of the EPOSTL beneficial in terms of reflection, self-assessment and awareness. …

Social Justice, Pedagogy And Multiliteracies: Developing Communities Of Practice For Teacher Education, Wendy Cumming-Potvin

Australian Journal of Teacher Education

Celebrating and responding equitably to diversity have become increasingly essential for teachers’ work in the new millennium, which is characterized by shifting local and global communities. Aiming to broaden conceptions of teacher education within a predominantly ‘back to basics’ literacy environment, this article draws on selected results from a qualitative study underpinned by the metaphor of communities of practice (Wenger, 1998; Wenger et al., 2002). Conducted in Western Australia, the project involved a small group of pre-service teachers using a pedagogy of ‘Multiliteracies’ (The New London Group, 2000) in face-to-face and on-line settings to construct understandings about literacy learning and …

Learning By Doing: Preservice Teachers As Reading Tutors, Suzanne Dawkins, Marie-Eve Ritz, William Louden

Australian Journal of Teacher Education

Whilst early childhood educators are well aware of the importance of meeting the needs of individual children when teaching ‘struggling readers’, finding the time for frequent one-on-one support is difficult. Studies have established that with a well developed and structured tutoring programme, as well as high quality training and supervision, volunteers can be used to provide tutoring in a one-on-one early intervention reading programme. The current study suggests that there is an opportunity for preservice teachers to gain valuable information to increase their knowledge of the reading process, while providing effective support to schools as trained tutors. The small-scale exploratory …

Examining The Teacher Efficacy And Achievement Goals As Predictors Of Turkish Student Teachers’ Conceptions About Teaching And Learning, Altay Eren

Australian Journal of Teacher Education

Based on the fact that the relationships among student teachers’ efficacy beliefs, achievement goals, and conceptions about teaching and learning has remained to be investigated to date, this study aimed to examine student teachers’ efficacy beliefs and achievement goals as predictors of their conceptions about teaching and learning. Results of the present study showed that student teachers’ conceptions about teaching and learning are significantly predicted by their efficacy beliefs and achievement goals. Results also demonstrated that the effects of student teachers’ efficacy beliefs and motivational beliefs on their conceptions about teaching and learning vary as a function of the fields …

Promoting Reflection During Practice Teaching In An Australian University : Clarifying The Rhetoric And The Reality, Ross Brooker, Thomas A. O'Donoghue

Australian Journal of Teacher Education

This paper focuses on the promotion of reflectivity during practice teaching amongst student teachers at a university in Australia. By way of background, current criticisms of what is termed the "technocratic" approach to teacher education are outlined and the emphasis which is placed on the development of the "reflective teacher" as a counterforce to this approach is considered. It is then argued that the "technocratic" position and the "reflective teacher" position need not necessarily be viewed as being in conflict. Rather, the contention is that they are both satisfactorily accommodated within Van Manen's (1977) "theory of reflectivity". For the study …

School Experience : A Collaborative Partnership, William Young

Australian Journal of Teacher Education

This paper describes a number of special features of the school based internship program which has been developed at the University of New England (Northern Rivers). Arrangements are described for interns' time spent in classrooms, collaborative teaching strategies which underpin these placements, the security which supports interns' practice, and approaches to integrate their practice with university studies. Processes of appraisal of interns' development are explained, and the potential of mentoring for their teachers' professional development is examined.

A School-Based Initiative : An Opportunity To Better Understand The Practicum, Jeff Northfield

Australian Journal of Teacher Education

Each year since 1987 a group of 16-20 Dip. Ed. students at Monash University has been placed in three or four schools for an extended ten week experience. As a member of the staff at Monash, I have spent half-time in the schools during this practicum supervising student teachers, arranging school experience activities and conducting seminars for student teachers and school staff. In 1993 I had a half-time teaching allotment in one of the schools so that my classroom also became a source of common experiences for follow-up discussion. This paper outlines the restructuring of the traditional preservice program that …

Do Early Field Experiences Make A Difference In Perceived Professional Development And Commitment To Teaching Of University Students Preparing To Become Elementary School Teachers?, F. W. Sesow

Australian Journal of Teacher Education

Although the concept of early field experiences in teacher/preparation programs is not unique, the attempts to measure the effectiveness of directed experiences in elementary schools for freshmen and sophomores is limited. These experiences have been included in preparation programs as a response to students and faculty feeling a need for direct concrete experiences during the early phases of the preparation program. This need is based on the theory that students should have concrete professional field experiences prior to enrolment in professional courses which should allow for greater understanding of the abstract theories and concepts of teaching and learning presented by …