scholarly journals Cognitive coaching : the impact on teacher candidates' teacher efficacy.

2014 ◽  
Author(s):  
Stefanie Burnett
Keyword(s):  
Teacher Efficacy ◽  
Teacher Candidates ◽  
Cognitive Coaching ◽  
The Impact

scholarly journals Developing High Quality Teachers Through Professional Pre-Service Teaching Opportunities

2018 ◽  
Vol 11 (4) ◽  
pp. 153-164 ◽  
Author(s):  
Nichole Walsh ◽  
Nancy Akhavan
Keyword(s):  
Teacher Preparation ◽  
Teacher Efficacy ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Online Survey ◽  
Quality Teachers ◽  
Preparation Programs ◽  
Traditional Preparation ◽  
Survey Interviews ◽  
The Impact

Based on the reform movements over the past two decades, it is evident that while effective teachers are critical to student learning, not all teachers are coming to the profession highly qualified. Policy and research continue to highlight the need to reorganize and refocus teacher preparation programs to produce higher quality teachers ready to meet the demands of the classroom from day one of employment. This study focuses on the enhancement of traditional preparation programs in public Institutions of Higher Education (IHEs) as this continues to be the context for which most teacher candidates come to the profession. Using a six-group, four measure mixed-methods design, the objective of the study is to determine the impact California Teaching Fellows Foundation (CTFF), a pre-service teaching and learning opportunity for future teacher candidates, has on developing higher caliber teachers prepared in a traditional University-based teacher preparation setting. Through the use of an online survey, interviews, and focus groups, the relationship of CTFF participation to teacher efficacy before, during, and after traditional preparation participation is examined and explored from the perspective of teacher and supervisor. Unexpected findings show that CTFF participation has a relationship to decreased Teacher Efficacy for teacher candidates and CTFF is not creating a significant pipeline to teaching as proposed, leading to questions for further study.  

scholarly journals The Impact of Scientific Creative Thinking Skills on Scientific Process Skills

2018 ◽  
Vol 48 ◽  
pp. 01060
Author(s):  
Sibel Demir Kaçan ◽  
Fatma Şahin
Keyword(s):  
Teacher Candidates ◽  
Creative Thinking ◽  
Positive Impact ◽  
Thinking Skills ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
Scientific Creativity ◽  
The Impact ◽  
Experimental Group

The research aims to determine “the Impact of Scientific Creative Thinking Skills on Scientific Process Skills”. Thus, the research was performed with 24 teacher candidates in the control group and 24 teacher candidates in the experimental group in the second class of the Department of Science Teaching in a university in Istanbul Province. In the experimental group of the research, the laboratory program to be designed by the researchers on the basis of scientific discussion and research; and in the control group, the conventionally designed laboratory program were applied for an academic semester. The research data was gained through “Scientific Creativity Test” to be developed by Hu and Adey [14] and adapted by Kadayıfçı [16]; “Scientific Process Skills Test” to be developed by Okey, Wise and Burns, and adapted by Geban, Aşkar and Özkan into Turkish. The conclusions to be reached by the research are in favour of the experimental group and the last application, and it has positive impact on the opinions of the teacher candidates related with the development of the scientific creativity skills.

Being “adopted” into a teaching community

2017 ◽  
Vol 6 (3) ◽  
pp. 228-241 ◽  
Author(s):  
Erinn Bentley ◽  
Madison Workman ◽  
Alex Overby
Keyword(s):  
Focus Group ◽  
Student Teachers ◽  
Teacher Candidates ◽  
Mentor Teachers ◽  
Mentoring Relationships ◽  
Field Placement ◽  
Focus Group Interviews ◽  
Content Type ◽  
Group Interviews ◽  
The Impact

Purpose In order to prepare new members of the education profession, it is imperative that teachers enter their classrooms with the confidence, knowledge, and skills to serve their students from day one. One method for preparing such teacher candidates or student teachers is through school-based field placements during their preparation program. The purpose of this paper is to describe one example of a yearlong field placement and the mentoring relationships that emerged among participants. Design/methodology/approach This qualitative study used the following data sources: focus group interviews among the teacher candidates, focus group interviews among the mentor teachers, field placement reflections and teaching analyses composed by the teacher candidates, and interviews conducted among teacher candidates and mentor teachers. Findings Analysis of the data revealed that the yearlong field placement promoted positive mentoring relationships between teacher candidates and their classroom teachers. Specifically the following themes emerged: the “adoption” of teacher candidates into the high school classrooms, risk-taking within the classrooms, the mentor teachers’ use of constructive feedback, and collaborative “mentoring-down-the-hall.” Originality/value In recent years, various scholars have investigated the impact of field placement experiences on teacher candidates; however, these studies have lacked a detailed analysis of how such experiences impacted mentoring relationships among candidates and their mentor teachers in a collaborative setting. This paper provides an in-depth study of the perceived experiences of mentor teachers and their candidates.

The impact of support on growth in teacher-efficacy: a cross-cultural study

2019 ◽  
Vol 33 (4) ◽  
pp. 753-767
Author(s):  
Tomas Jungert ◽  
Rickard Östergren ◽  
Nathalie Houlfort ◽  
Richard Koestner
Keyword(s):  
Teacher Efficacy ◽  
Cultural Study ◽  
Structural Equation ◽  
Organizational Outcomes ◽  
School Management ◽  
Cross Cultural ◽  
Equation Modeling ◽  
Content Type ◽  
Cross Cultural Study ◽  
The Impact

Purpose Perceived support from co-workers and managers is important for many organizational outcomes. However, the benefit of competence support from colleagues and school management on personal teacher efficacy has not been investigated. The purpose of this paper is twofold: first, to investigate the impact of competence support from colleagues and the school management on growth in teacher efficacy and second, to investigate cultural differences (Canada and Sweden). Design/methodology/approach The authors administered an inventory measuring support for competence and personal teacher efficacy to over 400 teachers in Canada and Sweden at 27 schools, at two times. Time 1 took place at the first week of a fall semester and Time 2 at the end of the same semester. Findings Structural equation modeling revealed that competence support from colleagues predicted growth in teacher efficacy, whereas competence support from school management did not. No differences in these relations emerged between Canadian and Swedish teachers. Practical implications The findings have implications for how schools organize teachers in teacher teams so that competence support from co-workers is promoted. Originality/value This study is the first cross-cultural study to empirically show that teachers’ self-efficacy is significantly benefitted by competence support from their teacher peers.

scholarly journals The Impact of Instruction in English on Learning Anxiety

2020 ◽  
Vol 2019 (1) ◽  
pp. 191
Author(s):  
Sachiko Maruoka ◽  
Emiko Matsui
Keyword(s):  
Teacher Efficacy ◽  
Qualitative Analysis ◽  
Prior Experience ◽  
Code Switching ◽  
L2 Acquisition ◽  
Teaching English ◽  
Learning Anxiety ◽  
The Impact

In L2 acquisition, there has long been a debate as to whether instructors should conduct classes in English or through the approach of code-switching. This study was conducted to investigate the impact on learning anxiety in classes taught only in English. The survey was conducted with 55 students at a university in central Tokyo. A questionnaire and interviews were carried out to see how the students’ learning anxiety changed over a period of four months of instruction. The results showed that the students with prior experience of lessons conducted in English (LCE) had reduced learning anxiety over the period. Qualitative analysis was also conducted regarding the factors in students’ learning anxiety. The researchers argue that the results of this research can be used to enhance teacher efficacy through the sharing the effects of lessons conducted in English with instructors teaching English in Japan. 第二言語習得において教員の間では、オールイングリッシュあるいはコードスィッチングのどちらがより効果的に英語の指導ができるか長い間議論されている。本研究では、オールイングリッシュ指導がもたらす影響を論証する。東京都内の大学に在籍する大学生５５名を対象にアンケートと個別面談を実施し、オールイングリッシュクラスを受講する学生の不安度が４ヶ月でどのように変化したかを分析した。その結果、大学入学前にオールイングリッシュクラスの受講経験を有する学生は、英語学習に対する不安度を有意に軽減させたことが分かった。また、学生が授業で感じた不安材料とそれに影響を与えた要素を考察した。その研究結果をもとに、オールイングリッシュ指導の有効性や今後教員間で効果的な指導のために共有できるものはなにかを提案し論じる。

Confronting the Contradictions: A Case Study of Early Childhood Teacher Development in Neoliberal Times

2009 ◽  
Vol 10 (3) ◽  
pp. 240-259 ◽  
Author(s):  
Christopher P. Brown
Keyword(s):  
Early Childhood ◽  
Teacher Development ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Early Learning ◽  
Early Childhood Teacher ◽  
Reform Process ◽  
Instrumental Case Study ◽  
The Impact

As neoliberal polices that emphasize governing the modern state through market-based principles expand across the globe, they are altering the training of early childhood teacher candidates. This creates a range of challenges for those teacher educators who are critical of this reform process. This article presents an instrumental case study that examined the impact of neoliberal education reforms on the development of a sample of early education teacher candidates. Analyzing this case of teacher development offers teacher educators the opportunity to consider the practical and critical steps they might take to better prepare their candidates for these reforms. Doing so will help teacher candidates develop early learning experiences for their children that teach them to become engaged democratic citizens rather than compliant consumers within the neoliberal state.

Collaborative Partnerships in Teacher Preparation

2022 ◽  
pp. 104-118
Author(s):  
Marie A. LeJeune ◽  
Jessica Dougherty ◽  
Mandy S. Olsen
Keyword(s):  
Clinical Practice ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Clinical Approach ◽  
Collaborative Partnerships ◽  
Collaborative Approach ◽  
Public School Teachers ◽  
Preparation Programs ◽  
Collaborative Process ◽  
The Impact

This chapter presents a description of a collaborative approach to clinical induction for pre-service teachers, the benefits of a collaborative clinical approach, and the voiced experiences of public school teachers, teacher candidates, and university faculty/supervisors reflecting on the impact of professional involvement in the collaborative process. Arguments for disrupting traditional models for clinical practice are presented. Tips for other educators and education preparation programs for developing collaboration and co-teaching induction models are included.

The Impact of the Design Teams Approach on Preservice Teachers’ TPACK in the Vietnamese Context

2020 ◽  
Vol 8 (1) ◽  
pp. p85
Author(s):  
Tan, Choon Keong ◽  
Nguyen, B.D. ◽  
Lee, Kean Wah ◽  
Kang, Hwa Choo
Keyword(s):  
Preservice Teachers ◽  
Teacher Candidates ◽  
Technology In Education ◽  
Design Teams ◽  
Structured Interviews ◽  
Knowledge Domains ◽  
Language Studies ◽  
Central Vietnam ◽  
Mixed Method Design ◽  
The Impact

This study aimed to examine the impact of the design teams approach on preservice teachers’ technological pedagogical and content knowledge (TPACK). Using a mixed-method design, the researcher implemented the investigation among 62 teacher candidates whose major was Primary English Teaching at a university of foreign language studies in Central Vietnam. All of the participants attended a course named “Technology in Education”, which was adapted based on Johnson’s design teams approach model (2014). The data were collected using pre- and post-TPACK Survey, a TPACK Rubric (TIAI) and semi-structured interviews. The findings indicated that this design teams approach had a significant impact on the participants’ TPACK, particularly its technology-related knowledge domains (TK, TPK, TCK, TPACK). The result was also confirmed by the teacher candidates’ positive responses about their perceptions towards this instructional approach.

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