scholarly journals Bidrar uteskole i lærerutdanningen til uteskole i første yrkesår?

2020 ◽  
Vol 14 (2) ◽  
Author(s):  
Anne Berit Emstad ◽  
Alex Strømme ◽  
Bård Knutsen ◽  
Dag Atle Lysne
Keyword(s):  
Teacher Education ◽  
Outdoor Education ◽  
Science Teacher Education ◽  
First Year ◽  
School Students ◽  
Qualified Teachers ◽  
Upper Secondary ◽  
Barriers And Challenges ◽  
One Year ◽  
Outdoor Teaching

Denne studien undersøker om uteskole i lærerutdanningen har betydning for nyutdan-nede læreres bruk av uteskole. Flere studier understreker nødvendigheten av at lærere utvikler ferdigheter, selvtillit og reflekterende praksis for å overkomme barrierer og utfordringer de møter når de skal gjennomføre uteskole. Det er ikke alltid lagt vekt på denne type undervisning i lærerutdanningene, og nyutdannede lærere kan derfor mangle kunnskaper og erfaringer med å planlegge og gjennomføre uteundervisning. Studien omfatter 22 PPU-studenter i naturfag og er en longitudinell aksjonsstudie der vi følger studentene gjennom PPU-studiet og deres første yrkesår. Lærerstudentene fikk først et teoretisk grunnlag om uteskole, ble deretter posisjonert som «elever» i et modellert undervisningsopplegg, og til slutt planla og gjennomførte de uteundervisning med elever. På slutten av deres første yrkesår ble fire av deltakerne intervjuet. Funnene indikerer at de nyutdannede lærerne har potensielle handlingskompetanser til å gjennomføre uteskole. Likevel har de i mindre grad realisert handlingskompetansene i egen undervisning på grunn av rammefaktorer i skolen som ikke fremmer bruk av alternative læringsarenaer. Utfordringer var også knyttet til overføring av handlings-kompetansene til andre kontekster enn den de erfarte i lærerutdanningen. Vi argumen-terer for at modellert undervisning og autentiske opplevelser i lærerutdanningen er viktige for å utvikle studentenes handlingskompetanser og undervisningspraksis. Nøkkelord: uteskole, naturfag, lærerutdanning, handlingskompetanser Does outdoor education in teacher education contribute to outdoor education during teachers’ first year as professionals? AbstractThis study investigates whether outdoor education in teacher education has an impact on the use of outdoor education by new teachers. Several studies emphasize the need for teachers to develop skills, confidence, and reflective practices to overcome barriers and challenges they face in completing outdoor education. Emphasis is not always placed on this type of teaching in teacher education, and newly qualified teachers may therefore lack the knowledge and experience to plan and conduct outdoor education. The study comprises 22 PPU science students (a one-year teacher education for students that already have a degree in physics and/or biology and/or chemistry) and is a longitudinal action study where we follow the students through the PPU education and their first year as professional teachers. The students were first given a theoretical basis on outdoor education, then positioned as "pupils" (students in upper secondary school) in a modeled teaching program, and finally, they planned and conducted outdoor teaching with real school students. At the end of their first year as professional teachers, four of the participants were interviewed. The findings indicate that the newly graduated teachers have potential acting competences to complete outdoor education. Nevertheless, they have to a lesser extent realized the acting competences in their own teaching due to framework factors in the school that do not promote the use of alternative learning arenas. Challenges were also linked to the transfer of the competences to action in contexts other than those experienced in teacher education. We argue that modeled teaching and authentic experiences in teacher education are important for developing students' action competences and teaching practices. Keywords: outdoor education, natural science, teacher education, action competences

How ePortfolios Support Development in Early Teacher Education

2011 ◽  
pp. 2130-2137
Author(s):  
Victor McNair ◽  
Kevin Marshall
Keyword(s):  
Teacher Education ◽  
Northern Ireland ◽  
Beginning Teachers ◽  
Student Teachers ◽  
Critical Reflection ◽  
Technology Policy ◽  
Initial Teacher Education ◽  
Qualified Teachers ◽  
One Year ◽  
Graduate Certificate

This chapter reports on a pilot study which examined how student teachers of a one-year Post Graduate Certificate in Education course in Northern Ireland developed reflective ePortfolios and then used them to embed ICT in their first (Induction) year as qualified teachers. Two central themes emerged. First, the process of constructing the ePortfolio developed confidence among the beginning teachers which supported them when faced with the challenges of starting teaching. Second, the ePortfolio was used to ease the transition from Initial Teacher Education to Induction, but where there is a lack of critical reflection, barriers to professional development can emerge. These issues are discussed within the context of technology policy, teacher training, and emerging technology in Northern Ireland.

How ePortfolios Support Development in Early Teacher Education

2011 ◽  
pp. 474-485 ◽  
Author(s):  
Victor McNair ◽  
Kevin Marshall
Keyword(s):  
Teacher Education ◽  
Northern Ireland ◽  
Beginning Teachers ◽  
Student Teachers ◽  
Critical Reflection ◽  
Technology Policy ◽  
Initial Teacher Education ◽  
Qualified Teachers ◽  
One Year ◽  
Graduate Certificate

This chapter reports on a pilot study which examined how student teachers of a one-year Post Graduate Certificate in Education course in Northern Ireland developed reflective ePortfolios and then used them to embed ICT in their first (Induction) year as qualified teachers. Two central themes emerged. First, the process of constructing the ePortfolio developed confidence among the beginning teachers which supported them when faced with the challenges of starting teaching. Second, the ePortfolio was used to ease the transition from Initial Teacher Education to Induction, but where there is a lack of critical reflection, barriers to professional development can emerge. These issues are discussed within the context of technology policy, teacher training, and emerging technology in Northern Ireland.

scholarly journals An Exploration of an Induction Programme for Newly Qualified Teachers in a Post Primary Irish School

2020 ◽  
Vol 7 (1) ◽  
pp. 19-25
Author(s):  
Michael Nally ◽  
Brian Ladden
Keyword(s):  
Teacher Education ◽  
Teacher Induction ◽  
Primary Schools ◽  
Initial Teacher Education ◽  
First Year ◽  
Peer Observation ◽  
Qualified Teachers ◽  
Whole School ◽  
The Individual ◽  
Newly Qualified Teachers

AbstractThe Irish Teaching Council introduced a new model of school-based and National Induction Programme for Teachers (NIPT) called Droichead (meaning ‘bridge’ in Gaelic) in 2013/14. The Droichead process is an integrated professional induction framework for newly qualified teachers. It was designed to provide whole-school support for teacher induction in both primary and post-primary schools. This study explores the implementation of Droichead in a post-primary school, and to gain insights as to its effectiveness and the potential to bring about improvements.The study found that NQTs are un-prepared to assume full teaching duties after initial teacher education (ITE), and can benefit greatly from having mentors from within the school to guide them through their first year of teaching. The benefits of the process include emotional support for NQTs, practical help in terms of learning new teaching strategies, the promotion of reflective practice and assisting the professional development of teachers. Droichead was found to promote peer observation and can help leaders change the culture of an organisation to better embrace and support peer observation and review. The programme also promoted and developed leadership skills among the mentors, who cited a renewed enthusiasm for teaching from their involvement in Droichead. There were conflicting views on the involvement of the senior leadership team in the programme, and it would seem that the success of their inclusion depends largely on the individual style of leadership. The negative aspects of the Droichead process related to the ‘Cluster meetings’which are compulsory for NQTs and were seen as being too similar to their initial teacher education.

scholarly journals Teacher support and the social classroom environment as predictors of student loneliness

2020 ◽  
Vol 23 (6) ◽  
pp. 1687-1707
Author(s):  
Astrid Hoås Morin
Keyword(s):  
Classroom Environment ◽  
Teacher Support ◽  
Structural Equation ◽  
First Year ◽  
School Students ◽  
School Year ◽  
Equation Modelling ◽  
The Social ◽  
Upper Secondary ◽  
Sem Analyses

AbstractThis study examined the relationships between students’ perceptions of teacher support, the social classroom environment, school loneliness, and possible gender differences among 2099 first year upper secondary school students in Norway. Data were collected in the fall (t1) and spring (t2) of the school year. Results from structural equation modelling (SEM) analyses showed that perceived emotional and instrumental teacher support were directly related to students’ perceptions of the social classroom environment, and indirectly to student loneliness through the social classroom environment. While for boys, both types of teacher support were significantly related to these variables, only emotional teacher support was of significance to girls. The strongest contributing factor to students’ school loneliness was their perceptions of the social classroom environment. Some implications of this study are that a positive social classroom environment is an important safeguard against student loneliness, and that teachers can aid in preventing loneliness among students through facilitating a positive social environment in the class.

scholarly journals Intentions to quit upper secondary education among first generation immigrants and native Norwegians: the role of loneliness and peer victimization

2021 ◽  
Author(s):  
Hildegunn Fandrem ◽  
Maren Stabel Tvedt ◽  
Tuomo Virtanen ◽  
Edvin Bru
Keyword(s):  
Secondary Education ◽  
Peer Victimization ◽  
First Generation ◽  
First Year ◽  
School Students ◽  
First Generation Immigrants ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Intentions To Quit

AbstractDropout from upper secondary education is a persistent educational problem, particularly among first-generation immigrant youth. This study examined factors associated with intentions to dropout to gain further insight into the process of leaving upper secondary education. The analyses of 1299 Norwegian first-year upper secondary school students’ (88% native Norwegians, 12% first-generation immigrants) self-reported intentions to quit school, loneliness, and peer victimization in school showed that first-generation immigrants experienced higher levels of loneliness than native Norwegians. In contrast, there were no differences in the levels of peer victimization and intentions to quit between native Norwegians and first-generation immigrants. However, loneliness showed a significantly stronger association with intentions to quit among first-generation immigrants. The results underscore the importance of tackling first-generation immigrants’ loneliness in school to reduce their intentions to quit upper secondary education and thus potentially improve conditions for school completion.

One Year on: First-Year Primary Teachers’ Perceptions of Preparedness to Manage Misbehaviour and Their Confidence in the Strategies They Use

2013 ◽  
Vol 37 (2) ◽  
pp. 125-146 ◽  
Author(s):  
Sue O'Neill ◽  
Jennifer Stephenson
Keyword(s):  
Teacher Education ◽  
Primary Teachers ◽  
First Year ◽  
Teacher Education Programs ◽  
First Year Teachers ◽  
Education Programs ◽  
Behaviour Management ◽  
Classroom Behaviour ◽  
Problem Behaviours ◽  
One Year

This article reports the findings of a one-year follow-up study of Australian beginning primary teachers’ perceived preparedness to manage a variety of problematic student behaviours, and their confidence and use of behaviour management strategies based on their preservice coursework in classroom behaviour management. A total of 216 primary teachers in their first year of employment located across Australia responded to the online survey. Based on their coursework preparation in classroom behaviour management, the first-year teachers felt, at best, only somewhat prepared to manage disruption, noncompliance and disorganisation problems, and closer to not at all prepared to manage aggressive, antisocial, or destructive behaviours. Their perceptions of preparedness to manage all categories of problem behaviours had decreased significantly since course completion in the past year. First-year teachers were aware of a wide range of strategies for responding to problem behaviours, and felt somewhat confident in using most of the strategies. Their confidence in use had increased for most strategies, but only minimally, since completing their teacher education programs. Issues with current preservice coursework in classroom behaviour management in teacher education programs are discussed, and suggestions for addressing preparation and confidence issues are offered.

The Schoolwork Engagement Inventory

2012 ◽  
Vol 28 (1) ◽  
pp. 60-67 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Katja Upadaya
Keyword(s):  
Secondary School ◽  
Concurrent Validity ◽  
Structural Equation ◽  
Self Esteem ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
Older Students ◽  
School Students ◽  
Factor Solution ◽  
Upper Secondary

This study introduces the Schoolwork Engagement Inventory (EDA), which measures energy, dedication, and absorption with respect to schoolwork. Structural equation modeling was used to assess the validity and reliability of the inventory among students attending postcomprehensive schools. A total of 1,530 (769 girls, 761 boys) students from 13 institutions (six upper-secondary and seven vocational schools) completed the EDA 1 year apart. The results showed that a one-factor solution had the most reliability and fitted best among the younger students, whereas a three-factor solution was most reliable and fit best among the older students. In terms of concurrent validity, depressive symptoms and school burnout were inversely related, and self-esteem and academic achievement were positively associated with EDA. Boys and upper-secondary-school students experienced lower levels of schoolwork engagement than girls and vocational-school students.

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