scholarly journals Comparison of preservice preschool teachers’ attitudes towards family involvement with other preservice teachers’ attitudes toward family involvement

2016 ◽  
Vol 2 (4) ◽  
pp. 1070-1082
Author(s):  
Fatma Yaşar Ekici
Keyword(s):  
Preservice Teachers ◽  
Family Involvement ◽  
Preschool Teachers ◽  
Teachers Attitudes

Exploring Preservice Teachers' Attitudes About the Usage of Educational Robotics in Preschool Education

2020 ◽  
pp. 339-355
Author(s):  
Stamatios Papadakis ◽  
Michail Kalogiannakis
Keyword(s):  
Preservice Teachers ◽  
Data Collection ◽  
Preschool Teachers ◽  
Great Influence ◽  
Preschool Education ◽  
Educational Robotics ◽  
Teachers Perceptions ◽  
Preschool Classrooms ◽  
Teachers Attitudes ◽  
The Impact

Educational robotics have become popular worldwide with a broad range of students, including preschoolers. Although the impact of robotics technology in classrooms has been extensively studied, less is known about preschool teachers' perceptions of how robotics technology impacts learning and its relation to use in the classroom. This is problematic since we know that teachers' perceptions have a great influence on their teaching practices. This study used survey data gathered from 102 students of the Department of Preschool Education in a University in Greece. A questionnaire developed by the researchers were used as data collection tool. At the end of the study, it was determined that preservice preschool teachers' attitudes about educational robotics usage in preschool classrooms were positive although they lack in relevant knowledge. These findings are discussed with respect to their educational implications.

Exploring Preservice Teachers' Attitudes About the Usage of Educational Robotics in Preschool Education

2022 ◽  
pp. 807-823
Author(s):  
Stamatios Papadakis ◽  
Michail Kalogiannakis
Keyword(s):  
Preservice Teachers ◽  
Data Collection ◽  
Preschool Teachers ◽  
Great Influence ◽  
Preschool Education ◽  
Educational Robotics ◽  
Teachers Perceptions ◽  
Preschool Classrooms ◽  
Teachers Attitudes ◽  
The Impact

Educational robotics have become popular worldwide with a broad range of students, including preschoolers. Although the impact of robotics technology in classrooms has been extensively studied, less is known about preschool teachers' perceptions of how robotics technology impacts learning and its relation to use in the classroom. This is problematic since we know that teachers' perceptions have a great influence on their teaching practices. This study used survey data gathered from 102 students of the Department of Preschool Education in a University in Greece. A questionnaire developed by the researchers were used as data collection tool. At the end of the study, it was determined that preservice preschool teachers' attitudes about educational robotics usage in preschool classrooms were positive although they lack in relevant knowledge. These findings are discussed with respect to their educational implications.

Examination of Chinese Teachers' Attitudes Towards Inclusive Education

2022 ◽  
Author(s):  
Jun (AJ) Ai ◽  
Jihong Zhang ◽  
Eva Horn ◽  
Hao Liu ◽  
Jingjing Huang ◽  
...  
Keyword(s):  
Inclusive Education ◽  
Preschool Teachers ◽  
Educational Background ◽  
Influential Factors ◽  
Internal Reliability ◽  
Positive Attitudes ◽  
The Status ◽  
Teachers Attitudes ◽  
Teacher Age ◽  
Attitudes Towards Inclusion

Abstract The purpose of this study was to understand the status and influential factors of preschool teachers' attitudes towards inclusive education, given the evidence that attitudes predict successful inclusion for young children with or at risk for developmental delays or disabilities. We translated the Multidimensional Attitudes Toward Inclusive Education Scale (MATIES, Mahat, 2008) to Simplified Chinese (MATIES-C). We then administered the MATIE-C to a representative sample of in-service preschool teachers (N = 481) in Beijing, China. The confirmative factor analysis and reliability tests suggested an acceptable construct validity and internal reliability of the MATIES-C. We also found preschool teachers in Beijing held positive attitudes towards inclusion across cognitive, affective, and behavioral dimensions of attitudes. The ANOVA results indicate teachers' experience and knowledge about children with disabilities had statistically positive associations with favorable attitudes. Preschool area, teacher age, and educational background were also found to have a statistically significant impact on teacher attitudes.

The Study of Relationship Between Pre-Service Teachers' Self-Efficacy Beliefs and Attitudes Towards the Teaching Profession

2021 ◽  
pp. 23-32
Author(s):  
Şenol Şen
Keyword(s):  
Preservice Teachers ◽  
Regression Analysis ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Attitude Scale ◽  
Teaching Profession ◽  
Sense Of Efficacy ◽  
Correlational Research ◽  
Teachers Attitudes ◽  
The Relationship

The purpose of this study was to examine the relationship between preservice teachers' attitudes towards the teaching profession (ATP) and teachers' self-efficacy beliefs (TSEB). In particular, the study aimed to understand the effect of preservice teachers' self-efficacy beliefs (TSEB), age, gender and discipline on their attitudes towards the teaching profession (ATP). The study was conducted with a correlational research design. Sample for the study comprised 157 preservice teachers attending a public university. Attitude Scale towards the Profession of Teaching (ASPT) and the Teachers' Sense of Efficacy Scale (TSES) were used as tools for data collection. The data were analyzed using correlation and multiple regression analysis techniques. The results showed that there were positive and significant relations between the variables selected for the study. Regression analysis revealed that preservice teachers' selfefficacy beliefs (TSEB) have a positive and significant effect on their attitudes towards teaching profession (ATP).

Influencing Preservice Teachers’ Attitudes About Working With Low-Income and/or Ethnic Minority Families

2012 ◽  
Vol 47 (4) ◽  
pp. 801-834 ◽  
Author(s):  
Ellen S. Amatea ◽  
Blaire Cholewa ◽  
Kacy A. Mixon
Keyword(s):  
Preservice Teachers ◽  
Ethnic Minority ◽  
Low Income ◽  
Research University ◽  
Role Expectations ◽  
Study Results ◽  
Minority Families ◽  
Teachers Attitudes ◽  
Ethnic Minority Families ◽  
Large Research

There is a growing literature revealing the complexity of family–school relationships and the significant power imbalances and mismatches between the role expectations of caregivers and teachers who differ by class and race. This study investigates a course at a large research university in the Southeastern United States designed to influence the attitudes of preservice teachers (PSTs) about how they might work with low-income and/or ethnic minority families. Study results on 138 PSTs demonstrate that, after completing the course, their attitudes were less stereotypic, they were more confident about using family-centric involvement practices, and conceptualized student’s problems in less blaming terms.

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