Perspectives on Quality in ECEC in Finland: A Content Analysis on First-Year Teacher Students’ Views

2021 ◽  
pp. 111-125
Author(s):  
Marina Lundkvist ◽  
Heidi Harju-Luukkainen
Keyword(s):  
Content Analysis ◽  
First Year ◽  
First Year Teacher ◽  
Teacher Students

Burnout risk among first-year teacher students: The roles of personality and motivation

2014 ◽  
Vol 85 (1) ◽  
pp. 85-92 ◽  
Author(s):  
Corinna Reichl ◽  
F.-Sophie Wach ◽  
Frank M. Spinath ◽  
Roland Brünken ◽  
Julia Karbach
Keyword(s):  
First Year ◽  
First Year Teacher ◽  
Teacher Students ◽  
Burnout Risk

Norwegian teacher students’ conceptions of grammar

2021 ◽  
Author(s):  
Mari Nygård ◽  
Heidi Brøseth
Keyword(s):  
The Body ◽  
First Year ◽  
Contributing Factors ◽  
Knowledge Test ◽  
Self Evaluation ◽  
Language Structure ◽  
First Year Teacher ◽  
Teacher Students ◽  
Knowledge Of Language ◽  
Grammar Knowledge

Abstract This paper explores the conceptions of grammar of first-year teacher students (N = 235) in Norway. A conventional content analysis is used to analyse the answers from the first part of a survey exploring the teacher students’ views of grammar through the following questions: Q1. How would you define the term grammar? Q2. Do you think grammar is an important part of Norwegian as a school subject? Q3. Do you feel confident in grammar? The second part of the survey is a grammar knowledge test. The results show that most students define grammar as writing correctly. Many answers also refer to language structure. Among the less frequent definitions are: theoretical knowledge of language structure, precise communication, text, and constituent analysis. Nearly all students report that they consider grammar important. Moreover, most consider their own grammar competence to be relatively good. However, there is a discrepancy between this self-evaluation and the results from the knowledge test, which are quite poor. Our study contributes to the body of research on teacher students’ conception of grammar, which, in a Norwegian context, has been unexplored. We discuss our findings in the light of national and international literature, and we propose plausible contributing factors. We also reflect upon possible consequences for teacher education.

A Content Analysis of the First Year of the HEDIR List: Implications for the Future

1995 ◽  
Vol 26 (6) ◽  
pp. 366-371 ◽  
Author(s):  
Helen M. Welle ◽  
Mark J. Kittleson ◽  
Roberta J. Ogletree
Keyword(s):  
Content Analysis ◽  
First Year ◽  
The Future

scholarly journals Towards sustainable language learning in higher education – engagement through multimodal approaches

2019 ◽  
pp. 241-246
Author(s):  
Kirsi Korkealehto ◽  
Vera Leier
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Language Learning ◽  
Course Design ◽  
Task Design ◽  
Business Administration ◽  
First Year ◽  
Analysis Method ◽  
Online Questionnaire ◽  
Content Analysis Method

This project was conducted in a five credit course in English as a Foreign Language, which was a compulsory module in first year business administration studies. The data includes students’ learning diaries and a post-course online questionnaire (N=21). The data were analysed using a content analysis method. The results indicate that the students perceived the multimodal task design as enjoyable and students’ engagement was fostered by course design, teacher’s activity, student’s activity, and collaboration.

scholarly journals Beginning Student Teachers’ Professional Identity

2021 ◽  
Vol 14 (1) ◽  
pp. 151-164
Author(s):  
Gregor STEINBEIß
Keyword(s):  
Teacher Education ◽  
Professional Identity ◽  
Student Teachers ◽  
Teacher Identity ◽  
Working Environment ◽  
First Year ◽  
First Year Students ◽  
Ideal Teacher ◽  
Knowledge Based ◽  
Teacher Students

Abstract: This article investigates teachers’ professional identity of beginning first-year students through their beliefs about being a teacher. The presented study focuses on Austrian teacher students’ (N=18) conceptions of becoming a professional; what convictions student teachers reflect on, which professional identity emerges and what synthesis of a professional teacher identity position can be portrayed at the beginning of teacher education. Through inductively driven content analysis all statements (N=401) have been combined, and a unified synthesis of a beginning student teachers’ professional identity was formed. Three main categories were found: the “ideal” teacher, “good” teaching, and the “optimal” working environment. The results showed a highly idealistic view of being a teacher. The majority of statements referred to teaching from a pupil-centered perspective by strongly emphasising personality traits, student-teacher relationships, and teachers’ professional knowledge. Based on the results, the role of professional identity in Austrian’s teacher education is discussed, and further implementations in research are recommended.

scholarly journals Assessing the Scope and Feasibility of First-Year Students’ Research Paper Topics

2017 ◽  
Vol 77 (6) ◽  
Author(s):  
Erin Rinto ◽  
Melissa Bowles-Terry ◽  
Ariel J. Santos
Keyword(s):  
Content Analysis ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Textual Analysis ◽  
Research Paper ◽  
First Year ◽  
Research Topics ◽  
First Year Students ◽  
Analysis Methodology ◽  
New Information

This study applied a content analysis methodology in two ways to evaluate first-year students’ research topics: a rubric to examine proposed topics in terms of scope, development, and the “researchability” of the topic, as well as textual analysis, using ATLAS.ti, to provide an overview of the types of subjects students select for a persuasive research essay. Results indicated that students struggle with defining an appropriate and feasible focus for their topics and that they often select topics related to education, health, and the environment. These findings were used to implement a new information literacy instruction model that better supports student topic development.

Scripting Computer-Supported Collaborative Learning

2010 ◽  
pp. 180-194 ◽  
Author(s):  
Päivi Häkkinen ◽  
Maarit Arvaja ◽  
Raija Hämäläinen ◽  
Johanna Pöysä
Keyword(s):  
Knowledge Construction ◽  
First Year ◽  
Future Prospects ◽  
Computer Supported Collaborative Learning ◽  
Education Students ◽  
Web Based ◽  
First Year Teacher ◽  
University Course ◽  
Teacher Education Students

In this chapter, we will present a review of theoretical and empirical analyses of Web-based collaboration processes used during a scripted university course. The results refer to a design-based study that involved first-year teacher-education students (N = 30) studying pedagogy over a period of three months. The intervention involved structuring the subjects’ collaborative actions with three different pedagogical scripts. According to the findings, the scripts guided students’ activities by helping them find resources for knowledge construction and work together through a series of steps. However, there were variations among groups in terms of quality of collaboration, and the students mostly cumulatively shared or constructed knowledge from similar perspectives. On the basis of the challenges raised in the SCORE and related studies, future prospects are outlined for the design of flexible pedagogical scripts.

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