The influence of student teachers' tutors and mentors upon their classroom practice: An exploratory study

1995 ◽  
Vol 11 (1) ◽  
pp. 51-61 ◽  
Author(s):  
David McNamara
Keyword(s):  
Student Teachers ◽  
Exploratory Study ◽  
Classroom Practice

scholarly journals Smart but Evil? Student-Teachers’ Perception of Educational Researchers’ Epistemic Trustworthiness

AERA Open ◽  
2019 ◽  
Vol 5 (3) ◽  
pp. 233285841986815
Author(s):  
Samuel Merk ◽  
Tom Rosman
Keyword(s):  
Preservice Teachers ◽  
Student Teachers ◽  
Exploratory Study ◽  
Classroom Practice ◽  
Scientific Evidence ◽  
Experimental Studies ◽  
Epistemic Beliefs ◽  
Research Results ◽  
Research Findings ◽  
Integrate Research

In-service and preservice teachers are increasingly required to integrate research results into their classroom practice. However, due to their limited methodological background knowledge, they often cannot evaluate scientific evidence firsthand and instead must trust the sources on which they rely. In two experimental studies, we investigated the amount of this so-called epistemic trustworthiness (dimensions expertise, integrity, and benevolence) that student-teachers ascribe to the authors of texts who present classical research findings (e.g., learning with worked-out examples) that allegedly were written by a practitioner, an expert, or a scientist. Results from the first exploratory study suggest that student-teachers view scientists as “smart but evil,” since they rate them as having substantially more expertise than practitioners, while also being less benevolent and lacking in integrity. Moreover, results from the exploratory study suggest that evaluativistic epistemic beliefs (beliefs about the nature of knowledge) predict epistemic trustworthiness. A preregistered conceptual replication study (Study 2) provided more evidence for the “smart but evil” stereotype. Further directions of research as well as implications for practice are discussed.

scholarly journals Smart but evil? Student-teachers perception of educational researchers’ epistemic trustworthiness.

2018 ◽  
Author(s):  
Samuel Merk ◽  
Tom Rosman
Keyword(s):  
Student Teachers ◽  
Exploratory Study ◽  
Classroom Practice ◽  
Scientific Evidence ◽  
Experimental Studies ◽  
Background Knowledge ◽  
Epistemic Beliefs ◽  
Research Results ◽  
Research Findings ◽  
Integrate Research

In-service and pre-service teachers are increasingly required to integrate research results into their classroom practice. However, due to their limited methodological background knowledge, they often cannot evaluate scientific evidence firsthand and instead must trust the sources on which they rely. In two experimental studies, we investigated the amount of this so-called epistemic trustworthiness (dimensions expertise, integrity, and benevolence) that student teachers ascribe to the authors of texts who present classical research findings (e.g., learning with worked-out examples) that allegedly were written by either a practitioner, expert, or scientist. Results from the first exploratory study suggest that student teachers view scientists as “smart, but evil” since they rate them as having substantially more expertise than practitioners, while also being less benevolent and lacking in integrity. Moreover, results from the exploratory study suggest that evaluativistic epistemic beliefs (beliefs about the nature of knowledge) predict epistemic trustworthiness. In a preregistered conceptual replication study (Study 2), these effects [will be completed at stage 2].

The Development and Validation of a Teacher Belief Survey for the Constructivist Classroom

2020 ◽  
pp. 105678792093989
Author(s):  
Monika A. von Oppell ◽  
Jill M. Aldridge
Keyword(s):  
Education Reform ◽  
Student Teachers ◽  
United Arab Emirates ◽  
Classroom Practice ◽  
Large Scale ◽  
Face Validity ◽  
Teacher Belief ◽  
Teachers Beliefs ◽  
Teacher Belief Survey ◽  
Development And Validation

The research reported in this article was part of a larger study which took place in Abu Dhabi, United Arab Emirates. The large-scale education reform, being carried out at the time of the study, required paradigm shifts in practice; from a traditional to a constructivist approach. The education reform posed on-going challenges and posed questions regarding the future impact for teachers, particularly with respect to their beliefs with respect to classroom practice. This article describes the development and validation of a survey to assess teachers’ beliefs in this new context. The survey assesses teachers’ beliefs about their role in the classroom and philosophy of teaching and learning and their classroom practice. The translation validity of the survey was supported by examining the content and face validity. Further, analysis of the data collected 182 Arab teachers was used to provide support for the reliability and validity of the newly developed Teacher Belief Survey in terms of factor structure, internal consistency reliability, discriminant and concurrent validity. This instrument has the potential to be useful for ascertaining teachers’ professional development needs and for understanding the beliefs of student teachers. In regions of cross-cultural diversity the findings may assist in creating understanding and sensitivity of the cultural differences between people, their knowledge, perspectives and practices.

An Exploratory Study of Teaching Styles Among Student Teachers

1966 ◽  
Vol 35 (2) ◽  
pp. 30-35 ◽  
Author(s):  
Reginald T. Hinely ◽  
Charles M. Galloway ◽  
Ben E. Coody ◽  
Walter S. Sandefur
Keyword(s):  
Student Teachers ◽  
Exploratory Study ◽  
Teaching Styles

scholarly journals Understanding student perceptions and motivation towards academic blogs: An exploratory study

2012 ◽  
Vol 28 (1) ◽  
Author(s):  
Liping Deng ◽  
Allan H. K. Yuen
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Student Teachers ◽  
Student Perceptions ◽  
Exploratory Study ◽  
Critical Role ◽  
Mediating Factors ◽  
Exploratory Approach ◽  
Perceived Values ◽  
Practical Implications

<span>The success of academic blogs depends on the participation and engagement of students. Taking an exploratory approach, this study aims to develop a better understanding of the perceptions of student teachers towards academic blogging, and the factors that motivate them to write academic blogs voluntarily. Drawing on data gathered from questionnaires, interviews, and content analysis of blog posts, the study reveals a set of mediating factors in individual, social and academic dimensions, among which students' perceived values of blogs play a critical role. Our findings have methodological and practical implications for researchers and teachers interested in academic blogs, especially for those in the field of teacher education.</span>

Exploring the Gender Differences of Student Teachers when using an Educational Game to Learn Programming Concepts

2011 ◽  
pp. 550-566
Author(s):  
Eugenia M. W. Ng
Keyword(s):  
Gender Differences ◽  
Student Teachers ◽  
Empirical Research ◽  
Computer Games ◽  
Exploratory Study ◽  
Male Student ◽  
Educational Game ◽  
Male Students ◽  
And Performance ◽  
Research Studies

The gender differences have long been an issue in computer games, but there is very little empirical research on the behavior and performance of females and males when playing computer games. This chapter discusses an exploratory study that aimed to examine the gender differences between female and male student teachers who played an educational game to learn programming concepts. This study we adopted a self-made educational game called “Game”. Fifteen males and eighteen females finished playing a level of the Game. Female participants spent more time in the Game but their scores were lower. Female and male students also employed different strategies when playing the Game. The findings call for larger and longer research studies and perhaps a re-design of the Game to make it more appealing to females, in order to have a thorough examination on the gender differences when using an educational game to learn.

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