Investigating change in epistemic beliefs: An evaluation of the impact of student teachers’ beliefs on instructional preference and teaching competence

2012 ◽  
Vol 53 ◽  
pp. 80-92 ◽  
Author(s):  
Edward M. Sosu ◽  
Donald S. Gray
Keyword(s):  
Student Teachers ◽  
Epistemic Beliefs ◽  
Teaching Competence ◽  
Teachers Beliefs ◽  
The Impact

Student teachers’ beliefs about diversity: analysing the impact of a ‘diversity week’ during Initial Teacher Education

2020 ◽  
Vol 25 (1) ◽  
pp. 85-100
Author(s):  
Steven Puttick ◽  
Zoe Nye ◽  
Jenny Wynn ◽  
Lyndsay Muir ◽  
Yvonne Hill
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Initial Teacher Education ◽  
Teachers Beliefs ◽  
The Impact

scholarly journals Teacher Educators as Role Models: A Qualitative Examination of Student Teachers’ and Teacher Educators’ Views towards Their Roles

2015 ◽  
Author(s):  
Mahsa Izadinia
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Foreign Language ◽  
Student Teachers ◽  
Role Models ◽  
Teacher Educators ◽  
Language Teachers ◽  
Teaching English ◽  
Teachers Beliefs ◽  
The Impact

Teacher Education is considered to be the first and perhaps the most important stage in the professional development of student teachers (Wideen, Mayer-Smith, & Moon, 1998) as teacher educators who work with student teachers during these programs exert significant influence on who students are and will become (Caires, 2007; Chalies, Ria, Bertone, Trohel, & Durand, 2005). This article highlights the impact of language teacher educators’ ideas and beliefs with regard to Teaching English as a Foreign Language (TEFL) and their teaching practices on their student teachers’ beliefs and perceptions about their role as language teachers. 20 Iranian language student teachers and ten teacher educators teaching at five universities in Tehran were interviewed. The interviews were coded and analyzed in order to develop themes. Considerable similarities were found between student teachers and their teacher educators in terms of their ideas and beliefs about language teaching.

Article Review: The Impact of Fun and Enjoyment on Adult Learning

2019 ◽  
Vol 1 (2) ◽  
pp. 96
Author(s):  
Laily Yahya
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Teaching And Learning ◽  
Educational Programme ◽  
Continuous Quality ◽  
Teachers Beliefs ◽  
Critical Issues ◽  
Affective Experiences ◽  
The Impact

The article review of ‘The Impact of Fun and Enjoyment on Adult Learning’ (Lucardie, 2014) opens doors to the kaleidoscope of fun and enjoyment amongst adult learners. The essence of this review is an informative snapshot on the critical issues of how fun and joy have impacted adult learning through a qualitative research drawing upon traditions of phenomenology. It aims to explore the affective experiences of fun and enjoyment. This article review attempts to highlight an insightful assessment of the ideas and the arguments that are being discussed by the author. The different interpretation of this concept draws out contrasting elements between learners and teachers’ beliefs. A twist to this review is a reflective stance procured to address central issues emerging in the article related to the Malaysian context. It is through the lens of the reader, Continuous Quality Improvement (CQI):4R is proposed. This refers to the process of continuously improving the quality of teaching and learning of an educational programme. This review concludes with the framing of CQI:4R to illustrate reflect, revisit, realign and reconstruct processes that could possibly navigate the architectural landscape of the Malaysian Teacher Education.

scholarly journals The Teaching Digital Competence of Health Sciences Teachers. A Study at Andalusian Universities (Spain)

2021 ◽  
Vol 18 (5) ◽  
pp. 2552 ◽  
Author(s):  
Julio Cabero-Almenara ◽  
Julio Barroso-Osuna ◽  
Juan-Jesús Gutiérrez-Castillo ◽  
Antonio Palacios-Rodríguez
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Health Sciences ◽  
Teaching Skills ◽  
Digital Competence ◽  
Digital Resources ◽  
Teaching Competence ◽  
Information And Communication ◽  
The Impact ◽  
Educational Field

The impact and benefit that information and communication technologies (ICT) have in the educational field require new teaching skills. This fact has been increased by the recent crisis caused by COVID-19. This study tries to investigate the level of digital teaching competence (DTC) of Higher Education teachers of Health Sciences, and its relationship with several variables. For this, it has the participation of 300 teachers from the 9 universities of Andalusia (Spain). The research is structured through a descriptive (RQ1) and inferential (RQ2) design. The answers given to the DigCompEdu Check-In questionnaire adapted to the Spanish context are analyzed. The results, which show high levels of reliability of the questionnaire (Cronbach and McDonald) and validity (CFA), indicate that the level of competence is basic-intermediate. In addition, the area in which teachers excel is digital resources. For this reason, it is proposed to structure personalized training plans and continue expanding the characteristics of this study at an international level.

Student teachers’ beliefs about mentoring and learning to teach during teaching practice

2001 ◽  
Vol 71 (1) ◽  
pp. 57-80 ◽  
Author(s):  
Anneke Zanting ◽  
Nico Verloop ◽  
Jan D. Vermunt
Keyword(s):  
Student Teachers ◽  
Teaching Practice ◽  
Learning To Teach ◽  
Teachers Beliefs

Exploring the impact of expert guidance from school-based mentors on student teachers’ professional learning

PRACTICE ◽  
2021 ◽  
pp. 1-11
Author(s):  
Colin Forster ◽  
Tracey Wire ◽  
Rachel Eperjesi ◽  
Ruth Hollier ◽  
Emma Howell ◽  
...  
Keyword(s):  
Student Teachers ◽  
Professional Learning ◽  
School Based ◽  
The Impact

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.

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