scholarly journals Elementary preservice teachers' attitudes and pedagogical strategies toward hypothetical shy, exuberant, and average children

2017 ◽  
Vol 56 ◽  
pp. 85-95 ◽  
Author(s):  
Qizhen Deng ◽  
Guy Trainin ◽  
Kathleen Rudasill ◽  
Irina Kalutskaya ◽  
Stephanie Wessels ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Pedagogical Strategies ◽  
Elementary Preservice Teachers ◽  
Teachers Attitudes

The Association Between Course Context and Preservice Teachers' Perceptions of SSI Instruction

2021 ◽  
pp. 192-222 ◽  
Author(s):  
Mark H. Newton ◽  
Melanie Kinskey
Keyword(s):  
Preservice Teachers ◽  
Elementary Science ◽  
Gray Wolf ◽  
Science Content ◽  
Pedagogical Strategies ◽  
Teachers Perceptions ◽  
Positive Attitudes ◽  
Elementary Preservice Teachers ◽  
Attitudes Towards Science ◽  
Wolf Management

This chapter explores the association between elementary preservice teachers' (PSTs) perceptions of teaching using socioscientific issues (SSI) and the context in which the PSTs initially engaged with SSI. One course engaged with SSI while learning pedagogical strategies during an elementary science methods (decontextualized) course. The second course engaged with SSI via an environmental sciences course (contextualized). The contextualized course examined gray wolf management in Northern California as part of an ecology unit, which was followed by a series of debriefings regarding the implementation of the SSI. The findings indicate that while PSTs from both courses generally held more positive perceptions of SSI instruction after engaging with SSI, the students in the contextualized course perceived a greater ability to answer SSI-related questions and expressed more positive attitudes towards science content in the post-course data. Additionally, students in both courses perceived a greater need for teacher training on SSI implementation post-course.

Preservice Elementary Teachers and Music in the Elementary Classroom

2021 ◽  
pp. 875512332110525
Author(s):  
Jennifer Potter
Keyword(s):  
Preservice Teachers ◽  
Elementary Teachers ◽  
Elementary Classroom ◽  
Preservice Elementary Teachers ◽  
Music Teaching ◽  
Teachers Perceptions ◽  
Music Integration ◽  
Elementary Preservice Teachers ◽  
Online Music ◽  
N 93

The purpose of this pretest-posttest study was to investigate elementary preservice teachers’ perceptions of and level of comfort with music in the elementary classroom after enrolling in an online music integration course. Participants were preservice elementary teachers ( N = 93) enrolled in three sections of an online music integration course at a large university in Southern California. Results showed significant differences in participants’ agreement with aspects of music teaching, comfort with music, and music integration. Findings also indicated significant differences in participants’ rankings of musical outcomes in an elementary setting. There were no significant differences found among participants’ ranking of music and other subjects in the elementary classroom.

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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