One Year on: First-Year Primary Teachers’ Perceptions of Preparedness to Manage Misbehaviour and Their Confidence in the Strategies They Use

2013 ◽  
Vol 37 (2) ◽  
pp. 125-146 ◽  
Author(s):  
Sue O'Neill ◽  
Jennifer Stephenson
Keyword(s):  
Teacher Education ◽  
Primary Teachers ◽  
First Year ◽  
Teacher Education Programs ◽  
First Year Teachers ◽  
Education Programs ◽  
Behaviour Management ◽  
Classroom Behaviour ◽  
Problem Behaviours ◽  
One Year

This article reports the findings of a one-year follow-up study of Australian beginning primary teachers’ perceived preparedness to manage a variety of problematic student behaviours, and their confidence and use of behaviour management strategies based on their preservice coursework in classroom behaviour management. A total of 216 primary teachers in their first year of employment located across Australia responded to the online survey. Based on their coursework preparation in classroom behaviour management, the first-year teachers felt, at best, only somewhat prepared to manage disruption, noncompliance and disorganisation problems, and closer to not at all prepared to manage aggressive, antisocial, or destructive behaviours. Their perceptions of preparedness to manage all categories of problem behaviours had decreased significantly since course completion in the past year. First-year teachers were aware of a wide range of strategies for responding to problem behaviours, and felt somewhat confident in using most of the strategies. Their confidence in use had increased for most strategies, but only minimally, since completing their teacher education programs. Issues with current preservice coursework in classroom behaviour management in teacher education programs are discussed, and suggestions for addressing preparation and confidence issues are offered.

scholarly journals Formatively assessing prospective teachers’ skills in leading mathematics discussions

2021 ◽  
Author(s):  
Meghan Shaughnessy ◽  
Nicole M. Garcia ◽  
Michaela Krug O’Neill ◽  
Sarah Kate Selling ◽  
Amber T. Willis ◽  
...  
Keyword(s):  
Elementary Teachers ◽  
Formative Assessment ◽  
Conceptual Understanding ◽  
Prospective Teachers ◽  
First Year ◽  
Teacher Education Programs ◽  
First Year Teachers ◽  
Education Programs ◽  
Prospective Elementary Teachers ◽  
Making Sense

AbstractMathematics discussions are important for helping students to develop conceptual understanding and to learn disciplinary norms and practices. In recent years, there has been increased attention to teaching prospective teachers to lead discussions with students. This paper examines the possibilities of designing a formative assessment that gathers information about prospective elementary teachers’ skills with leading problem-based mathematics discussions and makes sense of such information. A decomposition of the practice of leading discussions was developed and used to design the assessment. Nine first-year teachers who graduated from a range of different teacher education programs participated in the study. The findings reveal that our formative assessment works to gather information about teachers’ capabilities with leading discussions and that the associated tools support making sense of the information gathered. This suggests that such tools could be useful to support the formative assessment of the developing capabilities of prospective teachers.

scholarly journals Learning to Be Rural: Lessons about Being Rural in Teacher Education Programs

2018 ◽  
Vol 39 (1) ◽  
Author(s):  
Eric Moffa ◽  
Erin McHenry-Sorber
Keyword(s):  
Teacher Preparation ◽  
Teacher Preparation Program ◽  
First Year ◽  
Teacher Education Programs ◽  
First Year Teachers ◽  
Education Programs ◽  
Program Of Study ◽  
Personal Experiences ◽  
Community Types ◽  
Rural Place

This qualitative study investigated the evolving perceptions of rurality of five Appalachian native, first-year teachers as influenced by their teacher preparation program. Findings suggested tensions between participants’ rural upbringings and programmatic and non-rural peer conceptions of rurality that surfaced during their program of study. Responses to these tensions included participants positioning themselves as “rural representatives” in their courses and, in some cases, the adoption of revised conceptions of rurality. Intra-Appalachian diversity, such as different childhood community types and childhood social class, influenced participants’ conceptualizations of rurality and their perceptions of its representation in their programs. The majority of participants perceived a trend toward generalized notions of rural place that were not necessarily representative of their personal experiences. Transitioning to first-year teachers, participants relied on their community-driven knowledge and teacher preparation to guide their practice in home or new rural, Appalachian communities

Partners in Enrichment Preparing Teachers for Multiple Ability Classrooms

1997 ◽  
Vol 29 (4) ◽  
pp. 4-9 ◽  
Author(s):  
Carol L. Schlichter ◽  
Martha J. Larkin ◽  
Alexander B. Casareno ◽  
Edwin S. Ellis ◽  
Madeleine Gregg ◽  
...  
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Education Program ◽  
First Year ◽  
First Year Teachers ◽  
Education Programs ◽  
Learner Centered ◽  
Wide Range ◽  
Hands On

Imagine first-year teachers who provide enrichment through instruction that is learner centered and hands on and that challenges students' creative and critical thinking. Also imagine that these teachers are providing such enrichment to all students in both general and special education programs. Further, imagine an innovative teacher-education program where preservice teachers team with general elementary and special education classroom mentors to teach students with a wide range of talents and abilities, including those with average and above average abilities, as well as students with mild learning or behavior problems.

From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

Identifying the Roadblocks to Effective Clinical Practice in Teacher Education Programs

2021 ◽  
Vol 96 (1) ◽  
pp. 112-116
Author(s):  
Bernard Badiali ◽  
Drew Polly ◽  
Rebecca West Burns ◽  
Eva Garin
Keyword(s):  
Teacher Education ◽  
Clinical Practice ◽  
Teacher Education Programs ◽  
Education Programs
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