The Impact of a Varied Field Experience on Preservice Teachers’ Perceptions of their Personal Growth: A Summer Mathematics Academy for Early Learners

2019 ◽  
Vol 55 (1) ◽  
pp. 28-46
Author(s):  
Ryann Shelton ◽  
Keith Kerschen ◽  
Sandi Cooper
Keyword(s):  
Preservice Teachers ◽  
Personal Growth ◽  
Field Experience ◽  
Teachers Perceptions ◽  
Early Learners ◽  
The Impact

scholarly journals The First Field Experience: Perceptions of ESOL Pre-Service Teachers

2021 ◽  
Vol 12 (5) ◽  
pp. 15
Author(s):  
Babak Khoshnevisan ◽  
Mojgan Rashtchi
Keyword(s):  
Preservice Teachers ◽  
Teacher Educators ◽  
Field Experience ◽  
Developmental Stages ◽  
Field Experiences ◽  
Teachers Perceptions ◽  
Experience Teaching ◽  
Before And After ◽  
Pedagogical Competence ◽  
Constant Comparative Analysis

Researchers have recognized pre-service teachers’ field experiences as a pivotal element for enhancing teaching practices. Research indicates pre-service teachers usually are optimistic about teaching. However, when pre-service teachers encounter complexities in classrooms, their optimism fades. There is little research about ESOL pre-service teachers’ perceptions of field experiences. In this inquiry, we focused on pre-service teachers’ perceptions of their first field experience with ESOL students in a southeastern United States public school. We selected a multiple case study to conduct this qualitative research. We collected the data through student interviews, field experience reports, and the participants’ journals before and after the field experience. Our discoveries through constant comparative analysis centered on ESOL pre-service teachers’ perceptions of field experience, teaching strategies and pedagogical competence, and development stages of teachers. The findings of the present study indicated that field experience serves as a catalyst to facilitate the learning process for ESOL pre-service teachers. Teacher educators can adopt field experiences to challenge preservice teachers. Field experiences can be helpful tools in the developmental stages of teachers. These experiences can help preservice teachers gain insight into the culturally sensitive strategies required for ESOL courses. The findings of this study proved Khoshnevisan’s (2017) developmental stages of teachers.

Impact of a Training Program on Preservice Teachers’ Ability to Negotiate With Elementary Students While Teaching Skill Themes

2021 ◽  
pp. 1-9
Author(s):  
Zachary Wahl-Alexander ◽  
Matthew Curtner-Smith
Keyword(s):  
Preservice Teachers ◽  
Training Program ◽  
Field Experience ◽  
Participant Observation ◽  
Role Playing ◽  
Early Field Experience ◽  
Stimulated Recall ◽  
Program Components ◽  
Stimulated Recall Interviews ◽  
The Impact

Purpose: To determine the impact of a training program on the ability of preservice teachers (PTs) to negotiate with their students while teaching through the skill themes approach during an early field experience. Method: Participants were 11 PTs who were given specific training on how to negotiate with their students. Data on their ability to negotiate were collected during the early field experience with six qualitative techniques (journaling, document analysis, participant observation, and formal, informal, and stimulated recall interviews) and were analyzed using standard interpretive techniques. Findings: The training program was effective. Patterns of negotiation observed for both PTs and students improved as the PTs’ skill themes units progressed. The volume of positive negotiations increased and the volume of negative negotiations decreased. Key training program components were lecture/discussions, film, journaling, and role playing. Conclusions: Training PTs to negotiate can help them improve their teaching through the skill themes approach. Ability to negotiate may distinguish between effective and ineffective PTs who otherwise have similar pedagogical skills.

Exploring Preservice Teachers' Attitudes About the Usage of Educational Robotics in Preschool Education

2020 ◽  
pp. 339-355
Author(s):  
Stamatios Papadakis ◽  
Michail Kalogiannakis
Keyword(s):  
Preservice Teachers ◽  
Data Collection ◽  
Preschool Teachers ◽  
Great Influence ◽  
Preschool Education ◽  
Educational Robotics ◽  
Teachers Perceptions ◽  
Preschool Classrooms ◽  
Teachers Attitudes ◽  
The Impact

Educational robotics have become popular worldwide with a broad range of students, including preschoolers. Although the impact of robotics technology in classrooms has been extensively studied, less is known about preschool teachers' perceptions of how robotics technology impacts learning and its relation to use in the classroom. This is problematic since we know that teachers' perceptions have a great influence on their teaching practices. This study used survey data gathered from 102 students of the Department of Preschool Education in a University in Greece. A questionnaire developed by the researchers were used as data collection tool. At the end of the study, it was determined that preservice preschool teachers' attitudes about educational robotics usage in preschool classrooms were positive although they lack in relevant knowledge. These findings are discussed with respect to their educational implications.

scholarly journals The Efficacy of Drama in Field Experience: A Qualitatıve Study Using Maxqda

2016 ◽  
Vol 6 (1) ◽  
pp. 10
Author(s):  
Senel Elaldi ◽  
Nazli Sila Yerliyurt
Keyword(s):  
Preservice Teachers ◽  
Field Experience ◽  
School Connectedness ◽  
Preschool Teachers ◽  
Descriptive Analysis ◽  
Spring Semester ◽  
Service Training ◽  
Qualitative Data Analysis Software ◽  
Faculty Of Education ◽  
The Impact

This study attempted to evaluate the views of senior preservice preschool teachers on the efficacy of drama activities in their field experience in terms of the effect of students’ learning, socialization, individual or group work skills and school connectedness and also disclosed the suggestions of senior preservice preschool teachers for faculty members who give drama lectures regarding the delivery of drama course. The study group included 51 (Female = 37, Male = 14) senior preservice preschool teachers studying in the Faculty of Education at Cumhuriyet University, Turkey in the spring semester of the 2016-2017 academic year. Data were collected through an interview form including five semi structured questions that were prepared in line with the aim of the study by the researchers. The data were analyzed using MAXQDA-11, qualitative data analysis software, and descriptive analysis technique. Main themes were generated and then the views were aligned under the themes. The findings revealed that senior preservice preschool teachers had positive views regarding the impact of drama activities in their field experience. In-service training programs were suggested to be designed systematically for professional development of preservice teachers.

Preparing for Democracy and Diversity: The Impact of a Community-Based Field Experience on Preservice Teachers' Knowledge, Skills, and Attitudes

2000 ◽  
Vol 22 (1) ◽  
pp. 79-92 ◽  
Author(s):  
Dennis E. Potthoff ◽  
Julie A. Dinsmore ◽  
Geraldine Stirtz ◽  
Tom Walsh ◽  
Jane Ziebarth ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Field Experience ◽  
Community Based ◽  
The Impact

Understanding the Impact of Racial Attitudes on Preservice Teachers’ Perceptions of Children’s Mathematical Thinking

2021 ◽  
Vol 52 (1) ◽  
pp. 62-93
Author(s):  
Dan Battey ◽  
Tonya Bartell ◽  
Corey Webel ◽  
Amanda Lowry
Keyword(s):  
Preservice Teachers ◽  
Black Students ◽  
White Students ◽  
Racial Attitudes ◽  
Online Survey ◽  
Mathematical Thinking ◽  
Student Thinking ◽  
International Studies ◽  
Teachers Perceptions ◽  
The Impact

Recent international studies have found that teachers’ attitudes, biased against historically marginalized groups, predict lower student achievement in mathematics (e.g., van den Bergh et al., 2010). It is not clear, however, if or how teachers’ racial attitudes affect their evaluation of students’ mathematical thinking to produce these effects. Using an experimental design, we conducted an online survey to examine the relationship between preservice teachers’ (PSTs) racial attitudes and their perceptions of students’ mathematical thinking. The survey used comparable videos, with similar mathematics content and student thinking, one including Black students and the other, White students. Findings show that PSTs evaluated Black students’ thinking less favorably compared with White students. Explicit, but not implicit, attitudes, as well as reported time spent in African American communities, were factors in how PSTs rated the quality of students’ mathematical thinking by race.

Exploring Preservice Teachers' Attitudes About the Usage of Educational Robotics in Preschool Education

2022 ◽  
pp. 807-823
Author(s):  
Stamatios Papadakis ◽  
Michail Kalogiannakis
Keyword(s):  
Preservice Teachers ◽  
Data Collection ◽  
Preschool Teachers ◽  
Great Influence ◽  
Preschool Education ◽  
Educational Robotics ◽  
Teachers Perceptions ◽  
Preschool Classrooms ◽  
Teachers Attitudes ◽  
The Impact

Educational robotics have become popular worldwide with a broad range of students, including preschoolers. Although the impact of robotics technology in classrooms has been extensively studied, less is known about preschool teachers' perceptions of how robotics technology impacts learning and its relation to use in the classroom. This is problematic since we know that teachers' perceptions have a great influence on their teaching practices. This study used survey data gathered from 102 students of the Department of Preschool Education in a University in Greece. A questionnaire developed by the researchers were used as data collection tool. At the end of the study, it was determined that preservice preschool teachers' attitudes about educational robotics usage in preschool classrooms were positive although they lack in relevant knowledge. These findings are discussed with respect to their educational implications.

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