Student teachers' perceptions of best practice in practicum with learners who have high support needs

2005 ◽  
Vol 29 (1) ◽  
pp. 60-83 ◽  
Author(s):  
Jennifer Stephenson ◽  
Mark Carter
Keyword(s):  
Student Teachers ◽  
Best Practice ◽  
Support Needs ◽  
Teachers Perceptions ◽  
High Support

Student Teachers’ Perceptions of Best Practice in Practicum with Learners Who Have High Support Needs

2005 ◽  
Vol 29 (1) ◽  
pp. 60-83
Author(s):  
Jennifer Stephenson ◽  
Mark Carter
Keyword(s):  
Special Education ◽  
Best Practices ◽  
Student Teachers ◽  
Special Education Teachers ◽  
Best Practice ◽  
Support Needs ◽  
Teachers Perceptions ◽  
Self Reports ◽  
Education Of Students ◽  
High Support

Student teachers’ perceptions of possible best practices in the education of students with high support needs and their reports of level of implementation during field experience were investigated in this research. In addition, the student teachers’ suggestions for other indicators of best practice and their perceptions of barriers to best practice were examined. These data were also compared with that obtained in a previous study of teachers. Students reported high levels of agreement with best practice indicators, broadly consistent with the views of teachers. In contrast, students reported substantially lower levels of perceived implementation than teachers. Exploration of the reasons for these perceived differences is a priority for university educators involved in preparation of special education teachers. In addition, weight is added to the argument that evaluation of implementation of best practice should draw on a range of sources and that sole reliance on retrospective teacher self‐reports may be problematic.

Teachers’ Perceptions of Possible Best Practices, Reported Implementation and Training Needs for Students with High Support Needs: Comparisons Across Qualification Status and Teacher Location

1998 ◽  
Vol 22 (1) ◽  
pp. 50-70
Author(s):  
Mark Carter ◽  
Susanne E. Chalmers ◽  
Mark Clayton ◽  
Julie Hook
Keyword(s):  
Special Education ◽  
Best Practice ◽  
Severe Disabilities ◽  
Training Needs ◽  
Teachers Perceptions ◽  
Therapy Services ◽  
Students With Severe Disabilities ◽  
And Training ◽  
High Support ◽  
Level Of Agreement

This study reports a further analysis of data presented by Chalmers, Carter, Clayton and Hook (in press) that examined teachers’ perceptions of possible best practice, reported implementation and training needs. Teachers of students with severe disabilities in 3 NSW Department of School Education regions were surveyed with 83 useable surveys being returned. Comparisons were made between teachers who worked in Schools for Specific Purposes (SSP) and those who working in support classes in regular schools as well as teachers with formal special education qualifications and those without such qualifications. Teachers in support classes reported a higher level of agreement with a majority of practices and disproportionately high levels of implementation when compared with teachers in SSPs. Teachers with formal special education qualifications reported higher levels of agreement than teachers without formal qualifications on the majority of items, but implementation levels were similar. There also appeared to be systematic differences in reported inservice training needs. Inadequacies in therapy services were reported as a barrier to best practice by over 50% of support class teachers.

scholarly journals The voice, text, and the visual as semiotic companions: an analysis of the materiality and meaning potential of multimodal screen feedback

2021 ◽  
Author(s):  
Clare Tyrer
Keyword(s):  
Student Teachers ◽  
Research Literature ◽  
Written Feedback ◽  
Feedback Process ◽  
Teachers Perceptions ◽  
Initial Teacher Training ◽  
The Relationship ◽  
The Voice ◽  
Structured Video

AbstractThe gap between how learners interpret and act upon feedback has been widely documented in the research literature. What is less certain is the extent to which the modality and materiality of the feedback influence students’ and teachers’ perceptions. This article explores the semiotic potential of multimodal screen feedback to enhance written feedback. Guided by an “Inquiry Graphics” approach, situated within a semiotic theory of learning edusemiotic conceptual framework, constructions of meaning in relation to screencasting feedback were analysed to determine how and whether it could be incorporated into existing feedback practices. Semi-structured video elicitation interviews with student teachers were used to incorporate both micro and macro levels of analysis. The findings suggested that the relationship between the auditory, visual and textual elements in multimodal screen feedback enriched the feedback process, highlighting the importance of form in addition to content to aid understanding of written feedback. The constitutive role of design and material artefacts in feedback practices in initial teacher training pertinent to these findings is also discussed.

Committed to Caring: Family-Based Short-Break Carers' Views of Their Role

2003 ◽  
Vol 27 (1) ◽  
pp. 36-46 ◽  
Author(s):  
Beth Tarleton
Keyword(s):  
Support Needs ◽  
Disabled Children ◽  
Staff Time ◽  
Short Term ◽  
Regular Care ◽  
Family Based ◽  
High Support ◽  
The Way

Short-break carers are short-term foster carers who provide regular care, often one weekend a month, for disabled children. Beth Tarleton reports on a study of 53 short-break carers offering short breaks for children with high support needs. The research found that short-break carers provided short breaks because they enjoyed it and developed real relationships with the children, but that the way in which they were recruited, assessed, trained, paid and supported was often influenced by a lack of staff time and resources, and a lack of clarity regarding their role.

scholarly journals Student teachers’ perceptions of democracy in the mathematics classroom: Freedom, equality and dialogue

Pythagoras ◽  
2012 ◽  
Vol 33 (2) ◽  
Author(s):  
Wajeeh Daher
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Mathematics Teacher Education ◽  
Comparison Method ◽  
Teachers Perceptions ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Two Stages

This article studies student teachers’ perceptions of the pedagogic and didactic aspects of teaching and learning mathematics in a democratic classroom. It is concerned primarily with issues of democracy in the mathematics classroom, specifically freedom, equality and dialogue. The research was conducted in two mathematics teacher education classes, where students were in their third year of study to major in mathematics. To find these students’ perceptions of democracy in the mathematics classroom the first two stages of the constant comparison method were followed to arrive at categories of democratic and undemocratic acts. The participants in the research emphasised that instructors should refrain from giving some students more time or opportunities to express themselves or act in the mathematics classroom than other students, because this would make them feel unequal and possibly make them unwilling to participate further in the mathematics classroom. The participants also emphasised that instructors should not exert their power to stop the flow of students’ actions in the mathematics classroom, because this would trouble them and make them lose control of their actions. Further, the participants mentioned that instructors would do better to connect to students’ ways of doing mathematics, especially of defining mathematical terms, so that students appreciate the correct ways of doing mathematics and defining its terms.

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