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 Development of Teachers’ Beliefs as a Core Component of their Professional Identity in Initial Teacher Education: A Longitudinal Perspective

2019 ◽  
Vol 9 (2) ◽  
pp. 119 ◽  
Author(s):  
Vlasta Vizek Vidović ◽  
Vlatka Domović
Keyword(s):  
Teacher Education ◽  
Professional Identity ◽  
Student Teachers ◽  
Cognitive Theory ◽  
Building Blocks ◽  
Initial Teacher Education ◽  
Professional Beliefs ◽  
Study Programme ◽  
Teachers Beliefs ◽  
Teachers Professional Development

The main aim of this research is to longitudinally examine the shift in teaching students’ professional beliefs about the teacher-pupil role during the course of their studies. The starting assumption has been that teachers’ professional development is largely dependent upon their beliefs about various aspects of their professional role. The beliefs about the teacher-pupil role are the building blocks of teachers’ professional identity, which strongly influence the way they teach and communicate with pupils. The participants in the research are 62 student teachers, from three teacher education faculties, who were prepared to teach in the lower grades of primary school. The research was carried out in two waves, at the beginning and at the end of the five-year study programme. The beliefs were explored using a metaphor technique derived from the cognitive theory of metaphor. The results indicate that exposure to the study programme did not considerably affect the change in the belief orientations, meaning that pre-professional beliefs remained unchanged, especially in the perception of the pupil’s role. That finding has been discussed in relation to the possible implications for the initial teacher education curriculum and its implementation.

scholarly journals Reading Persuasive Texts Affects Preservice Teachers’ Beliefs About Cultural Diversity in the Classroom

2021 ◽  
pp. 002248712110024
Author(s):  
Charlotte Dignath ◽  
Jonathan Fink ◽  
Mareike Kunter
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Prior Knowledge ◽  
Belief Change ◽  
Initial Teacher Education ◽  
Moderator Effect ◽  
Diverse Classrooms ◽  
Teachers Beliefs ◽  
Text Reading ◽  
The Impact

Research has suggested that teachers’ beliefs toward culturally diverse classrooms are affected during teacher education. Text reading, as one of the major learning activities in initial teacher education, is supposed to affect teachers’ educational concepts and beliefs. We conducted two experiments to test the impact of reading a positively or negatively oriented persuasive text about diversity on preservice teachers’ belief change. In Study 1 ( N = 42), we found that belief change varied significantly as a function of the direction of the text condition, and that the reading of the texts led to a significantly stronger belief change if the text was in alignment with participants’ prior beliefs. Study 2 ( N = 57) revealed a middle-sized but non-significant moderator effect for prior knowledge ( p = .08, [Formula: see text] = .06), suggesting that participants with more prior knowledge were less likely to be persuaded by the text. The results provide new insights into factors that may affect the development of preservice teachers’ diversity beliefs.

scholarly journals Enterprise education in initial teacher education in Ireland

2016 ◽  
Vol 58 (7/8) ◽  
Author(s):  
Peter Tiernan
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Design Methodology ◽  
Qualitative Data ◽  
Subject Area ◽  
Student Understanding ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Enterprise Education ◽  
The Impact

Purpose The purpose of this paper is to examine the impact of enterprise education on students’ understanding of and attitudes to entrepreneurship and enterprise education in initial teacher education. Design/methodology/approach This paper builds on current literature by introducing student teachers to the theory and practice of entrepreneurship and enterprise education, with a particular focus on experience based approaches. Quantitative and qualitative data are used to evaluate student understanding and attitudes. Findings Findings indicate that exposing student teachers to entrepreneurship and enterprise education specifically targeted at their subject area greatly increases their understanding of its importance and relevance. Students developed their ability to think and act in enterprising ways while recognising the benefits of incorporating enterprise education into their classrooms of the future. Originality/value While literature on the value of entrepreneurship and enterprise education outside of business contexts is widespread, relatively few studies have been conducted which examine the impact of interventions in initial teacher education. This paper provides a unique look at the implementation of an entrepreneurship in education module and its impact on student teachers.

scholarly journals Prepared to Teach for Sustainable Development? Student Teachers’ Beliefs in Their Ability to Teach for Sustainable Development

2019 ◽  
Vol 11 (7) ◽  
pp. 1993 ◽  
Author(s):  
Thomas Dahl
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Student Teachers ◽  
Education For Sustainable Development ◽  
Initial Teacher Education ◽  
Teacher Professionalism ◽  
Teachers Beliefs ◽  
The Status ◽  
Education Today ◽  
Environmentally Sound

The importance of embedding education for sustainable development has been emphasised over many years. At the same time, there has been a massive call for initial teacher education to provide all student teachers with the core of professional competences. What is the status of teacher education today in embedding education for sustainable development and how does it relate to the focus on professional competencies in teacher education? A total of 578 student teachers in seven different teacher education programmes in Europe were surveyed, measuring the students’ beliefs in their ability to work as teachers, as well as their ability to teach in ways that value sustainability and promote environmentally sound ways of living. The results of the survey show that student teachers feel well prepared to handle many aspects of teacher professionalism, but less prepared to educate for sustainability. The survey also indicates that student teacher training in educating for sustainability is not integrated in their other training and is generally just added on.

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.

scholarly journals Exploring the Impact of Telecollaboration in Initial Teacher Education: The EVALUATE project

2017 ◽  
Vol 25 (2) ◽  
pp. 38 ◽  
Author(s):  
Robert O'Dowd
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
European Countries ◽  
Initial Teacher Education ◽  
European Policy ◽  
Policy Experiment ◽  
The Impact

This article provides an introduction to the EVALUATE project (Evaluating and Upscaling Telecollaborative Teacher Education). This project aims to gauge the impact of telecollaborative learning on student-teachers involved in Initial Teacher Education in various European countries and regions.  <span>The project is funded by the Erasmus+ KA3 programme (EACEA/34/2015) and is a European Policy Experiment (EPE). </span>

scholarly journals “This is why students feel lost when they go into teaching practice”: English Language Teachers’ Views on their Initial Teacher Education

2020 ◽  
Vol 19 (10) ◽  
pp. 371-387
Author(s):  
Sue Garton
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
English Language ◽  
Teaching Practice ◽  
Native Speaker ◽  
Language Teachers ◽  
Initial Teacher Education ◽  
Significant Shift ◽  
Snowball Sampling ◽  
Quantitative And Qualitative Research

The last 20-25 years have seen a significant shift in the views about what teachers need to know to be able to teach. This shift has led to new developments in the theory of second language teacher education (SLTE) and a growth in research in this area. One area of research concerns the attitudes and expectations of those learning to become teachers. While most studies in this area focus on teacher education programmes in BANA countries, this article looks at data from student teachers studying in Russia and Uzbekistan. The study employed a quantitative and qualitative research design, using a researcher-designed on-line questionnaire. Through snowball sampling, data from 161 students and recent graduates in the two countries were collected, analysed, and compared to investigate the content of SLTE programmes. The study identified what the novice teachers felt were the strengths and weaknesses of their programme, and what changes they would like to see. Results showed that while the respondents were mainly satisfied with their methodology, and theoretical linguistics courses, they felt the need for more practice, both teaching and language practice. The data also revealed that, in Uzbekistan in particular, the idea of global English struggles to take hold as native-speaker models remain the norm. The implications of the study underline the need for SLTE to explicitly link theory to practice and to promote the idea of varieties of English, rather than focus on native-speaker norms.

Sign in / Sign up

Export Citation Format

Share Document