Analysing an Art Methods Course: Implications for Teaching Primary Student-Teachers

1991 ◽  
Vol 10 (3) ◽  
pp. 329-342 ◽  
Author(s):  
LYNN GALBRAITH
Keyword(s):  
Student Teachers ◽  
Methods Course ◽  
Primary Student ◽  
Art Methods

scholarly journals What Makes Inquiry Stick? The Quality of Preservice Teachers’ Understanding of Inquiry

SAGE Open ◽  
2016 ◽  
Vol 6 (4) ◽  
pp. 215824401668139 ◽  
Author(s):  
Mark W. Aulls ◽  
Diana Tabatabai ◽  
Bruce M. Shore
Keyword(s):  
Preservice Teachers ◽  
Student Teachers ◽  
Research Methods ◽  
Theory And Practice ◽  
Methods Course ◽  
Mixed Design ◽  
Context Variables ◽  
Open Coding ◽  
Preservice Secondary Teachers

This nonexperimental, exploratory, mixed-design study used questionnaires with 167 preservice secondary teachers to identify prior educational experiences associated with student-teachers’ inquiry understanding. Understanding was determined through content analysis then open coding of definitions of inquiry and descriptions of best-experienced inquiry instruction, in terms of 23 potential learner-inquiry outcomes. Only two of seven educational-context variables related to understanding: prior experience doing a thesis or research—especially to definition quality and having taken a research-methods course—especially to description quality. How definitions and descriptions of inquiry are different and similar was analyzed qualitatively and quantitatively. Implications for methodology, theory, and practice were presented, for example, research opportunities and research-methods training during teacher education.

scholarly journals Primary Priorities and Economics Education

1996 ◽  
Vol 1 (2) ◽  
pp. 152-161
Author(s):  
Sheila Lawless
Keyword(s):  
Social Skills ◽  
Active Learning ◽  
Conceptual Framework ◽  
Student Teachers ◽  
Moral Education ◽  
Economics Education ◽  
Current Interest ◽  
Primary Student ◽  
Primary Pupils ◽  
Children’S Thinking

The attitudes towards economic and industrial understanding of 58 primary student-teachers who had taken a business placement in their final year of training is explored through questionnaires, interviews and assignments. An analysis showed that economic and industrial understanding did not rank highly in their priorities for Primary pupils, confirming the findings of Ross, Ahier & Hutchings (1991). They were, however, interested in business links and industrial simulations as a context for their priorities in teaching of active learning, co-operation and other personal and social skills. Another of their priorities, linked particularly to environmental protection and conservation, was a sense of responsibility and social conscience. A way forward may be to provide teachers with a conceptual framework for economic concepts which is consonant with those priorities and to take advantage of the current interest in moral education and citizenship to re-focus economics education on using economic concepts as a tool to extend children's thinking on a wide variety of issues in those areas.

scholarly journals Primary Student Teachers’ Understanding of Basic Ideas of Nature of Science: Laws, Theories and Models

2017 ◽  
Vol 7 (1) ◽  
pp. 127 ◽  
Author(s):  
Constantina Stefanidou ◽  
Constantine Skordoulis
Keyword(s):  
Science Education ◽  
Student Teachers ◽  
Nature Of Science ◽  
Scientific Literacy ◽  
Policy Making ◽  
Historical Context ◽  
Structured Interviews ◽  
International Policy ◽  
Primary Student ◽  
Basic Ideas

Nature of Science is an integral part of scientific literacy which researchers and international policy-making institutions highlight as the purpose of science education. The notions of scientific law, theories and models are crucial for understanding the Nature of Science. These notions are better grasped in the historical context of Nature of Science.  For this purpose, appropriate instructional sequences, based on semi-structured interviews, were designed and implemented to investigate whether and how the student teachers of Primary Education can perceive these concepts. The study revealed that after particular difficulties were confronted, student teachers were able to grasp firmly the notions of scientific law, theories, models and the relationships among them.

scholarly journals “I don’t really have a reason to read children’s literature”: Enquiring into Primary Student Teachers’ Knowledge of Children’s Literature

2021 ◽  
pp. 217
Author(s):  
Jennifer Farrar
Keyword(s):  
Children's Literature ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Children’S Literature ◽  
Initial Teacher Education ◽  
Teachers Perceptions ◽  
Reader Identity ◽  
Primary Student ◽  
Literate Identities

Research into in-service teachers’ knowledge of children’s literature indicates there is a powerfully symbiotic relationship between teachers’ perceptions and projections of themselves as readers and students’ engagement with reading as a pleasurable activity (Commeyras et al., 2003; Cremin et al 2014). Less is known about pre-service teachers’ knowledge of children’s literature or their attitudes towards reading and the Scottish context is unexplored in this regard. Inspired by and aligned with the work of Cremin et al (2008) with in-service primary teachers in England, this project investigated the personal reading habits of more than 150 student teachers over a two-year period by capturing snapshots of their knowledge of children’s literature and perceptions of themselves as not only readers, but as readers of children’s literature, at various stages of their initial teacher education. Framed by understandings of literacy practices as socially and locally constructed (Barton & Hamilton, 1998) and of literate identities as fluid, contingent and plural (Moje et al., 2009), this paper also outlines how project findings linked to knowledge of texts for children and reader identity have informed the teaching and learning of children’s literature at university level.

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