scholarly journals Enhancing student teacher self-efficacy beliefs to teach priority learners in New Zealand

2017 ◽  
Vol 22 ◽  
pp. 36
Author(s):  
Sally Hansen ◽  
Alison Sewell ◽  
Sarojinie Fernando ◽  
Abdelhamid Safa
Keyword(s):  
Teacher Education ◽  
New Zealand ◽  
Teacher Efficacy ◽  
Student Teacher ◽  
Self Efficacy ◽  
Education Programme ◽  
Efficacy Beliefs ◽  
Initial Teacher Education ◽  
Teacher Education Programme ◽  
Teacher Efficacy Beliefs

The aim of this study was to explore the changes in student teacher efficacy beliefs for teaching priority learners over the course of a one-year postgraduate initial teacher education programme. The sample comprised 23 participants enrolled in the 2015 cohort in a pilot initial teacher education programme specifically tailored to enhance student teacher expertise to teach priority learners. Participants completed a specially designed and refined self-efficacy scale – Self-Efficacy with Diverse Learners: Student Teacher Scale – that targeted their efficacy beliefs about successfully promoting learning for priority learners at the start and at the end of their programme. Changes in efficacy beliefs were statistically measured and the findings indicated that student teacher efficacy beliefs for teaching priority learners had improved significantly over the course of their teacher education programme. In particular, the findings showed that their reported efficacy beliefs for implementing strategies for teaching English speakers of other languages, students with low socioeconomic status, and Māori learners had nearly doubled. Such findings have significant implications for teacher education reforms that aim to enhance student teacher adaptive expertise and in so doing, assist with the long-term goal of achieving more equitable educational outcomes in New Zealand.  

scholarly journals Motivation and commitment of English student teachers of some Universities in Indonesia

2020 ◽  
Vol 15 (6) ◽  
pp. 1642-1658
Author(s):  
Fadhilah Suralaga ◽  
Siti Nurul Azkiyah ◽  
Rumtini Rumtini ◽  
Yenny Rahmawati ◽  
Yunita Faela Nisa
Keyword(s):  
Gender Differences ◽  
Teacher Education ◽  
Student Teachers ◽  
Student Teacher ◽  
Descriptive Analysis ◽  
Education Programme ◽  
Quantitative Approach ◽  
Teacher Education Programme ◽  
Integrative Motivation ◽  
The Government

Teachers play crucial roles; therefore, this study is intended to examine student teachers’ motivation (instrumental vs. integrative) and commitment (committed passionate, committed compromiser, undecided and uncommitted) to teaching. Quantitative approach using a questionnaire was conducted involving 328 English student teachers from some universities in Indonesia. Using the descriptive analysis, the findings show that those having integrative motivation are 56% and the highest figure for the level of commitment is, as expected, committed passionate (44%). Concerning gender differences, more males (M: 60%, F: 55%) were surprisingly found to have integrative motivation, although more females were found to have the highest level of commitment (M: 35%, F: 47%). These findings at the same time reveal a considerably high proportion of those who did not have a genuine motive to enroll in a teacher education programme and to commit to becoming teachers implying necessary measures from both the government and the teacher education institutions.  Keywords: Commitment, motivation, student teacher, teacher, teacher education.

scholarly journals The Journey towards a Teacher’s Ecological Self: A Case Study of a Student Teacher

2014 ◽  
Vol 16 (2) ◽  
pp. 103-114 ◽  
Author(s):  
Rea Raus ◽  
Thomas Falkenberg
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teacher ◽  
Critical Dimension ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Educational Systems ◽  
Pedagogical Practice ◽  
Holistic View ◽  
Ecological Self

Abstract Transforming our educational systems to support sustainable development is a challenge that involves all levels of education – policy, curriculum and pedagogical practice. One critical dimension to look at is a teacher’s identity as it influences a teacher’s decision-making, behaviour and action. The ecological self is the concept that is used in the context of sustainability. This paper discusses the emerging ecological self of one student teacher during her initial teacher education programme. The concepts of the teacher’s self and the ecological self form a lens through which the story of this student teacher is examined. The paper focuses on one part of a broader, longitudinal study of student teachers and their understanding of pedagogy and connectedness with nature in the context of the need for reorienting teacher education towards sustainability. Sterling’s (2001) conceptual framework of ecological view on education is taken as a tool to analyse the collected data. The results indicate that deep connectedness to nature and empathy are framing the holistic view on learning, teaching and a teacher’s self.

scholarly journals Searching for research results to inform the design of an initial professional teacher education programme for the foundation phase: A systematic review

2016 ◽  
Vol 6 (1) ◽  
pp. 10 ◽  
Author(s):  
Lucinda Du Plooy ◽  
Mphumzi Zilindile ◽  
Zubeida Desai ◽  
Benita De Wet ◽  
Lorna Holtman ◽  
...  
Keyword(s):  
Systematic Review ◽  
Teacher Education ◽  
Systematic Reviews ◽  
Research Question ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Teacher Education Programme ◽  
Process Stage ◽  
Programme Design ◽  
Professional Teacher

<p>This article reports on a systematic review conducted to inform the development of a professional teacher education programme for the foundation phase of schooling. The research question was: What do quality research studies identify as the components and/or characteristics of quality teacher education for the foundation phase programmes that allow new teachers to begin to teach for epistemological access. A search for systematic reviews on educational programmes related to foundation phase for initial teacher education was conducted for the period between 1980 and 2011. The researchers added Stage 0 as a fifth step to the traditional four-step systematic review process. Stage 0 or quasi-tertiary review allowed us to present substantive findings of the identified systematic reviews and to explore their methodological quality. From the initial 2876 hits (mostly health and medical studies), only 19 studies were related to the educational field. Only three of the 19 studies were finally accepted as eligible at Stage 0. None of the reviews directly addressed programme design but contained elements that were considered as useful when designing programmes. The present study makes it clear that there is a dearth of research on entire programmes related to initial teacher education for foundation phase teachers. </p>

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