scholarly journals Predictors of Student Teachers’ ESD Implementation Intention and Their Implications for Improving Teacher Education

2021 ◽  
Vol 13 (16) ◽  
pp. 9027
Author(s):  
Julia Stössel ◽  
Rebecca Baumann ◽  
Elisabeth Wegner
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Structural Equation ◽  
Online Survey ◽  
Implementation Intention ◽  
Point Of View ◽  
German State ◽  
Subjective Task Value ◽  
Education Needs ◽  
Actual Realization

Recently, the German state of Baden-Württemberg included ESD as a guiding perspective for all school curricula. Consequently, teacher education needs to empower and motivate student teachers to implement ESD in schools. In previous ESD research, however, the motivational dimension rarely has been investigated. Psychological theories stress the importance of developing an intention for the actual realization of a behavior. Therefore, we investigated, in an online survey (N = 366), which factors influence student teachers’ ESD implementation intention. Furthermore, we investigated how student teachers understand the guiding perspectives and what influences the actual ESD implementation from the respondents’ point of view. Via structural equation modelling, we found direct effects of subjective task value, expectation of success and ESD knowledge, as well as indirect effects of SD attitudes and ESD implementation beliefs on ESD implementation intention, but no effects for subjective norm and perceived costs. Analyses of open answers revealed complex understandings of ESD, but also misinterpretations mainly in terms of ESD as equivalent to environmental education. Furthermore, student teachers expected barriers (e.g., lack of time) and formulated support needs (e.g., teaching material) for implementing ESD in schools. Our findings stress the importance of advancing ESD implementation in teacher education.

scholarly journals Swedish and Finnish Pre-Service Teachers’ Perceptions of Summative Assessment Practices

Languages ◽  
2022 ◽  
Vol 7 (1) ◽  
pp. 10
Author(s):  
Raili Hilden ◽  
Anne Dragemark Oscarson ◽  
Ali Yildirim ◽  
Birgitta Fröjdendahl
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Online Survey ◽  
Summative Assessment ◽  
Language Teachers ◽  
Assessment Practices ◽  
Teachers Perceptions ◽  
Summative Assessments ◽  
Curricular Alignment ◽  
Oral Skills

Summative assessments are an exercise of authority and something that pupils cannot easily appeal. The importance of teachers being able to assess their pupils correctly is consequently both a question of national equivalence and individual fairness. Therefore, summative assessment is a paramount theme in teacher education, and we aimed to investigate the perceptions and competence of student teachers regarding common summative assessment practices. The study was conducted at three universities, two in Sweden and one in Finland involving prospective language teachers responding to an online survey (N = 131). In addition, interviews were carried out with 20 Swedish and 6 Finnish student teachers. The analysis of the data indicates that student teachers value practices that enhance communication and collaboration as well as the curricular alignment of summative assessments. With respect to perceived competence, the respondents in general felt most confident with deploying traditional forms of summative assessment, while they were more uncertain about process evaluation and oral skills. Regarding significant differences in the participants’ perceptions of competence among the three universities, Finnish university students reported higher levels in all variables. However, room for improvement was found at all universities involved.

scholarly journals Initial teacher education students' perceptions during a practicum in primary schools: a New Zealand experience

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jo Fletcher ◽  
Chris Astall ◽  
John Everatt
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Primary Schools ◽  
Quantitative Data ◽  
Online Survey ◽  
Critical Role ◽  
Mentor Teachers ◽  
Initial Teacher Education ◽  
Content Type ◽  
Practical Implications

PurposeThis paper is aims to mentor initial teacher education (ITE) students during their practicum.Design/methodology/approachInformed by a social constructivist theoretical framework, an online survey was used to capture the breadth of quantitative data and the richness of qualitative responses relating to factors impacting student−teachers' experiences during practicums.FindingsQuantitative data indicate that many student teachers were positive about the practicum, but this varied across the type of school in which they were placed. The qualitative data analyses showed a greater in-depth understanding of the range of issues that impacted how student teachers are treated in their role as a mentee by the mentor and the wider school community.Practical implicationsBetter understanding the experiences of student teachers helps to inform ITE providers of the critical role that mentor teachers play in preparing student teachers. The practical implications are that strategies to develop deep and collaborative partnerships amongst ITE providers, mentor teachers and school leaders, which build stronger understandings of a mentor teacher's role, are critical in order to support student teachers.Originality/valueThis research study repositions the critical nature of effective mentoring of student teachers so that mentor teachers and ITE providers can be informed by the voices and lived realities of these student teachers. The mentoring relationship needs to be critically interrogated to provide a more even and supportive “playing field” for all student teachers.

Flipped Class Pedagogy as a Digital Pedagogical Strategy in an Open Distance E-Learning Environment

2019 ◽  
pp. 180-199 ◽  
Author(s):  
Micheal M. van Wyk
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Flipped Classroom ◽  
Online Survey ◽  
Further Education ◽  
Lecture Method ◽  
Bachelor Of Education ◽  
Post Test ◽  
E Learning ◽  
Graduate Certificate

This chapter explores student teachers' performance and perceptions of a flipped classroom pedagogy vs. a lecture method in a teacher education course at an open distance learning university. The study used an explanatory mixed methods design, employed a pre-test and post-test online survey, and economics blog postings to collect data for the study. Only Post Graduate Certificate of Education (PGCE) and Bachelor of Education (BEd: senior and further education and training phase) student teachers (n=371) were purposively selected. It is reported that the flipped classroom pedagogy group outperformed the lecture group in the final examination scores. Furthermore, the flipped classroom pedagogy encouraged an engaging atmosphere and accelerates a collaborative interactive synergy among student teachers. Finally, the findings revealed that the role of the teacher in the flipped classroom pedagogy design is crucial, promoting optimal learning experiences for student teachers in the course. Findings could not be generalized because this study employed only a small sample, but further investigation is needed to compare similar teacher education courses.

Flipped Class Pedagogy as a Digital Pedagogical Strategy in an Open Distance E-Learning Environment

2021 ◽  
pp. 496-515
Author(s):  
Micheal M. van Wyk
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Flipped Classroom ◽  
Online Survey ◽  
Further Education ◽  
Lecture Method ◽  
Bachelor Of Education ◽  
Post Test ◽  
E Learning ◽  
Graduate Certificate

This chapter explores student teachers' performance and perceptions of a flipped classroom pedagogy vs. a lecture method in a teacher education course at an open distance learning university. The study used an explanatory mixed methods design, employed a pre-test and post-test online survey, and economics blog postings to collect data for the study. Only Post Graduate Certificate of Education (PGCE) and Bachelor of Education (BEd: senior and further education and training phase) student teachers (n=371) were purposively selected. It is reported that the flipped classroom pedagogy group outperformed the lecture group in the final examination scores. Furthermore, the flipped classroom pedagogy encouraged an engaging atmosphere and accelerates a collaborative interactive synergy among student teachers. Finally, the findings revealed that the role of the teacher in the flipped classroom pedagogy design is crucial, promoting optimal learning experiences for student teachers in the course. Findings could not be generalized because this study employed only a small sample, but further investigation is needed to compare similar teacher education courses.

scholarly journals Self-assessment of conflict resolution competencies by undergraduate students pursuing an education degree

2020 ◽  
Vol 10 (5) ◽  
pp. 67-83
Author(s):  
Nadezhda Valeryevna Sivrikova ◽  
◽  
Elena Gennadyevna Chernikova ◽  
Tatyana Genad`evna Ptashko ◽  
Elena Mikhailovna Kharlanova ◽  
...  
Keyword(s):  
Teacher Education ◽  
Conflict Resolution ◽  
Student Teachers ◽  
Undergraduate Students ◽  
Professional Training ◽  
Online Survey ◽  
Subject Position ◽  
Initial Teacher Education ◽  
Education Degree ◽  
Conflict Resolution Training

Introduction. The article addresses the issue of developing prospective teachers’ competence in conflict resolution. Despite the fact that the ability to resolve conflicts in the field of education is considered as one of the key competencies, too little attention has been paid to studying the problem of self-evaluating conflict management competencies by students pursuing their undergraduate degrees in Education. Therefore, the purpose of this study is to investigate how students evaluate their conflict resolution skills gained within the framework of initial teacher education course. Materials and Methods. By adopting a systematic approach, the study uses such theoretical methods as systemic analysis and synthesis, comparison, and generalization. In order to collect empirical data, an online survey was conducted. The study involved 287 undergraduate students (63 male and 224 female) doing their initial teacher education degree at a pedagogical university located in Chelyabinsk (Russia). Results. Having examined students' assessment of the need, composition, effectiveness and satisfaction with training in the field of conflict resolution, the authors found that lack of systematic conflict resolution training can lead to the imbalance between students’ theoretical awareness of conflict resolution strategies and practical skills of applying them in work-related situations. The authors conclude that future educators need targeted conflict resolution training, as they consider themselves insufficiently prepared to apply conflict resolution skills at workplace. Conclusions. The study suggests that self-evaluation of professional training in the field of conflict resolution by student teachers has the following attributes: 1) indirect involvement in teaching activities; 2) insufficient subject position of students regarding the fulfillment of their own needs for conflict resolution competencies.

scholarly journals Structural Equation Approach to Analyze Cyclists Risk Perception and Their Behavior Riding on Two-Lane Rural Roads in Spain

2021 ◽  
Vol 13 (15) ◽  
pp. 8424
Author(s):  
Griselda López ◽  
Rosa Arroyo ◽  
Alfredo García
Keyword(s):  
Risk Perception ◽  
Risk Perceptions ◽  
Structural Equation ◽  
Online Survey ◽  
Structural Equation Models ◽  
Point Of View ◽  
Theory Approach ◽  
Safety Behavior ◽  
Rural Roads ◽  
Traffic Rules

The use of bicycles on two-lane rural roads in Spain has been increasing in recent years. However, these roads have no bicycle infrastructure, being cyclists forced to share the road and interact with motorized vehicles. In rural environments, the interaction between road users from the cyclist’s point of view is still not well understood. To analyze it, the relationships between risk perceptions and behavioral factors of rural cyclists according to their demographic characteristics, profile, and self-reported knowledge on traffic rules were obtained. An online survey was used, which collected the opinion of 523 cyclists. Data were analyzed by using structural equation models. The Thurstonian Item Response Theory approach was adopted to include raking responses. Different perceptions among demographic groups were found. Younger cyclists present the lowest risk perception while having a higher risk behavior. The knowledge about traffic rules was correlated with safety behavior, showing the importance of this factor. These results are in line with urban cycling. However important differences under risk elements for rural cyclists, mainly associated with potential hazards on the shoulder, have been drawn. These findings may help policy makers to integrate cycling with vehicular traffic on two-lane rural roads in a safe way.

Student Teachers’ Learning and Professional Development in Second Language Teacher Education

2017 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Kamile Hamiloğlu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Student Teacher ◽  
Research Literature ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher

This article is a review on student teacher (ST) learning in second language teacher education (SLTE) and it aims to establish a context for ST learning for professional development in SLTE research and frame its contribution to the current research literature. To achieve this, it conducts an overview on concepts of interest, and it places in perspective some of the key previous findings relating to the research at hand. Broadly, it is to serve as a foundation for the debate over perspectives of second/foreign language (S/FL) student teachers’ (STs’) learning to teach through their professional development with reference to both coursework and practicum contexts.Keywords: student teacher learning, second language teacher education (SLTE), professional development

Formación Inicial Docente: Una mirada al Proceso de Construcción de Conocimiento Profesional desde la Práctica

2014 ◽  
pp. 143
Author(s):  
Pamela Labra Godoy ◽  
Rodrigo Fuentealba J.
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Social System ◽  
Knowledge Construction ◽  
Educational Context ◽  
Teacher Formation ◽  
Palabras Clave ◽  
The Social ◽  
Application Logic ◽  
Process Product

Resumen: Los procesos de formación de profesores han estado fuertemente influenciados por una lógica aplicacionista y una visión fragmentada y prescriptiva de la naturaleza del conocimiento. Se puede observar una enseñanza basada en la oralidad, en un bajo trabajo práctico y una escasa vinculación con la realidad educativa y los requerimientos del contexto. Se hace necesario que en dichos procesos se reconozca a los futuros profesores como sujetos de conocimiento con quienes se debiese generar una estructura curricular práctica activa y reflexiva.El reconocer la complejidad de los procesos que se llevan a cabo en el contexto educacional, hace necesario transitar desde una lógica instrumental/mecanicista, proceso-producto a una perspectiva epistemológica donde se rescate el dinamismo del ámbito educacional y la complejidad del sistema social en que éste se encuentra inserto. Palabras clave: Formación Inicial Docente - Construcción de Conocimiento Profesional – Prácticas – Reflexión Profesional Abstract Teacher education processes have been heavily  influenced by application logic, as well as, to a fragmented and prescriptive vision of the nature of knowledge, instead of the construction of it. A teaching process based on the predominance of oral discourse, low practical work, and a limited relation with educational reality and context needs, has been  observed. It seems necessary to recognize student - teachers as knowledge subjects with whom there should be an active/reflective curricular activity, and also recognize the complexity of the processes that take place in the educational context. In other words, it is necessary to move from an instrumental, process/ product perspective towards an epistemological perspective able to recognize the dynamism in the educational system and the complexity of the social system in which it is immersed. Key Words: Initial Teacher Formation- Professional Knowledge Construction- Practicum- Professional Reflection

Gender and Organizational Conflict Management: The Mediating Role of Personality

2018 ◽  
Author(s):  
Maciej Kościelniak ◽  
Jarosław Piotrowski ◽  
Magdalena Żemojtel-Piotrowska
Keyword(s):  
Conflict Management ◽  
Personality Traits ◽  
Structural Equation ◽  
Online Survey ◽  
Conflict Behavior ◽  
Equation Modeling ◽  
Conflict Management Styles ◽  
Mediating Role ◽  
Big Five Model

Many authors examined the interplay between gender and conflict management preferences, but those findings were often mixed and inconsistent. In the current paper we tried to explain those inconsistencies by investigating the mediating role of personality for the relationship of gender and conflict management. Rahim's inventory was used for identifying five conflict management styles, and Big Five Model theory was a base for assessing participants' personality traits. Data were collected from a sample of 1,055 working Poles (52.7% women), in an online survey. Based on the structural equation modeling we detected multiple indirect mediating paths of gender on conflict management via personality traits, while no direct effect of gender was observed. Despite some limitations, the study sheds light on the actual role of gender in conflict behavior and the importance of personality traits in the conflict management, both from a theoretical and practical perspective.

Mental distress and its associations with behavioral outcomes during the COVID-19: A national survey of Chinese adults (Preprint)

2020 ◽  
Author(s):  
Lu Ma ◽  
Liwang Gao ◽  
Joseph Tak-Fai Lau ◽  
Rahman Atif ◽  
Blair T. Johnson ◽  
...  
Keyword(s):  
Physical Activity ◽  
Body Weight ◽  
Educational Attainment ◽  
Structural Equation ◽  
Online Survey ◽  
Mental Distress ◽  
Structural Equation Models ◽  
Behavioral Outcomes ◽  
National Sample ◽  
Negative Consequences

BACKGROUND This study primarily aimed to evaluate the associations between mental distress and COVID-19-related changes in behavioral outcomes, and potential modifiers (age, gender, and educational attainment) of such associations. OBJECTIVE The COVID -19 pandemic has led to elevated levels of mental distress attributed to prolonged lockdowns, business closures, and social isolation. Its impact on behavioral outcomes is however less known. This study is designed to primarily evaluate the associations between mental distress and COVID-19-related changes in drinking, smoking, physical activity and body weight, and potential modifiers of such associations including age, gender, and educational attainment. METHODS An online survey using anonymous network sampling was conducted in China during April-May, 2020 using a 74-item questionnaire distributed through social media. A national sample of 10,545 adults in 31 provinces provided data on socio-demographic characteristics, COVID-19-related mental distress, and changes in behavioral outcomes. Structural equation models were used for data analyses. RESULTS About 13% of adults reported experiencing at least one symptom of mental distress. After adjusting for age, education, gender, ethnicity, marital status, residence, and number of chronic conditions, greater mental distress was associated with increased smoking and alcohol consumption (among current smokers and drinkers) and with both increased and decreased physical activity. Underweight adults were more likely to lose body weight (≥1 kg) whereas overweight adults were more likely to gain weight by the same amount. The association between mental distress and change in physical activity was stronger in adults aged 40 and above and those with high education. Mental distress was significantly associated with an increase in smoking in males but not females. CONCLUSIONS Mental distress was associated with increased smoking in males but not females. These findings inform the design of tailored public health interventions aimed to mitigate long-term negative consequences of mental distress on outcomes.

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