Unpacking the collegial network structure of beginning teachers’ primary school teams

2019 ◽  
pp. 139-158
Author(s):  
Laura Thomas ◽  
Melissa Tuytens ◽  
Geert Devos ◽  
Geert Kelchtermans ◽  
Ruben Vanderlinde
Keyword(s):  
Beginning Teachers ◽  
Primary School ◽  
Network Structure

Education for Sustainability and Pre-Service Teacher Education

2012 ◽  
Vol 28 (1) ◽  
pp. 57-58 ◽  
Author(s):  
Julie Kennelly ◽  
Neil Taylor ◽  
Tom Maxwell ◽  
Pep Serow
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Primary School ◽  
Primary Schools ◽  
Teaching Experience ◽  
Early Career ◽  
Education For Sustainability ◽  
Positive Contribution ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

AbstractAspects of environment are common topics in Australian primary schools. However Education for Sustainability (EfS), where students actively investigate the underlying causes of unsustainable practices and actively plan for and instigate change, is less well understood and less commonly practised. It cannot be assumed that pre-service teachers have the knowledge, skills and desire to incorporate EfS, as advocated in Australian policies, into their repertoires of practice, or, that they will acquire those skills as they gain teaching experience. Therefore for EfS to become an integral component of the primary school experience, carefully planned rather than ad hoc preparation for EfS is necessary in pre-service teacher education.This essentially qualitative study describes how a one-semester, final year pre-service primary teacher unit in EfS was shaped, and reports on how a cohort of pre-service teachers responded, particularly in terms of how well prepared they felt to engage with EfS in future teaching. Although motivation and confidence to engage with EfS varied across the cohort, pre-service teacher education appeared to make a positive contribution to both. In a longitudinal design, five teachers who had participated in the EfS unit became the focus of individual case studies early in their teaching careers. Each case study investigated ways in which the beginning teacher engaged with EfS, linking teaching decisions to pre-service teacher education. The constructivist approach adopted by the tutors was particularly valued by the early career teachers. They appreciated various modes of experiential learning including engagement with the kinds of teaching strategies advocated in EfS and a strong orientation to the curriculum requirements of primary school.However, the extent to which each early career teacher implemented EfS was tempered not only by personal skill and motivation, but also by work situations which did not necessarily support EfS endeavours. While pre-service teacher education has a vital role in the promulgation of EfS in schools, and this study shows that it can be effective in advancing the desires of beginning teachers to do something for the environment, there are broad implications for the institutions that so heavily impact on the capacity of school systems and university systems to act in EfS.

scholarly journals Processos de formação de professoras iniciantes

2019 ◽  
Vol 87 (217) ◽  
Author(s):  
Maévi Nono ◽  
Maria Mizukami
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Primary School ◽  
Professional Practice ◽  
Professional Knowledge ◽  
Written Language ◽  
Teaching Career ◽  
Teaching Cases ◽  
The Way

Estudos têm evidenciado a importância dos primeiros anos de profissão nos processos de formação docente. Neste artigo, são analisados processos formativos de professoras iniciantes que atuam na educação infantil e nos anos iniciais do ensino fundamental, a partir de dados obtidos em pesquisa realizada no período 2001-2005. Casos de ensino foram utilizados como instrumentos de pesquisa e permitiram que as iniciantes realizassem descrições e análises de suas trajetórias profissionais. As professoras explicitaram dúvidas, certezas, equívocos e contradições que orientam e caracterizam suas práticas docentes nos primeiros anos de docência. Explicitaram, ainda, conhecimentos referentes ao modo como ensinam conteúdos matemáticos e de linguagem escrita. Palavras-chave: formação de professores; professoras iniciantes. Abstract Studies have evidenced the importance the first years of the teaching career in the formative processes. This article discusses the professional knowledge of beginning teachers of the Elementary and Primary School. It is based on research developed during 2001-2005. One can said that the teaching cases used in the research allowed the beginning teachers to describe and analyze their own professional trajectories. The teachers exposed doubts, certainties, mistakes and contradictions that guided and characterized their professional practice. Teachers pointed out the knowledge regarding the way they teach mathematical and Portuguese written language contents. Keywords: teacher education; beginning teachers.

An investigation of undergraduate music education curriculum content in primary teacher education programmes in Australia

1997 ◽  
Vol os-30 (1) ◽  
pp. 26-34 ◽  
Author(s):  
Nita Temmerman
Keyword(s):  
Music Education ◽  
Beginning Teachers ◽  
Primary School ◽  
Primary Schools ◽  
Teacher Educators ◽  
Primary Teacher ◽  
School Level ◽  
Curriculum Content ◽  
Policy And Practice ◽  
School Music

Primary school music experiences have been shown to impact not only on future adult attitudes to, but also interest and participation in music. Unfortunately, the current policy and practice of music in primary schools is still perceived to be unsatisfactory. According to teachers this can be attributed in the main to their undergraduate university training in music education. Music educators have a key role to play in breaking the apparent current cycle of unsatisfactory (or no) music practice at the primary school level. This paper investigates what curriculum content is currently included in compulsory undergraduate university music education programmes. It asks teacher educators, in light of recent research, to reflect critically on the adequacy of their current curriculum to prepare beginning teachers to teach primary school music.

The prevalence of allergic diseases in primary school children in Edirne, Turkey

1997 ◽  
Vol 27 (3) ◽  
pp. 262-269 ◽  
Author(s):  
Z. TOROS SELCUK ◽  
T. CAG-LAR ◽  
T. ENUNLU ◽  
T. TOPAL
Keyword(s):  
Primary School ◽  
School Children ◽  
Allergic Diseases ◽  
Primary School Children

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Julia Steinbach ◽  
Heidrun Stoeger
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Factor Structure ◽  
Concurrent Validity ◽  
Binary Logistic Regression ◽  
Affective Component ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers Attitudes ◽  
Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

Time-Based Prospective Memory in Schoolchildren

2011 ◽  
Vol 219 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Babett Voigt ◽  
Ingo Aberle ◽  
Judith Schönfeld ◽  
Matthias Kliegel
Keyword(s):  
Primary School ◽  
Prospective Memory ◽  
Age Differences ◽  
Memory Retrieval ◽  
Primary Schools ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Strategic Monitoring ◽  
Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

An alter-centric perspective on employee innovation: The importance of alters’ creative self-efficacy and network structure.

2017 ◽  
Vol 102 (9) ◽  
pp. 1360-1374 ◽  
Author(s):  
Travis J. Grosser ◽  
Vijaya Venkataramani ◽  
Giuseppe (Joe) Labianca
Keyword(s):  
Network Structure ◽  
Self Efficacy ◽  
Creative Self
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