ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;I Didn't Always Perceive Myself as a &quot;Science Person&quot;&quot;: Examining Efficacy for Primary Science Teaching
Author: Mansfield, Caroline F.
Date: 2012-10-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Self Efficacy,Teaching Methods,Content Analysis,Teacher Educators,Interviews,Focus Groups,Science Education,Science Instruction,Elementary School Science,Elementary School Teachers,Beliefs,Models,Motivation,Classroom Techniques,Preservice Teachers,Foreign Countries,Science Curriculum,Cooperation

Teacher efficacy has become an important field of research especially in subjects teachers may find challenging, such as science. This study investigates the sources of teachers' efficacy for teaching science in primary schools in the context of authentic teaching situations with a view to better understanding sources of teachers' efficacy beliefs. Twenty-four teachers participated in focus group interviews to enable in-depth exploration of the sources of efficacy for teaching science. Data was analysed using a content analysis approach guided by a conceptual framework for efficacy in science teaching. Findings show efficacy to be influenced by mastery experiences, vicarious experiences, physiological and affective states as well as prior beliefs and experiences of science. Most notably, efficacy for science teaching was found to be enhanced through particular aspects of the teaching context such as opportunities for collaboration and successful participation in science teaching practice. Implications for teaching and teacher educators are discussed. (Contains 2 figures.)
Changing Pre-Service Teachers' Beliefs to Teach in Inclusive Classrooms in Victoria, Australia
Author: Sharma, Umesh
Date: 2012-10-00
Type: Journal Articles
Subjects: Inclusion,Foreign Countries,Teacher Attitudes,Concept Mapping,Teacher Educators,Preservice Teachers,Beliefs,Surveys,Evaluation,Special Education,Teacher Education,Teacher Education Programs,Pretests Posttests,Disabilities,Higher Education

The purpose of this study was to determine the effect of completing a course in inclusive education on pre-service teachers' beliefs and confidence to teach in inclusive classrooms. Twenty seven pre-service teachers completed a survey and concept maps. It was found that participants' beliefs and confidence level to teach in inclusive classrooms had improved significantly by the end of the course. At the beginning of the course participants were concerned whether &quot;they would be able to teach in inclusive classrooms&quot;. At the end of the program the majority believed that they were ready to teach in inclusive classrooms but they were concerned whether they would get necessary support to teach in such classrooms. The results of this study have implications both for teacher educators involved in preparing teachers for inclusive classrooms as well as researchers who are interested in using a new approach to evaluate impact of teacher training courses. (Contains 1 table and 3 figures.)
Motivations of Turkish Pre-Service Teachers to Choose Teaching as a Career
Author: Akar, Ebru Ozturk
Date: 2012-10-00
Type: Journal Articles
Subjects: Teacher Motivation,Cultural Context,Teaching (Occupation),Preservice Teachers,Motivation,Foreign Countries,Correlation,Teacher Attitudes,Statistical Analysis,Teacher Education,Career Choice,Teacher Shortage,Teacher Persistence,Teacher Education Programs,Factor Analysis,Scores

This study was conducted to investigate the motivations of 974 Turkish pre-service teachers for choosing teaching as a career and to examine their perceptions about the teaching profession. Correlations, t test, ANCOVAs and MANCOVAs were used to explore the relationships among participants' motivations and perceptions, and to make comparisons according to different characteristics such as gender, different specialism, number of times participants had entered the university entrance examination, and rank of their preference of teaching as a profession. The results showed that the social and personal utility value and prior teaching and learning experiences were the highly rated motivation factors. The findings also revealed how the general image of teaching as a career held in the social-cultural context of Turkish society shaped participants' motivations and perceptions. (Contains 8 tables.)
How Do Pre-Service Teachers Cope with a Literacy Intervention Program in a Remote Indigenous Community? The Community Action Support Program in the Northern Territory, Australia
Author: Naidoo, Loshini
Date: 2012-10-00
Type: Journal Articles
Subjects: Partnerships in Education,Community Action,Intervention,Community Education,Literacy,Foreign Countries,Young Adults,Preservice Teachers,Teacher Education,Indigenous Populations

This paper examines a new community education initiative, Community Action Support (CAS) that helps facilitate learning in Indigenous young people from Tennant Creek in the Northern Territory. CAS is an innovative partnership program between the Australian Literacy and Numeracy Foundation and the University of Western Sydney. The core aim of the program is to create and communicate a positive and observable culture surrounding the significance of literacy for young people, in particular, Indigenous young people. The program is located within the secondary teacher-education degree at UWS. Four pre-service teachers engaged the participating school students in literacy and curriculum based activities ranging from creating newspaper articles and hosting drama workshops, to digital storytelling and screen printing. Video conferencing, wiki tools and other methods of communication also formed part of the process. The wide range of learning experiences ensured that student participants were challenged to use a diversity of literacy skills and communication techniques. In this article, pre-service teacher interview data is presented to show how universities such as UWS and educators have a responsibility to develop and support programs that provide Indigenous communities with alternatives to the standard curriculum. It also demonstrates how UWS pre-service teachers immerse themselves in the Indigenous culture and community, experiencing significant personal and professional growth.
Dictating or Facilitating: The Supervisory Process for Language Teachers
Author: Kayaoglu, M. Naci
Date: 2012-10-00
Type: Journal Articles
Subjects: English (Second Language),Supervision,Language Teachers,Second Language Instruction,Teacher Education,Foreign Countries,Feedback (Response),Professional Development,Supervisors

This study is an attempt to explore the supervisory process from the standpoint of supervised English language teachers. The research, which has been going on for three years, aims to weigh the results in terms of teachers who were exposed to the supervision. More specifically, the research answers whether teachers are really helped in improving their teaching and finding solutions to their work related problems as part of in-service training. In support of diary reports taken from teachers, the questionnaire which involved 72 items about the supervisory process reveal that supervision appears to fail to live up to EFL teachers' expectations within the current practice. From most of the surveyed EFL teachers' points of view the current supervision is not of pedagogical or professional value and does not have a positive impact on teacher performance. (Contains 8 tables.)
The Tower Builders: A Consideration of STEM, STSE and Ethics in Science Education
Author: Steele, Astrid
Date: 2012-10-00
Type: Journal Articles
Subjects: Ethics,Science Instruction,Science Education,STEM Education,Social Integration,Preservice Teachers,Models,Ethical Instruction,Science Curriculum,Skilled Workers,Foreign Countries,Technology Education,Engineering Education,Mathematics Education

The call for the integration of ethical considerations in the teaching of science is now firmly on the agenda. Taking as illustrative a science lesson in a pre-service teacher class, the authors consider the roles of STSE (science, technology, society and environment) and the increasingly influential heavily funded STEM (science, technology, engineering and mathematics) education initiatives. The origins and foci of both initiatives are discussed, as are their disparate ontological foundations. The use of Habermas' knowledge theories in conjunction with ethical frameworks is posited as a way of considering both STSE and STEM perspectives and their implications for strengthening science pedagogy.
Mindfully Teaching in the Classroom: A Literature Review
Author: Albrecht, Nicole J.
Date: 2012-12-00
Type: Information Analyses
Subjects: Educational Strategies,Literature Reviews,Classroom Techniques,Teacher Education,Teacher Student Relationship,Foreign Countries,Thinking Skills

The practice of mindfulness is being used with increased frequency in schools around the world. In the current literature review we outline some of the core concepts and practices associated with mindfulness and discuss studies analysing the process of mindfulness teacher training. Preliminary research in this emerging field suggests that mindfulness has the potential to improve classroom management, teacher-student relationships and instructional strategies. Mindfulness instructors recommend that before teachers can feel comfortable and effectively teach mindfulness in the classroom they need to embody and practice mindfulness in their own lives. It is proposed that in order to improve our knowledge base in this area a critical synthesis and analysis of school-based mindfulness programs is required. (Contains 1 table.)
Prospective Teachers' Comprehension Levels of Special Relativity Theory and the Effect of Writing for Learning on Achievement
Author: Yildiz, Ali
Date: 2012-12-00
Type: Journal Articles
Subjects: Academic Achievement,Control Groups,Experimental Groups,Grade 2,Test Results,Physics,Preservice Teachers,Pretests Posttests,Quantum Mechanics,Science Education,Science Instruction,Undergraduate Study,Science Teachers,Learning Activities,Elementary School Students,Elementary School Science

In the present study, the comprehension levels of special relativity theory in prospective teachers who take the Introduction to Modern Physics lesson in the faculty of education science teaching department and the effect of writing for learning on their achievement is researched. In the research, a control group pre-test post-test quasi-experimental research model was used. Research data were obtained by using open-ended questions prepared by the researcher. The lesson was conducted in the beginning by using the verbal-written explanation method. Then each student in the experimental group wrote a summary which clearly explains the special relativity theory for a high school student within the framework of the writing for learning activity. By contrast, the control group students solved the problems related to the subject in the course book. A total of 73 students (51 female and 22 male) studying at the second grade in the 2011-2012 academic year participated in the study. The research findings showed that the comprehension levels of special relativity theory in prospective teachers were low; the result obtained by the qualitative and quantitative comparison of the post-test results of the experimental and control groups and their achievement percentage in the exam were in favor of the experimental group. Furthermore, 87.2% of the students who wrote down their opinions about the activity of writing for learning understood the special relativity theory; and the activity of writing for learning was effective in learning the special relativity theory. (Contains 9 tables.)
Working the System: A Model for System-Wide Change in Pre-Service Teacher Education
Author: Ferreira, Jo-Anne
Date: 2012-12-00
Type: Journal Articles
Subjects: Action Research,Teaching Methods,Preservice Teacher Education,Curriculum Development,Systems Approach,Educational Change,Models,Foreign Countries,Sustainability

This paper reports on a study undertaken to identify the strategies and models used to facilitate curriculum change within teacher education institutions. Findings indicate three main approaches, which we name the &quot;resource development&quot;, &quot;action research&quot; and &quot;contextual change&quot; models. A new model that combines the best features of each is proposed. In this paper we provide a brief overview of the three models, a rationale for the new model being proposed, and a discussion of the systems theory concepts underpinning the model. It is our contention that the Mainstreaming Change model provides a structure for change to occur simultaneously at a number of levels within a teacher education system. We conclude by discussing some issues that may facilitate or limit the effectiveness of the model in practice. (Contains 4 figures.)
How Do Early Childhood Students Conceptualize Play-Based Curriculum?
Author: Ridgway, Avis
Date: 2012-12-00
Type: Journal Articles
Subjects: Teaching Methods,Teacher Student Relationship,Play,Teacher Educators,Teacher Education,Early Childhood Education,Curriculum Development,Foreign Countries,Preservice Teachers,Children,Models

The study's purpose was to discover student understanding of play-based curriculum. Traditionally, play has been misunderstood in pedagogical terms, and was widely interpreted in our study. The Early Years Learning Framework suggests educator guidance in sustaining play is essential for learning and development. As teacher educators, we wanted to reflect on Play and Pedagogy (A new fourth year unit) that expected students to create a conceptual play model for use in practice. Twenty-six students volunteered de-identified assignments. From these, common conceptual elements were identified. We selected quotes from student's work to support identified concepts and entered a methodology of dialogue commentary to enrich analysis. Students focused discussion on adult's pedagogical approach linking play to pedagogy through varied interpretations of the concept of sustained shared thinking. We found student conceptualisations of play-based curriculum addressed complexities of their role as beginning early childhood educators in new ways. (Contains 3 tables and 1 figure.)
Professional Conversations: Mentor Teachers' Theories-in-Use Using the Australian National Professional Standards for Teachers
Author: Leonard, Simon N.
Date: 2012-12-00
Type: Journal Articles
Subjects: National Standards,Foreign Countries,Feedback (Response),Mentors,Beginning Teachers,Preservice Teachers,Teacher Education,Pilot Projects,Educational Change

In this paper the written feedback provided by mentor teachers using a new assessment model for preservice teacher professional experience deployed in the Australian Capital Territory and based on the Australian National Standards for Teachers is analysed. The analysis reveals mentor teachers hold a pervasive theory-in-use in regards to the needs of beginning teachers that may restrict the developmental ambition of the assessment model. The restricted vision of what is important for beginning teachers held by mentor teachers is possibly a reaction to continual change within school education. The analysis is preceded by a description of the &quot;Professional Conversations&quot; model for mentoring preservice and early career teachers. (Contains 3 tables and 2 figures.)
Attitudes of Preservice Teachers towards Teaching Deaf and ESL Students
Author: Ting, Claire
Date: 2012-12-00
Type: Journal Articles
Subjects: Factor Analysis,Teaching Methods,Preservice Teacher Education,Teacher Education Programs,Sign Language,Foreign Countries,Teacher Attitudes,Deafness,Preservice Teachers,Comparative Analysis,English (Second Language),English Language Learners,Attitude Measures,Teacher Expectations of Students,Self Esteem

This study explored preservice teacher attitudes towards teaching a deaf student who uses Australian Sign Language (Auslan) compared to a student who is new to Australia and speaks Polish. The participants were 200 preservice teachers in their third or fourth year of university education. A questionnaire was created to measure attitudes, and participants were also asked to list teaching strategies they would use with the two students. A factor analysis yielded two subscales: Teacher Expectations and Teacher Confidence. Results showed that teachers had higher expectations of the Auslan student than the Polish student, and were more confident about teaching the Auslan student. Differences between the two conditions were also found for suggested teaching strategies. The findings have implications for teacher education programs. (Contains 3 tables.)
A Professional Experience Learning Community for Pre-Service Secondary Mathematics Teachers
Author: Cavanagh, Michael S.
Date: 2012-12-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Teaching Methods,Problem Solving,Mathematics Teachers,Mathematics Education,Mathematics Instruction,Teacher Education,Teacher Education Programs,Preservice Teachers,Secondary School Mathematics,Lecture Method,Reflection,Questionnaires,Interviews,Participation,Partnerships in Education,Higher Education,Workshops,Mathematics

This paper reports the development and implementation of a collaborative professional experience learning community for a group of nine pre-service secondary mathematics teachers. The pre-service teachers and their methods lecturer made 12 school visits over one academic year to a local secondary school. The pre-service teachers observed and co-taught problem-solving lessons in two Year 8 classes. They discussed the lessons with the teacher and the university lecturer, and later posted reflective comments to an online forum. Data from questionnaires, interviews, and reflections indicate that participation in the learning community helped pre-service teachers make stronger links between theory and practice, learn from each other, and become more reflective about problem-solving teaching approaches.
Is a Degree Relevant? A Comparison of Pedagogical thought Units of Teachers with and without ELT-Related Academic Credentials
Author: Akbari, Ramin
Date: 2012-12-00
Type: Journal Articles
Subjects: Credentials,Video Technology,Comparative Analysis,Instruction,English (Second Language),Teacher Education,Language Teachers,Student Teachers,Foreign Countries,Teacher Education Programs,Recall (Psychology)

This paper studies the difference between the pedagogical thought units of ELT practitioners with English-relevant degrees and those with non-relevant degrees. An entire teaching session of eight EFL teachers' performance was video recorded and their pedagogical thoughts were identified by using stimulated recall technique. The findings revealed that, in general, teachers with English-related degrees significantly reported more pedagogical thoughts than their colleagues with unrelated degrees. With respect to the categories of pedagogical thoughts, although the same families were reported by participants in both groups, there were slight differences in their rankings and significant differences in their frequency. (Contains 4 tables.)
The Ecosystem of Information Retrieval
Author: Rodriguez-Munoz, Jose-Vicente
Date: 2012-12-00
Type: Journal Articles
Subjects: Information Retrieval,Information Systems,Holistic Approach,Models,Equations (Mathematics),Systems Approach,Evaluation

Introduction: This paper presents an initial proposal for a formal framework that, by studying the metric variables involved in information retrieval, can establish the sequence of events involved and how to perform it. Method: A systematic approach from the equations of Shannon and Weaver to establish the decidability of information retrieval systems and Conrad's equation is used to interweave the ecosystem components. Analysis: This work was developed from a detailed analysis of the scientific literature on information retrieval and through a set of inductive processes; it has been possible to build each of the components of this proposal. Results: First, we have proposed a simple way of assessing the implications of the sequence of events that occur in a search related to the overall response. Secondly, we obtain a formal equation that determines all the interrelated human and technological elements in the information retrieval processes. Conclusions: The establishment of this formal framework allows us to ascertain why we evaluate information retrieval and how one has to intervene in times of imbalance. (Contains 3 figures.)
An Investigation of Information-Seeking Behaviour of Geography Teachers for an Information Service Intervention: The Case of Lesotho
Author: Bitso, Constance
Date: 2012-12-00
Type: Journal Articles
Subjects: Foreign Countries,Developing Nations,Information Seeking,Information Needs,Access to Information,Information Sources,Geography,Information Services,Intervention,Models,Secondary School Teachers,Preservice Teachers,Focus Groups,Questionnaires,Interviews,Content Analysis,Mixed Methods Research

Introduction: This study investigates the information needs and information-seeking patterns of secondary level geography teachers in Lesotho to guide the design and implementation of an information service for these teachers. Leckie, Pettigrew and Sylvain's model of professionals' information-seeking served as a theoretical framework but was overlaid with other models such as that of Savolainen and Wilson. Method: Data were collected from in-service teachers through focus group discussions, prospective teachers with a questionnaire, and key actors in Lesotho's secondary geography education context through individual interviews. Analysis: The Statistical Package for Social Sciences was used to analyse the questionnaire responses. Content analysis was used to analyse the verbal responses as well as an open-ended question on the questionnaire. Triangulation was applied through using three sets of participants and different data collection techniques for each. It allowed comparative analysis of responses and data collection techniques used in the study. Results: The work environment of in-service geography teachers is revealed including their work roles, associated tasks, information needs and information-seeking patterns. An information service model for Lesotho secondary level geography teachers (including possible interventions) is proposed. Conclusions: Lesotho geography teachers need information to fulfil their work related roles and tasks that might be addressed through an information service. An implementation agency, information specialist(s) and collaborative approach to service delivery are crucial for the implementation and sustenance of the proposed information service. (Contains 7 figures.)