ethanporcaro/eric-fulltext-meta huggingface dataset:
Voices Echoing the Past: &quot;I Decided to Do Teaching Because of the Teacher That I Had.&quot; Thirteen Female Secondary Entry-Level Teachers Candidates Teaching Not Only What but Also How They Were Taught
Author: Sexton, Steven S.
Date: 2007-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Secondary School Teachers,Student Teacher Attitudes,Beliefs,Females,Teacher Influence,Critical Thinking,Mixed Methods Research,Foreign Countries,Questionnaires,Likert Scales,Role Models,Qualitative Research,Statistical Analysis,Semi Structured Interviews

This paper reports on a study that sought to uncover and explore the beliefs female secondary pre-service teachers held about teaching and being the teacher as they entered into their teacher education programs. The results indicated that for the participating teacher candidates it was their prior teachers in their intended subject who most informed how they saw themselves in the role as the teacher. Specifically, those secondary teachers who sought critical thinking in them as students impacted upon this teacher-role identity the most. Implications highlight the lack of research on females in secondary education and the importance in-service teachers play in shaping those who may or may not become the teachers of tomorrow.
Employing Technologies to Engage Students with Diverse Needs in Rural School Communities
Author: Forlin, Chris
Date: 2005-00-00
Type: Journal Articles
Subjects: Rural Schools,Technology Uses in Education,Educational Technology,Inclusion,Academic Accommodations (Disabilities),Foreign Countries,Disabilities,Special Needs Students,Mainstreaming,Technology Integration,Student Needs,At Risk Students,Program Implementation,Interviews,Principals,Teachers,Audio Equipment,Video Technology,Program Effectiveness,Computer Software,Attitude Measures,Computers,Internet,School Culture

This paper considers the use of information and communication technologies (ICT) to enable students to access the curriculum in inclusive classrooms. The research considers the latest trends regarding promotion of the use of ICT in education in Australia and then considers the outcome from the perspective of one state, that of Western Australia. In particular, the focus is on the use of ICT in remote and rural school communities for supporting inclusive practices. While it seems clear that considerable financial support has been allocated to the enhancement of access to ICT across Australia by various education departments, there are several issues that are impacting on the implementation for more isolated schools. Concerns regarding staffing, cultural sensitivity, software selection and hardware maintenance are all discussed from the perspective of increasing the engagement of students with diverse needs in regular classes in remote and rural schools in Australia.
A Reflection on the Class Teaching Sequence with Particular Reference to History Classes in Spain
Author: Martínez-Valcárcel, Nicolás
Date: 2008-12-00
Type: Journal Articles
Subjects: History,History Instruction,Foreign Countries,Student Attitudes,Secondary Education,Teaching Methods,Student Participation,Interdisciplinary Approach,Sequential Approach

This contribution reflects empirical data arising from a study based on the testimony of 1523 students referring to the time when they studied history in secondary school. It forms part of an on-going inter-disciplinary research project. By means of open activities, information was compiled on the History classes received by students studying Bachillerato (two-year pre-university course) in Spanish secondary schools. The data, therefore, reflect students' views of the subject and the way in which it was imparted. The article will analyse the sequence of actions followed by teachers in the classroom (initial phase, development or application phase, and final phase). For each stage we shall analyse the information received and study the aspects into which the teacher, seemed to put most effort. The results show that the most frequently used teaching model in the classroom was the traditional rote learning approach, with little student participation.
Collaborative Partnerships: A Model for Science Teacher Education and Professional Development
Author: Jones, Mellita M.
Date: 2008-06-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Education,Preservice Teachers,Faculty Development,Science Instruction,Theory Practice Relationship,Models,Elementary School Teachers,Teacher Collaboration,Science Education,Teaching Methods,Practicums,Foreign Countries

This paper proposes a collaborative partnership between practicing and pre-service teachers as a model for implementing science teacher education and professional development. This model provides a structure within which partnerships will work collaboratively to plan, implement and reflect on a series of Science lessons in cycles of actionreflection adapted from Korthagen's (2001) ALACT model. Issues within Science education, teacher professional development and teacher education are considered in the development of the model which attempts to deepen constructivist approaches to teachers' professional learning. It attempts to address issues with teacher professional development in the science area and improve professional experience practice for pre-service teachers. The nexus between theory and practice is the focus of the model which hopes to inform both teacher education and professional development for science teachers in the primary sector.
Math Modeling in Educational Research: An Approach to Methodological Fallacies
Author: Varaki, Bakhtiar S.
Date: 2006-00-00
Type: Journal Articles
Subjects: Mathematical Models,Educational Research,Research Methodology,Research Problems,Misconceptions,Epistemology

Math modeling is currently at the focus of educational methodologists' attention. However, little is known about the extent to which principles of the math modeling lead to methodological fallacies in educational research. The main purpose of this paper is to explore the nature and principles of math modeling and to examine its application in educational research according to transcendental realism theory. The conclusion of the article suggests some methodological fallacies in educational research. Finally, the implications of the fallacies in educational research are considered.
Confronting the Pedagogical Challenge of Cyber Safety
Author: Hanewald, Ria
Date: 2008-06-00
Type: Journal Articles
Subjects: Information Security,Teacher Education Programs,Prevention,Information Dissemination,Violence,Information Technology,Educational Research,Bullying,Victims,Statistical Analysis

Cyber violence and the antidote of cyber safety are fast becoming a global concern for governments, educational authorities, teachers, parents and children alike. Despite substantial funding for information dissemination on preventative strategies and the development of electronic responses to hinder perpetrators, the phenomenon of cyber violence has received little attention in the educational research literature. This review paper outlines the status on existing research into cyber violence. Documenting and summarizing the facts on the nature and extend of the issue will inform future debate. It also highlights the need for pre-service and in-service teacher education programs to prepare educators to manage this phenomenon.
Student Motivation: Premise, Effective Practice and Policy
Author: Levy, Stuart
Date: 2008-10-00
Type: Journal Articles
Subjects: Student Motivation,Educational Practices,Educational Policy,Motivation Techniques,Learning Strategies,Teaching Methods,Influences,Performance Factors,Academic Achievement,Program Effectiveness,School Culture,Individual Needs,Transitional Programs,Social Support Groups,College Students,Achievement Need,Foreign Countries

The purpose of this article is to outline how motivation of first year university students can be enhanced through effective pedagogic practices and to discuss policy level decisions that impact upon the cultivation of student motivation. It reports on practices within a specific first year unit, Understanding University Learning, which successfully incorporates teaching and learning strategies to enhance academic motivation.
The Minister for Education and Sociology of Education: Australian Textbooks 1970-2005
Author: Potts, Anthony
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foundations of Education,Textbooks,Teacher Education,Educational History,Textbook Content,Sociology,Bibliometrics

Relations between Ministers for Education and Faculties of Education have often been uneasy. The history of Australian teacher education readily attests to this (Hyams, 1979). This paper uses comments by Australia's then Federal Minister for Education, Dr. Brendon Nelson, on the place and utility of sociology in teacher education courses as a catalyst to examine the content of social foundations of education textbooks for the period 1970-2005. An examination of a selection of the principal textbooks used in Australian teacher education foundations of education courses between 1970 and 2005 is used to test the validity of Dr. Nelson's claims. Furthermore, such an analysis enables the author to ascertain whether, with respect to textbooks used in foundations of education courses, there was a predominance of educational sociology textbooks. Lastly, the analysis provides an understanding of the major focus and orientation of the textbooks used throughout the period.
Professional Knowledge in Initial Teacher Education (ITE): A Preliminary Review of Hispanic Literature
Author: McCluskey, Raymond
Date: 2007-08-00
Type: Journal Articles
Subjects: Teacher Education,Spanish,Portuguese,Educational Research,Discourse Analysis,Foreign Countries,Knowledge Base for Teaching,Social Influences,Cultural Influences,Role,Global Approach,Language Dominance,Writing for Publication,English,Literature Reviews

The global dominance of English as the principal language of international interchange in the teacher education field has, perhaps, diverted English-speaking scholars from the task of reviewing discourses in non-English languages. Taking as its focus the issue of professional knowledge in ITE, the present article considers scholarship predominantly of Spanish origin--to a lesser extent Portuguese and Latin American also--in an effort to begin to form an understanding of both historical antecedents and more recent approaches to professional knowledge in a Hispanic context. While the remit of the present article is one of introducing the work and ideas of significant scholars, it ends in pointing towards the need for further research in seeking to identify more fully what might be distinctive about the Hispanic contribution to a global discussion in the face of new 21st-century realities in teacher education and society more generally.
Teachers Professional Knowledge and the Teaching of Reading in the Early Years
Author: Ohi, Sarah
Date: 2007-05-00
Type: Journal Articles
Subjects: Foreign Countries,Literacy Education,Pedagogical Content Knowledge,Reading Instruction,Teaching Methods,Teacher Education Programs,Educational Policy,Program Implementation,Elementary School Students,Teacher Role,Theory Practice Relationship,Teacher Attitudes,Semi Structured Interviews,Networks

What are the sources of teachers' professional knowledge for the teaching of reading? This paper reports findings from a study that investigated the role of teachers in the current Research-Policy-Praxis Nexus (RPPN). This was achieved by a specific focus upon constructions of reading in the early years in Victoria, Australia. All of the teacher participants either implemented or coordinated the Victorian Early Years Literacy Program (EYLP) in the primary school setting. These teachers were interviewed in order to hear their views on reading development and reading pedagogy and to identify the sources of this professional knowledge. The findings from this study are important for all teachers and teacher educators as they have implications for teaching practise, teacher education and teacher professional development programs.
Which One Is Better: Saying Student Teachers Don't Reflect or Systematically Unlocking Their Reflective Potentials: A Positive Experience from a Poor Teacher Education Faculty in Ethiopia
Author: Hussein, Jeylan Wolyie
Date: 2006-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,College Faculty,Teacher Educators,Foreign Countries,Professional Identity,Humanism,Critical Theory,Student Teachers,Practicums,Expectation,Teacher Attitudes,Teacher Student Relationship,Reflection,Journal Writing

This paper is informed by Deweyean pragmatism, critical pedagogy, Marxist humanism and social constructivism, all of which see teacher professional learning as a process of constructing knowledge and identity through critical interdependence. In addition to presenting the philosophical root of the reflective approach to teaching and the structure for engaging student teachers in reflective processes, I present the outcome of my own and my colleagues' attempts to unlock the reflective potentials of student teachers at a poor teacher education faculty in Ethiopia and a theoretical/methodological framework to deal with the reflective data. I hope that teacher educators who work with student teachers in the practicum can benefit from the experience presented in the paper. The implication of the paper for teacher educators is that before they complain that student teachers are unreflective, they should set clear objectives and expectations for themselves as well as their student teachers and supply their student teachers with methods of structuring and evaluating their reflections. They also need to be careful and flexible when they employ theoretical frameworks proposed by some teacher educators to identify, structure and determine the reflective levels of what their student teachers write.
In Search of the Essence of a Good School: School Characteristics Leading to Successful PDS Collaboration
Author: Klieger, Aviva
Date: 2008-08-00
Type: Journal Articles
Subjects: Professional Development Schools,Institutional Characteristics,Partnerships in Education,College School Cooperation,Educational Quality,School Choice,Program Development,Educational Objectives,Criteria,Success,Foreign Countries,Qualitative Research,Questionnaires,Student Teachers

Professional Development Schools (PDSs) are collaborative ventures between schools and teacher training institutions. We identify the characteristics of a school that lead to successful PDS collaboration, relating them to Teitel's model (2003) that merges the principal standards of collaboration with the stages necessary for developing a PDS. We then describe an external evaluation of a PDS in action in Israel, noting that it took several years to achieve some of the objectives; others have still not been met. Finally, we describe the school's characteristics that contributed to its success as a PDS.
Valli's Typology of Reflection and the Analysis of Pre-Service Teachers' Reflective Journals
Author: Minot, Mark A.
Date: 2008-10-00
Type: Journal Articles
Subjects: Classification,Preservice Teachers,Journal Writing,Student Attitudes,Teacher Education,Foreign Countries,Reflection,Teacher Empowerment,Teacher Education Programs,Graduate Study,Learning Processes,Teaching Methods

A study of pre-service teachers' use of reflective journaling was carried out. Participants were teachers in a new postgraduate diploma in education programme in the Cayman Islands. The aim of the study was two-fold. Firstly, to determine (through an analysis of the participants' reflective journals) the types of reflection in which they engaged and secondly, to evaluate Valli's (1997) typology of reflection as a tool for analyzing reflective journals. The results of the study showed that a modified version of Valli's typology aided in determining (from reflective journals) the types of reflection in which the participants engaged as well as actions to be taken. For example, while participants did engage in reflection-in-action and reflection-on-action and personalistic reflection, efforts should be made to encourage this occurrence. There was also the need to improve their skills in reflecting deliberatively, critically, and technically. Implications of the results of the study for journaling in teacher education were also highlighted.
Best Practice or Most Practiced? Pre-Service Teachers' Beliefs about Effective Behaviour Management Strategies and Reported Self-Efficacy
Author: Main, Susan
Date: 2008-08-00
Type: Journal Articles
Subjects: Classroom Techniques,Self Efficacy,Student Behavior,Preservice Teachers,Disabilities,Student Attitudes,Surveys,Practicums,Knowledge Base for Teaching,Preservice Teacher Education,Correlation,Behavior Problems,Inclusion,Educational Practices,Statistical Analysis,Foreign Countries,Measures (Individuals),Qualitative Research

Managing student behaviour remains one of the most daunting aspects of teaching for educators and this is particularly so when children with disabilities are included in the regular classroom. Self-efficacy has been identified as having a significant impact on a teacher's behaviour, and preservice training can play an important role in preparing teachers to be effective classroom managers. The purpose of this study was to identify if pre-service teachers in an Australian university held high or low self-efficacy beliefs and whether the type of strategies they identified as most effective correlated with those highlighted in the research as best practice. In addition, pre-service teachers were surveyed before and after their practicum in order to determine if actual classroom experience impacted on their self-efficacy and their knowledge of behaviour management strategies. Findings indicated that self-efficacy beliefs among this cohort of preservice teachers were generally high and were even higher after the practicum. There were concerns, however, that the range of behaviour management strategies identified by preservice teachers was limited and did not incorporate strategies to deal with more challenging and persistent behaviour problems.
Turkish Pre-Service Teachers' Beliefs about the Importance of Teaching Chemistry
Author: Uzuntiryaki, Esen
Date: 2007-10-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Science Instruction,Chemistry,Secondary School Science,Questionnaires,Skill Development,Science Process Skills,Semi Structured Interviews,Qualitative Research

The purpose of this study was to describe Turkish preservice chemistry teachers' beliefs about the importance of teaching chemistry in high schools. For this purpose, 45 pre-service chemistry teachers were administered a questionnaire involving open-ended questions which asked what the importance of teaching chemistry is, and why we teach chemistry in high schools. Based on the written responses, 12 pre-service teachers were chosen to be interviewed to obtain more elaborated information about their beliefs. Data analysis revealed that most of the pre-service teachers expressed that chemistry should be taught in order to explain daily life events. However, a very small number of them believed that teaching chemistry was important in terms of developing generic skills like critical thinking, and of creating curiosity and interest. This study suggests that chemistry should be taught both in high schools and universities in a way which emphasizes the importance of developing scientific skills.
Competence Development of Synchronously Coached Trainee Teachers in Collaborative Learning
Author: Hooreman, Ralph W.
Date: 2008-01-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teachers,Trainees,Teacher Competencies,Cooperative Learning,Coaching (Performance),Asynchronous Communication,Trainers,Skill Development,Teaching Skills,Reaction Time,Personality Traits,Competency Based Education,Statistical Analysis,Observation,Video Technology,Pretests Posttests

The need to make trainee teachers more prepared to coach collaborative learning effectively is increasing, as collaborative learning is becoming more important. One complication in this training process is that it is hard for the teacher trainer to hear and understand the students' utterances and those of the coaching trainee teacher. Besides, it is essential that the teacher trainer does not intervene with the students directly. This constraint is a strong plea for facilitating the direct whispered suggestions by an earpiece to the trainee teacher. In this study, first of all an instrument for measuring the quality of the teacher behaviour during collaborative learning was developed. Subsequently, it was concluded that the quality of the pedagogical action and the reaction time of the trainee teacher in the synchronous condition (direct interventions via an earpiece) progressed better than in the traditional asynchronous variant (coaching form with a discussion at the end of the lesson). The final request for validation is: to what extent reflects the video recognition task reflects the teacher performance in a full real life setting?
The Effects of Cooperative Learning on the Abilities of Pre-Service Art Teacher Candidates to Lesson Planning in Turkey
Author: Dikici, Ayhan
Date: 2006-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Lesson Plans,Art Teachers,Experimental Groups,Control Groups,Preservice Teachers,Scoring Rubrics,Pretests Posttests,Teaching Methods,Art Education,Foreign Countries,Quasiexperimental Design

Cooperative learning is in many ways a more effective learning method than individual and competitive learning. In this study, the effects of cooperative learning on the abilities of the preservice art teacher candidates to plan lessons were emphasized. For this purpose, 32 art teacher candidates were selected for the experimental group, and 32 art teacher candidates were selected by random sampling method. An evaluation rubric was developed to evaluate the lesson plans that the art teacher candidates prepared. Points that increased two by two from 0 to 10 were included in the rubric. A cooperative learning program was developed for application in the experimental group. Samples of lesson plans were taken for a pre-test purpose before starting the program. The program lasted for three weeks, and four hours each week; and at the end of the program post-test works were taken from the candidates. The rubric was scored by three people, including researchers. Cooperative learning method was applied to the experimental group, and traditional learning method was applied to the control group. The candidates of both groups were requested to focus on planning a lesson. The results of the research shown that there was no significant difference between the pre-test points (P&gt;0.05), however, there was a significant difference between the post-test points in favour of the experimental group (P&lt;0.05). It was observed that the results of this research were similar to those of other research.
Turkish Pre-Service Mathematics Teachers' Beliefs about Mathematics Teaching
Author: Boz, Nihat
Date: 2008-10-00
Type: Journal Articles
Subjects: Mathematics Teachers,Questionnaires,Preservice Teachers,Student Attitudes,Teaching Methods,Mathematics Instruction,Teacher Education,Teacher Role,Peer Relationship,Teacher Student Relationship,Foreign Countries,Correlation

The purpose of this study was to ascertain the beliefs of mathematics teacher trainees about their chosen profession before they began their service. Specific topics included instructional approaches, the role of the teacher, interaction among students, and interaction between teacher and students during class. Data were collected by use of an open-ended questionnaire administered to 46 pre-service mathematics teachers. Most of the participants in the study held non-traditional beliefs about mathematics teaching. This finding has several implications for teacher education.