ethanporcaro/eric-fulltext-meta huggingface dataset:
Climate Change? Who Knows? A Comparison of Secondary Students and Pre-Service Teachers
Author: Boon, Helen J.
Date: 2010-02-00
Type: Journal Articles
Subjects: Curriculum Development,Environmental Education,Climate,Grade 10,Secondary School Students,Preservice Teachers,Foreign Countries,Knowledge Level,Comparative Analysis,Teacher Education Programs,Surveys,Comprehension,Information Sources,Science Education,Scientific Concepts,Environmental Influences

In the context of recently published academic discrepancies between Queensland students and students from other Australian states, final year pre-service teachers were surveyed to explore their understanding and knowledge of climate change. Their responses were compared to those of secondary students to discern any significant gains in knowledge as a consequence of tertiary teacher training. Responses from a survey completed by a sample of 107 pre-service teachers and 310 grade 10 secondary students were examined for their level of understanding and knowledge, models of explanation and sources of information of the phenomenon. Results showed similarities between the two groups, with knowledge and understanding of climate change remaining unacceptably low in pre-service teachers, including those secondary specialists citing science and environmental studies (SOSE) as their focus of study. The study highlights the need to develop tertiary science curricula to bridge pre-service teachers' knowledge and understanding gaps of important school curriculum topics while embedding these in broader considerations of curriculum planning. (Contains 3 tables.)
The Attributes of Effective Lecturers of English as a Foreign Language as Perceived by Students in a Korean University
Author: Barnes, Bruce D.
Date: 2010-02-00
Type: Journal Articles
Subjects: Student Attitudes,Females,English (Second Language),Anxiety,Teaching Methods,Teacher Effectiveness,Second Language Learning,Second Language Instruction,College Students,Teacher Characteristics,Language Teachers,College Faculty,Pedagogical Content Knowledge

This study, conducted in a Korean university setting, examines student beliefs about the attributes of effective lecturers of English as a foreign language. Student opinions about rapport and delivery type attributes are particularly informative. Rapport attributes were the major focus of discussion and viewed as particularly important in Korean university contexts where student anxiety about interacting in English often inhibits effective English language learning. Discussion about delivery attributes was generally supportive of participatory modes of instruction, but contained different views about how aggressively lecturers should enlist participation. The beliefs of Korean university students revealed in this study can, if seen as appropriate, be used by existing practitioners and teachers in training to guide instructional approaches. (Contains 2 tables and 1 footnote.)
Self as Teacher: Preliminary Role Identification of the Potential Teaching Candidate
Author: Gross, Lisa A.
Date: 2010-03-00
Type: Journal Articles
Subjects: Qualitative Research,Surveys,Student Teacher Attitudes,Self Concept,Teacher Role,Language Laboratories,Tutors,Second Language Learning,English (Second Language),Student Diversity,Practicums,Education Courses,College Students

In this study, the researchers used qualitative surveys to explore potential teaching candidates' preliminary perceptions of self as teacher and examine how roles are identified, defined and constructed in the context of a tutoring lab that provides support to English Language Learners. Prospective candidates' perceptions of their tutees, children whose cultural identities and backgrounds differ from their own, are also examined. Findings indicate participants' teaching identities and conceptualizations of their roles as teachers became more specific and elaborated over the course of the semester. Additionally, the significance of multiple practicum experiences in diverse settings for ongoing identity development and for developing knowledge about culturally and linguistically diverse school children was also clear. (Contains 3 tables.)
Facilitating the Teaching-Learning Process through the Reflective Engagement of Pre-Service Teachers
Author: Rodman, Gloria Jean
Date: 2010-03-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Reflective Teaching,Pedagogical Content Knowledge,Teaching Methods

The repeated use of reflection throughout their teacher preparation experience can be useful in encouraging growth and improving pedagogical knowledge, teaching performance and professional development among pre-service teachers. This study looks at how the reflective engagement of these teachers in a structured classroom activity reinforces the application of the teaching-learning process in the classroom and enables them to construct meaning from that application. It seeks to identify ways in which the teachers engage in reflection; determine their levels of reflective engagement; examine what they discover about teaching through reflection; and establish how this reflection affects their pedagogical ability. (Contains 8 tables.)
Preparing Pre-Service Teachers for Multicultural Classrooms
Author: Premier, Jessica Aimee
Date: 2010-03-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Student Needs,Education Courses,Course Content,Cultural Pluralism,Foreign Countries,Content Analysis,Student Teacher Attitudes,Teacher Competencies,Student Diversity,Multicultural Education,Immigrants,Program Effectiveness,Secondary School Teachers,Questionnaires,Interviews,Educational Improvement

Cultural diversity is evident throughout schools in Victoria, Australia. Many students are new arrivals from war-torn countries including Sudan, Afghanistan and Iraq. To what extent do teacher training courses in Victoria prepare pre-service teachers to cater for the needs of culturally and linguistically diverse (CALD) students? This paper reports findings from a qualitative study on pre-service preparation for teaching CALD students in mainstream secondary schools. It investigated ways in which CALD student needs are addressed in secondary teaching courses in Victoria. Data included course outlines, questionnaires completed by forty-one final year pre-service teachers, and interviews with four final year pre-service teachers. Findings revealed that the majority of pre-service secondary teachers feel that their teacher education courses lack a focus on cultural and linguistic diversity in schools. Course content analysis supports this. Courses need to be updated to address the needs of teachers of CALD students, and consequently of the students themselves. This paper provides practical ways to begin this process.
The Competencies of an English Teacher: Beginning Student Teachers' Perceptions
Author: Penn-Edwards, Sorrel
Date: 2010-03-00
Type: Journal Articles
Subjects: Student Teachers,Teacher Effectiveness,Spelling,English Teachers,Student Teacher Attitudes,Skill Development,Teacher Competencies,Surveys,Foreign Countries,Grammar,Information Technology,Technological Literacy,Teacher Education,Literary Genres,Phenomenology,Literacy

This paper presents the results of a survey conducted with first year Education students at a Queensland university on the levels of competency in literacies expected for teachers in schools. Eight aspects were chosen to be examined to discover the skill levels students thought to be essential for effective teaching and to compare these with their estimation of their own skill level; spelling and grammar competency rated the highest, ICT/computing and visual aspects the lowest for teachers. Students rated their own spelling competency at the highest level and knowledge of genre the lowest. They were asked how they intended to develop their competency skill whilst undergoing teacher training; the written comments were analysed phenomenographically exposing students' conceptions of skill development as occurring through discrete and concrete experiences and processes of study, learning, and practise. There is no acknowledgement of the influence of the contextual knowledge in which competencies are founded. (Contains 5 tables and 7 figures.)
Philosophical and Pedagogical Patterns of Beliefs among Vietnamese and Australian Mathematics Preservice Teachers: A Comparative Study
Author: Ly, Bao Hiep
Date: 2010-03-00
Type: Journal Articles
Subjects: Constructivism (Learning),Preservice Teachers,Self Efficacy,Educational Change,Foreign Countries,Comparative Analysis,Cross Cultural Studies,Educational Philosophy,Teaching Methods,Student Teacher Attitudes,Mathematics Teachers,Conventional Instruction,Asian Culture,Cultural Influences,Secondary School Mathematics,Secondary School Teachers,Teacher Effectiveness,Statistical Analysis,Correlation,Surveys

Swayed by global pressures and poor international academic standing, Vietnam in 2002 initiated further school-wide curriculum change reflecting a student-centred reform agenda. Initial research on implementation is producing mixed results. One explanation is a mismatch with a Confucian Heritage Culture as a social-constructivist philosophy may counter the traditional widespread teacher-centred classrooms in Vietnam. School mathematics is often regarded as culture-independent as similar topics are taught across nations. We take as a premise that the adoption of the reform agenda is a worthwhile goal. Presented are the findings of a small scale study that set out to explore antecedent philosophical predispositions that may promote or obstruct the reform uptake among Vietnamese secondary mathematics pre-service teachers. Using a mixed-method approach, and a counterpart cohort from Australia for comparison, support for constructivist and traditional mathematics teaching and learning approaches were explored in association with teacher self efficacy. The Australians were expected to reflect reasonable support for a constructivist agenda and the Vietnamese perhaps less so. For both cohorts, the quantitative data reflected strong support for a constructivist framework and a modest rejection of traditional approaches with the latter correlated with teacher self efficacy. Indeed, the Vietnamese cohort conveyed a belief more so than the Australians that mathematics is a creative discipline; likely a reflection of having studied more mathematics. Scale inter-correlations provided apparent philosophical paradoxes worthy of further study. From the qualitative data the Australians do seem to be further down the track in espousing a philosophy that incorporated a constructivist agenda. With further culturally connected professional development the Vietnamese may be better prepared conceptually to apply it. (Contains 8 tables.)
First-Year Transition in Teacher Education: The Pod Experience
Author: Masters, Jennifer
Date: 2010-03-00
Type: Journal Articles
Subjects: Preservice Teacher Education,School Holding Power,Academic Persistence,Learner Engagement,Transitional Programs,Change Strategies,Social Support Groups,College Freshmen,Cluster Grouping,Program Descriptions,Program Implementation,Developmental Studies Programs

Research on student retention and transition in higher education has been an ongoing focus since the 1950s and during the past decade research into this area has gathered momentum as institutions of higher education increasingly recognise the economic and social costs of failing to retain and transition future graduates. Measures to improve transition and retention rates have generally focused on developing strategies to engage students in their studies and tertiary discourses by providing institutional, academic and/or social support. In this paper we discuss &quot;Pods&quot; as an effective and innovative approach to transitioning first-year pre-service teacher education students in regional Victoria. This paper argues that students' sense of connectedness is greatly enhanced through the grouping of students into Pods in order to promote social and academic engagement and a sense of belonging. (Contains 2 figures.)
Pre-Service Primary Teachers' Perceptions of Early Childhood Philosophy and Pedagogy: A Case Study Examination
Author: Lord, Alison
Date: 2010-05-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Education Courses,Play,Primary Education,Focus Groups,Young Children,Foreign Countries,Teaching Methods,Theory Practice Relationship,Interviews,Qualitative Research,Curriculum Development,Parent School Relationship,Parents,Knowledge Base for Teaching,Pedagogical Content Knowledge,Child Development,Theories,Student Teacher Attitudes,Instruction

This study examined the experiences of three primary teacher education students participating in early childhood-focused community play sessions, as well as their perceptions of early childhood and primary philosophy and pedagogy. The purpose was to explore perceived differences in primary and early childhood pre-service teacher courses, which may then translate to differences in approaches to pedagogy in the field. Three pre-service teachers participated in a weekly community play session on a rural university campus in NSW, Australia. As these students had been educated in primary education pedagogy, a focus group interview was conducted to gain insights to their experiences in the play sessions, which had an early childhood emphasis in theory and practice. Qualitative analysis suggests that these students found several major differences in their early childhood and primary experiences. Themes and properties that emerged included Pedagogy (curriculum, parents, play) and Foundational Knowledge (developmental theory, discontinuity of development). These primary students found the idea of developing curriculum based on observations and interests rather than mandated Syllabus outcomes, challenging. Also, they found the role of play and parent-teacher relationships in early childhood and primary to differ. Students also noted a lack of foundational developmental theory, specifically in the birth-two period, in their teacher education course, and expressed the idea that younger children are discretely different from older children, rather than seeing development as a continuous process. Implications for teacher education courses and children's transition to school are discussed. (Contains 1 table.)
Reciprocal Mentoring Residencies... Better Transitions to Teaching
Author: Paris, Lisa
Date: 2010-05-00
Type: Journal Articles
Subjects: Mentors,Teacher Orientation,College School Cooperation,Foreign Countries,Beginning Teacher Induction,Supervisory Methods,Teacher Persistence,Transitional Programs,Teacher Education Programs,Visual Arts,Partnerships in Education,Teacher Collaboration,Coaching (Performance),Program Effectiveness

The 2007 &quot;Top of the Class&quot; report on the Inquiry into Teacher Education in Australia found teacher induction failure and high attrition rates were endemic in most Australian states. Mentoring was advocated as an important mechanism for countering the debilitating drain attrition exerted on the profession (more than 30% within the first years in most developed nations). Reciprocal mentoring represents a departure from traditional mentoring arrangements in that it aligns two professionals with skills of equivalent importance and stature but in different discipline areas/domains. The importance of &quot;reciprocity&quot; in sustaining mentoring relationships is a distinctive theme in the conceptual framework for the model. In 2010 Graduate Diploma pre-service teachers from visual arts, music, drama and mathematics will be matched to mentors in reciprocal mentoring residencies in the first formal study of the mentoring innovation. This paper acts in the capacity of a prolegomena, describing the work undertaken to date and over-viewing the reciprocal mentoring which will occur in 2010. (Contains 2 figures and 2 tables.)
Consonance and Dissonance between Turkish Prospective Teachers' Values and Practices: Conceptions about Teaching, Learning, and Assessment
Author: Eren, Altay
Date: 2010-05-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Teacher Attitudes,Values,Constructivism (Learning),Educational Practices,Conventional Instruction,Theory Practice Relationship,Conflict

This study aimed to examine the consonance and dissonance between prospective teachers' values and practices in terms of their conceptions about teaching/learning and conceptions about assessment, as well as to explore the patterns of those consonance and dissonance between prospective teachers' values and practices. The sample consisted of 304 prospective teachers majoring in teaching science, art, special education, music, Turkish literacy, mathematics, English language, and classroom teaching domains in a large university located in the north-west of the Black Sea region in Turkey. Overall results of the study showed that the prospective teachers valued constructivist teaching/learning, making learning explicit, and promoting learning autonomy more than they practised, whereas they practised traditional teaching and performance orientation more than they valued. Results also revealed that the prospective teachers believed that constructivist teaching/learning, traditional teaching/learning, making learning explicit, promoting learning autonomy, and performance orientation were both valuable and applicable. These results also provided evidence that there were both consonance and dissonance between prospective teachers' conceptions about teaching/learning and conceptions about assessment. (Contains 11 tables.)
Proposed Principles for Promoting Pre-Service Teacher Transfer of Group-Based Learning to the Classroom: A Discussion Paper
Author: de Jong, Terry
Date: 2010-05-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Educators,Knowledge Level,Educational Principles,Knowledge Management,Cooperative Learning,Discussion,Teacher Education Programs,Classroom Environment

The effective "transfer" of knowledge and skills from university to the workplace is of global interest, yet this area of inquiry lacks research. Teacher educators, for example, require information on how to advance pre-service teachers' transfer of group-based learning to the primary school classroom (Scott & Baker, 2003). Group-based learning (GBL) is a valued means of developing learners' group work, personal attributes and interpersonal skills, and in the case pre-service teachers their professional skills. Graduate teachers do not necessarily generalise GBL pedagogy to the classroom. This discussion paper draws from a qualitative case study that examined this pedagogy in a pre-service teacher education program at Edith Cowan University. The case study revealed three core GBL issues: "consistency and coherence"; "equity and fairness"; "pragmatism and adding value". This paper proposes four principles of effective transfer and examines how, in relation to these three issues, these principles can promote effective transfer.
Community Service Learning: A First Year Transition Tool for Teacher Education
Author: Donnison, Sharn
Date: 2010-05-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Service Learning,Transitional Programs,Program Effectiveness,Student Teacher Attitudes,Teaching Methods,Consciousness Raising,School Community Programs,Skill Development,Career Choice,Foreign Countries

Community Service Learning (CSL) as a first year transition strategy into teacher education is a new concept not previously identified in either the CSL literature or the First Year in Higher Education literature. This paper reports on a study that investigated how first year preservice teachers experienced CSL and how this impacted on their current and future professional sense of self. The study showed that the students benefitted professionally, personally, and academically from undertaking community service. We argue that given these results and the similar framing discourses of both CSL and first year transition into Higher Education, that CSL can be readily reconceptualised as a transition strategy for first year in teacher education. (Contains 2 tables.)
Putting Theory into Practice: Moving from Student Identity to Teacher Identity
Author: Joseph, Dawn
Date: 2010-05-00
Type: Journal Articles
Subjects: Preservice Teachers,Teaching (Occupation),Identification (Psychology),Self Concept,Theory Practice Relationship,Music Education,Music,Music Teachers,Teaching Methods,Classroom Techniques

As teaching is a highly skilled and complex profession, pre-service teachers need to develop a series of attributes for their practice in relation to pedagogy, content, student learning, classroom management and their ability to engage in reflection. Through reflective narrative, this article seeks to share how a tertiary music educator prepares her generalist primary pre-service teachers to engage, explore and experience music education within the Bachelor of Education (Primary) course at Unnamed University. It also presents one pre-service teacher's experience of teaching music during her school placements in 2009 in what she calls "putting theory into practice" moving from student identity to teacher identity. Although the "hands-on" approach to teaching and learning on-campus and when on school placement provide pre-service teachers with knowledge, skills and understanding, the continued support of professional learning is well recognised and will be an ongoing process as pre-service teachers create their own professional identity.
Engaging Families in Boys & Girls Clubs: An Evaluation of the Family PLUS Pilot Initiative
Author: Kreider, Holly
Date: 2010-00-00
Type: Journal Articles
Subjects: Focus Groups,Family Programs,After School Programs,Parents,Youth Clubs,Youth,Family Involvement,Program Effectiveness,Program Evaluation,Child Development,Qualitative Research,Statistical Analysis,Surveys,Interviews,Parent Child Relationship,Program Implementation

Research has shown that engaging families through youth development and after-school programs may benefit children. This paper extends knowledge in this arena, describing a set of strategies for implementing family-strengthening activities in youth development settings. The paper reports findings from a pilot evaluation of the Boys & Girls Clubs of America's Family PLUS initiative. Quantitative and qualitative data were collected in the form of surveys, phone interviews, and focus groups with club leaders, parents, and youth. Results uncover emerging family support strategies that actively link school, club, and family; culturally tailor programming; foster long-term and family-friendly staff; place children at the center of family programming; and pair family-strengthening activities with other types of programming. The paper also reports on the obstacles such strategies address as well as initial evidence of the positive influence of such programming on parent-child relationships, parent development, and parent-staff relationships. Implications for future research are discussed. (Contains 2 endnotes.)