ethanporcaro/eric-fulltext-meta huggingface dataset:
Beliefs about Language Learning of Foreign Language-Major University Students
Author: Altan, Mustapha X.
Date: 2006-00-00
Type: Journal Articles
Subjects: Second Language Learning,Teaching Methods,Second Language Instruction,Measures (Individuals),Majors (Students),French,German,Japanese,Semitic Languages,English (Second Language),Student Attitudes,Teacher Education Programs,Foreign Countries,Language Teachers,Teacher Effectiveness,Teacher Attitudes,Surveys

Beliefs are a central construct in every discipline which deals with human behavior and learning. Teachers' beliefs influence their consciousness, teaching attitude, teaching methods and teaching policies. Teachers' beliefs also strongly influence teaching behavior and, finally, learners' development. The formation of teachers' educational beliefs in language teaching/learning process will exert an indiscernible effect on forming effective teaching methods and will bring about the improvement of learners' language learning abilities (Horwitz, 1985). The Beliefs About Language Learning Inventory (BALLI) was administered to a total of 248 foreign language major university students at five universities. The participants were in the departments of English, German, French, Japanese and Arabic and they were all going to be the teachers of the language they were learning. Although most of the item alternatives drew slightly different percentages of responses, the overall pattern of responses remained strikingly consistent across language groups. The present findings indicate that students hold a range of beliefs with varying degrees of validity; in some cases, the term &quot;myth&quot; might be a more accurate characterization. Some results reported here may surprise language teaching educators and teacher trainers; others probably confirm their experiences and intuitions.
Professional Development as a Critical Component of Continuing Teacher Quality
Author: Phillips, Paulina
Date: 2008-01-00
Type: Journal Articles
Subjects: Professional Continuing Education,Faculty Development,Teacher Effectiveness,Performance Factors,Learning Activities,Educational Principles,Mentors,Relevance (Education),Educational Change,Beginning Teacher Induction,Expertise,Teacher Education Programs,Foreign Countries,Educational Quality

Professional Development is critical for improving and maintaining teacher quality and the effect flows on into the classroom. Factors influencing the success of Professional Development activities include potential for workplace change, the diverse effect and understanding of adult learning principles, subject specificity, effective mentoring and the relevance of the presented material. Relevant Professional Development plays a major role in school reform and mentoring programs including new teacher induction and can enhance the benefits of sharing expertise between generations.
Why We Need More Aboriginal Adults Working with Aboriginal Students
Author: Howard, Damien
Date: 2004-06-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Indigenous Personnel,Culturally Relevant Education,Hearing Impairments,Student Participation,Behavior Problems,Academic Achievement,Educational Strategies

The culturally shaped communicative context of classrooms has been documented to be an important influence on social and educational outcomes for Indigenous students. There is increasing evidence that it may be a critical factor in the outcomes of Indigenous students with conductive hearing loss (CHL) during their school years. This article describes research that explores social and educational disadvantage associated with conductive hearing loss in two remote schools with wholly Indigenous class groups taught in English by non-indigenous teachers.
Science and Mathematics Alliance for Recruiting and Retaining Teachers (SMARRT): Addressing the Teacher Shortage in At-Risk Schools
Author: Staudt, Denise
Date: 2008-08-00
Type: Journal Articles
Subjects: Science Instruction,Mathematics Instruction,Science Teachers,Mathematics Teachers,Teacher Recruitment,Minority Group Teachers,Urban Schools,Teacher Supply and Demand,Teacher Persistence,Teaching Methods,Teacher Shortage,English (Second Language),Language Teachers,Teacher Qualifications,Teacher Education Programs,Disadvantaged Schools,Educational Change,Hispanic Americans,Educational Innovation,Majors (Students),Program Development,Technology Uses in Education,Beginning Teacher Induction,Faculty Development,Community Colleges,Institutional Cooperation

The Science and Mathematics Alliance for Recruiting and Retaining Teachers (SMARRT) is a collaborative partnership pursuing aggressive strategies to recruit high quality minority teachers to teach in high-need schools in urban school districts. This partnership is dedicated to recruiting, preparing, and retaining high quality teachers with strong academic content knowledge in science and/or mathematics and a wide repertoire of research-based teaching practices including ESL strategies. The SMARRT project is designed to allow urban school districts experiencing severe shortages in mathematics, science and ESL teachers to create a pipeline of highly qualified teachers by partnering with the university to recruit, prepare, and retain teachers in high need schools. Insights, concerns, and implications for teacher education related to the SMARRT project are addressed.
Webfolio--Using Electronic Portfolios in Preservice Teacher Education
Author: Sorin, Reesa
Date: 2005-02-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Case Studies,Portfolios (Background Materials),Social Work,Student Teachers,Principals,Audio Equipment,Web Sites,Teaching Methods,Communities of Practice,Student Teacher Attitudes,Electronic Learning,Preschool Teachers,Elementary School Teachers,Foreign Countries,Telecommunications,Web Based Instruction,Program Descriptions

The Webfolio project was developed at James Cook University to extend students' professional learning beyond what is taught in lectures or gleaned through the practicum. The Webfolio project trialled alternative platforms and approaches to teaching and learning. It was developed as an online learning environment that incorporated both real people and virtual web resources. Through web-based case studies, early childhood and primary preservice teachers explored topics of professional significance to their growth as teachers. Each case study included a range of media, such as: work samples; audiotaped conversations; links to other websites; telephone and in-person professional opinions from practicing teachers, principals, social workers and welfare agents; and online discussion with other participants, including student teachers, teachers and university lecturers. The approach taken was an inquiry one, which focuses on case study as an entry point; challenging participants to think substantively as they research and explore topics of professional significance to solve the problems presented in the case studies. Case studies were based on authentic classroom situations; ones which student teachers may never encounter during their practicums, therefore requiring them to immerse themselves in the professional world of teaching into which they are moving. There were no single, correct solutions; rather learners were encouraged to reflect, imagine and develop multiple and often non-traditional solutions. This exploration was supported within a learning community, where participants were positioned as co-learners, scaffolding each other's learning while building links to the professional world. These links may assist in bridging the gap that some neophyte teachers feel when beginning their professional teaching careers. As students developed their ideas, they were encouraged to document their ideas and the processes they went through to resolve each case, and from this documentation to create components of an electronic portfolio that address generic skills for teachers and graduates of James Cook University. The university is currently developing plans for electronic portfolios for students, and it was hoped that the work done in Webfolio could be transferred to the university's model once it is complete. At the moment, this documentation can be used in hard copy as part of a professional portfolio.
Early Childhood Teachers' Sustainment in the Classroom
Author: Kilgallon, Pam
Date: 2008-05-00
Type: Journal Articles
Subjects: Early Childhood Education,Classroom Environment,Classroom Techniques,Investigations,Preschool Teachers,Job Satisfaction,Teacher Persistence,Sustainability,Motivation,Professional Identity,Qualitative Research,Coping,Questionnaires,Focus Groups,Interviews,Teacher Student Relationship,Collegiality,Social Support Groups,Work Environment,Educational Practices,Beliefs,Teacher Attitudes,Well Being,Health Conditions,Foreign Countries

This paper describes an investigation of Australian early childhood teachers' sustainment in their profession, focussing on those factors which enhance professional commitment, job satisfaction and occupational motivation. Utilizing qualitative methodology this study also identified key factors early childhood teachers consider crucial to sustaining engagement in teaching, while coping with the daily demands of their work and the implementation of mandated educational change. In particular, this study found early childhood teachers' students, work colleagues, educational setting and attitudes, beliefs and pedagogical practice contributed to their sustainment, as did their ability to maintain personal well-being and a life-work balance.
The Resources Boom : Cash Cow or Crisis for Preservice Teacher Education in Western Australia?
Author: Lane, Jenny
Date: 2008-01-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Global Approach,Educational Change,Research Methodology,Data Analysis,Educational Policy,Resources,Government Role,Educational Trends,Enrollment Trends,Higher Education,Knowledge Economy,Retrenchment,Futures (of Society),Teacher Shortage

This is a research paper describing the impact of globalisation on the provision of preservice teacher education in Western Australia. The author utilises a range of research methodologies to gather and analyse current data, finally a range of possible futuristic scenarios are presented. The paper has significance for those concerned with future policy and planning in the area of preservice teacher education yet has a broader impact for all educational planners. It is written from the perspective of a concerned tertiary educator with over twenty-five years experience in education. The author currently co-ordinates a post-graduate course in preservice teacher education at a university in Western Australia.
A Comparison of Perceptions of Knowledge and Skills Held by Primary and Secondary Teachers: From the Entry to Exit of Their Preservice Programme
Author: Wong, Angela F. L.
Date: 2008-06-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Student Teachers,Knowledge Level,Knowledge Base for Teaching,Foreign Countries,Comparative Analysis,Achievement Gains,Elementary School Teachers,Secondary School Teachers,Cohort Analysis,Skill Development,Student Teacher Attitudes,Likert Scales,Effect Size,Multivariate Analysis,Longitudinal Studies,Statistical Analysis,Factor Analysis

The purpose of this study was to investigate if there were differences in the levels of pedagogical knowledge and skills as perceived by the student teachers who were enrolled in the Primary and the Secondary Post Graduate Diploma in Education programme at the National Institute of Education in Singapore. 170 Primary and 426 Secondary student teachers participated in the study. The results showed that there were no significant differences at the beginning of the programme between the two cohorts. However, there were significant differences between the two groups at the end of programme, with the Primary student teachers tending to perceive themselves as gaining more pedagogical knowledge and skills by the end of their initial teacher preparation programme than the Secondary student teachers.
Characteristics of Preservice Teachers in Multi-Campus Settings: Using Demographics and Epistemological Beliefs to Unpack Stereotypes
Author: Exley, Beryl
Date: 2008-12-00
Type: Journal Articles
Subjects: Epistemology,Beliefs,Standards,Preservice Teachers,Criticism,Foreign Countries,Educational Quality,Preservice Teacher Education,Comparative Education,Campuses,Stereotypes,Teacher Effectiveness,Student Characteristics,Surveys,Statistical Analysis,Longitudinal Studies

The last two decades have seen the massification of preservice teacher education and critiques of its quality in Australia and elsewhere. Part of the strategy of massification has been the establishment of satellite campuses in growth corridors. This paper enters the debate on the quality of preservice candidates. The purpose of this research is two-fold: to note comparisons and parallels in demographics across main and satellite campuses, and to advance research on the epistemological beliefs of first year preservice teachers according to campus location. In doing so, we offer an alternative metric for characterising these two groups of students. The results show that the students from both campuses are demographically diverse but are similar in terms of the beliefs they hold about knowing and learning. These findings talk-back to the critique of entry standards for preservice teachers in general and satellite campus students in particular.
Making the Implicit Explicit: Values and Morals in Queensland Teacher Education
Author: Mergler, Amanda
Date: 2008-08-00
Type: Journal Articles
Subjects: Teacher Education Programs,Teacher Education,Moral Values,Preservice Teacher Education,Moral Development,Values Education,Educational Change,Educational Needs,Preservice Teachers,Capacity Building,Ethical Instruction,Foreign Countries

Since the mid-1990s, the role of the teacher has expanded to include overseeing and intervening in the moral development of students. In Australia, this expectation of teachers was generated largely by the national coalition government, and has been continued by the Labor government. As a result, it is essential that pre-service teacher education courses skill pre-service teachers in appropriate ways to educate students about values and morals. Additionally, education degrees must provide opportunities for preservice teachers to analyse and reflect on their own values and morals. &quot;Professional Standards for Queensland Teachers&quot; (Queensland College of Teachers, 2006) takes the view that teachers must be reflective practitioners who are aware of their own morals and values. This paper argues that while Australian teacher educators integrate values into the units they teach and demonstrate values through what they teach and how they teach it, they often fail to address values and morals explicitly. Some ways in which teacher education degrees could be reshaped to provide an explicit focus on values and morals are discussed.
Problem-Based Learning in Early Childhood and Primary Pre-Service Teacher Education: Identifying the Issues and Examining the Benefits
Author: Edwards, Susan
Date: 2007-05-00
Type: Journal Articles
Subjects: Problem Based Learning,Early Childhood Education,Preservice Teacher Education,Elementary Education,Elementary School Teachers,Preschool Teachers,Teaching Methods,Student Attitudes,Vignettes,Questionnaires,Coding,Barriers,Student Evaluation,Problem Solving,Teacher Attitudes,Cooperative Learning,Stakeholders,Role,Foreign Countries

Problem Based Learning (PBL) has been used with increased frequency in Higher Education settings since first introduced by Barrows and Tamblyn during the 1980's. Since this time PBL has been used in medical, engineering and education faculties to support pre-service students in the acquisition of skills and content knowledge relevant to their disciplines. This paper explores the perceptions early childhood and primary pre-service teachers held regarding their participation in a unit of study structured around the use of a PBL scenario. The paper examines the frustrations pre-service teachers experienced within the PBL scenario as well as the perceived benefits regarding their participation in the unit of study.
Stopping the Leak: Retaining Beginning Teachers
Author: Richardson, Rita C.
Date: 2007-05-00
Type: Journal Articles
Subjects: Beginning Teacher Induction,Beginning Teachers,Mentors,Teacher Persistence,Teacher Interns,Job Satisfaction,Supervisory Training,Program Effectiveness,Teacher Surveys,Likert Scales,Statistical Analysis,Scores,State Programs,Teacher Education Programs,Factor Analysis

The need for teacher retention has prompted numerous American states to provide programs for training mentors. The goal of mentor training is to offer a support mechanism that will retain novice teachers and assist them in developing their teaching skills. Such a program is the Texas Beginning Educator Support System (TxBESS) which has supported over 10,000 beginning teachers since its implementation in 1999 (State Board for Educator certification, 2004). A group of TxBESS supported interns was surveyed and the data suggest that both retention rates and teacher satisfaction were. high. The interns reported satisfaction particularly with regard to the effectiveness of the mentors.
Building Teacher Capital in Pre-Service Teachers: Reflections on a New Teacher-Education Initiative
Author: Ferfolja, Tania
Date: 2008-05-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Human Capital,Capacity Building,Knowledge Level,Knowledge Base for Teaching,Educational Attitudes,Practicums,Communities of Practice,Social Networks

This discussion considers a new pre-service teacher education initiative at the University of Western Sydney, called &quot;Classmates&quot;. &quot;Classmates&quot; aims to prepare pre-service teachers to work in diverse and challenging schools. The paper argues that the neo-liberal industrial model of mass teacher education may be limited in its capacity to adequately prepare pre-service teachers for the difficulties they may encounter in a society where sociocultural inequality is growing. It points out that pre-service teacher-education needs to build &quot;teacher capital&quot; to better prepare graduates and to buffer the transition from tertiary student to beginning teacher. &quot;Classmates&quot; offers one way that this may be achieved. Findings from the &quot;Classmates&quot; research clearly point to the pre-service teachers' acquisition of several forms of teacher capital, identified as (i) knowledge about students; (ii) knowledge about teaching and the institution; and (iii) knowledge about professional networks. The continuous &quot;Classmates&quot; practicum was perceived to make a major contribution to the development of this capital.
Mentors' Views about Developing Effective English Teaching Practices
Author: Hudson, Peter
Date: 2008-10-00
Type: Journal Articles
Subjects: Mentors,Teacher Attitudes,Preservice Teacher Education,Qualitative Research,Statistical Analysis,Personality Traits,Pedagogical Content Knowledge,Feedback (Response),Modeling (Psychology),Teacher Student Relationship,English Instruction,Writing Instruction,Foreign Countries,Teaching Methods,Instructional Effectiveness,Surveys

Effective mentoring in English is considered paramount to a preservice teacher's development. What are mentors' views about developing effective English teaching practices in their mentees? This study used quantitative data (survey) and qualitative data (questionnaire) on 24 mentors' perceptions of mentoring second-year preservice teachers for teaching English and, in particular, the teaching of writing. Quantitative data measured mentors' perceptions of their attributes and practices across five factors for mentoring (i.e., Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback) with 67% or more of these mentors (n=24) agreeing or strongly agreeing they provided all of the advocated attributes and practices to their mentees. The System Requirements factor had the lowest percentage range (67-71%) while Feedback had the highest range. Qualitative data indicated that developing a good rapport in a mentor-mentee relationship keeps lines of communication open in order to assist the mentee's learning. Mentors advocated methods for enhancing mentoring practices, however, mentees may not agree with their mentors' perspectives; hence further research comparing the two perspectives may lead towards understanding effective approaches for mentoring.
The Art of Loving in the Classroom: A Defence of Affective Pedagogy
Author: Patience, Allan
Date: 2008-05-00
Type: Journal Articles
Subjects: Teaching Methods,Affective Behavior,Academic Achievement,Achievement Gains,Educational Practices,Intellectual Development,Teacher Student Relationship,Student Evaluation,Friendship

This essay proposes a defence of a form of teaching eroded by what Sennet (2006) calls &quot;the culture of the new capitalism&quot;. The term coined for the form under consideration here is &quot;affective pedagogy.&quot; Affective pedagogy is evident in teachers who: (1) value a discipline (or disciplines) and their associated practices; (2) value imparting them to students; (3) challenge students' learning achievements while respecting their developing intellects; (4) assess students' academic progress transparently and constructively; (5) encourage students to move beyond their knowledge comfort zones; and (6) engage students in &quot;dramatic friendship.&quot;
Creating Web-Based Environmental Education Resources through Community and University Partnerships
Author: Phelps, Renata
Date: 2008-06-00
Type: Journal Articles
Subjects: Environmental Education,Foreign Countries,Interviews,Telecommunications,Web Based Instruction,Forestry,Advisory Committees,Partnerships in Education,Universities,Preservice Teachers,Preservice Teacher Education,Professional Associations,Community Organizations

Community groups often seek to engage with schools in promoting environmental education goals. A collaborative initiative is described in which university pre-service teacher education students were encouraged to create Web-based teaching and learning resources, related to rainforests and world heritage areas, for use at primary and secondary levels. The partnership between Southern Cross University and the Advisory Committees of the Gondwana Rainforests of Australia World Heritage Area took the form of a voluntary competition, which was integrated with students' university assessment requirements. The factors that influenced students' decisions to get involved were identified through telephone interviews. Insight was also gained into pre-service teachers' understanding and willingness to engage in environmental education. The data was interpreted through the lens of participatory partnerships and incentives in environmental education. The study reveals implications for universities, professional associations and community organisations who may seek to similarly collaborate in educational resource development.