ethanporcaro/eric-fulltext-meta huggingface dataset:
Does Involuntary Mental Time Travel Make Sense in Prospective Teachers' Feelings and Behaviors during Lessons?
Author: Eren, Altay
Date: 2013-02-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Teacher Attitudes,Teacher Behavior,Cognitive Processes,Memory,Rating Scales,Statistical Analysis,Tables (Data),Mixed Methods Research,Maximum Likelihood Statistics,Factor Analysis,Content Analysis

This study examined the effects of involuntary mental time travel into the past and into the future on prospective teachers' feelings and behaviors during the period of a class hour. A total of 110 prospective teachers participated voluntarily in the study. The results of the present study showed that (a) the involuntary mental time travel into the past and into the future occurred in the classrooms even during the period of a class hour; (b) both involuntary memories/future images were significantly discernible in terms of their characteristics; (c) the characteristics of the participants' feelings and behavior following the involuntary memories/future images were evident; and (d) the characteristics of the involuntary memories/future images had a significant effect on the prospective teachers' feelings and learning related behaviors. Implications for teacher education and directions for future studies were also discussed. (Contains 3 tables.)
Personality Types of Hong Kong Kindergarten Teachers: Implications for 
Teacher Education
Author: Wong, Yau-ho Paul
Date: 2013-02-00
Type: Journal Articles
Subjects: Personality Traits,Foreign Countries,Kindergarten,Preschool Teachers,Teacher Education,Teacher Characteristics,Questionnaires,Personality Assessment

While an individual's personality is related to his or her well-being, little research has examined kindergarten teachers' personality. This research was the first to investigate Hong Kong kindergarten teachers' personality types using the Myers-Briggs Type Indicator (MBTI). Three hundred and seventy-one kindergarten teachers voluntarily responded to the MBTI. Findings showed that Hong Kong kindergarten teachers were predominantly of the sensing-feeling-judging personality types, characterized by being realistic, conventional, and considerate to others' feelings. In addition, principals and head teachers in kindergartens tended to be extraverted. Results also suggested a very low percentage of intuitive kindergarten teachers, indicating that teachers' personality types might be field-bound. Implications of these findings in relation to teacher education are discussed. (Contains 3 tables.)
The Effectiveness of Protocols When Pre-Service Teachers Engage in 
Online Collaborations: An Exploration
Author: Keamy, Kim
Date: 2013-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Computer Mediated Communication,Foreign Countries,Teacher Education Programs,Synchronous Communication,Practicums,Protocol Analysis,Courseware,Web 2.0 Technologies,Program Effectiveness,Communities of Practice,Online Surveys,Likert Scales,Educational Technology,Teaching Methods,Mixed Methods Research

Graduate teachers in Australia are expected to engage with their peers to expand their professional learning. Learning to use protocols--or structured professional conversations--provides pre-service teachers with opportunities to achieve this expectation. In this paper we explain how pre-service teachers during an extended practicum used protocols to participate in synchronous online discussions using the Blackboard Collaborate learning platform. The pre-service teachers were surveyed about aspects of the protocols and the platform on which the interactions occurred. Protocols appear to be well-suited to assisting synchronous discussions using Web 2 technologies as they ensure everyone has equal time to discuss, present and receive feedback about their work in respectful and efficient ways. This preliminary research provides opportunities for further investigation of pedagogical approaches to use with pre-service teachers when they are required to utilise online platforms when they are away from the university for extended periods of time. (Contains 2 tables.)
A Case Study of Bilingual Student-Teachers' Classroom English: Applying the Education-Linguistic Model
Author: Han, Jinghe
Date: 2013-02-00
Type: Journal Articles
Subjects: Bilingualism,Student Teachers,Practicums,Language Proficiency,Second Language Learning,Chinese,Second Language Instruction,Language of Instruction,Foreign Countries,Audio Equipment,Language Usage,Discourse Analysis,English (Second Language),Classroom Techniques,Teacher Education,Neurolinguistics,Classification,Metacognition,Scaffolding (Teaching Technique),Observation,Language Skills,Supervisors

This paper explores the practicum experience of a group of bilingual student-teachers who taught Chinese using English to learners of Chinese as a foreign language (CFL) in Western Sydney schools. Specifically it explores how these student-teachers used English as the instructional language in class and what strengths and weaknesses they demonstrated compared to their host teachers. Data were collected through observing and audio-recording the participants' teaching, aiming to capture the actual features of their English use in class. The data were structurally-coded employing the ELM categories. Discourse analysis was employed to interpret and understand the language use of the bilingual student teachers and also their supervising teachers. The bilingual student-teachers in this research, whose English proficiency was at IELTS 7.5, and who had experienced six months of intensive teaching practicum, were found able to demonstrate grammatically and discursively acceptable expressions throughout their teaching. The difficulties experienced by this cohort were more due to their lack of skills and flexibilities in teaching and classroom management rather than their inappropriate use of instructional English. (Contains 3 tables.)
The Field Experiences of Student Teachers and Effective Mathematics 
Teaching in Turkey
Author: Haciomeroglu, Guney
Date: 2013-02-00
Type: Journal Articles
Subjects: Foreign Countries,Field Experience Programs,Student Teachers,Student Teaching,Mathematics Instruction,Elementary School Teachers,Cooperating Teachers,Teacher Role,Teacher Student Relationship,Teaching Skills,Faculty Development,Supervision,Mentors,Teacher Education Programs

The aim of this study was to investigate the cooperative teachers' supervision for effective mathematics teaching from the perspective of elementary student teachers during their field experiences. The participants were 259 senior elementary education majors (189 female and 70 male) who were enrolled in practicum courses at a Turkish university. Results of the study revealed that cooperative teachers as a supervisor seemed to be deficient for interacting with student teachers as well as assisting them to develop critical point of views for teaching mathematics effectively. The study suggests that faculty-school partnership should be reconsidered for selection and professional development of cooperating teachers. (Contains 6 tables.)
Indigenous Students' Wellbeing and the Mobilisation of Ethics of Care in the 
Contact Zone
Author: MacGill, Bindi Mary
Date: 2013-02-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Stereotypes,Social Justice,Ethics,Caring,Teacher Student Relationship,Educational Environment,Student Needs,Well Being,Cultural Awareness,Minority Group Students

Schools have historically been a location of oppression for Indigenous students in Australian schools. This paper explores the processes of democratising (Giroux, 1992, p. 24) the school space by Aboriginal Community Education Officers (henceforward ACEOs) through an Indigenous ethics of care framework. The enactment of Indigenous ethics of care between ACEOs and Indigenous students will be explored, with a particular focus on the use of the Nunga room (Blanch, 2009, p. 66) as a &quot;safe-house&quot; (Pratt, 1991). The paucity of Indigenous ethics of care theory and the role of ACEOs' work in the Nunga room in education literature is problematic, as many non-Indigenous teachers continue to racialise Indigenous students through negative stereotypes. This is critical information for teachers and preservice teachers as it expands conceptualisations of social justice and its link to pedagogy.
Emerging Critical Literacy in Teachers as Novice Researchers
Author: Kukner, Jennifer Mitton
Date: 2013-03-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Researchers,College Faculty,Women Faculty,Higher Education,Colleges,English (Second Language),Second Language Instruction,English Teachers,Sex Role,Context Effect,Faculty Development,Critical Literacy,Teacher Attitudes,Interviews,Professional Identity,Teacher Empowerment,Electronic Publishing,Web Sites,Social Attitudes

This paper explores the experiences of three teachers as novice researchers as they taught full-time in a university English language school in Turkey. Viewing the participants' experiences as researchers through a narrative understanding of teacher knowledge and a critical literacy lens enhanced their critical cognisance of their positioning as women instructors in a higher education setting. Their research experiences were shaped not only by their classroom concerns but also by expectations and larger social narratives that lived beyond their classroom doors. This study focuses specifically upon English language teachers and acknowledges the intersection of gender roles and contextual constraints as complicating, and possibly constraining, the professional learning of teachers as they engage in research.
Ensuring Student Success: Establishing a Community of Practice for 
Culturally and Linguistically Diverse Preservice Teachers
Author: Iyer, Radha
Date: 2013-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Communities of Practice,Student Diversity,Practicums,Student Participation,Learner Engagement,Cultural Differences,Social Differences,Success,Group Dynamics,Foreign Countries,Semi Structured Interviews,Student Experience,Teacher Education Programs,Peer Relationship,Teacher Competencies

This paper discusses the primacy of communities of practice within learning contexts at university and during practicum for culturally and linguistically diverse preservice teachers. The study illustrates that learning occurs when there are adequate opportunities for participation and practice. Data from interviews with 28 culturally and linguistically diverse preservice teachers illustrate that tensions created by social, cultural differences impact upon modes of identification and dimensions of practice (Lave &amp; Wenger, 1991; Wenger, 1998). The study concludes by reiterating the importance of establishing proactive communities of practice to ensure success in learning and practice for this group of preservice teachers.
Teachers' Perceptions on the Changes in the Curriculum and Exit Examinations for Biology and Human Biology
Author: Kruger, Mirko
Date: 2013-03-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Accountability,Exit Examinations,Biology,Science Instruction,Secondary School Science,Teaching Methods,Experienced Teachers,Educational Philosophy,Educational Environment,Curriculum Development,Alignment (Education),Interviews,Graduation Requirements,Student Motivation,Teacher Characteristics,Teacher Attitudes,Educational Quality,Educational Change,Science Curriculum

In the age of educational accountability, national and statewide measures are assumed to secure and improve the educational quality. However, educators often wonder how much a new accountability measure may improve the actual teaching and learning practices when the agents of change (teachers) are not active participants of such educational reform. Nevertheless, in Australia, the National Curriculum is rolling in for the first time for K-10 school education in 2012-13. In Western Australia, the new Western Australian Certificate of Education (WACE) system with new compulsory exit examination requirements has been implemented recently for Years 11-12. In this study, using the contextual curriculum theory (Cornbleth, 1990) and the levels of curriculum (van den Akker, 1998, 2003) as our theoretical framework, we investigated how experienced Biology teachers are making sense of the recent changes in the curriculum and the exit examination requirements: what they perceive as the major changes in the new WACE system; and how they implement the changes in their teaching practice. We discuss how the teachers' teaching philosophy, their school environments, and the new curriculum interact to create a spectrum of the implemented curriculum. (Contains 1 table.)
The Effects of Problem-Based Learning on Metacognitive Awareness and 
Attitudes toward Chemistry of Prospective Teachers with Different Academic Backgrounds
Author: Tosun, Cemal
Date: 2013-03-00
Type: Journal Articles
Subjects: Problem Based Learning,Metacognition,Chemistry,Science Instruction,Student Teacher Attitudes,Teacher Background,Pretests Posttests,Foreign Countries,Teaching Methods,Instructional Effectiveness,Elementary School Teachers,Problem Solving,Undergraduate Students,Factor Analysis

The aim of this study was to reveal the effects of Problem-based Learning (PBL) on the metacognitive awareness and attitudes toward chemistry of teacher candidates with different academic backgrounds. The study was carried out on one group using both pre-and post-test experimental studies. The findings of the study were obtained through quantitative approaches. The sample of the study was 70 &quot;first-year undergraduate students&quot; at a state university in Turkey taking General Chemistry/General Chemistry-II classes. The study was implemented during the spring semester of the 2011-2012 academic years and for a period of 20 hours. Quantitative data was obtained using the Metacognitive Awareness Inventory and the Chemistry Attitude Scale. Two dependent sample t-tests were used for the pre-and post-test comparisons. The findings showed that PBL was more effective in developing metacognitive awareness levels of students with weak science background knowledge compared to those with strong science backgrounds. In addition, the findings showed that PBL was effective in increasing the attitudes positively toward chemistry of students with weak scientific backgrounds. (Contains 3 tables.)
Self-Efficacy and Participation in Choosing the Teaching Profession as Predictors of Academic Motivation among Arab Student's Girls
Author: Agbaria, Qutaiba Ali
Date: 2013-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Efficacy,Career Choice,Teaching (Occupation),Females,Womens Education,Motivation,College Choice,Arabs,Foreign Countries,Specialization,Educational Environment,Correlation,Questionnaires

The purpose of this study is to examine the link between learning motivation among teaching trainees and self-efficacy and the rate of participation in choosing the profession of teaching. The main assumptions: There will be a clear positive link between the rate of self-efficacy of students and academic motivation, with its various elements. There will be a clear positive link between the rate of participation in choosing the profession (teaching) and academic motivation. The sample included 181 female students. The sample was random relative to students of each academic year and specialization. The findings of the study corroborated most of the assumptions, and we found clear links between motivation and its variety of elements and participation in the process of choosing the academic institution. (Contains 4 tables.)
Learning to Teach English Language in the Practicum: What Challenges do Non-Native ESL Student Teachers Face?
Author: Gan, Zhengdong
Date: 2013-03-00
Type: Journal Articles
Subjects: Foreign Countries,Practicums,Preservice Teachers,English (Second Language),Second Language Instruction,Semi Structured Interviews,Journal Writing,Student Teacher Attitudes,Teaching Methods,Teacher Role,Teacher Student Relationship,Language Proficiency,Educational Innovation,Classroom Techniques

This study investigates the challenges sixteen non-native preservice ESL teachers in a Bachelor of Education (English Language) (BEdEL) programme from Hong Kong experienced in an eight-week teaching practicum. Qualitative data from semi-structured interviews and reflective journals were collected from all 16 participants to obtain a detailed description of the participants' perceptions of their field-based practicum experiences. Results indicate that the preservice teachers' practicum was characterized by a reality shock due to difficulties in experimenting with pedagogical practices they were taught in the BEdEL programme, and a lack of sense of control in class. This reality shock could destabilize the already anxious student teachers and have adverse effects well beyond the eight-week teaching practicum. Inadequacy in English language competence also appeared to affect not only these student teachers' teaching performance but also how they established and maintained their teacher role and relationship with their students. Implications of the results for strengthening current ESL teacher preparation programmes in non-native English speaking contexts are discussed.
Learning about the Effects of Context on Teaching and Learning in Pre-Service
Teacher Education
Author: Fenwick, Lisl
Date: 2013-03-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Low Income Groups,Socioeconomic Status,Minority Group Students,Equal Education,Theory Practice Relationship,History,Role of Education,Teaching Methods,Context Effect,Curriculum Development,Elementary Schools,Consciousness Raising,Teacher Competencies

Preparing teachers to work effectively within increasingly diverse contexts is a key goal of teacher education programs. This study analyses the extent to which a semester unit within a teacher education course provided pre-service teachers with the understanding and practices required to teach in low socio-economic status (SES) contexts. The results suggest that a unit, which emphasises links between theory, historical perspectives and practice, can effectively provide pre-service teachers with the key understandings and skills associated with improving equity outcomes in education. However, when the ideas being presented conflict with pre-existing, strongly held ideas about the role of schooling, practices associated with equity will not be sustained. (Contains 5 tables.)
Teacher Retention and Attrition: Views of Early Career Teachers
Author: Buchanan, John
Date: 2013-03-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teachers,Teacher Persistence,Faculty Mobility,Teacher Attitudes,Resilience (Psychology),Teacher Education Programs,Longitudinal Studies,Interrater Reliability,Telephone Surveys,Teacher Surveys,Collegiality,Learner Engagement,Classroom Techniques,Teaching Conditions,Faculty Development,Faculty Workload,Professional Isolation,Labor Turnover,Career Change,Career Choice,Semi Structured Interviews,Teaching (Occupation)

The provision and maintenance of quality teachers is a matter of priority for the profession. Moreover, teacher attrition is costly to the profession, to the community and to those teachers who leave feeling disillusioned. There is a need to investigate the experiences of early career teachers to consider how these issues contribute to decisions about staying in or leaving the profession. This paper reports on an aspect of a larger study on teacher retention. It describes and analyses the experiences of teachers participating in the study and highlights implications for teacher retention. The study proposes the notion of &quot;resilient stayers&quot;, and how beginning teachers' resilience might be strengthened and supported. It asks what combination of circumstances in the school and the system, and individual resources of resilience on the part of early career teachers, might maximise the chances of teachers choosing to remain in the profession.
Debunking Myths: Reading Development in Children with Down Syndrome
Author: Cologon, Kathy
Date: 2013-03-00
Type: Journal Articles
Subjects: Down Syndrome,Children,Misconceptions,Reading Skills,Teacher Competencies,Teaching Skills,Teaching Methods,Receptive Language,Expressive Language,Phonological Awareness,Decoding (Reading),Phonics,Reading Readiness,Age Differences,Reading Comprehension,Case Studies,Elementary School Students,Word Recognition

There is a considerable and growing body of research investigating reading development in children with Down syndrome. However, there appears to be a common gap between the research evidence and instructional practices. It has been argued that teachers have insufficient information to enable them to implement effective literacy instruction with children with Down syndrome. This has important implications for teacher education. The current paper draws on past and current research evidence to consider five common misunderstandings or &quot;myths&quot; that exist in regards to reading development in children with Down syndrome regarding (1) receptive and expressive language, (2) phonological awareness and phonic decoding, (3) &quot;reading readiness&quot; or (non)linear development, (4) optimal learning age and, (5) reading comprehension. A case example is presented and implications for teaching practice are explored. (Contains 6 tables and 2 figures.)
Novice Teachers Learning from Others: Mentoring in Shanghai Schools
Author: Salleh, Hairon
Date: 2013-03-00
Type: Journal Articles
Subjects: Mentors,Foreign Countries,Program Effectiveness,Beginning Teacher Induction,Performance Factors,Educational Practices,Professional Development,Teacher Collaboration,Scores,Beginning Teachers,Teacher Researchers,Observation,Teacher Improvement,Teacher Competencies,Teacher Education

This paper explores critically the practice of teacher mentoring in Shanghai schools. It begins with a review of the literature on teacher mentoring, which is followed by an introduction to education and teacher mentoring in the schools. The next section critiques teacher mentoring in Shanghai and we highlight three key characteristics and strengths of the practice of teacher mentoring that ensure the effectiveness and smooth implementation of mentoring in Shanghai schools. In terms of the weaknesses, we argue that the success of teacher mentoring in Shanghai is inhibited by a performative culture that emphasises examination scores and an instrumental view of education. Such a culture and view of education in turn limit the extent to which novice teachers can disagree with the experienced teachers in their teaching practice.