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1
Ben-Motreb, Khaled Saad. "Pre-Service Primary Teachers' Mathematics Conceptions and Practices." Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525238.
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This study investigates the relationships between the teaching practices of a cohort of year-four mathematics specialist pre-service teachers (n=48) at Hafouf Teachers' College in Saudi Arabia and their mathematics conceptions. These conceptions were compared to those of the whole cohort of year-three Arabic, mathematics and science pre-service teachers (n = 130). The mathematics conceptions of the two cohorts were surveyed at the beginning of the college semester and the year-four mathematics pre-service teachers were subsequently observed whilst on their teaching practice semester. In addition, the year-four mathematics pre-service teachers were surveyed toward the end of the teaching practice semester to investigate possible changes in their conceptions after their teaching experiences. The design of the study can be regarded as associational research that is not only limited to correlational methods but also benefits from other approaches, such as survey and qualitative methods to involve recording, analysis, comparison, and interpretation of study settings. Data were collected using three instruments: (1) a Likert-type questionnaire to measure conceptions of mathematics and its teaching; (2) a lesson observation schedule to observe teaching practices; and (3) mathematics subject knowledge grades as a measure of mathematical ability. Analysis of pre-service teachers' mathematics conceptions identified seven factors: confidence and enjoyment, experiences of mathematics, connectionist view, usefulness, transmission view, procedural view, and exploratory view. Pre-service teachers' belief systems were not internally coherent but instead comprised a mixture of traditional and reform beliefs about mathematics and its teaching. Mathematics and science specialists showed more confidence and enjoyment in mathematics than Arabic specialists, but also held views of teaching mathematics that were more transmission-oriented. Prior to their teaching practice experiences, the year-four mathematics pre-service teachers revealed similar conceptions to their year-three counterparts.. However, their teaching practice experiences increased their level of confidence and enjoyment in mathematics but also decreased their belief in the exploratory view of teaching mathematics. No significant relationship was established between the year-four pre-service teachers' espoused beliefs and their enacted beliefs in terms of traditional and reform orientated practices in the classroom. Regardless of their espoused beliefs, mostly the pre-service teachers adopted traditional teaching practices. The research also indicated that year-four mathematics pre-service teachers' subject knowledge grades were not significantly related to the level of mathematics subject knowledge they demonstrated when teaching in the classroom. Based on the findings, several recommendations are made and possible directions for further research are suggested.
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Wilson, Sue Anne. "Bibliotherapy to address mathematics anxiety in primary pre-service teachers." Phd thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/7853d849faff896114cc31962b0ea34c7f8882be2b18ce3772f3f961e883496a/3683656/Wilson_2019_Bibliotherapy_to_address_mathematics_anxiety_in.pdf.
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This thesis contributes to the understanding of an important ongoing issue in mathematics education and adds to the literature on ways to address this issue. The study is located against a social and historical background of issues of exclusion from participation in opportunities that are afforded by competence in mathematics.
Mathematics anxiety (maths anxiety) in primary pre-service teachers has been reported in the research literature as an ongoing issue. This anxiety can lead to high levels of stress and poor performance and can impact on confidence and emotional and academic wellbeing. Often, proposed solutions have focussed on how pre-service teachers might better learn mathematics. However, research addressing affect has indicated the need for greater emphasis on understanding their emotional responses and anxieties.
This thesis reports a descriptive and interpretive sequential mixed method study within the affective domain which investigated the effectiveness of bibliotherapy to better understand and address maths anxiety. The purpose was to understand the impacts of maths anxiety on the mathematical identity of primary pre-service teachers, and how these impacts might be ameliorated. The study investigated questions concerning the range and extent of maths anxiety in pre-service teachers at the start of their teacher education course, their perceptions of the influences that had stimulated this anxiety, and the effectiveness of bibliotherapy in better understanding and/or addressing maths anxiety in pre-service teachers.
Data were collected through quantitative and qualitative methods, using the Revised Mathematics Anxiety Rating Scale (Alexander & Martray, 1989) to identify the range and extent of participants’ maths anxiety, and the narrative device of Critical Incident Technique (CIT) to investigate the experiences to which they attributed this anxiety. Participants’ views provided their perceptions of their mathematical identity. The study investigated the effectiveness of bibliotherapy in two different contexts, Cognitive bibliotherapy in existing classes and Interactive bibliotherapy in a small-group workshop developed in collaboration with the student counsellor. The study employed a multi-scope analysis which used a range of methods – descriptive and inferential statistics (t-tests, confirmatory and exploratory factor analyses), and analysis of themes identified by the CIT and bibliotherapy in the two different contexts.
The study found that pre-service teachers begin their teacher education course with existing levels of maths anxiety, which are largely associated with the negative effects of testing and evaluation. The findings also confirmed the major contribution of former teachers to the development of pre-service teachers’ maths anxiety, drawing attention to the consequences of blame and humiliation reported by participants and to the importance of the concept of pedagogical tact. The study emphasised the benefits of including in this research pre-service teachers who did not identify with maths anxiety in this research.
The workshop provided a transformative experience, as participants showed increased understanding and revision of their maths anxiety and identified alternative conceptions of their previous mathematical experiences. Insight was identified as a major factor in the development of participants’ future mathematical identity. This led to evaluations of their future effectiveness as teachers of mathematics, thus illustrating the development of a more positive projective identity.
Contributions of the study included the modification of the bibliotherapy stages, development of a key of ideal types for responses and development of a new concept of “biblioperception.” It provided a model for professional collaboration with the student counsellor in the form of the workshop protocol.
This thesis argues for a paradigm shift in the way researchers, teacher educators and policy makers view maths anxiety in pre-service teachers. There is a need to identify and celebrate the positive influences that past experiences of maths anxiety can have on evolving more effective teachers in our classrooms, potentially enabling a wider range of students to develop more positive relationships with mathematics.
In recognising the potential for pre-service primary teachers’ experiences and understanding of maths anxiety to increase their effectiveness teachers of mathematics, this thesis not only posits a new way of thinking about maths anxiety in pre-service teachers, but also provides insights into how it might be addressed, which would be of interest to both researchers and teacher educators. It also discusses implications and recommendations for future research, education practice and policy.
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Courtney-Clarke, Magret Anna Eugenie. "Exploring the number sense of final year primary pre-service teachers." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19943.
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Thesis (MEd)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: This study explored the number sense of 47 final year primary school pre-service teachers in Namibia
and was motivated by the poor performance of Namibian primary school learners in both national and
international standardised assessment tests. The literature review revealed that learner performance is
linked to teacher subject knowledge (Ball, 1990, Ma, 1999) and that teachers’ confidence in doing and
teaching mathematics influences the way they teach and their willingness to learn mathematics (Ball,
1990; Graven 2004). Number sense studies of pre-service teachers (Kaminski, 1997; Tsao, 2004;
Veloo, 2010; Yang, Reys & Reys, 2009) have indicated that the development of number sense should
be a focus of primary pre-service teacher education. The data in this mixed method research design were obtained from a Number Sense Questionnaire, a
Written Computations Questionnaire and a Mental Calculations Questionnaire. These questionnaires
were adapted from instruments developed by Professor Der-Ching Yang for 6th and 8th grade learners
in Taiwan. Teacher confidence was measured by the McAnallen Confidence in Mathematics and
Mathematics Teaching Survey. Six randomly selected pre-service teachers were interviewed to
determine their use of number-sensible strategies.
The correlation analysis shows a strong relationship between number sense and mental calculations;
between number sense and confidence in both the ability to do and the ability to teach mathematics and
between mental and written calculations.
The overall results of this study reveal that the final year primary pre-service teachers demonstrate
limited number sense and possess very few of the indicators of number sense that were described by
Kalchman, Moss and Case (2001). The findings expose a lack of conceptual understanding of the
domain numbers and operations, particularly in the domain of rational numbers and the operations of
multiplication and division. The pre-service teachers have little or no access to a variety of flexible
number-sensible strategies to solve problems and calculate mentally. They lack the fluency in basic
facts and procedures to perform written calculations efficiently and correctly. Unexpectedly, the
analysis of the confidence survey shows that they are confident in both their ability to do mathematics
and their ability to teach mathematics.
It is recommended that mental calculations and computational estimation should become a focus of
primary school mathematics education. Institutions responsible for teacher training should develop the
number sense of pre-service teachers and research effective and long-term professional development
programmes. The confidence and willingness of the teachers to learn can be used as an important
resource.<br>AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die getalbegrip van 47 finale jaar primêre skool voordiens-onderwysers in
Namibië en is gemotiveer deur die swak prestasie van die Namibiese primêre skool leerlinge in beide
nasionale en internasionale gestandaardiseerde assesseringstoetse. Die literatuurstudie het aan die lig
gebring dat leerlinge se prestasie gekoppel is aan onderwyservakkennis (Ball, 1990, Ma, 1999) en dat
onderwysers se vertroue in hulle vermoë om wiskunde te doen en te onderrig, die manier waarop hulle
onderrig en hul bereidwilligheid om wiskunde te leer beïnvloed (Ball, 1990, Graven 2004 ). Studies
van voordiens primêre onderwysers se getalbegrip (Kaminski, 1997; Tsao, 2004; Veloo, 2010; Yang,
Reys & Reys, 2009) toon dat die ontwikkeling van getalbegrip 'n fokus van primêre voordiensonderwyseropleiding
behoort te wees.
Die data in hierdie gemengde metode navorsing is verkry uit 'n Getalbegrip, 'n Skriftelike Berekeninge
en 'n Hoofrekene Vraelys. Hierdie vraelyste is gebaseer op die instrumente wat ontwikkel is deur
Professor Der-Ching Yang vir graad 6 en 8 leerlinge in Taiwan. Onderwyservertroue is gemeet deur
die McAnallen Confidence in Mathematics and Mathematics Teaching Survey. Ses ewekansig
geselekteerde voordiens-onderwysers is ondervra om te bepaal watter sinvolle strategieë hulle gebruik
om vrae oor getalbegrip te beantwoord.
Die korrelasie-analise toon 'n sterk verband tussen getalbegrip en hoofrekene; tussen getalbegrip en
vertroue in die vermoë om wiskunde te doen en te leer, en tussen vermoë om hoofrekene en skriftelike
bewerkinge te doen.
Die algehele resultate van hierdie studie dui daarop dat die finale jaar primêre voordiens-onderwysers
oor beperkte getalbegrip en baie min van die aanwysers van getalbegrip wat deur Kalchman, Moss en
Case (2001) beskryf is, beskik. Die bevindinge toon ‘n gebrek aan begrip van die domein van getalle
en bewerkings, veral in die domein van rasionale getalle en die bewerkings vermenigvuldiging en
deling. Die voordiens-onderwysers beskik oor min of geen soepel strategieë om probleme op te los en
hoofrekene te doen nie. Hulle beskik nie oor die vlotheit in basiese feite en bewerkings om skriftelike
berekeninge doeltreffend en korrek uit te voer nie. Die vertroue wat voordiens-onderwysers
uitgespreek het in hulle vermoë om wiskunde te doen en onderrig staan in sterk teenstelling met hierdie
bevindige. Dit word aanbeveel dat hoofrekene en skatting 'n fokus van primêre skool wiskunde-onderwys behoort
te wees. Instansies gemoeid met onderwyseropleiding behoort die getalbegrip van voordiensonderwysers
te onwikkel en navorsing te doen oor effektiewe en lang-termyn programme vir
professionele ontwikkeling. Onderwysers se vertroue en bereidwilligheid om te leer kan as 'n
belangrike hulpbron gebruik word.
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Yan, Bing. "The development of assessment literacy in Chinese pre-service primary teachers." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/11.
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Over the past decades, there has been a growing consensus among researchers and teacher educators that more support and training should be provided for pre-service and in-service teachers in order to help them acquire basic assessment knowledge and competence. Using a quasi-experimental research design, this dissertation study examined the effectiveness of a backward-designed assessment training course for improving the assessment literacy levels of pre-service primary teachers who were participating in college-level teacher preparation programs in Shanghai. Two extant naturally formed classes, within which the eighty pre-service primary teachers from a private pre-service teacher education institution XT in Shanghai fit the participants recruiting criterion, were used to serve as the treatment and control groups. Framed by the design approach of Understanding by Design (UbD) developed by Grant Wiggins and Jay McTighe (2005), an assessment training program was developed and provided for those in the treatment group during a 12-week period of time; in contrast, those in the control group were not provided with any assessment-related courses. For all the participants, their levels of assessment literacy were measured twice, before and after the intervention, by using the Chinese version of the Assessment Literacy Inventory (Mertler & Campbell, 2005) which I modified further to better meet the context of this study. Results of the study suggest that: 1) among the courses (excluding the intervention itself) provided for the pre-service primary teachers involved in this study, limited efforts had been made to prepare the pre-service teachers for their future assessing tasks; 2) due to the inadequacy of assessment training, most of the Chinese pre-service teachers being tested were not initially literate enough in their assessment knowledge or practice; and 3) whether or not one participates in the assessment training course is a statistically significant predictor of pre-service teachers' assessment literacy, with their previous assessment literacy controlled. In other words, with the embedded theoretical framework of UbD, the designed assessment literacy training course appears to have had a large positive impact on improving pre-service teachers’ assessment competency ( F (1, 77) = 135.91, p 2 partial = .638).
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Tang, Kuen-yan. "A contrastive study of pre-service, in-service and practising primary school teachers in their concern for professional learning." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601435.
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Taylor, Neil. "Fiji pre-service primary teachers' understanding of physical science : a cultural perspective." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36559/2/36559_Digitised%20Thesis.pdf.
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Science and technology are promoted as major contributors to national development. Consequently, improved science education has been placed high on the agenda of tasks to be tackled in many developing countries, although progress has often been limited. In fact there have been claims that the enormous investment in teaching science in developing countries has basically failed, with many reports of how efforts to teach science in developing countries often result in rote learning of strange concepts, mere copying of factual information, and a general lack of understanding on the part of local students. These generalisations can be applied to science education in Fiji. Muralidhar (1989) has described a situation in which upper primary and middle school students in Fiji were given little opportunity to engage in practical work; an extremely didactic form of teacher exposition was the predominant method of instruction during science lessons. He concluded that amongst other things, teachers' limited understanding, particularly of aspects of physical science, resulted in their rigid adherence to the text book or the omission of certain activities or topics.
Although many of the problems associated with science education in developing countries have been documented, few attempts have been made to understand how non-Western students might better learn science. This study addresses the issue of Fiji pre-service primary teachers' understanding of a key aspect of physical science, namely, matter and how it changes, and their responses to learning experiences based on a constructivist epistemology.
Initial interviews were used to probe pre-service primary teachers' understanding of this domain of science. The data were analysed to identify students' alternative and scientific conceptions. These conceptions were then used to construct Concept Profile Inventories (CPI) which allowed for qualitative comparison of the concepts of the two ethnic groups who took part in the study. This phase of the study also provided some insight into the interaction of scientific information and traditional beliefs in non-Western societies.
A quantitative comparison of the groups' conceptions was conducted using a Science Concept Survey instrument developed from the CPis. These data provided considerable insight into the aspects of matter where the pre-service teachers' understanding was particularly weak.
On the basis of these preliminary findings, a six-week teaching program aimed at improving the students' understanding of matter was implemented in an experimental design with a group of students. The intervention involved elements of pedagogy such as the use of analogies and concept maps which were novel to most of those who took part. At the conclusion of the teaching programme, the learning outcomes of the experimental group were compared with those of a control group taught in a more traditional manner. These outcomes were assessed quantitatively by means of pre- and post-tests and a delayed post-test, and qualitatively using an interview protocol. The students' views on the various teaching strategies used with the experimental group were also sought.
The findings indicate that in the domain of matter little variation exists in the alternative conceptions held by Fijian and Indian students suggesting that cultural influences may be minimal in their construction. Furthermore, the teaching strategies implemented with the experimental group of students, although largely derived from Western research, showed considerable promise in the context of Fiji, where they appeared to be effective in improving the understanding of students from different cultural backgrounds. These outcomes may be of significance to those involved in teacher education and curriculum development in other developing countries.
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Govinda, Ishwar Lingam, and n/a. "Teacher preparation for the world of work: a study of pre-service primary teacher education in Fiji." Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20041021.131036.
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This study was undertaken to selectively investigate pre-service primary teacher education in one of the Pacific island countries, and in particular to explore whether it provides an adequate and enriching professional preparation to beginning teachers with a view to satisfying the demands of work in the field. In doing so, the issue was examined in detail in a teacher education institution located in Fiji, namely, Lautoka Teachers College (LTC). An integration of qualitative and quantitative approaches was employed to explore if beginning teachers from the College are provided with appropriate professional preparation as future teachers. Using LTC as a case study, basic data gathering methods utilized questionnaire surveys, interviews and documentary analyses. Survey-based data were gathered from the beginning teachers to find out their perceptions of the pre-service program that they had completed. Data were also gathered from their Head Teachers to ascertain views on the beginning teachers' professional preparation for the demands of work in their schools. In addition, an interview-based approach explored the perceptions of not only the College staff but also the Ministry of Education officials with regard to the preparation of teachers in meeting the demands of work and responsibilities in the field. Documentary-based research was also used to explore matters associated with teacher preparation at LTC and to integrate the findings with the data obtained in the surveys and interviews. The study indicated that the beginning teachers were not adequately prepared for the demands of work and responsibilities expected of them as perceived by the profession and other stakeholders. A number of factors were found to be contributing to the perceived inadequacy of the professional preparation of beginning teachers. Lack of physical facilities and quality of educational resources together with an outdated curriculum contributed to this situation. At the same time, lack of support from the principal stakeholder in terms of staff professional development and funding was also cited as impacting upon the quality of pre-service teacher education provided to the beginning teachers. An important emergent issue emanating from the study relates to colonial influence on Fiji's education in general, and teacher education at LTC in particular. Some of the problems LTC grappled with were attributable to certain features of the formalised educational system introduced during the colonial era. These aspects, such as the inheritance of the system of educational administration and centralised control, constrained the College in attempting to fulfil its professional role in an appropriate and responsive manner. The administrative system and related context, delivery and assessment elements established in education during the colonial period have been retained and not attuned to contemporary Fiji needs despite the changing times. In overview terms, the presence of these aspects appeared to have impacted negatively on College's effective conduct of its professional role and responsibilities. Further, this study provides specific insights into the pre-service primary teacher education in Fiji, in particular the importance of having relevant policies and programs to ensure the provision of an adequate and enriching professional preparation for teachers to meet the range of work commitments in the field. The study concluded that a number of factors influence the professional preparation of future teachers and these need to be considered with a view to ensuring that teachers are able to meet the demands of their profession. Based on these findings, the study recommends ways and means to improve the pre-service primary teacher education at LTC, which in turn could be expected to enhance the professional preparation of teachers and their competence within the context of teaching in Fiji primary schools. Additionally, some possible areas for future research have been suggested.
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Wilson, Susanna Mary. "Knowledge for teaching mathematics in a primary school: Perspectives of pre-service teachers." Thesis, University of Canterbury. Educational Studies and Human Development, 2010. http://hdl.handle.net/10092/5187.
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Knowledge about how to teach remains a contentious issue in the preparation of final year pre-service teachers. This study, informed by the work of Shulman (1986) and Grossman (1990), examines knowledge for mathematics teaching by pre-service teachers. The context for this study was a mathematics education course, part of an Initial Teacher Education programme for primary teaching. Different categories of teacher knowledge distinguish between content knowledge and pedagogical content knowledge. There is considerable research about the knowledge needed for teaching mathematics from a teacher perspective, but limited research from a pre-service teacher perspective. This study focussed on knowledge that pre-service teachers develop and the processes they engaged in to construct knowledge for mathematics teaching.
This is a qualitative and interpretive study, where participants were third year pre-service teachers. Data collection tools were questionnaires and focus group interviews. One interview made use of an artefact, a curriculum plan for mathematics, generated by the pre-service teachers as they participated in the mathematics education course. A thematic analysis approach was used to analyse the data and to inform an emerging theoretical framework.
During this study, I developed a model that illustrates some important processes for pre-service teachers in a curriculum context. The Pre-service Teacher Development Model consists of three processes; recognising, reconceptualising and realising. These three processes illustrate how pre-service teachers develop knowledge about teaching mathematics in a primary school. The pre-service teachers identified the importance of mathematical curriculum and content knowledge in their preparation for teaching. This study also identified that the needs of pre-service teachers are unique. Whereas teachers with experience have a “privileged repertoire” of practices to draw on when teaching, pre-service teachers are beginning to develop this repertoire. This study serves to highlight the challenges for pre-service teachers as they prepare to transition to their first year of teaching.
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Pink, Elizabeth I. "Pre-service teachers' beliefs and intended practices around the promotion of reading for pleasure among primary children." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/231720/1/Elizabeth_Pink_Thesis.pdf.
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This thesis describes a mixed-method study exploring early childhood and primary pre-service teachers’ self-reported beliefs about the importance of reading for pleasure in the early years of school, as well as the benefits and challenges they expect to experience in implementing reading for pleasure pedagogies in the classroom. The results of the study provide evidence to inform further research and have implications regarding potential improvements in early school reading instruction and pre-service teacher education.
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Tang, Kuen-yan, and 鄧權隱. "A contrastive study of pre-service, in-service and practising primary school teachers in their concern for professional learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958898.
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Bailey, Judith (Judy) Lyn. "Mathematical Investigations: A Primary Teacher Educator's Narrative Journey of Professional Awareness." The University of Waikato, 2004. http://hdl.handle.net/10289/2472.
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Over a period of twenty months a mathematics teacher educator uses narrative inquiry, a form of story-telling, to investigate her professional practice in working alongside pre-service primary teachers. Two main themes emerge in this research. The first of these centres around the use of mathematical investigations as a vehicle for supporting pre-service primary teachers to consider what the learning and teaching of mathematics may entail. As part of this process the author personally undertook several mathematical investigations. This resulted in significant learning about previously unrecognised personal beliefs about the nature and learning of mathematics. These beliefs were discovered to include ideas that 'real' mathematicians solve problems quickly, do so on their own and do not get stuck. Surprisingly, all of these subconscious assumptions were contrary to what the author espoused in the classroom. A consequence of this learning included some changed beliefs and teaching practices. One such change has been moving from a conception of mathematics as a separate body of 'correct' mathematical ideas, and where the emphasis when doing mathematics was on attaining the correct answer, to now viewing mathematics as a sense-making activity involving discovering, doing and communicating in situations involving numbers, patterns, shape and space. Thus, mathematics is now perceived to primarily be found in the 'doing' rather than existing as a predetermined body of knowledge. As such one's interpretations of a mathematical problem are important to consider. Changes in teaching include using mathematical investigations as a teaching approach with the belief that students can effectively learn mathematical ideas using this approach; an acceptance that this may involve periods of being 'stuck' and that this does not mean that the teacher needs to immediately support the students in becoming 'unstuck'; more in-depth interactions, including questioning, to support this mathematical learning; and an acceptance that mathematics can be learned by people working in a collaborative manner. The second theme encountered in this narrative inquiry involves the exploration of narrative as a powerful means with which to pursue professional development. Narrative inquiry, including a mention of differing forms of narrative writing, is described. Issues also considered include the place of reflection in narrative; the notion of multiple perspectives that are encountered in qualitative research such as this; issues of validity and authenticity; a consideration of what the products of narrative research might be and who may benefit from such research; a brief mention of collaboration; and the place of emotion in qualitative research. The concept of change occurring within a narrative inquiry is not seen to imply an initial deficit position. Rather the research process is regarded as the building of a narrative layer that supports and grows alongside the writer's life as it occurs (Brown Jones, 2001). Thus there is not a seeking of perfection or an ideal, but a greater awareness of one's professional practice. The results of narrative research therefore, are not definitive statements or generalisations about an aspect of that which is being researched (e.g., Winkler, 2003). As such, a definitive statement about how to be a teacher of pre-service students learning mathematics is not offered. Rather, a story is shared that may connect with the stories of the reader.
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Kourieos, Angelidou Stella. "An investigation into the preparation of teachers for language teaching at primary level : implications for an Initial Language Teacher Education programme." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3490.
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Following the entry of Cyprus into the European Union in 2004 and based on the philosophy which underpins the language policy in Europe, the island has been investing heavily in early foreign language learning. However, despite improvements in English language learning in primary state schools, no significant changes have been evident as regards the preparation of English teachers at this level. In conducting this research, my primary intention was to offer prospective and practising primary teachers a “voice” to express their own views regarding the content and teaching approach of a potential ELT module within teacher education curricula. The research adopted a mixed-method sequential approach carried out in two phases between March and July 2010. Data were initially obtained from 296 in-service primary teachers and 124 student teachers through a questionnaire-based survey. Data obtained in the second phase through individual and focus group interviews with 9 in-service-teachers and 11 student teachers respectively were used to explain, interpret and further examine the findings of the survey. The findings have highlighted the importance of theory and practice, showing evidence that both are necessary in order to avoid fragmented language teaching. The study suggests, therefore, that providing student teachers with meaningful opportunities to form links between the taught theory and its practical application is a fundamental basis for a more holistic teacher approach to teacher education. This study has also provided evidence that participants view learning as a process embedded in a social context, within which knowledge is constructed through collaborative, awareness-raising tasks set by mentors whose mediating roles in the creation of desirable learning contexts is perceived to be crucial. Although the findings of this research directly concern the Cypriot situation, they are likely to have broader applicability beyond Cyprus, especially in countries where early foreign language learning forms part of their educational agenda. Developing primary teachers’ language teaching knowledge and skills while considering the various types of support they receive during their pre-service education form part of a wider endeavour to ensure quality in early foreign language learning, an objective set by the European Union.
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Corcoran, D. C. "Developing mathematical knowledge for teaching : a three-tiered study of Irish pre-service primary teachers." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.597996.
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This study addresses the mathematics that student teachers bring to primary teacher education and examines how their mathematics might be developed. The study is conducted in three tiers. Tier One examines the mathematical knowledge for teaching of a cohort of second year B.Ed students using a self-audit designed for the purpose in the UK. Tier Two studies the actual teaching of mathematics of a sample of second year student teachers during their spring teaching placement. Tier Three describes a mathematics teacher development intervention in which six students chose to participate during their final year B.Ed programme. The intervention consisted of forming a Community of Practice dedicated to learning how to teach primary mathematics well. The Community of Practice adopted Japanese Lesson Study as a model for teacher development and three cycles of lesson study were pursued over the course of the study. In each cycle, student teacher participants prepared mathematics lessons collaboratively. Then, two students each taught a research lesson in different schools, observed by other students who studied children’s mathematical response to the research lesson. This experience was followed by a reflective meeting to analyse the lessons using the Knowledge Quartet framework as a means of focusing on different dimensions of the mathematical content of the lesson. I was party to the lesson study process as researcher and as Knowledgeable Other. Community members also interrogated their previous, possibly negative relationships with mathematics and engaged in doing mathematics as part of the lesson study enterprise. Indications are that participants in a community of practice where the members engage in lesson study results in enhanced mathematical content knowledge for teaching and the development of a mathematics teacher identity. To engage in Lesson Study is to learn mathematics for teaching.
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Moorthy, K. S. "An exploratory study of pre-service primary teachers' understanding of uncertainty in measurements in Singapore." Thesis, Durham University, 2015. http://etheses.dur.ac.uk/11188/.
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This study was set in the context of a reform agenda for Singapore’s science curriculum to adopt inquiry in teaching and learning science (MOE, 2008). Teachers, including pre-service primary teachers (PSTs) who were subjects of this study, are expected to engage their students with scientific evidence including measurements taken during science investigations. The inherent nature of measurements is that they are always affected by errors that caused uncertainty. Understanding this, as well as other procedural ideas underpinning uncertainty would be important for understanding evidence before looking at data that are subjected to uncertainties in measurements. Such understandings would be important for the PSTs when they teach their future students how to obtain valid and reliable data, and to evaluate the methods of investigation or scientific conclusions based on evidence. This study, therefore, was aimed at exploring such understandings using the Concepts of Evidence (Gott, Duggan, and Roberts, 2008) as a theoretical framework. The lack of a research instrument customised to such a need motivated this study to develop one. The study was carried out in two phases. The first involved fifty-five PSTs and directed towards getting an accurate interpretation of procedural ideas underlying uncertainty by triangulating the evidence from questionnaire and interviews and iteratively refining the “probes” as the study progressed. The second phase focused on developing a questionnaire based on findings from the first and testing it on twenty PSTs. The results revealed that most PSTs could recognise uncertainties in measurements and suggest the right actions to deal with them, but they generally had difficulties explaining their actions implying shallow understanding of concepts underpinning uncertainty, and reliance on routine knowledge. This has strong implications for teacher preparatory programmes as well as the teaching of procedural understanding.
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Keflom, Tsegaye. "Eritrean primary school teachers' perceptions of the relationship between pre-service education and the demands of the workplace." Thesis, University of the Western Cape, 2001. http://hdl.handle.net/11394/2049.
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Magister Educationis - MEd<br>This study investigates six Eritrean primary school teacher's perceptions of their pre-service education. Six primary school teachers from three different schools in two different regions of Eritrea were interviewed. The researcher investigated whether primary school teachers found the knowledge and/or skill acquired from their pre-service courses in the Asmara Teachers' Training Institute helpful to make and use effective lesson plans, prepare and use relevant teaching aids, assess their students' performance, prepare lesson content, manage the classroom effectively, and select and use relevant teaching methods.<br>South Africa
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Hanrahan, Frances M., and res cand@acu edu au. "Number Sense or No Sense: Pre-service teachers learning the mathematics they are required to teach." Australian Catholic University. School of Education, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp19.16082005.
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As a result of two years working with the pre-service primary teachers in a College in Fiji I became aware of the difficulty many of the students were having understanding the primary school mathematics they would be required to teach. During that time I had attempted to help them overcome the difficulties by using different teaching approaches and activities but was far from satisfied with my efforts. Hence I decided to make a concerted effort to help the students by planning, implementing and partially evaluating a mathematics education unit, known as the Teaching Program for the first semester of their course. This work formed the basis of my study. For the Teaching Program I chose a constructivist teaching approach with number sense as the underlying theme. To examine the aspects of the Program I used my observations and those of the students especially ones reported in their mathematics journals. To evaluate the effectiveness of the Teaching Program I collected and analysed quantitative data from traditional testing of the class of forty students as well as data from case studies of six of the pre-service teachers in the class. To determine what features of the Teaching Program were linked to positive changes my main source of data was the case studies, especially entries from their journal writings. The findings suggested that a significant development of the cognitive aspects of the students’ number sense did occur during the time of the Teaching Program but not as much as was hoped for. As a result of the analysis of the data I came to a greater realisation of the importance of the non-cognitive aspects of number sense and the necessity for a greater consideration of them in the development of a Program. I also realise now that a major development that did occur was in my understanding of the knowledge and learning of mathematics. My ideas of a teaching paradigm of social constructivism had not guided me sufficiently to incorporate activities and procedures to develop the non-cognitive aspects. I suggest that a paradigm which extends the theory of social constructivism to give greater consideration of these aspects of learning in general, and hence numeracy and number sense in particular, was needed. As a result of this study, my introduction to the theory of enactivism appears to be giving me some direction in this search at this stage.
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Al, Yaseen Fatemah. "Creative thinking in teacher education colleges : an investigation of the preparation of primary pre-service student teachers in Kuwait." Thesis, University of Newcastle upon Tyne, 2015. http://hdl.handle.net/10443/3060.
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This research focuses on investigating the role of creative thinking in student teacher education colleges in Kuwait. The research is based on a (two) single-case study design, with data being collected via multiple methods from five primary departments of Kuwait’s main colleges of education. The study used four instruments to collect the data; semi-structured interviews, focus groups, document analysis, and observation. Inductive and creative synthesis was used as a data analysis approach. An analysis of the study data showed that creative thinking in the preparation and training programmes of pre-service teachers was considered to be a secondary concern in both colleges. The research findings indicate that several factors do not support the development of creative thinking in primary teacher education colleges; including teaching strategies used, classroom environment, social and cultural attitudes of the community (especially towards women’s motivation in choosing the speciality), admission policies, use of technological materials, and the type of communication and cooperation between all educational institutions. This study makes specific recommendations, primarily focused on directing the development of creative thinking to include collaborative efforts by all those involved in every element of teaching and training programmes, and the education system in general. The researcher proposes a theoretical framework designed to serve as a guideline for the development of creative thinking at primary teacher education colleges in Kuwait.
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Papanikolaou, Georgia. "An investigation on in-service and pre-service primary school teachers' perceptions and awareness about multicultural education in Cyprus." Thesis, University of Sheffield, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574530.
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Cypriot society has always been multicultural. During the past few years, however, recent socio-political developments have led to an increasingly cultural, ethnic, linguistic, religious and diverse society that created significant challenges for the education system. This thesis seeks to investigate and understand the perceptions and awareness of both in-service and pre-service primary school teachers regarding multicultural education in the Greek Cypriot context. The study therefore, focuses on two dimensions: (a) it examines the understanding of, and behaviours towards multicultural education of in-service primary teachers in a multicultural school setting in Cyprus; and (b) it seeks to understand what are the perceptions and awareness of pre-service primary teachers of a particular university. The study draws on literature in the field of multiculturalism, culture, critical pedagogy and aspects of Bourdieu's conceptual framework and links its current understanding to that of the teachers involved, explaining how and why they think, respond and react the way they do. This thesis suggests that a critical approach to multicultural education may allow schools and teacher education to address diversity meaningfully in these ever-changing times. Methodologically, the thesis follows a critical ethnographic enterprise and data were generated by semi-structured interviews and observations. Two groups of primary school teachers participated in the research: (a) a sample of twelve, in-service primary teachers and (b) a sample of twelve, pre-service primary teachers. The main conclusions drawn from the study revealed that, in-service teachers' professional role was subjected to curriculum demands and institutional structure. Key findings indicated: a lack of definition, as in-service teachers had different conceptualisations for multicultural education; students' characteristics and teachers' expectations as significant aspects regarding the quality of implementation of multicultural education; insufficient educational policy regarding multicultural education; and language and racial stereotyping were issues that were clearly prevalent at the time of this study. Pre-service primary teachers appeared to hold positive perceptions on multicultural education and provided a critical definition on it. The three key findings include: pre-service teachers' awareness of potential multicultural issues; insufficient education programme of teacher education; failure of teacher education to open the gates to diversity teacher faculty and diverse student candidates. Recommendations are made and specific areas are identified in the thesis as needing further investigation.
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Burgoyne, Nicolette. "An enactive inquiry into mathematics confidence : a case study of nine pre-service primary school teachers." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/10156.
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Includes bibliographical references (leaves 70-74).<br>Many learners and teachers of mathematics experience a lack of mathematics confidence. Research has posited that beliefs teachers have regarding mathematics, including their level of mathematical confidence, impact greatly on their practice of teaching, and hence on the confidence of their students. This dissertation reports on a study undertaken at the University of Cape Town with a group of nine pre-service primary school teachers who all experienced a lack of mathematics confidence. The study explored how the participants understand the notion of mathematics confidence and the reasons why they lack confidence. Results of the study indicate that the participants' understanding of mathematics confidence is having the ability to do the mathematics, as well as understanding the processes involved. In order to understand why they lack confidence, their previous experiences in the mathematics classroom were also explored. The participants' prior experiences as students in the mathematics classroom have led to a lack in the understanding of mathematics, resulting in the individuals having little or no mathematics confidence. Additionally, mathematics anxiety was an important aspect of their prior experiences. The theory of Enactivism has been used to explain their understanding of mathematics confidence as well as their prior experiences. Furthermore, various coping strategies used during their teaching practicum will also be discussed.
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Meier, Lori T., Karin Keith, and Edward J. Dwyer. "We the People: Elementary Pre-Service Teachers and Constitutional Readability." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/981.
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In light of increasing mandates to incorporate close reading of primary source historical documents at the elementary level, this study explored the reading difficulty level of the US Constitution with preservice elementary teachers using a traditional cloze assessment procedure. While best practice pedagogy of social studies has long included thoughtful reading of primary sources, new language arts guidelines situate the analysis of primary documents within formulaic quantifiable frameworks, often problematic to the pre-service teacher. With implications for reading and social studies, this paper explores several relevant issues to both pre-service teachers and the elementary classrooms they will teach in.
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Chakanyuka, Sharayi. "Mentoring and the professional development of pre-service primary teacher training students of Masvingo Teachers' College, Zimbabwe : a case study." Thesis, University of Sussex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413867.
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Ng, Swee Fong. "Malaysian pre-service primary mathematics teachers and their lecturers : practice and beliefs about mathematics, teaching and learning." Thesis, University of Birmingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365276.
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Meiring, Leslie Frank. "The impact of toys as educative curriculum material on pre-service primary school Natural Sciences teachers' understanding of energy." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1332.
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In this study toys were used as educative curriculum material in an intervention on the topic of energy aimed at Intermediate Phase pre-service science teachers (n= 87) registered for a BEd degree at the Nelson Mandela Metropolitan University, South Africa. The intervention consisted of, amongst other elements, lectures, assignments and toy workshops, with the latter being a key driver in the process. The choice of toys as the educative curriculum material was informed by the fact that there is a huge variety of simple, reasonably priced and easily procured toys that are suitable to demonstrate the concept of energy from both theoretical and practical perspectives. The conclusions that can be drawn from the study are that the use of toys in the preparation of pre-service primary school teachers has the potential to substantially improve their subject content knowledge (SCK), pedagogical content knowledge (PCK), and their confidence related to these two constructs with respect to their understandings of energy. The data generated also suggest that when appropriate educative curriculum materials are integrated into a topic in science-teacher education, there may be a substantial positive impact on pre-service teachers‘ confidence in both their understanding of the science content and their perceptions of their ability to teach this content. An additional finding of the study was that, despite its popularity, status and usefulness over many years, the Science Teacher Efficacy Belief Instrument (STEBI-B) shows low sensitivity to measuring changes in efficacy as a consequence of the so-called ‗ceiling effect‘. The ceiling effect is a result of initial high scores which provide little opportunity to show iii substantial positive change as a result of an appropriate intervention that is designed to improve efficacy. While this study did not directly address this lacuna in STEBI-B, it made use of an innovative descriptive statistic, ‗percentage gain of potential‘, in an attempt to describe and interpret even small changes in efficacy as measured by STEBI-B.
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Zhou, Wenyan 1980. "Video portfolios as a tool in primary grade student evaluation and their potential in pre-service teacher training." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83846.
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This thesis examines the potential for pre-service teacher training of video portfolios of elementary students doing school tasks. Study 1 investigates pre-service teachers' use of such records to assess student progress. Ten undergraduate education students each viewed two video portfolios, one for mathematics and one for reading. Each portfolio consisted of four video records. Participants watched the four records in an incorrect order and attempted to put them in their original order. Their orders by-and-large were correct. Most ordered the records according to task characteristics and provided detail interpretations and justifications for their ordering. Since the usefulness of video portfolios in teacher training rests on their ability to highlight characteristics of student learning, Study 2 further analyzes eleven mathematics video records selected from Study 1 to investigate whether the task condition constructed in the adult-student interaction allows sufficient presentations of student achievement. Potential threats in task administrator's instructional behaviors to video quality were discussed.
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Mackenzie, Ross Allan. "Primary Educators’ Knowledge of Grammatical Concepts as Mandated in the Australian Curriculum (English): Comparison of Pre and In-Service Teachers." Thesis, Curtin University, 2016. http://hdl.handle.net/20.500.11937/54107.
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This study aims to improve grammar pedagogy in pre-service teaching institutions. While acknowledging grammar and grammar teaching are contentious issues, the National Curriculum, subsequent state curriculums and national testing, have refocused attention on whether teachers have the requisite subject knowledge to teach grammar to students effectively. Therefore, this mixed methods study contrasts pre-service and in-service teacher beliefs and experiences on grammar and grammar teaching, and knowledge of terminology and concepts, to inform pre-service pedagogical practice.
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Leung, Hing K. "Mathematics and mathematics education in Hong Kong: Pre-service teachers' affective characteristics, learning approaches and achievement." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36680/1/36680_Digitised%20Thesis.pdf.
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This research focuses on the relationships between affective constructs of mathematics beliefs, mathematics self-concept, mathematics teaching attitudes, mathematics teaching self-efficacy, cognitive constructs of surface and deep approaches to learning and achievement with respect to mathematics education for pre-service teachers in Hong Kong. A model of Affect-Process-Product-for-Learning is postulated to explain the relationships and the mechanism of the interaction of the affective and cognitive constructs.
The design of the investigation consists of three stages, in which both qualitative and quantitative methods are utilised: the pilot study, main study and supplementary study. The pilot study investigates the relationships among the selected affective and cognitive constructs for a small sample of pre-service teachers. It also tests the hypothesised model of relationships among these constructs. The results of the pilot study shows that there exist statistically significant correlations among the constructs and a path model is therefore proposed to explain the influences of the affective constructs and learning approaches on achievement. The main study is a large-scale study of 410 pre-service teachers. Comprehensive models involving affective and cognitive constructs with respect to mathematics education were explored by structural equation modelling (SEM). By competing model strategy the results of the main study indicate how affective and learningapproach characteristics influence achievement in mathematics and mathematics education. The findings also confirm the mediation role of mathematics teaching self-efficacy linking between affective constructs and learning approaches that subsequently influences the achievement. The findings are consistent with Bandura's (1997) self-efficacy theory. Furthermore the supplementary study is a qualitative follow-up of the main study using qualitative interviews. The findings of this study help to illuminate affective characteristics and learning approaches that provide us with a deeper understanding of the nature of each construct for the pre-service teachers and how the affective and learning-approach characteristics influence mathematics and mathematics education achievements.
In addition the results of the present study support self-enhancement theory (Hattie, 1992; Marsh & Yeung, 1997; Shavelson & Bolus, 1982) that claims that affective constructs are the determinants of academic achievement. Finally the thesis proposes an Affect-Process-Product for learning model (APPLE) based on the quantitative SEM results, qualitative interview analysis and information processing theory to explain how the affective constructs influence the cognitive constructs and the interactions between the characteristics.
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Jaffri, Hadijah. "Conception of giftedness and talent by pre service and in service primary school teachers in Johor, Malaysia : an exploration using a multiphase mixed methods design." Thesis, Durham University, 2012. http://etheses.dur.ac.uk/3937/.
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The main purpose of this study is to investigate the conception of giftedness and talent as perceived by pre service and in service primary school teachers in Malaysia. In addition, this study aims to explore teachers’ perceptions of giftedness on specific issues which are a) sources of information about giftedness, b) confidence in identifying gifted and talented students, c) awareness on identifying assessments, d) perception about the adequacy of teacher training to deal with gifted and talented students, e) relevance of labelling, and f) aspects considered as important in the development of gifted education in Malaysia which are primarily explored using qualitative approaches. To explore those various issues, a mixed methods design was used in this study involving pre service (n = 546) and in service primary school teachers (n = 632). Structured questionnaires were administered to 1178 teachers at various locations of education institutions (e.g. schools, institutes of teacher education and universities). Six female teachers were involved in the qualitative data collection using semi-structured questionnaires and interviews. Two main types of analyses were used. First, the patterns of teachers’ notion of giftedness and talent are examined using principal component analysis. In addition to that, descriptive analysis was used to provide preliminary findings of this study. Also, independent t-test was used to examine any difference between groups. Second, thematic analysis was used to uncover thematic code (variables) from relevant responses. The findings from quantitative and qualitative data were integrated to answer two research questions. Based from the integration of both findings, it was found that teachers’ conception of giftedness and talent is diverse and this reflect on the current situation in which there is no consensus on the conception of giftedness and talent among theorists. In addition, Malaysian teachers reported that ‘gifted’ and ‘talented’ are separate groups of individuals with extraordinary abilities. Giftedness is perceived in relation to intellectual abilities and to certain extent, domain specific to mathematics and science. Talent is perceived in relation to non-intellective abilities such as domain of psychomotor abilities. Even though gifted and talented are perceived as non-unitary concept, both are perceived sharing similar characteristics such as creativity and domain specific of ability. In this study, it was discovered that giftedness is perceived in relation to intellective domain whereas talent is related to non-intellective domain. The qualitative findings suggested that teachers view giftedness and talent somewhat differently. The variations are explored to in this study which could be attributed to the inadequacy of information from various sources and teacher training and/or experience. The nuances of their understanding on varied aspects in relation to this phenomenon called as giftedness call for more exploration as this study only provides preliminary evidence on the existing conception of giftedness and talent as held by teachers in Malaysia.
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Toker, Sacip. "An Assessment Of Pre-service Teacher Education Program In Relation To Technology Training For Future Practice: A Case Of Primary School Teacher Education Program, Burdur." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605345/index.pdf.
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The purpose of the study is to reveal pre-service teachers&rsquo<br>technology competencies during their four-year teacher training program at Burdur School of Education, Sü<br>leyman Demirel University in Turkey. The sample size is 1086 students from Primary School Teacher Education department. 262 is 1st year, 269 is 2nd year, 288 is 3rd year, and 265 is 4th year students. 435 are males, and 644 are females. The research design is non-experimental survey. Technology Use Self-Competency scale (TUSS) was used for the study. Reliability of the instrument is .96. The study is indicated that most of the pre-service teachers felt themselves as intermediate technology user. The descriptive, correlation, regression and higher-way ANOVA are applied. Gender, years of computer use and computer ownership and having access to internet variables are associated with significantly to technology use self-competency scores. Also the most useful predictor of technology use self competency is years of computer use. Finally, there is significant difference among categories of computer ownership and internet access, gender, years of computer on technology use self-competency. The recommendations and directions to future researches are presented.
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Stokes, Jacqueline. "Towards a knowledge age teacher: A study of pre-service teacher metaphors for computers." Thesis, Queensland University of Technology, 2001. https://eprints.qut.edu.au/36638/1/36638_Digitised%20Thesis.pdf.
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The classroom of the Knowledge Age requires different roles for teachers and students, and a different learning and teaching paradigm, from traditional Industrial Age education. Teacher education institutions are currently charged with the responsibility of developing in pre-service teachers both skills and understandings so that they can take their place in the 21st century. These teachers must be skilled in the appropriate use of information technology rather than merely adopting the use of computers in keeping with a transmission pedagogy of education.
The study reported in this thesis, took place at Queensland University of Technology (QUT) in 1998. It tracked a cohort of Bachelor of Education (Primary) pre-service teachers through the frrst year of their course where they undertook two units of information technology education as core to their degree. Adaptations of already existing informal surveys were used to explore the changes to the pre-service teachers' feelings towards computers, perceived competence with computers, and perceptions oftherole of information technology in education. Data from the cohort were analysed in conjunction with the fmdings of in-depth analysis often key informants, chosen to be a purposeful sample of participants.
The main cognitive device used within the study, based on Lakoff and Johnston's (1980) Metaphors we live by and Black's (1962) interactive view of metaphor, was to ask the pre-service teachers to construct a personal metaphor that reflected their relationship with computers. This was asked for at four times throughout the year.
The pre-service teachers' metaphors for computers were categorised using grounded theory principles and the categories inserted into the sections of Ihde's (1979) Technics and praxis theory that provided a meta-schema for analysis of the changes that occurred throughout the year. Ihde's schema was modified in accordance with the understanding of teacher progression through learning stages as identified by Russell (1996).
Ihde (1979) proposed that different relationships with technology lead to amplification/reduction/selectivity parameters. The study identified whether preservice teachers' relationship with computers influenced their perception of the role of information technology in education. The research data did not uphold this hypothesis.
However, the study found interesting occurrences. Pre-service teachers almost unanimously related that they gained in competence throughout the year and most developed more positive feelings towards computers. The pre-service teachers' perceptions of the role of information technology in education expanded from stereotypical responses, such as access to information, to roles more in keeping with the underlying pedagogy of classrooms of the Knowledge Age. The roles that emerged were divided into three sections-the role of the teacher, the learning process, and the role of information technology.
The study further developed a theory for information technology education in preservice teacher education that is iterative rather than progressive, acknowledging that pre-service teachers had had limited modelling of the effective use of information technology in education on entry into the course. This theory was developed into a model to inform pre-service teacher education of Teacher preparation and skills for the Knowledge Age.
Although the area under study is subject to constant change the underlying principles of teacher praxis upon which the two units of information technology education were based still remain constant. The construction of a personal metaphor for computers provided the pre-service teachers with a novel and effective way to track their changing relationships with computers.
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Heyworth, John Nathan. "A study on the impact of a music looping technology intervention upon pre-service generalist teachers’ self-efficacy to teach music in primary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2144.
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In Australia, in the current climate of economic rationalism in which there has been an increasing emphasis on literacy and numeracy, funding for specialised subjects like music has been reducing. As a result, generalist classroom teachers are being given more responsibility for delivering effective music education in primary schools. However, the time dedicated to training pre-service teachers in music education in tertiary institutions has diminished. Further, time constraints involved in building pre-service knowledge and skills in teaching music may impact many pre-service teachers’ beliefs about their ability to teach music.
Within these constraints, digital technology may provide a key to improving pre-service teacher training in music education in universities, resulting in better quality delivery of music in schools. This study investigates the potential of digital looping technology to build generalist pre-service teachers’ knowledge of and efficacy for teaching music in primary schools. The study involved three stages of investigation: Stage One: an experimental and control intervention involving measuring the self-efficacy of pre-service teachers before and after they completed one unit of study incorporating looping technology; Stage Two: video analysis in a practicum setting; and Stage three: participant self-reflections following the practicum to investigate the transferability of pre-service teachers’ self-efficacy from university-based learning to classroom practice. Based upon the study, this thesis makes a number of recommendations for future practice in terms of generalist pre-service teacher training, as well as recommendations for future research.
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Nhlengethwa, Khanyisile. "Effects of an explicit reflective approach on Swaziland pre-service elementary teachers' understanding of the Nature of Science." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40397.
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In this study, the effects of an explicit reflective intervention on Swaziland elementary preservice
teachers’ understanding of the Nature of Science (NOS) were investigated. The factors
that had an impact on the development of participants’ NOS views were also investigated. The
intervention made use of de-contextualized and contextualized activities as well as historical
narratives as contexts for reflecting about the empirical, creative, subjective as well as the
tentative NOS. The intervention included a discussion of the relationships and differences
between observations and inferences as well as scientific laws and theories in the context of the
aforementioned learning activities. Participants were 24 elementary pre-service teachers enrolled for their final year of their three
year teacher development programme. An adapted version of the Views of Nature of Science
Questionnaire-Form C (VNOS-C) was used in conjunction with individual interviews, to assess
the participants’ understanding of NOS at the beginning and conclusion of the intervention. At
the end of the programme, data from interviews, concept maps and reflective journals of seven
participants were analysed to ascertain their perceptions of the elements of the course and other
factors that had an impact on their development of more informed NOS views. These
participants were selected on the basis of their differential gains in NOS understanding.
The data that was analysed using both qualitative and quantitative techniques revealed that the
intervention brought about significant gains in some participants’ understanding of NOS.
Information obtained from the document analysis of journals and concept maps as well as exit
interviews of the selected group revealed that the pre-service teachers’ development of more
informed views was mediated by motivational and cognitive factors. These were the
participants’ perception of the value of teaching and learning NOS, their views about teaching
and learning science, and their ability to engage deeply with the NOS concepts as well as their
epistemic beliefs. The explicit reflective attention to NOS as well as metacognitive strategies
was reported by most of the selected participants as responsible for changes in their NOS views.<br>Dissertation (MEd)--University of Pretoria, 2013.<br>gm2014<br>Science, Mathematics and Technology Education<br>unrestricted
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Foxall, Gemma Louise. "A primary school internship model: Graduate teacher performance as perceived by employing principals." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1401.
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Achieving an effective balance between the theoretical and practical components of pre-service teacher education has been a long debated issue. The quality of pre-service teacher practicum experiences vary, and are dependent on numerous variables, such as the duration of the practicum and the quality of the mentoring and provision of feedback.
This study reports on an Internship Model, which began in 2009, and its perceived impact on the quality of graduate teachers in Western Australia. As an ‘Intern Teacher’, pre-service teachers spend their final academic year working at a selected primary school, paired with a trained mentor and receive ongoing standards-based feedback. Throughout the year they participate in weekly professional development sessions.
In 2014 there are over 50 ‘Intern Graduates’ working in Western Australia who have qualified through the Internship Model and two partnering Western Australian universities. This mixed-methods study invited all principals with an Intern Graduate in their school to compare the work of Intern Graduates and non-Intern Graduates via a survey, based on the Australian Professional Standards for Teachers. The quantitative data analysis included a binomial analysis, looking at the proportion of principals who perceive their Intern Graduate to perform at a higher or significantly higher level than one they expect from traditionally educated graduate teachers. The qualitative component of the study includes analysis from interviews with four principals in order to identify key areas of significance in relation to principals’ perceptions of graduate performance.
This thesis makes recommendations based on the study’s key findings, which show that principal participants believe Intern Graduates perform at a higher level than non-Intern Graduates. Recommendations may be of interest to the Department of Education, school leaders and tertiary institutions, and are particularly relevant in the current national climate of improving teacher quality and addressing the problems of graduate teacher retention.
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Eaton, Patricia, and Maurice OReilly. "Exploring mathematical identity as a tool for self-reflection amongst pre-service primary school teachers: “I think you have to be able to explain something in about 100 different ways”." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79689.
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A study of students’ mathematical identity was carried out in February 2009 involving participants from two colleges of education, one in Dublin (Republic of Ireland) and one in Belfast (Northern Ireland). All participants were pre-service primary school teachers in the third
year of their B.Ed. programme, having chosen to specialize in mathematics. Data was gathered using a questionnaire (with, mainly, open-ended questions) followed by focus groups, involving the same participants, on each campus. This paper considers how students’ exploration of their mathematical identity led them to deepen their insight into learning and teaching mathematics. Recommendations are made for how the methods used in this research might be beneficial on a larger scale, in different environments.
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Cabrera, Morgan Liza. "Action research: A proposal for training and titration in the careers of Initial and Primary Education of a private higher education institution in Lima." Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/116958.
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The goal of this essay is to share the project proposal about the use of the action research approach in the degree completion award process for students in thePre-school and Primary Education specialization in a private higher education institution of Lima. This is done within the framework of the implementationprocess for the new curriculum plan initiated in 2013. In that sense, we highlightthe characteristics of this type of research that have been embodied in practice, theprocess followed for its application, as well as achievements, difficulties and theaspects that we still need to work out. Lastly, some thoughts are proposed to consolidate this type of research in the academic and organizational structure of thisinstitution, which could prove useful for higher education institutions interestedin the implementation of this research approach.<br>El presente ensayo busca socializar la propuesta de trabajo en torno al desarrollode la investigación-acción en el proceso de titulación de las carreras de EducaciónInicial y Primaria de una institución de educación superior privada de Lima, en elmarco del proceso de implementación del nuevo plan curricular iniciado el 2013.En ese sentido, se resaltan las características de este tipo de investigación que sehan encarnado en la práctica, el proceso que se ha asumido para su aplicación, asícomo los logros, las dificultades y los aspectos sobre los cuales se requiere continuar trabajando. Finalmente se proponen algunas reflexiones para la consolidación de este tipo de investigación en la estructura académica y organizativa de dicha institución, que pueden resultar útiles para aquellas instituciones de educación superior interesadas en aplicar este enfoque de investigación.<br>O presente ensaio tem como objetivo socializar a proposta de trabalho ao redor do desenvolvimento da Investigação- Ação no processo de concessão de licenciatura em docência dos educação infantil e anos iniciais do ensino fundamental da instituição de ensino superior privado em Lima, dentro do contexto do processo de implementação do novo plano curricular iniciado em 2013. Nesse sentido se ressaltam as características deste tipo de investigação que foram adotadas na prática, o processo que se assumiu para sua aplicação, assim como os resultados, as dificuldades e os aspectos sobre os quais se requer continuar trabalhando. Finalmente, se propõe algumas reflexões para a consolidação deste tipo de investigação na estrutura acadêmica e de organização da instituição, que podem resultar úteis para aquelas instituições de educação superior interessadas em aplicar este enfoque de investigação.
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Dabner, Nicola Jeanne. "Preparing BTchLn (Primary) Graduating-Year Students for the Beginning-Teacher Employment Process: A Case Study." Thesis, University of Canterbury. Litercies and Arts In Education, 2010. http://hdl.handle.net/10092/3924.
Full textAbstract:
This study explores one aspect of the professional preparation of students graduating from teacher education institutions. A case study of one of the University of Canterbury College of Education’s initial teacher education programmes (the BTchLn (Primary) qualification) is the focus for this study. The purpose of the study is to illustrate what school employers from the Canterbury region, and BTchLn (Primary) graduates and teacher educators from the University of Canterbury, consider as important practices when preparing graduating-year students for the beginning-teacher employment process. This study addresses the lack of systematic research into the employment of beginning teachers within a New Zealand setting.
The study employs a case study approach and involves two stages of data gathering. Quantitative data is collected in Stage One to identify potential participants for the case study. More substantive qualitative data are collected in Stage Two through semi-structured interviews conducted with samples of school principals, graduates and initial teacher education lecturers from the Canterbury region.
The findings suggest that the decentralised system of employment in operation in New Zealand has made the employment process complex for teachers entering the profession because schools have developed their own individual practices and preferences in the employment-related area and advertise their beginning-teacher positions while students are still completing their programme of study. The findings also suggest that lecturers at the University of Canterbury perform an important and valued function when they prepare their graduating-year students for employment, although there are both strengths and weaknesses in their current employment-related programme and practices. This case study will inform course and qualification reviews planned at the University of Canterbury, and will be of interest to other teacher education organisations in New Zealand that prepare their graduating-year students for employment.
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Momany, Mohammad Ahmad. "Pre-service and in-service primary teacher training in Jordan : with special reference to the teaching skills and training/teaching methods." Thesis, University of Huddersfield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247392.
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Salagi, E. "Exploring the changing context of initial primary teacher education in Malawi : towards pre-service teacher retention from a recruitment and mentoring perspective." Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3024472/.
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The provision of quality education in schools is an endeavour that requires qualified teachers. However, in Malawi attrition impacts negatively on pre-service teacher retention according to the available literature. Also, due to limited research, a knowledge gap exists regarding how to retain pre-service teachers. Given these circumstances, this study examines the influence of age, gender, recruitment and mentoring on pre-service teachers' retention. Human capital theory (HCT) underpins this study and has helped to analyse the retention phenomenon. This theory suggests that education as an investment equips individuals with relevant knowledge and practical skills that increase their productivity, hence the theory supports an analysis of individuals' occupational choice. Accordingly, the research participants have included pre-service teachers, teacher-trainers, teaching practice coordinators and mentors who were chosen using a non-probability sampling method. Questionnaires and interviews were used to collect data. The use of SPSS software facilitated quantitative data analysis while qualitative data were analysed thematically. The findings indicate that pre-service teachers in Malawi choose the profession because of: their passion for teaching children; teachers' influence over them; and the availability of further education opportunities that facilitate future career advancement. However, neither their parents nor the lack of alternative jobs influences their choice of profession. Additionally, age, gender, interest, induction, location, resource availability and other factors significantly impact on pre-service teachers' retention. Given these findings, this study suggests that taking account of key retention factors in teacher education curricula, candidates' assessment and enrolment have the potential to enhance pre-service teachers' retention while also improving professional practice in Malawi.
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O'Connell, John Gerard. "The significance of a pre-service RE course, which recognizes the importance of a focus on the inner life : exploring the experience of primary teacher education students in a small teacher education college in Dublin." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16567.
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This thesis reports the findings of a research study conducted in an initial primary teacher education college in Dublin, exploring how teacher education students experienced and constructed meaning from a pre-service RE course which recognized the importance of a focus on their inner lives. The study, which adopted a qualitative interpretive approach, was conducted using semi-structured interviews with twelve past students from a recently-graduated year group of one hundred students. The study hoped to uncover how a focus on the inner life was taken up by the research participants in relation to their personal and professional wellbeing and their role as educators in general and religious educators in particular. While it did not seek to generalise as a result of the findings, confined as it is by time and circumstance, nevertheless aspects deemed worthwhile by the research participants may also be deemed worthwhile by the reader and indeed may not be confined to the domain of RE. The findings have been framed generally against the three themes of âparticularityâ, âinner-nessâ and âongoing-nessâ. The theme of âparticularityâ relates to the participantsâ epistemological journey, as it is concerned with how concrete elements of the course supported inner life work. The theme of âinner-nessâ relates to the participantsâ ontological journey, as it is concerned with how participants experienced and made meaning from the space provided by the course for inner life work. The theme of âongoingnessâ relates to the total RE journey from primary and secondary school to college and into their teaching lives and its impact on participantsâ inner lives. What is clear from participantsâ responses is that the RE course, and particularly the elements of the RE course that had a focus on the inner life, had a significant impact on participantsâ identity, both personal and professional, at an important stage of their development and personal story. The study demonstrates the importance of inner life work for teacher education students and contributes a level of insight into how students appropriate and construct meaning from a created and creative space that supports a focus on that inner life.
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Cohen, Aviva. "Pre-service teacher education curriculum : a study of the factors which have influenced the curriculum developed in primary school departments in Israeli colleges for teacher education in the last twenty years." Thesis, University of Leicester, 2005. http://hdl.handle.net/2381/30894.
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This study examines the external and the internal factors impacting on the development of 'Teacher Education Curricula' (T.E.C) in the primary school departments in Israeli 'Colleges for Teacher Education' (C.F.T.E) over the past twenty years, since the 'Academism' process started, within a conceptual framework adapted from Stark et al. (1986) Stark and Lauttuca (1997). Within this framework the study examines two dilemmas: Teacher Training (T.T) versus Teacher Education (T.E) and practical versus academic concerning identifying areas of commonality and difference, and analysing current preferred directions. This study uses an interpretive methodological tradition, thus the questionnaire and the case study have been qualitatively analysed. The results reveal that the impact of different factors has caused significant major and minor changes in the T.E.C. These include organisational and structural changes as well as changes in curriculum content. Two internal factors, Colleges and Departments, appeared to be the most influential factors. They generated micro level changes, and had a vital role in determining the extent of other factors' impact on the T.E.C. The most significant direction since the last macro level change caused by the 'Academism' process, forced on the C.F.T.E by the Ministry of Education and the Academic external influencing factors, represent micro level changes. These have emerged through local Departmental initiatives and represent: partnership sub-approach as part of the school-based approach; the collaborative, reflective and research sub-approaches as part of the constructivist approach; and, the whole personal development approach. The Teacher Education orientation appeared as the most common, and played a vital role in internalising these three directions identified above in the T.E.C. The academic direction represented the Colleges' most preferred direction.
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Zein, Mochamad Subhan. "Language Teacher Education for Primary School English Teachers in Indonesia: Policy Recommendations." Phd thesis, 2012. http://hdl.handle.net/1885/9981.
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This study examines the needs of teachers of English at primary level in terms of knowledge and skills; the delivery of teacher education at pre- and in-service levels and the design of learning-teaching options; and the interplay of these aspects for the creation of policy recommendations on teacher education for primary school English teachers. Data were generated from teachers, teacher educators, members of educational board, school principals, and educational consultants using semi-structured interviews and classroom observations. The data were analyzed using grounded theory based on classification of initial codes and identification of sub-categories as generated from constant comparisons between data presented in NViVo9 and meticulous readings of interview transcriptions.
The first major finding of the study is that teachers’ needs and profile are inextricably linked. Teachers’ specific needs are influenced by factors such as pedagogy preparation, length of experience, and multilingual skill, which all must form comprehensive needs analysis prior to designing teacher education programs at both pre-service and in-service levels. The second major finding shows that pre-service education has not been adequate to prepare student teachers to teach English at primary level due to the lack of specificity and practical components, the fact that teacher educators have no expertise in EYL (English for Young Learners), and the lack of provision of English and other knowledge relevant to English in PGSD (Primary School Teacher Education). The third major finding reveals in-service education has not been adequate to prepare teachers to teach English at primary level due to a limited number of quality teacher educators; poor management in terms of planning, evaluation, and transparency in participant selection; impractical orientation; as well as discrimination against teachers with non-civil servant status.
The fourth major finding highlights a shift towards the constructivist paradigm in language teacher education that has placed a greater role on student teachers to be responsible with their own professional development. This is apparent in the incorporation of technologies, the employment of innovative teacher education that flexibly combines learning-teaching options to generate critical discussion and empower reflection, and the creation of opportunities for student teachers to exercise their pedagogical practices and acclimatize to teaching environment.
The study argues that various policy reforms that are intended to prepare teachers with the demands of their vocation are groundless without specific policy measures. At pre-service level, the policy measures include the establishment of Concentration on EYL (English for Young Learners), Certification in EYL, and the provision of English skills for prospective primary school teachers in PGSD. At in-service level, policy directives also ought to specify the flourishing role of teachers groups (Kelompok Kerja Guru/KKG) to help sustain the professional development of teachers at the local level. A bottom up approach in teacher education policymaking has been suggested as necessary and culminates in the proposal to establish the Consortium in Primary School English Teaching.
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Lin, Pei-Ru, and 林佩儒. "Pre-Service EFL Teachers' Online Service Learning: Developing Autonomy-based Materials for Primary School Students." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/97286372802668920864.
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碩士<br>中原大學<br>應用外語研究所<br>98<br>With the trend of applying service learning to actual practice in higher education around the world, universities in Taiwan have increasingly started to offer service learning programs (Hsu et al., 2007), providing students with channels and venues to advance their academic knowledge via real-world experience (Minor, 2002; Carney, 2004; Russell, 2007). On the other hand, learner autonomy, which is regarded as an essential goal in education, has also gradually developed in the field of TESOL in Taiwan (Hsu, 2006). The purpose of this study is therefore to examine the effect of an on-line service-learning program for pre-service English teachers and the use of autonomy-based material for elementary school students.
The participants of this study are post-graduate students, who are pre-service English teachers majoring in TESOL at a university along with a group of primary school pupils in a remote area of Taiwan. The pre-service English teachers carried out weekly one-on-one on-line English tutoring with autonomy-based materials to the EFL young learners. The pre-service teachers as well as the pupils were required to keep weekly learning logs to document their feelings and thoughts. Interviews and questionnaires were also carried out to triangulate the data from the reflective learning logs. Deductive and inductive qualitative analyses were used for reflective learning logs and interviews. Descriptive statistics analysis was used for the survey data. Results showed that both pre-service teachers and elementary school students reciprocally benefited from the service learning program. The pre-service teachers improved their (1) professional knowledge in terms of learner autonomy, teaching, and material design and (2) social and personal development such as civic responsibility. Meanwhile, the elementary school students promoted their learner autonomy via materials based on the theoretical framework proposed by the author. The two groups showed positive attitudes toward the use of the autonomy-based materials. Also, service learning can be a useful pedagogy to advance pre-service teachers’ teacher education and the elementary school students’ learning.
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Chuang, Ya Wen, and 莊雅芠. "A Blended Serious Game Simulating the Campus Life of Teachers of Primary Grades for Pre-service Teachers." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/p9atxf.
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碩士<br>國立臺南大學<br>數位學習科技學系碩博士班<br>102<br>The training of pre-service teachers in Taiwan had changed these years, especially the time of intern training was reduced. To help training, the research is going to design and develop a serious game for pre-service teachers. It aims to enhance their cognitive of teaching profession by playing the game simulating the campus life of teachers of primary grades. To construct the design framework of the simulation game, we will observe the current status of Taiwan’s primary education and analyze education policy indicators. The game will conduct with both digital and physical games.
Questionnaires including GNS immersion and satisfaction of game, history analysis of qualitative, behavior observation and in-depth interview were used to analysis the game history of participator. Results show that different learning background will cause different immersion of the game. Their cognitive of teacher professional had changed during the game play. Last, participators showed their high satisfaction at the game we developed, and considered that the game is suitable for pre-service teacher without experiments of teaching.
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Bushiso, Temesgen Daniel. "The impact of pre-service primary English language teacher training on post-training practice." Thesis, 2017. http://hdl.handle.net/10500/23239.
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This study sought to investigate the impact of pre-service primary school English language teachers’ training on their post-training practice. A constructive research paradigm and qualitative method were used in the study. The participants were selected purposively, and
final year pre-service primary school English trainee teachers were used to collect the research data. The data were collected in the year 2016. To collect the data, an interview schedule, an observation guide and document analyses were used. The interviews and the
observations were recorded and later transcribed. The transcribed data were coded, categorized according to their similarity, and then these categories were further collapsed into themes. The findings showed that the primary school ELT trainee teachers did not have
sufficient understanding of the ELT methods offered during their training which led to poor practice, as revealed in their independent teaching. Some of the reasons for the trainees’ poor
understanding and practice mentioned were that the training system was not supported by the reflective teaching method, and the support of ICT. In addition, there was a significant waste of time budgeted for the course time for the completion of the training program. In relation to
time, the practicum time the students stayed in the primary school during independent teaching was not sufficient to give them hands-on practice. Moreover, they did not get the required support from the school mentors and the training college supervisors. Due to these
constraints, almost all the participant trainee teachers demonstrated poor performances during the lesson delivery, which indicated that they did not understand the principles of the ELT methods<br>English Studies<br>D. Litt. et Phil. (English)
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Chun-Wei, Tsai, and 蔡春微. "The professional development of pre-service primary science teachers to apply 5Why scaffolding questioning." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/06273416255879846060.
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碩士<br>國立臺北教育大學<br>自然科學教育學系碩士班<br>97<br>This study, based on 5Why questioning, scaffolding teaching, and professional growth theories, explores the pre-service teachers’ professional development during the process of learning to teach with 5Why scaffolding questioning.18 juniors in Department of Science Education in the college were selected, and they attended training courses, including theory curriculum, lesson plan designing, Microteaching, and practical teaching. Qualitative methods were used for data collection and analysis. The data sources included 5Why scaffolding questioning feedback lists, lesson plans, learning portfolios, sound and video recording, interviews.
The findings of pre-service teachers’ 5Why scaffolding questioning development: 1.The pre-service teachers conquered designing problems through professor’s guide, self-reflection, and repeatedly practice. 2.The questions were lack of coherence and it was difficult for students to answer at first, but it revised after practicing repeatedly. 3.They developed the teaching procedure: students observe experimental results (or cognitive conflicts)→5Why scaffolding questioning→induce and strengthen the new learned concept. 4.The pre-service teachers didn’t clarify students’ misconceptions when microteaching, but they could gradually guide students to clarify the concepts when practical teaching. 5.Teachers’ questioning sometimes jumped from the first level “provide thinking direction” to the forth level “provide answer explaination.”
The finding of pre-service teachers’ fishbone diagrams skills development: 1.The pre-service teachers could choose suitable main question of the diagram and allow students know the essential of drawing a diagram. 2.They guided students to recall the experiments and define some major categories of causes. 3.When practical teaching, pre-serivce teachers found that they should guide students lack of drawing experience step by step to draw.
Also, during the field experiences, the pre-serivce teachers put most emphasis on the advice from observers, and they thought it was a benifitial way that they could do microteaching before practical teaching in an elementary school.
These results suggest that teacher education organization should provide the field experience way, and explore the professor and primary mentors’ effects on pre-service teachers’ development. Also, when teaching with 5Why scaffolding questioning, we suggested that: 1.To design “the guideline of 5Why scaffolding questioning.” 2.Pre-service teachers should do a study on the misconceptions before teaching. 3.Teachers should introduce the propose and procedures of drawing a fishbone diagram before they wanted it to induce the 5Why questions and answers.
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Hunt, Janette Lorraine. "Mentoring in Early Childhood/Primary Pre-service Teacher Education: The Kinda Kinder Program." Thesis, 2018. https://vuir.vu.edu.au/37852/.
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This study explores the nature of mentoring in a practical preservice teacher project. As part of an early childhood/primary teaching course, students attended weekly playgroups for preschool children and families, in some separate sites within the community. Small groups of preservice teachers worked alongside a mentor as they took responsibility for planning and implementing the program. The research was initiated as there was little known about the way mentors approached their role in this program and there was no information regarding the impact of mentoring on student learning during the program. This qualitative study aimed, firstly, to investigate the nature of mentoring in one playgroup site and, secondly, to explore the student learning taking place within the program.
By using an ethnographic approach to the study that involved an academic year in the field, this research provided detailed, intricate information from the perspectives of the participants. Data was collected from the evaluation/planning sessions which occurred every week of the program following the playgroup, from interviews with the mentor and the group of students, and from student journals. To organise and analyse the extensive collection of data, IDR (Inductive Data Reduction) was used. By using this approach, themes emerged directly from the data that addressed the research questions.
The findings revealed that the qualities of the mentor were paramount in the success of the program. The mentor in this study was a friendly, caring person with moral purpose who created an environment in which the students felt comfortable and supported. Within this environment, the group of students experienced the role of a teacher; they freely reflected on and discussed their teaching practice. As the research study evolved, links to transformative learning, as espoused by Mezirow (1978, 1981), became apparent. A supportive mentor and a group of students from diverse backgrounds created opportunities for students to be exposed to and discuss different points of view. Transformative learning occurred when their underlying beliefs and assumptions were modified. This study provides significant information for developers of early childhood teacher education programs. It explores how small group mentoring in a teaching environment supports transformative learning. It also gives recommendations regarding selection of and professional development for mentors.
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Tsegaye, Keflom. "Eritrean primary school teachers' perceptions of the relationship between pre-service education and the demands of the workplace." Thesis, 2001. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2380_1184922700.
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<p>This study investigates six Eritrean primary school teacher's perceptions of their pre-service education. Six primary school teachers from three different schools in two different regions of Eritrea were interviewed. The researcher investigated whether primary school teachers found the knowledge and/or skill acquired from their pre-service courses in the Asmara Teachers' Training Institute helpful to make and use effective lesson plans, prepare and use relevant teaching aids, assess their students' performance, prepare lesson content, manage the classroom effectively, and select and use relevant teaching methods.</p>
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Joshi, Sushama. "A study of attitudes, values and level of aspiration of in-service and pre-service teachers at primary level." Thesis, 1988. http://hdl.handle.net/2009/4210.
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Liaw, Hongming. "Using online primary source resources in fostering historical thinking skills : the pre-service social studies teachers’ understanding." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-951.
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This dissertation entailed a qualitative case study on the confluence of technology and social studies in fostering a constructivist education. Through the examination of pre-service social studies teachers’ understanding of the online primary source resources (OPSR), three themes emerged. The first exposed the fragmented understanding of important pedagogical theories of constructivism and historical thinking among participants; the second suggested that OPSR was mostly valued by pre-service teachers for its provision of primary sources; and the third related to how pre-service teachers viewed the current state of technology and context as problematic for technology integration. Accordingly, four findings were revealed. First, the pre-service teachers in the study demonstrated a limited understanding of the application of foundational theories central to their field of study; second, there were instances of deeper appreciation of the potential of OPSR, indicating that pre-service teachers’ theoretical understanding is
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nascent and may deepen overtime; third, the full potential of technologies such as OPSR was not recognized; and fourth, the pre-service teachers’ perceptions of school and educational system conditions tended to negatively influence their views toward the integration of technology into their teaching practices. Implications indicate that first, foundational pedagogical theories are critical with regard to technology integration in education and as such teacher preparation programs must not assume what is taught is what is learned; second, instances of deeper understanding among pre-service teachers only appeared during the application of their theoretical understandings; third, context is critical in how OPSR would be used in classrooms and such contextual issues must not be ignored by teacher preparation programs; and fourth, teachers’ technological pedagogical content knowledge (PCK/TPCK) is critical in the integration of technology in education.<br>text
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Wang, Chun-Hsien, and 王竣賢. "A Survey of the Attitudes toward Homosexuality and Psychological Flexibility on Pre-service Primary School Training Teachers." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/fg7t7g.
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碩士<br>國立臺灣海洋大學<br>教育研究所<br>107<br>The purpose of this study is to explore the attitudes of homosexuality and psychological flexibility and their relationships on the pre-service teacher training program students. The homosexual attitude has been measured by ‘the Index of Homophobia scale’ with 25items (Ricketts & Hudson, 1980) and psychological flexibility has been measured by ‘the Psychological Flexibility Questionnaire, PFQ scale’ (Ben-Itzhak, Bluvstein & Maor, 2014), which includes 25 items with five dimensions are as follows: (1) A positive perception of change, (2) Characterization of the self as flexible. (3) The characterization of the self as open and innovative. (4) Perception of reality as dynamic and changing and (5) A perception of reality as multifaceted. The stratified sampling has been conducted, there are 222 students within 7 universities have been involved, the response rate is 82%.
The results show as follows:
1.The scores of positive attitudes of homosexuality show higher than median (M=3.55, the higherst one is 5 and the lowest one is 1, the following parts are the same), the female is significantly higher than the male, the unmarried is significantly higher than the married, and without religious respondents is significantly higher than with religious respondents. Based on the Principle Component Analysis, there are four dimensions: (1) Dealing with homosexual people, (2) Attracted by the same sex people, (3) The Acceptance of the homosexuality and (4) The acceptance of the interacton with the same sex people have been set up, the variances respectively are: 33.928%、6.822%、6.101%、4.607%, and the total variance is 51.457%.
2.The scores of psychological flexibility show higher than median (M=3.85), the female is significantly higher than the male, the unmarried is significantly higher than the married, and without religious respondents is significantly higher than with religious respondents.
3.It shows significantly high positive correlations (r=.60) between the attitude of homosexuality and psychological flexibility, based on the step-wise regression, it shows the dimensions of ‘characterization of the self as flexible’ and ‘a positive perception of change’ in the psychological flexibility will positively influence the attitude of homosexuality.
Hence, the more we improve the level of ‘characterization of the self as flexible’ and ‘a positive perception of change’ in the psychological flexibility, the more positive attitude of homosexuality will generate for building up a gender-friendly environment.
Keywords: homosexuality, psychological flexibility, genderfriendly,
pre-service primary school training teachers, homophobia
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Mahapa, Sekgobokoane Shadrack. "The effect of a primary school multi-media package and instruction on conceptual change in pre-service teachers." Thesis, 1995. http://hdl.handle.net/10539/22979.
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A research report in partial fulfilment of the requirements for the degree of Master of Science in the School of Science Education of the Witwatersrand. Johannesburg, 1995.<br>This project is concerned with a multimedia package which incorporates comics, video and pupil workbooks. The intention as to determine the effectiveness of the package on the conceptual change of pre-service teachers, using an empirical research method and decriptive analysis of results. Logistical constraints experienced at colleges of education and schools led to an alternative evaluation of the packaqe with D.E.T. college lecturers at RADMASTE workshop. Results indicated that, if properly administered, the multimedia package can assist users in identifying and changing tneir interfering preconceptions and misconceptions while they are enjoying the story.<br>MT2017