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Journal articles on the topic 'Teacher education student'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Newton, Xiaoxia A., Linda Darling-Hammond, Edward Haertel, and Ewart Thomas. "Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts." education policy analysis archives 18 (September 30, 2010): 23. http://dx.doi.org/10.14507/epaa.v18n23.2010.

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Recent policy interest in tying student learning to teacher evaluation has led to growing use of value-added methods for assessing student learning gains linked to individual teachers. VAM analyses rely on complex assumptions about the roles of schools, multiple teachers, student aptitudes and efforts, homes and families in producing measured student learning gains. This article reports on analyses that examine the stability of high school teacher effectiveness rankings across differing conditions. We find that judgments of teacher effectiveness for a given teacher can vary substantially acros

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Gupta, B. S. "CAUSES AND EFFECTS OF STUDENT TEACHER ABSENTEEISM IN TEACHER EDUCATION INSTITUTION." International Journal of Research -GRANTHAALAYAH 5, no. 7 (2017): 480–84. http://dx.doi.org/10.29121/granthaalayah.v5.i7.2017.2156.

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A school was a place to get knowledge. A student absentee is a major concern for lecturers at institutions of teacher education learning. Absences create a dead, tiresome, unpleasant classroom environment that makes students who come to class uncomfortable and the lecturer irritable. The objective of the study was to study the causes of student teacher absentees in teacher education institution. The investigator selected the sample through random sampling, 994 student teachers were selected from teacher education institution from Allahabad. To collect the data researcher has used Absenteeism I

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Dr., B. S. Gupta. "CAUSES AND EFFECTS OF STUDENT TEACHER ABSENTEEISM IN TEACHER EDUCATION INSTITUTION." International Journal of Research - Granthaalayah 5, no. 7 (2017): 480–84. https://doi.org/10.5281/zenodo.838992.

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A school was a place to get knowledge. A student absentee is a major concern for lecturers at institutions of teacher education learning. Absences create a dead, tiresome, unpleasant classroom environment that makes students who come to class uncomfortable and the lecturer irritable. The objective of the study was to study the causes of student teacher absentees in teacher education institution. The investigator selected the sample through random sampling, 994 student teachers were selected from teacher education institution from Allahabad. To collect the data researcher has used Absenteeism I

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Addai, Yaa Serwaa, and Vincent Adzahlie-Mensah. "Promoting Equity in Education: Lessons from Ghanaian Education Policy Texts." British Journal of Education 12, no. 7 (2024): 24–42. http://dx.doi.org/10.37745/bje.2013/vol12n72442.

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This paper addresses the issue of equity in education by exploring how Ghanaian education policy texts foregrounds equity and address inequities. We used a critical pedagogy lens and equity theory to highlight how Ghanaian teacher education policy, national teacher standards and assessment policies promote equity and situates it at the centre of curriculum framework, classroom teaching and learning as well as assessment. From our analyses of policy texts, Ghanaian school classrooms are to be equitable and become places where students’ uniqueness is recognised, respected and supported. The peda

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Graber, Kim C. "The Influence of Teacher Education Programs on the Beliefs of Student Teachers: General Pedagogical Knowledge, Pedagogical Content Knowledge, and Teacher Education Course Work." Journal of Teaching in Physical Education 14, no. 2 (1995): 157–78. http://dx.doi.org/10.1123/jtpe.14.2.157.

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The purpose of this study was to (a) examine how student teachers believed they incorporated general pedagogical knowledge into lessons, (b) examine how student teachers believed they incorporated pedagogical content knowledge into lessons, and (c) examine the beliefs held by student teachers regarding those elements of their teacher education program that most directly guided their practice. Twenty student teachers, 7 teacher educators, and 8 cooperating teachers were interviewed. Data were analyzed and grouped into themes. The results indicate that the degree to which students incorporated g

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Jacobs, George M., and Anita Lie. "Toward Student-Centered Teacher Education Programs." Journal of International and Comparative Education 11, no. 2 (2022): 93–105. http://dx.doi.org/10.14425/jice.2022.11.2.1205.

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The impetus for this conceptual article was the authors’ reflections on their experiences as teachers and teacher educators in various Asian countries (China, Indonesia, Malaysia, Japan, Philippines, Singapore, and Vietnam), combined with their support for Social-Cognitive Theory and student-centered learning. Of course, great variations exist within and between countries in terms of development programs for educators. The present article examines actions by lecturers, policy makers, and other stakeholders which might enhance teacher education by helping it evolve to be more student-centered,

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Agrawa, Shobhit, Sriram Sagi, Bharath Srinivasaiah, and Narendra Kumar Ray. "The Impact of Teacher-Student Relationships on Students' Perceptions of Teachers' Educational Effectiveness." Journal of Research in Vocational Education 6, no. 11 (2024): 45–53. https://doi.org/10.53469/jrve.2024.6(11).10.

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The impact of teacher-student relationship on student perception of the teacher's effectiveness in the delivery of education lies in the limited understanding of how the teacher-student relationship specifically shapes students' perception of the education provided by the teacher. While numerous studies have explored the impact of teacher-student relationships on various educational outcomes, such as academic achievement and student engagement, there is a lack of research specifically examining how this relationship affects students' perceptions of the teacher's educational qualifications. Thi

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Owusu-Agyeman, Yaw, and Enna M. Moroeroe. "Relationality and student engagement in higher education: Towards enhanced students’ learning experiences." International Journal of Emotional Education 15, no. 2 (2023): 37–53. http://dx.doi.org/10.56300/zanl1419.

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This study examines how student engagement and social relationships between teachers and students may enhance the learning experiences of students in a South African university. Two separate sets of semi-structured interviews were held with 27 university teachers and 51 students respectively. The findings revealed that that the relationships between the behavioural and cognitive dimensions of student engagement and social relationships between teachers and students are motivated by good relational communication; relational pedagogy; good inter-relational culture; teacher relational competences

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Gershenson, Seth. "Linking Teacher Quality, Student Attendance, and Student Achievement." Education Finance and Policy 11, no. 2 (2016): 125–49. http://dx.doi.org/10.1162/edfp_a_00180.

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Research on the effectiveness of educational inputs, particularly research on teacher effectiveness, typically overlooks teachers’ potential impact on behavioral outcomes, such as student attendance. Using longitudinal data on teachers and students in North Carolina I estimate teacher effects on primary school student absences in a value-added framework. The analysis yields two main findings: First, teachers have arguably causal, statistically significant effects on student absences that persist over time. Second, teachers who improve test scores do not necessarily improve student attendance,

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Pauwels, Katho, Helena Van Loon, Els Tanghe, and Wouter Schelfhout. "Motives of Student Teachers in Academic Teacher Education for Secondary Education: Research in Flanders (Belgium) on the Motivation to Become and to Remain a Teacher." Education Sciences 12, no. 10 (2022): 724. http://dx.doi.org/10.3390/educsci12100724.

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The increasing shortage of teachers in secondary education, in Flanders (Belgium) as well as worldwide, is partly due to an insufficient inflow of new teachers. This stimulates research on the motivation of students to become and remain teachers. Our research focuses on the motives of student teachers in academic teacher education for secondary education to become a graduated teacher and how this evolves during teacher education, taking into account different profiles of students. Surveys, with closed and open questions based on our theoretical framework, were conducted at different points in

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Koenen, Anne-Katrien, Eleonora Vervoort, Karine Verschueren, and Jantine L. Spilt. "Teacher–Student Relationships in Special Education: The Value of the Teacher Relationship Interview." Journal of Psychoeducational Assessment 37, no. 7 (2018): 874–86. http://dx.doi.org/10.1177/0734282918803033.

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Research on teacher–student relationships is mainly based on questionnaires investigating teachers’ explicit cognitions. However, it is also important to investigate implicit processes in social interactions, such as internalized feelings. The Teacher Relationship Interview (TRI) is a narrative method aimed at assessing teachers’ (implicit) mental representations of dyadic teacher–student relationships. The TRI may provide—for researchers as well as practitioners—a deeper understanding of teachers’ implicit cognitive and emotional processes elicited in teacher–student relationships, which can

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Yan, Chunmei, and Chuanjun He. "Chinese Student Teachers’ Reticence in Teacher Education Courses." ELT Journal 74, no. 3 (2020): 287–96. http://dx.doi.org/10.1093/elt/ccaa014.

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Abstract There has been a plethora of research on the reticence of Chinese EFL students at undergraduate level both in China and beyond; however, little attention has been paid to this phenomenon in content-based EFL teacher education courses at the postgraduate level. This study focused on a group of Chinese EFL MEd student teachers in a language teacher development course delivered by a Chinese teacher educator. Three triangulated qualitative methods were employed to gather data, including one-semester-long classroom observations, course evaluations, and group interviews. Reticence was found

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Cunningham, Paul. "Animals in Psychology Education and Student Choice." Society & Animals 8, no. 2 (2000): 191–212. http://dx.doi.org/10.1163/156853000511087.

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AbstractThis article identifies some of the important issues that underlie student-teacher conflicts regarding animal experimentation and dissection in psychology education. Understanding the reasons why students object to animal laboratories, why some teachers may refuse students access to non-animal alternatives, and why other teachers support student choice is an important first step in resolving student-teacher disputes regarding the use of animals in the psychology classroom. The article discusses why establishing an openly declared student choice policy at schools that use animals in psy

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Cunninghaml, Paul F. "Animals in Psychology Education and Student Choice." Society & Animals 8, no. 1 (2000): 191–212. http://dx.doi.org/10.1163/156853000x00138.

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AbstractThis article identifies some of the important issues that underlie student-teacher conflicts regarding animal experimentation and dissection in psychology education. Understanding the reasons why students object to animal laboratories, why some teachers may refuse students access to non-animal alternatives, and why other teachers support student choice is an important first step in resolving student-teacher disputes regarding the use of animals in the psychology classroom.The article discusses why establishing an openly declared student choice policy at schools that use animals in psyc

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Huong, Vu Thi Mai. "The situation of implementing the homeroom teacher competencies through practicum for pre-service teacher training in Vietnam." Cypriot Journal of Educational Sciences 17, no. 9 (2022): 3396–408. http://dx.doi.org/10.18844/cjes.v17i9.8079.

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The research determines the situation of implementing the homeroom teacher competencies for pre service teachers along with practicum in Vietnam, in regard to training teacher adapting national curriculum innovation in Vietnam. There were 342 participants involving data collection. They are pre-service teachers, lecturers from pedagogy universitie. The findings show that homeroom teacher competencies play an importance part in teacher training. Pre service teachers often performed competencies during practicum. However, the effectiveness of implementation was uneven, especially the competencie

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Prewett, Sara L., David A. Bergin, and Francis L. Huang. "Student and teacher perceptions on student-teacher relationship quality: A middle school perspective." School Psychology International 40, no. 1 (2018): 66–87. http://dx.doi.org/10.1177/0143034318807743.

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This study investigated 336 fifth- and sixth-grade middle school students' relationships with their ten mathematics teachers. Authors used a five-step hierarchical multiple linear regression to examine teacher and student factors related to students' quality of relationships with their teachers. Analyses revealed that teachers' student relationship perceptions positively predicted their students' perceptions and the students' reports of their mathematics interest and self-efficacy positively predicted teacher relationships. Teachers' prosocial classroom behavior and social-emotional support be

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Ouazad, Amine. "Assessed by a Teacher Like Me: Race and Teacher Assessments." Education Finance and Policy 9, no. 3 (2014): 334–72. http://dx.doi.org/10.1162/edfp_a_00136.

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Do teachers assess same-race students more favorably? This paper uses nationally representative data on teacher assessments of student ability that can be compared with test scores to determine whether teachers give better assessments to same-race students. The data set follows students from kindergarten to grade 5, a period during which racial gaps in test scores increase rapidly. Teacher assessments comprise up to twenty items measuring specific skills. Using a unique within-student and within-teacher identification and while controlling for subject-specific test scores, I find that teachers

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Brennan, Aimie. "Student Teacher Educational Research (STER): An Innovation in Irish Teacher Education." Education Research and Perspectives 46 (2019): 44–74. https://doi.org/10.70953/erpv46.19003.

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This paper introduces an innovative project in teacher education, designed to enhance student teachers’ engagement with educational research methods by creating a peer-learning network. The Student Teacher Educational Research (STER) project was established by the author in partnership with a group of student volunteers in 2017. The project focused on creating new forums for student teacher research dissemination that encouraged and promoted collaboration amongst student teachers during initial teacher education. Responding to Irish Higher Education policy (2016), the project positioned studen

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Bardorfer, Ana. "Fostering Students' Active Participation in Higher Education: The Role of Teacher-student Rapport." Athens Journal of Education 11, no. 3 (2024): 227–46. http://dx.doi.org/10.30958/aje.11-3-4.

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The concept of teacher-student rapport is a relatively new concept that pertains to one of the factors in the classroom setting that promotes learning. It enhances the classroom atmosphere and promotes the well-being of students. The objective of our study was to examine the predictive value of teacher-student rapport in higher education on students’ active participation in class. The study included a total of 1,682 students who were enrolled in classes taught by 50 instructors across three Slovene public universities. Self-reported measurements to assess teacher-student rapport (Instructor-St

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Dolan, Alyson Lavigne, and Mary Mccaslin. "Student Perceptions of Teacher Support." Teachers College Record: The Voice of Scholarship in Education 110, no. 11 (2008): 2423–37. http://dx.doi.org/10.1177/016146810811001109.

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Background/Context Working theories about student goal orientation, understanding of intelligence, and affective mediation of task engagement inform current beliefs about students and learning and motivation. Much research has focused on identifying effective teaching strategies to raise the achievement of disadvantaged students; however, less is known about how students who attend high-poverty schools conceptualize school and teachers, and motivation and learning. Our study draws from literature on student motivation and learning to understand how students who attend Comprehensive School Refo

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Dahl, Thomas. "Prepared to Teach for Sustainable Development? Student Teachers’ Beliefs in Their Ability to Teach for Sustainable Development." Sustainability 11, no. 7 (2019): 1993. http://dx.doi.org/10.3390/su11071993.

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The importance of embedding education for sustainable development has been emphasised over many years. At the same time, there has been a massive call for initial teacher education to provide all student teachers with the core of professional competences. What is the status of teacher education today in embedding education for sustainable development and how does it relate to the focus on professional competencies in teacher education? A total of 578 student teachers in seven different teacher education programmes in Europe were surveyed, measuring the students’ beliefs in their ability to wor

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Jiang, Shan, Lu Guo, and Sara Tomek. "Profiles of Teacher-Student Relationships and Classroom Management Practices: How They Relate to Self-Efficacy, Work Stress, and Classroom Climate." International Journal of Educational Methodology me-10-2024, me-10-issue-2-may-2024 (2024): 1041–59. http://dx.doi.org/10.12973/ijem.10.1.1041.

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<p style="text-align:justify">Teachers' classroom practice encompasses diverse facets of teacher behavior. Understanding teachers’ classroom practice is important as the literature has been well documented its association with student, teacher, and classroom outcomes. Positive teacher-student relationships and proper classroom management, both are important aspects of teachers’ classroom practices, have been empirically linked to increasing student academic performance and reducing problem behaviors. This study explored patterns of teacher classroom practices across teacher-student relat

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STEINBEIß, Gregor. "Beginning Student Teachers’ Professional Identity." Acta Didactica Napocensia 14, no. 1 (2021): 151–64. http://dx.doi.org/10.24193/adn.14.1.12.

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Abstract: This article investigates teachers’ professional identity of beginning first-year students through their beliefs about being a teacher. The presented study focuses on Austrian teacher students’ (N=18) conceptions of becoming a professional; what convictions student teachers reflect on, which professional identity emerges and what synthesis of a professional teacher identity position can be portrayed at the beginning of teacher education. Through inductively driven content analysis all statements (N=401) have been combined, and a unified synthesis of a beginning student teachers’ prof

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Speer, Donald R. "An Analysis of Sequential Patterns of Instruction in Piano Lessons." Journal of Research in Music Education 42, no. 1 (1994): 14–26. http://dx.doi.org/10.2307/3345333.

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The purpose of this study was to investigate verbal behaviors of independent piano teachers in private lessons. Forty-seven lessons from 25 teachers were recorded on audiotape, scripted, and analyzed for time spent in teacher presentation, student participation, and teacher reinforcement. Frequencies were obtained for complete/correct, complete/incorrect, and incomplete teaching patterns observed. Results indicated significant differences due to student age in presentation of musical information, teacher talk, teacher coaching, and student participation. Students perceived as “average” by teac

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Novita, Pipit. "Motivation in teacher education: The forgotten element and its snowball effect." Education & Self Development 16, no. 3 (2021): 60–70. http://dx.doi.org/10.26907/esd.16.3.07.

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This research explores student teachers' motivation to join teacher education and its relation to their career intention to join the teaching profession. The qualitative study was conducted in the English department of private and state teacher education in Indonesia. A total of 14 student teachers (20-23 years old) took part in the interview. The findings show that most student teachers chose Initial Teacher Education (ITE) because of external motivation factors such as the alternative option of not being accepted at their desired faculty or following parents’ suggestions. Besides that, consi

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Lopez, Nerissa S. "Implementation of the National Competency-Based Teacher Standards in the UV-College of Teacher Education." University of the Visayas - Journal of Research 7, no. 1 (2013): 153–70. https://doi.org/10.5281/zenodo.1680563.

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The study determined whether the student teachers have achieved the expected competencies required by the new curriculum in teacher education. The National Competency-Based Teacher Standards (NCBTS) explicitly lay down the set of behaviors, attitude and skills that each student teacher must possess. Using a researcher-made questionnaire, this study assessed the competencies of the student teachers in comparison with the standard skills embodied in the NCBTS using a researcher-made questionnaire. All the 38 student-teachers who enrolled during the 1st semester of 2011 – 2012 and 22 mentor

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Zhan, Zehui, Qianyi Wu, Zhihua Lin, and Jiayi Cai. "Smart classroom environments affect teacher-student interaction: Evidence from a behavioural sequence analysis." Australasian Journal of Educational Technology 37, no. 2 (2021): 96–109. http://dx.doi.org/10.14742/ajet.6523.

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This study investigated the effect of classroom settings on teacher-student interaction in higher education by comparing the behavioural sequences in smart classrooms (SCs) and traditional multimedia classrooms (TMCs). Twenty in-classroom teaching sessions were randomly selected from six universities in South China, involving 1,043 students and 23 teachers. Half of the sessions were taken in SCs as the experimental group, and half were in TMCs as the control group. A teacher-student interaction behaviour coding schema was developed, and a total of 17,805 observable behaviours were collected an

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Kinchin, Gary D. "Entering secondary physical education student- teachers’ expectations of their program of initial teacher education." International Journal of Physical Education, Fitness and Sports 8, no. 1 (2019): 85–94. http://dx.doi.org/10.26524/ijpefs19111.

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The views and beliefs held by entering student teachers can be shaped by their expectations of teaching and initial teacher education. Whilst interest has investigated student teachers’ expectations little exists in physical education. This qualitative paper examines the entering expectations held by 24 PGCE secondary physical education student teachers. Informed by the published literature on student teacher expectations and the specific purposes of this study, data were collected from participants on the first day of their initial teacher education course in the form of an open-ended survey

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De Moor, Lieven, and Lindsey Verschetze. "Student Teachers’ Capacity and Willingness to Teach Financial Literacy in Flanders." Journal of Financial Counseling and Planning 28, no. 2 (2017): 313–21. http://dx.doi.org/10.1891/1052-3073.28.2.313.

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The purpose of this article is to assess the student teachers’ capacity and willingness to teach financial literacy in Flanders via on-site paper surveys of 368 final-year teacher education students. We argue that the Flemish teacher education program needs to be revised to introduce financial education in secondary schools. We find that revisions to the program can improve student teachers’ capacity and increase their willingness to teach for financial literacy. Moreover, student teachers support such reforms. Thus, policymakers and researchers can use this article as a guideline for revising

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van der Wal-Maris, Stella J., Jans Koene, and Friso Mout. "Education for Sustainable Development Shaped as Social Entrepreneurship Education (SEE) – Students’ Perceptions of Required Competences and Learning Environment in Teacher Education." Discourse and Communication for Sustainable Education 16, no. 1 (2025): 5–22. https://doi.org/10.2478/dcse-2025-0002.

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Abstract Social Entrepreneurship Education (SEE) is a way of shaping action-oriented Education for Sustainable Development (ESD). It combines ESD and Entrepreneurship Education. This study addresses student teachers’ perceptions of required teacher competences for realizing SEE, and their recommendations for enhancing these competences in teacher education. Research questions are: 1. What teacher competences do students consider important for creating an SEE-learning environment in primary education? 2. What are student recommendations for an SEE-learning environment in teacher education? Seve

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Reddy, V. Devendar, N. Upadhayay, SK Yadav, and B. Subedi. "Outcomes of Medical Education in Nepal." Journal of Gandaki Medical College-Nepal 9, no. 2 (2017): 63–64. http://dx.doi.org/10.3126/jgmcn.v9i2.17872.

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The standards of medical education in Nepal and other countries in Asia are improving gradually. The medical education is appeared to be student centered. But a teacher is also responsible to improve the academic standards and overall performance of the students. There is a need to provide short period of practical vocational training to teachers in the subject of their specialty. A better teacher trains the student in a better way than untrained medical personnel. In any class, the students are the best judges, so teachers should get a feedback from students after the class and it leads to be

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Fletcher, Edward C., Kathy Mountjoy, and Glenn Bailey. "Exploring the Preparedness of Business Education Teacher Candidates for their Internships." International Journal of Adult Vocational Education and Technology 2, no. 4 (2011): 28–42. http://dx.doi.org/10.4018/javet.2011100103.

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Applying a modified-Delphi technique, this research study sought consensus from business education mentor teachers regarding the top three areas in which business education student teachers were prepared as well as underprepared for their roles as teachers. Further, the mentor teachers provided recommendations for business education teacher preparation programs to implement to better prepare their teacher candidates for the student teaching internship. To that end, the mentor teachers did not gain consensus on the top three areas their student teachers were most prepared. However, they did agr

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Al-Rawahi, Nasser Yasser. "An Investigation into Omani Physical Education Teachers' Beliefs about Physical Education Teachers' Characteristics and their Roles in Omani Schools." Journal of Educational and Psychological Studies [JEPS] 4, no. 2 (2010): 1–13. http://dx.doi.org/10.53543/jeps.vol4iss2pp1-13.

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The purpose of this study was to investigate Omani physical education teachers‟ (pre -service and in-service) beliefs about the characteristics and roles of physical education teachers in Omani schools. Interviews were used to achieve this purpose by interviewing 29 participants: 12 student teachers and 17 teachers. Data were analysed qualitatively by using analytic induction and interpretive analytic framework. Qualitative results show that student teachers and teachers have similar beliefs about the general and professional characteristics of a physical education teacher. Between 70% and 95%

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Al-Rawahi, Nasser Yasser. "An Investigation into Omani Physical Education Teachers' Beliefs about Physical Education Teachers' Characteristics and their Roles in Omani Schools." Journal of Educational and Psychological Studies [JEPS] 4, no. 2 (2010): 1. http://dx.doi.org/10.24200/jeps.vol4iss2pp1-13.

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The purpose of this study was to investigate Omani physical education teachers‟ (pre -service and in-service) beliefs about the characteristics and roles of physical education teachers in Omani schools. Interviews were used to achieve this purpose by interviewing 29 participants: 12 student teachers and 17 teachers. Data were analysed qualitatively by using analytic induction and interpretive analytic framework. Qualitative results show that student teachers and teachers have similar beliefs about the general and professional characteristics of a physical education teacher. Between 70% and 95%

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Jones, Susanne M., and Kathryn Dindia. "A Meta-Analytic Perspective on Sex Equity in the Classroom." Review of Educational Research 74, no. 4 (2004): 443–71. http://dx.doi.org/10.3102/00346543074004443.

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This meta-analysis examines patterns of sex differences in teacher-initiated teacher–student interactions. While extensive research has examined factors that influence student evaluations of effective and ineffective teachers, this study examines whether teacher-initiated interactions with students, such as praising or blaming, vary as a function of student sex. After a careful examination of 127 empirical studies, 32 studies were retained for the meta-analysis. The studies were coded for positive, negative, and total interactions. The results suggest that teachers initiate more overall intera

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Athanases, Steven Z., and Betty Achinstein. "Focusing New Teachers on Individual and Low Performing Students: The Centrality of Formative Assessment in the Mentor's Repertoire of Practice." Teachers College Record: The Voice of Scholarship in Education 105, no. 8 (2003): 1486–520. http://dx.doi.org/10.1177/016146810310500803.

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Mentoring novice teachers often features buddy support, technical advice, and classroom management tips to meet teacher-centered concerns of survival. Such mentoring aligns with conventional models of teacher development that describe the novice concerned with self-image, materials and procedures, and management, and only after the initial years, able to focus on individual student learning. Drawing on the wisdom of practice of 37 experienced teacher induction leaders and case studies of mentor/new teacher pairs, this study found that mentors can interrupt that tendency among new teachers, foc

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Sun, Min, Susanna Loeb, and Jason A. Grissom. "Building Teacher Teams." Educational Evaluation and Policy Analysis 39, no. 1 (2016): 104–25. http://dx.doi.org/10.3102/0162373716665698.

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Student peer effects are well documented; however, we know far less about peer effects among teachers. We hypothesize that a relatively effective teacher can positively affect the performance of his or her peers, whereas a relatively ineffective teacher may negatively affect the performance of other teachers with whom he or she works closely. Utilizing a decade of data on teacher transfers between schools that result in changes of peers when transfer teachers enter grade-level team in the new school, we find evidence of strong positive spillover effects associated with the introduction of peer

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Potts, Diane, and Euline Cutrim Schmid. "Plurilingual practice in language teacher education." AILA Review 35, no. 1 (2022): 60–88. http://dx.doi.org/10.1075/aila.22007.pot.

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Abstract Despite decades of research supporting the pedagogic value of learners’ plurilingual resources to their linguistic and academic development, pre-service teachers frequently arrive at university inculcated in ‘target language only’ practices underpinned by monoglossic ideologies. The challenge for teacher education is to productively disrupt quotidian beliefs about language beliefs and prompt reconsideration of future classroom practices. Drawing on the work of the Douglas Fir Group (2016), this paper explores the identities, beliefs and values of two student-teachers as they emerged o

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Chu, Man-Wai, Heather L. Craig, Lake B. Yeworiew, and Yue Xu. "Teachers’ Unpreparedness to Accommodate Student Needs." Canadian Journal of School Psychology 35, no. 3 (2020): 210–24. http://dx.doi.org/10.1177/0829573520916610.

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Many students require special education and programming to succeed in the classroom. This study analyzed international and national assessment teacher survey data regarding inclusive education to better characterize student classroom needs and teacher preparedness to support them. Most teachers indicated that they relied on teacher-based accommodations and some teachers did not have access to external resources. While many teachers did not indicate receiving adequate teacher training courses and professional development (PD) on inclusive education, results indicate students from classrooms in

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Ballinger, Debra A., and Jan G. Bishop. "TheoryintoPractice: Mentoring Student Teachers: Collaboration with Physical Education Teacher Education." Strategies 24, no. 4 (2011): 30–34. http://dx.doi.org/10.1080/08924562.2011.10590941.

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Alsharaf, Adel A., and Nouri Y. Alwattar. "Evaluation of Practical Education for the Courses of Arabic Language and Islamic Education in the College of Education – Kuwait University." New Educational Review 75, no. 1 (2024): 189–202. http://dx.doi.org/10.15804/tner.2024.75.1.15.

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This study explores student-teacher interactions, highlighting discussions with associate teachers about educational challenges. It examines the impact of cooperative learning and internet resources on feedback exchange among students and teachers, also noting their active involvement in school activities. The research identifies a keen interest in developing educational situation management skills for teaching Islamic education and focuses on effectively utilising educational tools like the Internet. Furthermore, the study underscores the importance of a comprehensive theoretical framework en

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Al-Maamari, Saif. "Incorporating Citizenship Education Framework in Social Studies Teachers’ Education Programme in Sultanate of Oman." International Journal of Humanities and Social Science Research 7 (September 15, 2021): 1–12. http://dx.doi.org/10.6000/2371-1655.2021.07.01.

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Educational system in Oman is attempting to educate Omani students to be "good" citizens in an increasingly globalized society. However, a few studies that have been conducted until now in Oman revealed a gap between the intentions of the educational policy of teaching citizenship education in the schools and the actual practices of teacher education preparation programs. Therefore, any endeavor to develop citizenship in Oman schools will not achieve its goals without taking teacher education into account both pre-service and in-service. Accordingly, the present study aims to propose a framewo

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Grundy, Shirley, and Elizabeth Hatton. "Teacher Educators, Student Teachers and Biographical Influences: implications for teacher education." Asia-Pacific Journal of Teacher Education 26, no. 2 (1998): 121–37. http://dx.doi.org/10.1080/1359866980260204.

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Küster-Boluda, Inés, and Natalia Vila-López. "A teachers’ orientation approach to understand the university teacher-student relationship." Estudios sobre Educación 40 (January 25, 2021): 149–72. http://dx.doi.org/10.15581/004.40.149-172.

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This research intends to advance the understanding of the university teacher-student relationship in the context of teachers’ market orientation with the aim to improve students’ performance. Thus, the study is articulated on three axes: the students’ performance approach, the relationship among diverse aspects of teachers, and, fi nally, the effect of these aspects on students’ performance. The results gained from a sample of 45 teachers and 932 students show that teachers’ student orientation infl uences perceived learning and student satisfaction. Other interesting results are also attained

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Zerillo, Christine, and Karen F. Osterman. "Teacher perceptions of teacher bullying." Improving Schools 14, no. 3 (2011): 239–57. http://dx.doi.org/10.1177/1365480211419586.

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This mixed-methods study examined elementary teachers’ perceptions of teacher–student bullying. Grounded in previous research on peer bullying, the study posed several questions: to what extent did teachers perceive bullying of students by other teachers as a serious matter requiring intervention? Did they perceive teacher bullying as more serious than peer bullying, and did their perceptions differ by the nature of the bullying incident? Findings indicate that teachers are aware of isolated and ongoing student bullying by their colleagues; however, they have a higher sense of accountability f

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Ciuladiene, Grazina, and Brigita Kairiene. "The Resolution of Conflict between Teacher and Student: Studentsí Narratives." Journal of Teacher Education for Sustainability 19, no. 2 (2017): 107–20. http://dx.doi.org/10.1515/jtes-2017-0017.

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AbstractThe important thing for teachers is to solve conflicts with students correctly and effectively without damaging the relationship, losing the cooperation with students or disrupting educational process. Although there is a great concern about the way a teacher manages students’ behaviour, there is very little relevant data concerning teacher-student conflict. The article aims at revealing the characteristics of conflict resolution between students and teachers from the students’ point of view. To investigate the process of conflict between a teacher and a student, a case study method wa

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Bronkhorst, Larike H., Bob Koster, Paulien C. Meijer, Nienke Woldman, and Jan D. Vermunt. "Exploring student teachers' resistance to teacher education pedagogies." Teaching and Teacher Education 40 (May 2014): 73–82. http://dx.doi.org/10.1016/j.tate.2014.02.001.

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Schipper, Tijmen M., Sui Lin Goei, Wouter R. Van Joolingen, T. Martijn Willemse, and Evelien C. Van Geffen. "Lesson study in Dutch initial teacher education explored: its potential and pitfalls." International Journal for Lesson & Learning Studies 9, no. 4 (2020): 351–65. http://dx.doi.org/10.1108/ijlls-04-2020-0018.

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PurposeThis paper explores the potential and pitfalls of Lesson Study (LS) in Dutch initial teacher education (ITE). This context is examined through data drawn from student-teachers and teacher educators participating in LS.Design/methodology/approachThree case studies of three teacher education institutes in the Netherlands are presented, focusing on student-teachers' learning in two cases and teacher educators' learning in the third case.FindingsThe case studies show that LS in the context of Dutch ITE has high potential. All cases yield clear benefits for working collaboratively as a resul

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Afriansyah, Ekasatya Aldila, and Turmudi Turmudi. "Prospective teachers’ thinking through realistic mathematics education based emergent modeling in fractions." Jurnal Elemen 8, no. 2 (2022): 605–18. http://dx.doi.org/10.29408/jel.v8i2.5712.

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The unconsciousness of a teacher in obtaining knowledge due to students can be known if the teacher was notified when he was a student. A student has an essential role in learning, and the teacher is responsible for supporting smooth learning. Students' problem-solving processes need to be found because each student's reasoning and ideas in solving problems are different. This study focuses on students' thinking processes using realistic mathematics education based on emergent modeling. In this study, the researcher is the teacher, and the student is the prospective teacher. The prospective te

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Love, Abigail M. A., Jordan A. Findley, Lisa A. Ruble, and John H. McGrew. "Teacher Self-Efficacy for Teaching Students With Autism Spectrum Disorder: Associations with Stress, Teacher Engagement, and Student IEP Outcomes Following COMPASS Consultation." Focus on Autism and Other Developmental Disabilities 35, no. 1 (2019): 47–54. http://dx.doi.org/10.1177/1088357619836767.

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Although teachers reporting high teaching self-efficacy demonstrate positive teaching behaviors, minimal stress, and superior classroom management techniques, surprisingly few studies have demonstrated a relationship between teacher self-efficacy and student outcomes. This study explored self-efficacy specific to teaching students with autism spectrum disorder (ASD), and examined relationships with stress, teacher engagement, and student individualized education program (IEP) outcomes. Special education teachers ( N = 44) were recruited as part of a larger study examining a consultation interv

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