Perceptions Of Prospective Teachers Research Articles

Prospective teachers navigating intersecting communities of practice: early school placement

An issue of particular concern in mathematics teacher education is the relationship between theory and practice, and the nature of university–school partnerships. We report here on results from a research project answering the call for a more systematic understanding of the practice learning context. The study focuses on the new Norwegian elementary teacher education programme and highlights the difficulties involved in connecting theory and practice and how prospective teachers may be supported in this respect. Focus group interviews involving 51 first-year prospective teachers and 25 teacher–mentors investigated early school placements, specifically prospective teachers’ positions in the classroom as teachers of mathematics, and the ways in which the mentoring relationship supported their developing role. Taking a communities of practice perspective, we found that the idea of movement across intersecting and sometimes conflicting communities of practice is helpful in aiding our understanding of the difficulty of connecting theory and practice. Additionally, variations in mentoring styles and perceptions of prospective teachers’ mathematics and pedagogic knowledge competencies play a part in some prospective teachers’ difficulties in taking up a role as legitimate peripheral participant in the school. We conclude by considering ways in which prospective teachers might be better supported to cope with school placement.

Perceptions of Prospective Teachers on Posters with Social Themes

<p class="IATED-Affiliation">We can’t know that can we change the world through the poster which is a product of graphic design but it is possible to make goodness for humankind by designing router and awareness posterssincethey can redirect and emphasize the ideas with mass media.The aim of this study, which is prepared with this opinion, is determine to prospective teachers’values ofperceptions from different classesand different departments.Teachers are so important to have ability to reach and teach all individuals in community. For this reason, in this study 80 prospective teachers will attendduring 2014-2015 school year in Education Faculties of OndokuzMayıs University and Marmara University. Four different social themed posters selected which contains different values like respect, peace, sensitivity and tolerance, to state how their opinion about social issues. These posters will show to participants and ask about their opinion. The results will evaluate with content analysis.</p><p> </p>

The knowledge and perceptions of prospective teachers and speech language therapists in collaborative language and literacy instruction

Successful collaboration among speech and language therapists (SLTs) and teachers fosters the creation of communication friendly classrooms that maximize children’s spoken and written language learning. However, these groups of professionals may have insufficient opportunity in their professional study to develop the shared knowledge, perceptions and attitudes required for effective collaboration. This study examined the knowledge and perceptions of student teachers and student SLTs in the areas of language concepts, junior school literacy curriculum, service delivery and professional collaboration. An online survey was completed by 58 student primary school teachers and 37 student SLTs in their final year of professional study. The results indicated that these groups possessed limited understanding of each other’s expertise in literacy curriculum and spoken language concepts. Both groups demonstrated minimal knowledge of spoken–written language relationships and how SLTs can assist to develop children’s orthographic knowledge. Participants demonstrated acceptance of indirect methods of classroom-based service delivery (e.g. SLT acting as a consultant) but were less accepting of direct methods of classroom-based service delivery (e.g. shared teaching). Both groups also reported minimal experience with SLT–teacher collaboration during their pre-service education. The data suggest pre-service inter-professional education (IPE) with a focus on children’s early literacy learning is warranted to prepare prospective SLTs and teachers for collaborative instruction that enhances children’s communication.

La construcción del conocimiento sobre la enseñanza desde la perspectiva de los futuros docentes

The objective of this paper was to explore and characterize the construction of knowledge based on the perceptions of prospective teachers. It is a qualitative study that attempts to understand and interpret the meanings and beliefs about teacher knowledge. The participants were the last semester students enrolled in Basic Integral Education at the University of Los Andes Dr. Pedro Rincón Gutiérrez in Táchira state-Venezuela. The techniques used to collect data were the interview and reflective diaries written by the participants during their field experiences. The software Atlas-ti version 6.0 was used to analyze data. As a result of the analysis the following categories emerged: Pedagogical knowledge, development of reflection as a competence, and formative experiences. These findings explain the dimensions about teacher knowledge from the prospective teachers’ perspective. It is a complex and multidimensional process that comes from several sources and demands reflective processes that tell about their progress and limitations, so that prospective teachers reach higher levels of reflection that contribute to understand teaching as a task that demands disposition for long life learning.

The Perceptions of Prospective Teachers about Democracy and Human Rights, and the Roles Laid by them on Social Sciences Course on this Subject

The issue of democracy and human rights has started to become incrementally more important every passing day as of the early 20th century. The main purpose of this study is to reveal the perceptions of prospective social sciences teachers and primary school teachers about democracy and human rights, which is a highly important issue, and the roles laid by them on social sciences course in training democratic citizens that respect human rights.

Obtaining the Perception of Prospective Teachers Regarding Family Education and Communication: A Comparison of The USA and Turkey

The purpose of this study is to investigate whether prospective teachers who are undergoing training in the Elementary School and Early Child Education Department in state universities both in Turkey ( Istanbul), and in the USA (West Chester, PA) response differently, or similarly to the survey, taking the country they live into consideration. Total sampling of this study is 214; 113 of which are from the USA, and 101 of which are from Turkey. This sampling is chosen from the research population by way of cluster sampling method. In general, it can be said that prospective students do not think school principal as the most effective person in actualizing family education and communication. From the vintage point of country variable, there is no meaningful relation between variables; yet prospective teachers in both countries view that family communication is salient in student success and achievement. In fact, the rate of how prospective teachers behave in parents meeting/ conference appears high. Thence, prospective teachers during their training should be educated both theoretically and practically in acting parents meeting, which can be highly important with respect to school-family communication.

Perceptions of prospective teachers who have taken professional teaching knowledge courses about supervision

Perceptions of prospective teachers who have taken professional teaching knowledge courses about supervision

Perceptions of prospective teachers about tolerance education

The purpose of this study is to ascertain the perceptions of prospective teachers about tolerance education. This research is a descriptive, qualitative study. A semi-structured and non-directive interview technique is used for collecting data. Research is carried out with 30 prospective teachers who attend Canakkale Onsekiz Mart University Faculty of Education during the 2009 to 2010 academic years. Each participant is interviewed on the basis of their own will. Random sampling is used for this study. The results of the research reveal that prospective teachers are aware of the need for tolerance and tolerance education, both in society and within educational systems. In such, they make suggestions in parallel with this need. It is found that participants reveal views similar to those expressed within academic studies on the subject in their descriptions and suggestions regarding the need for tolerance in society and within the educational system. Key words: Tolerance, tolerance education, prospective teacher.

Perceptions of prospective teachers towards technology use in class

The purpose of this study is to find out the prospective teachers’ perceptions towards the use of instructional technology in class. This study aims to deal with the improvement of resources in terms of old instructional technology (CD player, OHP, video, computer, data projector, etc.) that is used in the classes at Eastern Mediterranean University.

Learning to be teachers of adult numeracy

This paper investigates how teacher education programmes provide adequate preparation for its prospective teachers. It uses adult numeracy teacher education in the post‐compulsory education sector in England as exemplar. Using findings from two research projects on adult numeracy teacher education courses, the article investigates the applications of Bernstein's theories to teacher education, the approaches in which the diversity of prospective teachers is catered for on the course, the ways in which the recontextualization process may be incorporated into the course, the strategies to enable prospective teachers to learn to be teachers and the perception of prospective teachers regarding the weaknesses of their courses. Finally, this article mentions additional areas for research in order to gain further insight into the complex process of learning to be a teacher.