<p> Previous studies on nonnative English speaker teachers (NNESTs) (Reyes &amp; Medgyes, 1994; Samimy &amp; Brutt-Griffler, 1999; Llurda, 2008; Rajagopalan, 2005) and publications in World Englishes (WEs), English as a Lingua Franca (ELF) and English as an international language (EIL), have analyzed and documented how prevailing ideologies rooted in "the myth of the native speaker" (Pennycook, 1994; Canagarajah, 1999; Kramsch, 2000), "the native speaker fallacy" (Phillipson, 1992) and associated ideologies generate discrimination and affect students and teachers' sense of self-worth. </p><p> By making use of telecollaboration to determine how L1 Spanish speaking Colombian EFL pre-service teachers' interactions with U.S. heritage Spanish speakers (HSSs) influence the Colombian future teachers' self-perceptions as (non) native speakers and future teachers, this study responds to scholars' concerns to diversify the scope of explorations on NNESTs. Examining the ideological side of the native vs. non-native speaker dichotomy in telecollaboration, this research seeks to reverse the tendency to study interactants' exchanges mainly as a language feedback process through which "native speakers" support those who are not native speakers. </p><p> Under an overarching qualitative phenomenological case study research design, the first article's pre-assessment of participants' self-perceptions of (non) nativeness found that the myth of the native speaker, the native speaker fallacy and associated ideologies permeated participants' self-images as language speakers and prospective teachers. Nevertheless, their ongoing education and the perceived benefits of becoming skillful language users contrasted with the harmful effects of these ideologies. </p><p> The second study determined that in adopting meaning making abilities as their center of interest in telecollaboration, most participants focused less on the achievement of idealized native speaker abilities. Their interaction with U.S. peers generated confidence in their use of English, self-criticism of their skills in Spanish and a tendency to embrace the idea that they could succeed as English teachers. The third article suggests that the cooperative relationships that participants established with U.S. peers provided them affective and knowledge-based resources to build more favorable views of themselves, attitudes to confront the detrimental effects of nativespeakership ideologies, and informed judgments to dismantle them.</p>

<p> Because of the increase of online education options and the continuously increasing demands on teacher time, this case study analyzed online mentoring's effectiveness for beginning teachers in one Midwestern school. Specifically, the case study analyzed what, if any, the effects were of including an online learning forum to modify the traditional teacher mentoring program as well as the experiences of the mentees. A further analysis was conducted considering the administrator's role in the creation and facilitation of an online learning forum for teacher mentoring. To guide the creation and maintenance of the online learning forum, the participating teachers completed the survey 'Beginning Teacher's Views on Practice' three times throughout the year of research. Both quantitative survey data as well as qualitative data including in-depth interviews and discussion board posts were later analyzed. From the survey analysis it was concluded that of the 12 areas of needed development indicated by the participating teachers, nine indicated minimal to strong positive growth. This level of growth indicated the online learning forum was able to provide beginning teachers with necessary career development. In regard to the experience of the mentees, through indepth surveys it was indicated that the online mentoring program often reflected aspects of previously conducted research; however, most importantly, the online learning forum experience provided a structured but personalized approach to learning. Considering the administrator's role in the facilitation of the online learning forum, it was concluded that the role is complex in that no matter the amount of trust and community built between the administrator and the beginning teachers, there is still a supervisor-subordinate relationship that is difficult to overcome. Although this case study offers a general context of an online learning forum for beginning teachers, further studies should investigate a larger number of participants who span several schools or several districts to increase participation and variety of perceptions and experiences. Further, it would be advantageous to investigate how multiple, non-administrative mentors who maintain the online learning forum affect the participants' experiences.</p>

In recent years, staff development has received general recognition as a valuable method for improving the quality of education. Teacher centres constitute a significant forum for facilitating staff development. The purpose of this qualitative case study is to examine one such teacher centre in Montreal. / Examination of the literature on effective staff development and teacher centres resulted in an analytical framework comprising: (1) Context; (2) Organizational Structure; (3) Planning; (4) Process; and, (5) Content. This was used to organize data collected from observation, interviews, documents and a client survey. / The case study provided insight into the philosophy, purpose and organization of the centre and its staff development programmes. Additionally, the study identified methods employed by the centre to combat problems which currently face many staff development fora; namely, continued funding and maintaining client support. / The study revealed a strong relationship between the characteristics of the centre and those identified by research as effective staff development.

The purpose of this study was to examine the factors affecting preservice mathematics teachers&rsquo / decisions on probability teaching. The sample of the study was 248 preservice mathematics teachers from Gazi University, Hacettepe University, and Middle East Technical University. According to the gender the number of females and males were 170 and 78 respectively. To obtain necessary data for the study, the following measuring instruments were used: (1) Probability Achievement Test (PAT) / (2) Probability Misconception Test (PMT) / (3) Attitude toward Probability Teaching Scale (APTS) / (4) Attitude toward Probability Scale (APS). Only the third measuring instrument was developed and its reliability and validity was tested by the researcher. An interview was done with 12 preservice mathematics teachers from Gazi University, Hacettepe University, and Middle East Technical University. The data of the study were analyzed by using SPSS and with qualitative techniques. The results of the study demonstrated that there are some factors affecting preservice mathematics teachers&rsquo / decisions on probability teaching. These factors were their attitude toward probability, probability achievement and misconceptions. Subjects thought that gender would have no affect on their decision on probability teaching.

The purpose of this study is to explore the factors affecting a preservice teacher&rsquo / s perception of technology in relation to subject areas. Study focused on six hundred and ninety six senior preservice teachers (405 female, 288 male, and 3 not stated) from eight different subject areas of Burdur Faculty of Education, S&uuml / leyman Demirel University in Turkey in 2003-2004 Spring semester. A none-experimental survey research design was employed by administrating a Technology Perception Scale (TPS) and a Computer Competency Scale (CCS). Study included four independent variables (gender, subject area, existence of a home computer and perceived computer competency level) and one dependent variable (perception). The study showed that preservice teachers perceive technology in education favorably, but not very favorably. The mean scores of subscales showed the positive effects of technology in education valued more than the effects of teacher training program by preservice teachers. The highest mean score for TPS was observed in classroom teaching preservice teachers and the lowest score was observed in science education. It was also demonstrated that preservice teachers were graduated with a less than moderate level of competency. Classroom teaching preservice teachers possessed the highest mean score, and Turkish education preservice teachers held the lowest mean score. It was also found that males had higher mean scores than females for all scales. Preservice teachers possessing a home computer with Internet access had highest mean scores for all scales. Univariate ANOVA results showed that gender and the perceived computer competency level are the major factors affecting a preservice teacher&rsquo / s perception. It was also revealed that possession of a home computer correlated with perceived computer competency level. Even though there obtained differences among subject areas, subject area was not determined as a significant factor. Under the light of the study results recommendations are suggested for both implication and further studies.

ABSTRACT A SURVEY ABOUT THE OPINIONS OF STUDENT PHYSICS TEACHERS, SUPERVISORS AND MENTORS ON PRACTICE TEACHING COURSE &Ccedil / etin Se&ccedil / kin, Nihan M.S., Department of Secondary Science and Mathematics Education Supervisor: Assist. Prof. Dr. Ali Eryilmaz August 2005, 136 pages The purpose of this survey is to describe the opinions of student physics teachers registered in the Practice Teaching Course, supervisors giving that course for physics education students in the Secondary Science and Maths Education Departments of Education Faculties in Turkey and the mentors of student physics teachers at co-ordinating schools on practice teaching course. After reviewing the related literature, three prallel questionnaires were developed depending on the formal directive of Ministry of National Education (MEB) and the handbook of Higher Education Council (Y&Ouml / K) about practice teaching. The research was conducted on 142 student physics teachers registered in the Practice Teaching Course in 2004- 2005 spring semester and 14 supervisors giving this course in 7 Secondary Science and Maths Education Departments of Education Faculties and 10 mentors in 7 co-ordinating schools in Turkey.. The analysis of data was made by using SPSS 10. According to the findings from the study, the formally stated responsibilities and procedures related with practice teaching in the directive do not overlap with the actual ones completely, participants do not carry out all their responsibilities as stated in the directive, physical conditions of co-ordinating schools are not adequate for teacher education, and insufficient number of supervisors in the faculties and lacking of co-ordination among the units in practice teaching cause many problems.

The aim of this study is to examine the role of teacher as agent for change in the school environment after the provision of in-service teacher training. Ministry of Education provides in-service teacher training in collaboration with the International English Language Education Association (INGED- Turkish acronym- for short) in order to keep English language teachers up to date and adapt to the changing nature of the modern world. To what extent in-service teacher training enables teachers perform as leaders, whether they act as agents for change and more importantly whether teachers contribute to school improvement are the areas that this study conducts a research on. Qualitative research method was employed in this study. Data were collected through interviews in two phases in the city of &Ccedil / anakkale. Phase 1 took place during the Ministry of National Education in-service teacher training seminar, Phase 2 was after six months of the seminar. Sample in the first phase was v made up of 19 course participants, in the second phase the sample contained both 19 course participants and their 38 peers and 10 principals. Findings revealed that some teachers who work in a more democratic school environment were enabled with their change agentry roles as their principals created a flexible institutional culture. However, teachers who work in more rigid and centralized work environment were not given the freedom for applying the ideas that they were encouraged through in-service teacher training. This shows that on the one hand even one shot in-service teacher education contributes to teacher development in building change agents by raising teacher awareness on her subject knowledge and role but on the other hand to practice leadership and change agent role very much depends on the school culture.

Anhand des Beispiels Lehramtsausbildung erörtert dieser Artikel exemplarisch Bedeutung und Reichweite der innerdeutsch als sehr heterogenen zu beschreibenden Integration digitaler Medien in das formale Bildungswesen. Auf Basis einer Fallstudie werden IKT-bezogene Kompetenzen im Kontext der schul- und hochschulbezogenen Ausbildung mit dem Fokus auf die Lehramtsausbildung thematisiert und diskutiert.

国立情報学研究所で電子化したコンテンツを使用している。

This thesis proposes a new conception for pre-service teacher education. Current pre-service teacher education programmes are, in the main, one-dimensional, skill-based and performative: one-dimensional, in that programmes focus on preparing teachers to deliver a pre-determined curriculum; skill-based, in that professional judgement and reasoning are ignored; and, performative in the prescribed nature of knowledge and the drive to establish standards and competencies. Rather than focusing on professionalism - which is at the heart of what it means to be an educator - professionalisation, economic-driven policies and political ideologies underpin contemporary pre-service teacher education programmes. The new conception for pre-service teacher education has at its core, teachers as professional educators. This thesis argues that in order for teachers to become professional educators, their preparation ought to be enhanced and broadened to incorporate aspects of professional judgement, professional expertise, and ethical and moral commitment. To enable this to occur, pre-service teachers need to learn what it means to be moral agents through active and authentic engagement within communities of practice and learners. In sum, the professional educator's role is argued to be an agent for, and of, change who promotes and engenders an education system that underpins a socially, culturally and economically just society.