Spelling suggestions: "subject:"4teachers -- attitudes."" "subject:"4teachers -- atttitudes.""
11 |
The student teaching experience : a qualitative examinationWoods, Helen E. 22 January 1991 (has links)
This study examined the experience of three secondary
science student teachers from Western Oregon State College
in Monmouth, Oregon during the Spring quarter of 1990. The
question was: What is student teaching like from the point
of view of the student teacher?
The research methodology was qualitative, more
specifically participant observation, prolonged engagement,
and using the Constant Comparative Model. Data sources
included audio taped journals from the student teachers,
transcribed audio tapes from seminars, video tapes of
teaching, rich descriptions from field notes made by the
researcher, a journal from one cooperating teacher, and a
journal kept by the researcher.
Analysis of the data set produced 81 coding
categories. A data set was marked, cut and filed under
these coding categories. Patterns and generalizations were
drawn from the categorized data set.
The three student teachers had widely varied
experiences. The analysis of data resulted in the
generation of seven hypotheses concerning student teaching.
They were as follows:
1. Student teachers react to the student teaching
experience differently.
2. The student teaching experience may be so complex that
a total, Gestalt, understanding of it is not possible.
3. For some student teachers, there is a critical point,
called The Wall.
4. The nature of the critical point and the outcomes of
the experience vary greatly among the student teachers.
5. Student teachers need a support group or support
individual available during the student teaching
experience.
6. The cooperating teacher(s) is/are a stronger influence
on the student teacher than is the college supervisor.
7. The predictors for success in student teaching
that were used in this study are likely unreliable. / Graduation date: 1991
|
12 |
Perceptions of studio based music teachers regarding recruitment and retention of studentsVanCleave, Timothy A. 29 June 2011 (has links)
The purpose of this project was to examine the perceptions of private
studio-based music teachers regarding recruitment and retention of students. Gaining
insight and understanding into the careers of private studio-based music teachers is a way
to help practicing teachers and educate students who aspire to have a similar career path.
Research questions included: (a) How do students and teachers become acquainted with
one another? (b) What strategies do private studio-based teachers use to attract students?
(c) What factors impact the effectiveness of recruitment and retention strategies used by
private studio-based music teachers? (d) Why do students choose to begin privately
studying music? (e) Why do students discontinue lessons?
Ultimately, private studio-based teachers were found to rely on many factors and
phenomena to help them recruit new students. Word of mouth, location, reputation,
presence in schools, and performance were discovered to be common attractions to
potential students. After a student began lessons the following aspects impacted the
retention period: Enjoyment or fun, achievement, teaching methods, distractions, parental
involvement, and the teacher’s perception of retention. / School of Music
|
13 |
EFFECTS OF TEACHER CHARACTERISTICS AND PSYCHOLOGICAL SERVICES MODEL ON TEACHER REFERRAL BEHAVIORRonstadt, Margaret Irene, 1947- January 1975 (has links)
No description available.
|
14 |
STUDENT PERCEPTIONS OF DEMOCRATIC / NON-DEMOCRATIC TEACHER BEHAVIOR IN THE CLASSROOMSterman, Albert, 1930- January 1976 (has links)
No description available.
|
15 |
Multicultural preservice teacher educationTakahashi, Mika. January 1996 (has links)
This study examined instructional strategies and their impacts on preservice teachers' attitude toward multicultural issues and learners. A qualitative phenomenological approach is used for this study because of my philosophical belief in multiple realities. / The research site was a classroom of the Multi-Cultured/Multi-Racial course offered by the Faculty of Education in an English University located in the Montreal area. The studied course was a compulsory preservice teacher training course implemented for the first time in response to the requirement of the Ministry of Education in Quebec. / The data were gathered through classroom observation, questionnaires distributed to preservice teachers in the classroom, interviews with five preservice teachers enrolled in the studied course, and an interview with the course director. / Sessions of cooperative learning and discussions following videos seemed to be effective to deepen preservice teachers' understandings of multicultural issues and teaching. The effects that the studied course had on preservice teachers differed among respondents depending on their previous experience. Preservice teachers with minimal multicultural experience felt that they learned a lot from the course, whereas preservice teachers with more multicultural experience felt that the course fell short of their expectations.
|
16 |
Managing work attitudes of educators in schoolsMnguni, Themba Esther 03 July 2012 (has links)
D.Ed. / The White Paper on Education and Training (RSA, 1995:12) states that in many schools serving the majority of the population, there has been a precipitous decline in the quality of educational performance. The decline, amongst other things, is the result of ineffective school management and negative educators' work attitudes. Perhaps the most important challenge in improving the quality of education in South African schools is to prepare school managers and educators effectively to carry out their responsibilities in order to ensure that effective teaching and learning takes place. The White Paper on Education and Training (RSA, 1995:22) stresses the necessity of developing expertise and skills that will enable educators to stimulate learning. South Africa has introduced a new education system, Outcomes Based Education, that forms part of the government's plan to transform the country's education. In this way, the new generation will be better equipped for life (Lister, 1997:8). This means that educators need to adjust to a completely new way of teaching and school managers need additional skills and knowledge to manage the new education system effectively in their schools. Further, the new system of education, termed Curriculum 2005, gives an educator the room to create the kind of lessons that any creative educator would like to teach, and lessons should be designed to suit the learners. Curriculum 2005 introduces a remarkable amount of flexibility into the teaching process. 'Creativity' is the word that best encapsulates the new curriculum, which means that educators will have to be creative and committed (Lister, 1997:9). Whilst the new education system presents an exciting and stimulating challenge for educators and school managers, an inordinate amount of its success, rests on the positive work attitudes of educators, and effective school management.
|
17 |
Conceptions of curriculum and classroom practice : an ethnographic study of family life education teachersThomas, Christie Jane January 1990 (has links)
This ethnographic field study examined six female home economics teachers' conceptions of Family Life Education (FLE) curriculum, the perceived influences on these conceptions and the relationship of the conceptions to classroom practice. Data from classroom observations, interviews and selected documents were analyzed using a framework of conceptual categories from the literature of curriculum and of FLE, and two emergent analytic categories ("tensions and constraints" and "images of FLE curriculum practice").
Six curriculum conceptions were labelled according to the teachers' beliefs about the aims and purposes of FLE. Similarities were related to the nature of FLE subject matter, while differences suggested differing views of the educational enterprise. Although the teachers indicated that multiple factors had influenced their beliefs about FLE curriculum, all considered life experiences to have had the greatest impact, suggesting that the curriculum conceptions were personally derived and represent the teachers' personal visions of FLE curriculum.
The considerable consistency between the teachers' articulated beliefs and their classroom practice in this study implies that curriculum conceptions were significant influences on curriculum practice and confirms the belief in the field that the teacher is the FLE curriculum. Contextual factors (such as the institutional nature of schooling) appeared to mediate some beliefs and may have contributed to some inconsistencies between beliefs and practice and to the emergence of some unarticulated beliefs. For the most part, these factors were related to the subject matter itself and indicate that FLE teachers may experience some unique influences on their practice.
The images of curriculum practice provide insight into the role of beliefs in the translation of FLE curriculum in the classroom. Of particular significance was the extent to which these images reflected the influence of personal life experience. These images also situate teachers' beliefs about FLE curriculum within the classroom and indicate that teachers' beliefs interact with both the students and the subject matter of the curriculum. This interaction contributes to the character of the curriculum in use and suggests that while teachers' beliefs do play a central role in the translation of curriculum, other factors may also exert an influence. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate
|
18 |
The invitational attitude of teachers and the culture of teaching and learningNaidoo, Indira January 2002 (has links)
Submitted in fulfilment of the requirements for the Degree of DOCTOR OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 2002. / The aim of this investigation was to establish the effect of the invitational attitude of teachers on the culture of teaching and learning. This entailed a detailed literature study of the factors affecting the culture of teaching and learning at schools, viz. school related factors, factors in the family and living environment, societal factors and personal characteristics. A further literature study on the invitational attitude of teachers and its effect on the culture of teaching and learning at schools were done.
South African education is presently facing major challenges. It is widely recognised that it is essential to transform the apartheid-based system of the past into an egalitarian one. There were imbalances and inequalities amongst separate education departments. The blacks were the most disadvantaged. From the empirical investigation it was concluded that the quality of an education system is more dependent on the attitude of the teachers than any other single factor. The absence of a culture of teaching and learning in schools can be reversed by the inviting attitude of the teachers who by estabhshing a personal relationship, frees the learner to learn and leads him to adulthood.
For the purpose of the empirical investigation a prepared questionnaire was administered to 300 grade 12 learners of six secondary schools (two predominately black schools, two predominately coloured schools and two predominately Indian schools). The data obtained from the completed questionnaire were processed and analysed by means of descriptive and inferential statistics. Findings confirmed that the invitational attitude of teachers plays a significant role in promoting the culture of teaching and learning.
In conclusion, a summary and findings emanating from the literature study and the descriptive and inferential statistics were presented. Based on these findings the following recommendations were made:
❖ All teachers should be governed by a code of conduct that will prohibit unprofessional disinviting behaviour.
❖ All learners should be governed by a code of conduct that will enhance positive behaviour and attitude towards learning.
❖ Further research must be done regarding the invitational attitude of teachers and its effect on the culture of teaching and learning.
|
19 |
Multicultural preservice teacher educationTakahashi, Mika. January 1996 (has links)
No description available.
|
20 |
The practical argument staff development process, school culture and their effects on teachers' beliefs and classroom practice.Hamilton, Mary Lynn E. January 1989 (has links)
This qualitative study investigates the interaction among teachers' beliefs, their practices, and the practical argument staff development process in two schools and suggests how school culture may affect that interaction. The subjects for this study were the intermediate teachers from two of the schools participating in the OERI Study, A Study Teachers' Research-Based Instruction of Reading Comprehension (RIS). This study was designed to investigate the proposal in staff development/teacher change literature that conscious examination of beliefs facilitates teacher change. Furthermore, this study explores the importance of school culture to the success of a staff development program. Social interactivity may affect the change process. Data was gathered in a participant-observation process extending over an eight-month period. During that time, there were classroom and staff development process observations, formal and informal interviews with teachers and administrators, examination of audio/videotapes of events, dialogues with the research team, and documentation of each event with field notes. The findings are introduced through a description and interpretation of events in each of the two schools. They are established upon an understanding of how the participating teachers responded to change and to the staff development process, and how school culture affected those teachers and the process. The findings also incorporate the most recent research on teachers' beliefs, staff development, and school culture. They address the theory/practice dichotomy and its relation to change; teachers' beliefs about reading and teaching and their relationship to the teachers' involvement in the staff development program; the culture of each school; the practical argument staff development program, its organization, and presentation; and the relationship between the teachers' willingness to change and the school culture, teachers' beliefs, and the staff development process. This is a set of case studies about teachers in two schools with varied beliefs and backgrounds. Generalizations from this study, applied to other schools and/or staff development programs, may focus on an understanding of the influence of teachers' beliefs and school culture on a staff development program and the process of teacher change.
|
Page generated in 0.0992 seconds