Student teachers’ attitudes towards cooperative learning in inclusive education

European Journal of Psychology of Education - Past research points to cooperative learning as a potentially effective means of fostering the academic and social development of students in inclusive...     

Student teachers’ and in-service teachers’ peer learning: a realist synthesis

The aim of this review in the form of a realist synthesis is to understand what makes peer (student) teacher learning activities effective. Three types of peer learning were explored: collaborative, coaching, and assessment activities. Hypotheses were developed and tested against a set of 63 studies. These hypotheses indicated what mechanisms (i.e., characteristics of the activities) would influence the effectiveness of the activities and which contexts (i.e., factors) influenced this process. Findings showed that activities wherein participants gain subject matter and pedagogical content knowledge and apply this into practice made such learning effective. Peer learning is also reinforced by facilitators, reflection, and feedback, and influenced by personal and interpersonal factors. The main contribution of this realist synthesis is the practical implications for developers of peer learning activities, for school leaders and teacher educators, and for (student) teachers.     

Israeli high school teachers’ perceptions and attitudes towards a pedagogy of inclusion

The aim of this study was to investigate attitudes of teachers towards a pedagogy of inclusion in their classroom, focusing on differences between teachers in schools with lower socioeconomic status (SES) populations and those in schools with more affluent students, and between homeroom as opposed to subject teachers. Our study population consisted of 214 teachers from Jewish secondary schools (7th through 12th grade) in Israel's state school system. The schools surveyed were classified by socioeconomic level (high, intermediate, or low). The study demonstrates that teachers in low-SES schools report more inclusive attitudes and behaviour than do teachers in high-SES schools. Another key finding was that homeroom teachers self-report greater inclusiveness than do subject teachers. This finding is very important for the Israeli high school system, since subject teachers constitute roughly 70% of its teaching personnel, whereas students engage with homeroom teachers, on average, no more than 10% of their time in school. In the context of exclusive practices, we found a lack of differentiation between various types of behavioural problems: teachers responded to aggressive or disruptive behaviour in the same manner as they would handle disengagement, truancy, or learning avoidance. Finally, with regard to the form of punishment imposed by schools, a common response encountered in this study was the withholding of remedial instruction in response to problematic behaviour.     

Student teachers’ perceptions of their mentors as internal triggers for learning

This study used responses of 20 student teachers to describe the different ways in which student teachers perceive the practice of their mentors as internal triggers for learning in their practicum experiences in the schools. Reported observations from pedagogical journals of student teachers were described according to various kinds of teaching knowledge and skills and were further categorized as providing either support or challenge to student teachers’ perceptions of learning to teach. The student teachers identified support and challenge in each one of the categories of teaching knowledge and skills, thereby supplying evidence for different kinds of emotional and cognitive triggers for learning. Based on the findings, we make some recommendations for supervision of mentoring relationships.     

Student achievement and elementary teachers’ perceptions of school climate

Teachers’ perceptions of school climate in 59 elementary schools were assessed using a modified version of the School-Level Environment Questionnaire (SLEQ). Using structural equation modelling, a statistically significant, positive relationship was found between school mean teachers’ perceptions of school climate and school mean student achievement. A second model showed that school and community context variables mediated that relationship. In schools in high socioeconomic status (SES) communities, the influence of school climate on student achievement was stronger than it was for schools in lower SES communities. Recommendations for further examination of the relationships are also made.     

Identifying exemplary science teachers through students’ perceptions of their learning environment

The purpose of this study was to examine students’ psychosocial perceptions of their science classroom learning environment in order to identify exemplary teachers. This mixed-method study used the valid and reliable What Is Happening In this Class? (WIHIC) questionnaire with over 3,000 middle school students in 150 classrooms in Australia. Exemplary teachers were defined as those whose students’ perceptions were more than one standard deviation above the mean for three of the five scales of Student Cohesiveness, Teacher Support, Involvement, Task Orientation and Equity. The reliability of the WIHIC scales ranged from 0.75 to 0.87. Eta² showed that the WIHIC was able to distinguish between the perceptions of the students in the classroom. The construct validity of the WIHIC for identifying these exemplary teachers was confirmed through interviews with students and these views are reported in the article.     

Accounting for discrepancies in teachers’ attitudes towards evidence use and actual instances of evidence use in schools

While beneficial, the consistent and regular use of evidence to improve teaching and learning is proving difficult to achieve in practice. This paper attempts to shed new light on this issue by examining the question: ‘If using evidence to inform teaching practice is rational behaviour, why aren’t all teachers engaged in it?’ It first explores whether the evidence-informed practice (EIP) beliefs and perspectives of teachers align with their evidence-use behaviours; second it assesses what factors prevent teachers/schools that wish to engage in EIP from doing so. Using a Gradient Boosted Tree predictive model to analyse data from a survey of 696 practitioners in 79 schools, the findings suggest that, to increase EIP, school leaders need to: (1) promote the vision for evidence use; (2) illustrate how research enhances aspects of teaching and learning; and (3) establish effective learning environments. School leaders’ broader commitment to EIP, and the interplay between EIP and accountability are also explored.     

Personal Teaching Efficacy and Its Sources: Student teachers’ perceptions

Teachers’ confidence in their ability to perform the actions that lead to student learning is one of the few individual characteristics that predicts teacher practice and student outcomes. Teachers and especially student teachers need strong efficacy beliefs in order to continue teaching during in‐service education. The current study explores the factors that precede student teachers’ beliefs of teaching efficacy and determine their conviction that they can influence instructional strategies, classroom management, and students’ engagement. In the study 198 fourth‐year students from two primary education departments in Greece completed a Teacher Efficacy Sources Inventory and a Teachers’ Sense of Efficacy Scale. It was found that self‐perceptions of teaching competence, personal characteristics, and motivation for teaching were contributory factors to teaching efficacy. The search for this type of information from student teachers is based on the assumption that feedback from students comprises a substantive factor in relation to the evaluation and improvement of teacher training programmes.     

Fighting baddies and collecting bananas: teachers’ perceptions of games-based literacy learning

This paper discusses how practicing teachers conceptualize commercial off the shelf (COTS) videogames within classroom-based English language arts instruction. Understanding how today’s teachers perceive virtual worlds and videogames as an instructional tool for schema building within literacy development will help researchers better understand ways to structure games-based learning in classroom environments. Data for this study were drawn from case study research of a graduate pilot course focusing on the intersections of virtual worlds, popular culture, and literacy instruction. Findings indicate that a limited understanding of videogames and virtual worlds does not hinder practicing teachers from desiring to create engaging units of study using videogames as a schema building tool. However, teachers feel that using videogames for schema building in the classroom will lead to negative perceptions of how they are viewed as teachers. This is compounded by the perception that they will not receive adequate financial support in the form of professional development from administration, nor will they receive monies for technological support to implement within instruction. However, despite these findings, teachers desire to use games-based learning and implement it as a schema building exercises with their students.     

Evolution of pre-service teachers’ attitudes towards learning science during an introductory science unit

Primary teachers, despite their critical role in fostering student interest in science, lack confidence and have negative attitudes towards teaching science, with this trend starting during initial teacher education. Though research on attitudes towards teaching science is well established, less is known about attitudes towards learning science. In order to advance our understanding in this area, this study mapped the entry and evolution of attitudinal profiles towards learning science of 108 primary education pre-service teachers undertaking a first-year science unit. Participants completed an online survey tapping on self-determination, grade motivation, self-efficacy, difficulty, interest, anxiety and enjoyment in science before the commencement of the unit (T1) and at the end of it (T2). Clustering methods were used to group participants into homogenous attitudinal profiles at both points in time. Subsequently, daughter profile analysis was used to examine qualitative changes in final profiles respective to entry. Four distinct attitudinal profiles were identified with 47% of the participants exhibiting the least favourable profiles at the start of the science unit. Migration (T1 to T2) was more prevalent from the least to the most favourable profiles, however, it did occur in the opposite direction. Findings revealed that, though pre-service teachers increased their confidence in their ability to learn science, their self-determination decreased in all but one of the eight resulting daughter profiles.     

Preschool teachers’ perceptions of school learning environment and job satisfaction

We report a survey of 100 preschool teachers from 15 preschools in Singapore using a modified instrument called the Pre-School Level Environment Questionnaire. The aims were to explore differences in actual and preferred perceptions of preschool teachers’ school-level environment and to investigate the relationship among preschool teachers’ profile, preschool learning environments and job satisfaction. Quantitative data using paired samples t tests indicated that there were significant differences in teachers’ actual and preferred perceptions of their preschool learning environments except for the scale of Work Pressure. Logistic regression revealed a positive influence of Resource Adequacy on preschool teachers’ job satisfaction.     

Teachers’ perceptions of and attitudes towards performance appraisal in Zimbabwean schools

Abstract

This article reports on an empirical investigation of Zimbabwean teachers’ attitudes towards Performance Appraisal (PA) as a model of staff supervision and the resultant impact on their motivation and performance. A survey design was used to gather data by means of a questionnaire containing ninety one precoded response items on the concepts of supervision and PA, induction programmes, PA interviews and teachers’ attitudes to PA. The responses of fifty two teachers out of a sample of sixty revealed that on the whole teachers are positively motivated by staff supervision models which seek to develop their pedagogical skills and therefore tend to enhance their performance with a view to improving education and attaining educational goals. The research revealed that PA should be collaborative, transparent, dialogical and accountable. Models which are judgmental and call for close and constant supervision are unpopular.     

Education with production in Zimbabwe: an evaluation of teachers’ and pupils’ attitudes and perceptions

The terms community development and lifelong learning have been in use for several decades and refer to different areas within the field of adult education. This paper sets out to explore the relationship between these two concepts. It examines the ways in which community development work contributes to the development of an overall system of lifelong education. Recent writing on the idea of the learning society points towards a more holistic view of education, which acknowledges learning in all its forms and venues and which values the many and varied ways in which people learn. The nature of this rapidly changing society demands that individuals and communities take up this challenge, so that they can play their part in shaping the future. This paper is based on research which was carried out in the early 1990s, under the auspices of the Community Research and Development Centre, by one of the authors (RM) as part of a DPhil study. It was constructed with a view to exploring the need for a more holistic, integrated approach to meeting the educational needs of those involved in adult education, community development and community regeneration in Belfast. The research set out to investigate the relationship between the various forms of learning, through an examination of organizations engaged in providing formal, non‐formal and informal adult learning opportunities in Belfast. The results confirm that traditional providers of adult education no longer hold a monopoly over learning and that there is an emerging sector of community and voluntary organizations engaged in providing learning opportunities for adults in their communities. There is some indication that whilst the relationship between traditional and non‐traditional providers is complex, the opportunities for learning which they offer are complementary. The voluntary and community sector emphasizes issue‐based and action‐oriented learning within a democratic, participative culture. Non‐formal providers often seek to support such groups, by providing more structured learning situations. Their programmes frequently offer an alternative adult education to that of the formal providers, who are more concerned with traditional ‘liberal adult education’. Whilst formal providers may try to be more community‐based, they are severely confined by their bureaucratic, hierarchic structure. Informal providers, however, also offer opportunities for more formal adult learning opportunities, through links with formal providers. The existence of this network suggests the basis for a system of lifelong education, which incorporates the range of adult learning opportunities.     

Irish mathematics teachers’ attitudes towards inclusion

This paper through the theoretical framework of constructive attitude theory explores mathematics teachers’ attitudes and pedagogical strategies with reference to inclusive practice. The authors argue that though teachers may have formed positive inclusive attitudes, the translation of these into practice does not always occur and poses significant challenges.     

Student teachers’ mathematics attitudes,authentic investigations and use of metacognitive tools

Based on findings from a semester-long study, this article examines the development of Samoan prospective teachers’ mathematical understandings and mathematics attitudes when investigating authentic contexts and applying working mathematically processes, mental computations and problem-solving strategies to find solutions of problems. The prospective teachers had enrolled for the second time (having failed their first attempt), in the first-year mathematics methods course of a 2-year Diploma of Education (Primary) programme. The group also included those enrolled in the Diploma of Education (Early Childhood and Special Needs) programmes, who recognizing their own limited understanding of mathematics would ordinarily shy away from opportunities for improvement. Given the negative mathematical and learning experiences, this group was ideal to engage in innovative and creative approaches that would make mathematics learning more meaningful and contextual in a Samoan environment. Only data from the attitudinal questionnaires and interviews are presented in this article. Main findings have implications for teaching and learning mathematics.     

Student and novice teachers’ stories about collaborative learning implementation

Despite the research evidence on the effectiveness of collaborative learning (CL), the implementation of this teaching strategy has not yet found a profound place in teaching practice. As a consequence, several studies have investigated teachers’ motives regarding and experiences with the use of CL. Most of these studies concern however senior teachers, whereas new generations of teachers are important actors in the process of educational innovation. Hence, it is crucial to explore novice teachers’ stories about CL implementation: what motivates them to implement this teaching strategy, what hinders them and how do they handle the challenges they are confronted with? The answers to these questions may provide useful information for improving the teacher education curriculum regarding CL. In this respect, the present study intends to study pre-service and beginning teachers’ experiences with CL in classroom practice, after a formal training pertaining to CL as part of their teacher education programme. The aim is to identify the main challenges student and novice teachers encounter when they want to implement CL in their teaching practice, and how they position themselves in these challenges. A qualitative case study design with in-depth interviews in the Flemish context (Belgium) was used to gain access to the particular experiences of each teacher, and to the processes of interpretation and meaning-making that go with those experiences. Participants were interviewed individually one week before graduation (n?=?15). After at least half a year of experience in the teaching profession, 10 participants were interviewed for a second time. In the present study, we present the results from a cross-case analysis, using the method of constant comparative analysis to identify similarities or differences, and to capture recurring patterns within the data. The findings reveal several dilemmas that illustrate the conflicting options teachers are facing in relation to their colleagues, their pupils, the curriculum and in the classroom context when they intend to implement CL. In particular, the following dilemmas were identified: two dilemmas related to professional autonomy (student teachers: teacher autonomy vs. pre-service performance assessment; novice teachers: teacher autonomy vs. institutional conformity), further dilemmas related to teachers’ beliefs about pupils’ readiness for CL vs. evidence about pupils’ readiness for CL, investing in innovation vs. curriculum and job pressure, and pedagogical intentions vs. contextual constraints. In most conflicting situations, student and novice teachers position themselves in the challenge by opting for non-implementation.     

Student teachers’ emotional landscapes in self- and co-regulated learning

Self- and co-regulation are central elements in skillful student-teacher learning. Studies have confirmed the interrelation between positive academic emotions and student engagement in self-regulated learning. There are also indicators of student-teachers experiencing co-regulative learning activities as highly significant. Yet, we know surprisingly little about the emotional landscape of the self- and co-regulation of learning among student-teachers. Hence, in this study, we explore the kinds of academic emotions that primary school student-teachers experience during self- and co-regulated learning. Altogether 19 Finnish primary school student-teachers were interviewed. The data were qualitatively content analyzed. The results showed that both self- and co-regulated learning experiences were emotionally activating. Student-teachers reported primarily positive emotions (80%) in self- and co-regulated learning. The results also showed that positive activating emotions, such as enthusiasm, were emphasized in all regulatory phases: goal setting and task analysis, strategy use and monitoring, and reflection. Our findings on the high frequency of various positive emotions embedded in self- and co-regulated learning confirmed that positive activating emotions are essential elements in student-teachers self- and co-regulated learning. The findings imply that self- and co-regulated learning can trigger a positive cycle in student-teacher learning in terms of both emotions and productive learning.     

Preservice mathematics teachers’ beliefs about peer feedback,perceptions of their peer feedback message,and emotions as predictors of peer feedback accuracy and comprehension of the learning task

Peer feedback is increasingly used to train assessment skills in teacher-training programs. However, studies investigating the roles of peer feedback providers’ beliefs about peer feedback provision, their perceptions of their peer feedback message and their experienced emotions are still limited. This study aimed to explore how peer feedback accuracy and providers’ comprehension of the learning task were related to these characteristics. Analysis of peer feedback provided by 53 preservice mathematics teachers revealed that peer feedback accuracy was predicted by cognitive-verification, cognitive elaboration and self-efficacy types of peer feedback. Providers’ perceptions of their peer feedback message and anxiety also predicted peer feedback accuracy. No evidence was found that peer feedback related beliefs and perceptions predicted providers’ comprehension of the learning task.     

Pre-service English teachers’ perceptions and practice of field experience and professional learning from expert teachers’ mentoring

Though it is well known that pre-service teachers’ field experiences are recognized as key to enhancing teaching practice, Taiwanese pre-service teachers who take ‘Teaching Methods and Materials’ in elementary school’s seven areas often complain that they lack field experience. They do not have the opportunity to experience teaching demonstrations among real elementary school students. This case study discusses 35 pre-service English teachers’ professional learning and the field experience they acquired from expert teachers in the Teaching Methods and Materials of English in the Elementary School course in Taiwan. Data in this study include: (1) observation notes, (2) lesson plans, worksheets, and teaching materials, (3) videos on teaching demonstrations, (4) conversation notes on lesson planning, (5) the class syllabus, (6) semi-structured interviews with expert teachers, and (7) participants’ reflections on their mentoring experience. Participants held positive attitudes toward the mentoring experience and their expert teachers. Because it helped them combine their knowledge of the classroom context, lesson plan content, instructional pedagogy, and their students, these 35 participants regarded teaching practice as more beneficial than observing expert teachers’ instructions and having conversation with expert teachers after teaching practice. In addition to mentored field experience, online discussions and seminars on topics are suggested for inclusion in mentoring activities.