Camping

Looking back 1 on the day, when we went out camping withmy classmates, I am excited. It was an autumn day last year.The sky was high. The air was fresh. We set out2 to a mountain about100 miles away from our city. There at the foot of the mountain, wesett…     

Pre‐service confidence through microteaching

The techniques of methods course instruction through microteaching are described thoroughly in this article. Some supervisors might want to employ these techniques with their student teachers.     

Going Camping

i品弃菇策;端币馨嘿~~Going Camping@佚名 @谭文锋$我们的工作室~~     

The Self‐esteem of Pre‐service Physics Education Students

The self‐esteem as physics teachers of students taking pre‐service physics teacher education courses was investigated before and after the courses. It was found that students who dropped out from the courses had lower self‐esteem than either the students who satisfactorily completed them or similarly qualified students who did not take the courses. There was some evidence that learning pedagogical theory enhances self‐esteem if it takes place after practical teaching experience but has the opposite effect when taught first, in the absence of any practical teaching experience.     

Schooling as an Instrumental vs. a Terminal Value for Finnish 18‐Year‐Old Adolescents

Rauste‐von Wright, M. 1984. Schooling as an Instrumental vs. a Terminal Value for Finnish 18‐Year‐Old Adolescents. Scandinavian Journal of Educational Research 28, 187‐198. In the context of a longitudinal developmental study, 182 girls and boys were asked, at the ages of 15 and 18, about the importance of schooling to themselves personally. At both age levels 164 subjects considered schooling either to have an instrumental value (group I) or to be valuable in itself, i.e. to have a terminal value (group T). When the subjects were 15 years old, groups I and T did not differ on other variables. When they were 18 years old, group I (n = 71) and group T (n = 93) differed on several variables including life values, views of work, vocational intentions, desired standard of living, external vs. internal locus of control, leisure interests, smoking, sexual experiences, and attitudes towards the future. The differences formed a fairly consistent pattern, suggestive of two different types of orientation in life.     

Enhancing Curriculum Policy in Pre‐Five Mathematics: A tool for audit,a framework for development

This article draws on data from a larger study of the ‘goodness of fit’ between the mathematical curriculum policy operating in preschool settings and the content framework provided within the recent Scottish Guidelines for Mathematics for 5‐14‐year‐old children. The work was based in three pre‐five establishments within Strathclyde Region Education Authority, where staff agreed to help the researchers to try and understand the nature of existing mathematics policy.

In this article the focus is two‐fold. Firstly, a tool and process for eliciting the mathematical frameworks managers use in planning the curriculum is outlined. Examples of three frameworks produced by the tool are given and contextualized by other information on curriculum organization. Secondly, a simple model of four key elements which are central to developing and evaluating a curriculum policy is outlined.

The overall purpose of the article is to suggest that this tool and the resulting framework which has been developed may be of use to others in individual, collegiate and cross‐establishment curriculum analysis and development.     

Developmental Disharmonies and Pre‐school Setting Adaptation of Children

The aim of the investigations was to examine the course of adaptation process to the pre‐school setting and to establish the effect of developmental disharmonies on this process. The conceptual framework for the research was the Piaget's developmental theory and Bronfenbrenner's ecology of human development theory.

The data was gathered in a longitudinal study design. Indicators of developmental level in four areas (motor characteristics, adaptive behaviour, language and personal‐social development) evaluated with the Gesell Developmental Schedules were used as developmental quotients. Adaptation to pre‐school setting was measured with the aid of Schaefer and Aaronson's Classroom Inventory Preschool to Primary Scale (CBI) and observations of children and interviews with parents and pre‐school teachers. The sample included 76 children aged 3 to 4 years of age (39 boys, 37 girls).

The results show that children display some behaviour disorders during the entry phase to pre‐school setting and that serious developmental disharmonies were accompanied by these disorders.     

In Search of Quality in Finnish Pre‐School Education

This study was conducted during the academic year 2002–2003 in a municipality in Eastern Finland. It focuses on pre‐school education assessing its quality factors from the parents’, teachers’ and children’s points of view. Theoretically, the study focuses on analyses of the purposes of the national core curriculum and pedagogical issues that are related to understanding quality in pre‐school education. According to this study, parents, pre‐school teachers, and children are satisfied with pre‐school education in general. They all emphasize its importance for children’s development in the areas of cognitive and social skills and development. Results clearly show that pre‐school education should be revised to meet the needs of improvement in the area of co‐operation, the expectations of modern society, and the aims of the national curriculum. In addition, pre‐school education is still searching for its own cultural position in the area of Finnish school and daycare systems.     

A Professional Learning Experience for Pre‐service and In‐service Teachers and One Teacher Educator: reflections and lessons learned

Abstract

In this paper we reflect on our efforts during the 1992–93 academic school year to create a different type of teacher education experience — one based on active learning, and collegiality and mutuality. Drawing on a model for classroom‐based teacher development described by Thiessen (1992), we begin with an overview of how we worked to (a) improve the quality of learning for all participants; (b) create a supportive learning environment for all the stakeholders; (c) leant in the complex and changing situation of classroom life; (d) combine personally meaningful, educationally defensible and socially justifiable evaluation practices; and (e) engage in reflective, interactive and transformative experiences. After this we. describe tension we experienced, which resulted from a lack of shared vision among us and from our efforts to examine our own practice. We also explore how we tried to deal with the tension. We conclude with lessons learned from our experience which have led to new questions about teacher education reform.     

The Acquisition of Science‐related Attitudes and its Relationship to Pre‐student Teaching Experience

It is desirable that secondary school science teachers should, in addition to acquiring factual knowledge in the content area of science, also develop favourable science‐related attitudes. The present science teacher education programmes provided in Teachers’ Colleges in Nigeria make provisions for the acquisition of factual knowledge in science. However, it is assumed that positive science‐related attitudes would be incidentally acquired as secondary product of cognitive outcomes.

This paper is a report of a study in which an instructional package‐‐the Introductory Science Teacher Education (ISTE)‐‐was designed to promote in pre‐service science teachers the acquisition of favourable science‐related attitudes.

A trial administration of the ISTE was carried out in the study. Then the effect of the ISTE on students exposed to it was determined in terms of acquisition of science‐related attitudes and competence in lesson preparation.

The results obtained confirmed that the ISTE could produce better science‐related attitudes than the traditional science teacher education programme. The superiority of the effect of the ISTE on lesson preparation competence of pre‐service science teachers was also established in the study. Thus, a case is made for the need for such a package as the ISTE in science teacher education programmes.     

The Genesis and Evolution of Pre‐vocational Education: England

Abstract

In the following article, the author attempts to provide a skeleton overview of the movement for pre‐vocational education, stressing that present concern regarding such issues as the purpose of education and the extent to which a utilitarian approach is acceptable, school‐to‐work transition, and emphasis on particular work‐related skills have, in fact, formed a recurring debate dating back at least a century. Anxiety regarding Britain's hegemony over Europe, particularly Germany, has always featured in the debate, as has the issue of education versus training. Key educational legislation provides four key stages in the development of the debate, culminating in close examination of the implications of the Education Reform Act of 1988 for the Technical and Vocational Education Initiative (TVEI).     

Preparing Pre‐Service Primary Teachers to Teach Primary Science: A partnership‐based approach

This paper reports on the effectiveness of a professional partnership approach to preparing pre‐service primary teachers to teach science. The study involved final year BEd pre‐service primary teachers at the University of Tasmania, each working in the class of a volunteer colleague teacher. The programme provided an authentic science teaching experience in which pre‐service teachers were supported to plan and teach a sequence of work in a chosen science topic and reflect upon the experience. Many reported an initial lack of confidence in science and no experience with teaching it during their normal practice teaching. During 2007 and 2008, teachers from 17 schools in Northern Tasmania volunteered to work with the pre‐service teachers in their classrooms for one lesson a week over a six‐week period. The findings indicated that this approach was an effective way to build the confidence of pre‐service teachers and may also have benefits for practising teachers.     

Pre‐school Verbo‐sensory Motor Status as a Predictor of Educational Life‐courses and Self‐perceptions of Young Adults

During a 15‐year longitudinal study, 31 Finnish students (risk group) who had been identified as having deficiencies in reading and writing readiness at pre‐school through the German Breuer–Weuffen Differentiation Test were compared with their peers (n = 62) in order to study long‐term differences that emerged at the starting point of the study. In 1999, the students in the risk group were found to achieve significantly lower final school grades and they also had lower perceptions of their own scholastic competence. In 2005, students in the risk group perceived themselves as less competent than their peers in social acceptance, sense of global self‐worth areas and in the strength‐perceptions related to mathematical thinking, learning skills, and self‐regulation. Path analyses showed that verbo‐sensory motor status measured at pre‐school age had long‐term effects on participants’ educational life‐course and global self‐worth. Possible explanations of the findings and implications for early identification are discussed.     

From Pre‐school to Primary School: When different contexts meet

The study aimed to investigate the pedagogy and beliefs of Icelandic pre‐school and first‐grade teachers during times of immense changes in the policy and trends of early childhood education. The practices of 2 pre‐school teachers working with the oldest pre‐school children and 2 primary school teachers working with the youngest primary school children were examined. Qualitative methods were used, including participant observations, interviews, and document collection. The results of the study show differences in the practices of the two pairs of teachers and the social contexts that influenced the teachers' practices. The degree of control the teachers had over their work varied between school levels and the degree of control the children had over their learning also varied between school levels. The results indicate that the downward pressure of academic subjects is becoming evident.     

Exploring the Popperian Framework in a Pre‐service Teacher Education Program

The study reported in this article is derived from a critical analysis of the work of 28 pre‐service teachers enrolled in the course “Teaching elementary language arts” in a Bachelor of Education concurrent program in a southern State university. The pre‐service teachers were taught how to use an innovative knowledge‐building framework based on the ideas of the philosopher of science, Karl Popper. Two samples of pre‐service teachers’ writing were analyzed to provide evidence of whether they support the occurrence of growth and development of professional knowledge. This study provides some indication of Popper’s framework potential as an effective critical analysis framework for achieving this goal.