Formal pre‐service training has been shown to be effective in building teacher self‐efficacy beliefs. However, the impact of other, less formal, ‘teacher‐like’ pre‐service experiences on the formation of efficacy beliefs has not previously been investigated. This study examines the associations between both formal and informal formative pre‐service experiences and teacher self‐efficacy. In addition, the effect of years of teaching experience on these associations was investigated. Three hundred fifteen teachers of general and Judaic studies in Jewish day schools in the USA responded to a survey about their formal pre‐service experiences; informal experiences as youth advisors, camp counsellors and childcare supervisors; and two measures of teacher self‐efficacy. Formal pre‐service training and positive student‐teaching experiences, as well as each of the three informal experiences, were found to be associated with positive teacher self‐efficacy. Interestingly, formal and informal pre‐service experiences appear to be associated with different aspects of teacher self‐efficacy. Formal teacher training was most strongly associated with efficacy for instructional practices, while the positive informal experiences were most strongly associated with efficacy for student engagement. The potential impact of both formal and informal experiences did not appear to fade over time. On the contrary, for those variables where an interaction with years of teaching was detected, it was the efficacy beliefs of the most senior teachers that were most related to their pre‐service experiences. These findings have important implications for the practice of both teacher trainers and those charged with recruiting and supporting teachers. 相似文献
This study approaches teacher learning from a dialogical viewpoint where lecturers’ voices used in a training course context reflect how lecturers generated new professional discourse. The design of the training course considered the analysis of several critical incidents (CIs) in online teaching. An analytical framework based on lecturers’ discourse and ways of thinking about teaching was used to identify types of renaming teaching practice. The empirical element of the study analysed the written utterances about teaching provided by 12 online instructors in order to determine what kinds of new discourse emerged during the analysis of 15 CIs in online teaching. Results showed that local discourse is the lecturers’ most commonly used discourse, prototypical incidents generated more professional discourse than personal and real CIs, and professional discourse can be created by means of at least nine different ways of articulating discourse. On the basis of these results, some pedagogical implications for lecturer learning are discussed. 相似文献
Purpose: The aim of this paper is to compare the extension services offered in the field of organic agriculture (OA) in Baden-Württemberg (BW), Germany and Crete, Greece.
Design/methodology approach: 16 in-depth interviews, 10 in BW and 6 in Crete, were carried out with representatives of OA extension providers; interviews were qualitatively analyzed and overall results compared between the two areas.
Findings: The structure along with extensionists' capacities and methods employed are rich, appropriate, and well functioning in BW. On the contrary, poor structure, lack of networking and facilitation in Crete jeopardizes extension performance and impact. Practical implications: Contrary to BW, the situation in Grete does not allow for much optimism concerning the successful development of OA and the implementation of European Innovation Partnerships.
Theoretical implications: Further elaboration of the characteristics of extension/advisory services and their interlinkages, including the role of the state in facilitating pluralistic services, is needed.
Originality/value: The paper demonstrates the importance of the structure of extension services and the central facilitation role of the state; furthermore, the interdependency of structure, capacity and the methods employed is demonstrated which, in turn, influences extension performance and impact especially networking and facilitation for social learning and innovation co-creation. 相似文献
This article seeks to present an original and distinct contribution to the literature on internationalisation of Higher Education, by focusing on the very mundane processes through which agreement is reached on the nuts and bolts of the enactment of ‘internationalisation’, and the nature of ‘internationalisation’ as an experience, not just for students, about whom there is quite an extensive literature, but for the academics and administrators responsible for bringing it into being. It thus aims to provide an alternative understanding of internationalisation of Higher Education from that most commonly found in macro-level studies, through a focus on how internationalisation is creating a new set of cross-national shared institutional practices. 相似文献
Teacher training for developing nation contexts is often conducted in short, intensive inside and outside-of-country programmes. Concerns have been raised in relation to the uncritical take-up of the western-centric material provided by these programmes, which are usually funded by national and international government organizations. This paper explores an approach used in an outside-of-country teacher training programme funded by an Australian government grant. The research focused on teacher trainers from the Monastic education system and their reflections on whether critical literacy approaches could be incorporated into curriculum in Myanmar. It used a Bakhtinian framework to analyse the teacher trainers’ ideological environments and their hybridizations of critical literacy discourses for their own contexts. It was found that while the teacher trainers were passionate about the worth of developing critical literacy skills for their teachers and pupils, they struggled with a range of constraints that existed for them within their country. The research illustrated the importance of providing spaces for participants in programmes such as these to critically reflect on the relevance of non-government organization (NGO) and international non-government organization (INGO) training programmes, especially in light of the multiple challenges that are a part of their everyday lives. 相似文献