Making It Their Own: Preservice Teachers' Experiences, Beliefs, and Classroom Practices

Stuart, Carolyn; Thurlow, Deborah

doi:10.1177/002248710005100205

Cited by 226 publications

(166 citation statements)

References 31 publications

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“…There is a need for professional guidance by mentoring teachers to expose them to the theoretical and practical aspects of teaching that can play a significant role in changing their perspectives about the profession. In this way there would be a culture of collaborative problem-solving that would strengthen school/university partnership and illustrate the synergy between theory and practice (Stuart & Thurlow, 2000;de Leon -Carillo, 2007).…”

Section: Review Of the Relevant Literaturementioning

confidence: 99%

Pre-Service Beginning Teachers’ Beliefs, Expectations and Other Teacher Preparation Issues of the Practicum at the University of Trinidad and Tobago

Gowrie¹,

Ramdass²

2012

IJHE

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The study examined the extent to which there were changes in pre-service teachers' beliefs, expectations and other teacher preparation issues over a four-year period at the University of Trinidad and Tobago. The study was guided by the conceptual framework of Calderhead and Shorrock (1997) -the personal, critical, academic, practical and technical orientation -and compared pre-service teachers' reflections on these five components before and after their exposure to the practicum at the university. The participants in the study were 36 pre-service beginning teachers who were never exposed to any teacher training programme. There were 12 males and 24 females whose average ages were 24 years. Data were collected through in-depth semi-structured interviews at the beginning and the end of the four year period. The interview data were audio-taped and later transcribed in the tradition of grounded theory (Glaser and Strauss, 1967). Systematic coding was used to uncover key features and emerging themes from the first and second phases of the study. Five categories consistent with the conceptual framework of the study were identified: beliefs and expectations, mentorship support, resource adequacy, content and pedagogical knowledge and adequate classroom experiences. The findings suggested there were some changes in pre-service beliefs and expectations and other preparation issues. There were also mixed messages from the beginning teachers with regard to adequate resources, mentorship support and classroom experiences. Recommendations were made for the continuing professional development of these novice teachers.

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Section: Review Of the Relevant Literaturementioning

confidence: 99%

Pre-Service Beginning Teachers’ Beliefs, Expectations and Other Teacher Preparation Issues of the Practicum at the University of Trinidad and Tobago

Gowrie¹,

Ramdass²

2012

IJHE

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“…This material can offer insights into understanding their non-helpful attitudes and teachers' possible resistance to change them -despite their University training. Those memories can be used a material to be re-organized in their training curriculum, by taken into consideration during their academic training, as already proposed by various researchers (Pajares, 1992;Joram and Gabriele, 1998;Stuart and Thurlow, 2000).…”

Section: Discussionmentioning

confidence: 99%

“…In a study conducted by Joram and Gabriele (1998), it was found that taking into account preservice teachers' prior beliefs during university courses, has a serious impact on their beliefs about teaching and learning. Stuart and Thurlow (2000) redesigned the Mathematics and Science…”

Section: Introductionmentioning

confidence: 99%

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Untitled

2015

International Journal of Education and Practice

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Highlights: Explores the main thematic areas of student teachers' early episodic memories from their past school years.  Student teachers' episodic memories are rich and vivid and offer a valuable material for exercising in imagination new practices and methods.  University training has an impact in the organization of student teachers' episodic memoriesKeywords: Episodic memories, Student teachers, Mixed-method approach, Teachers' memories, Teachers' education. Contribution/ OriginalityThis study contributes in the (scarce) existing research concerning the episodic memories of student-teachers, concerning their past experiences as students. Our research, as bringing autobiographical memories material, contributes to our better understanding of student teachers' attitudes, fosters ideas in shaping effective teachers' training curricula and enables intercultural comparisons.

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“…Dunkin (2002) found that expert teachers were better able to identify important features of a task and to plan more quickly and efficiently because they are able to combine information from existing schemata to fit the particulars of a given lesson. Stuart and Thurlow (2000) argued that teacher education programs do not prepare teachers adequately. Novice teachers claimed that their undergraduate education programs do inadequately prepare them to face the demands of teaching in classrooms with increased numbers of children who do not speak English; children with inadequate family support for learning; students that unmotivated to learn; and students that alienated from school culture.…”

Section: Significance Of the Studymentioning

confidence: 99%

The Relationship between Iranian ELT Instructors’ Beliefs about Language Teaching and Their Practices in Real Classrooms

Mellati¹,

Fatemi²,

Motallebzadeh³

2013

ELT

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Teachers play different roles in multidimensional process of language teaching and their beliefs about language teaching might influence their practices. Donaghue (2003) stated that beliefs guide teachers in their practice. However, Argyris and Schon (1978) claimed that there is almost a discrepancy between teachers' beliefs about language teaching and their practices in the classrooms. Therefore, the present study investigated the relationship between Iranian ELT instructors' beliefs about language teaching and their real practices in classrooms. To achieve this goal, the researchers accidentally selected 369 Iranian ELT instructors and 512 Iranian students. To collect the required data, the researchers employed Teacher's Beliefs Questionnaire (TBQ) to elicit instructors' beliefs about language teaching and Students' Satisfaction Questionnaire (SSQ) to elicit to what extent Iranian instructors applied their beliefs in their practices. Besides, to verify the results of questionnaires, the researchers interviewed nine instructors. The results revealed a positive significant relationship (p≤0.05) between instructors' beliefs about language teaching and their real practices in classrooms. The findings proposed some applicable implications that can be applied by policy makers and curriculum designers to provide facilities to support reflective teaching and to improve teacher education programs.

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Making It Their Own: Preservice Teachers' Experiences, Beliefs, and Classroom Practices

Cited by 226 publications

References 31 publications

Pre-Service Beginning Teachers’ Beliefs, Expectations and Other Teacher Preparation Issues of the Practicum at the University of Trinidad and Tobago

Pre-Service Beginning Teachers’ Beliefs, Expectations and Other Teacher Preparation Issues of the Practicum at the University of Trinidad and Tobago

Untitled

The Relationship between Iranian ELT Instructors’ Beliefs about Language Teaching and Their Practices in Real Classrooms

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