The beliefs and perceptions of pre-service teachers enrolled in a subject-area dominant teacher education program about “Effective Education”

Özgün-Koca, S. Aslı; Şen, Ahmet İlhan

doi:10.1016/j.tate.2006.04.036

Cited by 52 publications

(24 citation statements)

References 17 publications

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“…A number of studies have found that beliefs about the usefulness and effectiveness of technology influenced whether teachers integrated technology into their teaching (Aslı Özgün-Koca & İlhan Şen, 2006;MacCallum, 2011). Teachers argue their reluctance to use technology as stemming from a concern for the educational well being of their students.…”

Section: Teacher Resistance To Technologymentioning

confidence: 99%

Blended Learning: How Teachers Balance the Blend of Online and Classroom Components

et al. 2014

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Despite teacher resistance to the use of technology in education, blended learning has increased rapidly, driven by evidence of its advantages over either online or classroom teaching alone. However, blended learning courses still fail to maximize the benefits this format offers. Much research has been conducted on various aspects of this problem, but only one other study has examined teaching practice in a blended course. Teachers using blended learning were interviewed about their use of online and classroom components and the reasons for their decisions. The online and classroom aspects of their course were analysed against a pedagogical framework of engagement strategies. Classroom components were found to be more highly valued by teachers than those online, an attitude largely driven by their perceptions that specific learning functions were best suited to particular formats. The courses themselves reflect these values. Most teachers used well-developed engagement strategies in their classroom teaching, compared to a minimal use of strategies online. Further, with one exception there was a lack of integration between online and classroom components. Blended learning will not fulfill its promise of better learning unless teachers can be encouraged to re-think and redesign courses that afford students more, and different learning experiences than those offered by either online or classroom alone. This paper adds to a small literature base examining what teachers actually do in blended learning, and signals steps that teachers and their institutions might take to build on the opportunities presented by blended learning.

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Section: Teacher Resistance To Technologymentioning

confidence: 99%

Blended Learning: How Teachers Balance the Blend of Online and Classroom Components

et al. 2014

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“…Even though prospective students list their preference for programs of study in which they would like to enroll, many of them may also include alternative programs in their list of preferences, which may require a lower minimum composite score than their first choice in order to ensure placement at a university. As a result, students are sometimes enrolled in programs, such as teacher education, that they do not really want to enter and they will not pursue a teaching career upon graduating from the university (Özgün- Koca & Şen, 2006).…”

Section: Participants and Contextmentioning

confidence: 99%

The pre-service teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students

Bekdemir

2010

Educ Stud Math

174

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“…Ozgun - Koca and Sen (2006), for example, examined pre-service teachers' beliefs and expectations about the teaching profession in the Turkey context. Their study focused on student-teachers' perceived changes in their perceptions at the end of their four-year programme.…”

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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The beliefs and perceptions of pre-service teachers enrolled in a subject-area dominant teacher education program about “Effective Education”

Cited by 52 publications

References 17 publications

Blended Learning: How Teachers Balance the Blend of Online and Classroom Components

Blended Learning: How Teachers Balance the Blend of Online and Classroom Components

The pre-service teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students

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

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