Understandings, Beliefs, and Reported Decision Making of First-Year Teachers from Different Reading Teacher Preparation Programs

Maloch, Beth; Flint, Amy Seely; Eldridge, Deborah B.; Harmon, Janis M.; Loven, Rachelle; Fine, Joyce C.; Bryant-Shanklin, Mona; Martínez, Miriam

doi:10.1086/499734

Cited by 79 publications

(45 citation statements)

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“…Whitehead 2016). For example, teachers who find themselves in professional settings heavily controlled by external stakeholders or external directives may default to classroom practices that have become routinized and habitual, utilizing metacognition in far fewer instances (Maloch et al 2003;Valli and Buese 2007). Conversely, teachers who are in less constrained, non-routinized situations must make more decisions and therefore may require a higher degree of metacognition.…”

Section: Conceptualizing Teacher Metacognitionmentioning

confidence: 99%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions and interviews and, subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy and applied linguistics.

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Section: Conceptualizing Teacher Metacognitionmentioning

confidence: 99%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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“…However, researchers found that mastery experiences in the domain of reading did impact pre-service teachers' content knowledge. In fact, preservice teachers who were exposed to real world mastery experiences, such as reading tutoring, were more likely to have a higher ability to respond to individual student needs (Maloch et al 2003;Worthy and Prater 1998) and put theory they were learning at their university into practice (Fang and Ashley 2004). Likewise, pre-service teachers who tutored were reflective and analytical about teaching and were able to create questions that could define future learning (Hedrick et al 2000).…”

Section: Lack Of Change or Negative Change In Pre-service Teacher Effmentioning

confidence: 99%

Pre-Service Reading Teacher Efficacy and Tutoring: A Review

Haverback

Parault

2008

Educ Psychol Rev

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Teachers' personal self-efficacy about their ability to motivate students and encourage learning has been shown to affect the classroom they create and student achievement. Therefore, research has been conducted on ways to increase teacher efficacy for in-service and pre-service teachers. One area of research that has been explored is the impact of field experiences on pre-service teachers. This review explores the research on field experiences and tutoring as well as the role these different experiences may play in pre-service teacher efficacy and knowledge of teaching reading. Overall, researchers have found that field experiences have varying effects on efficacy; however, researchers have found that tutoring field experiences in particular have been found to have a positive impact on pre-service teachers' abilities to teach a particular content (e.g., reading) to the individual student and to put theory into practice. On the whole, this literature review suggests that we currently lack research exploring the possible benefits of simultaneously impacting efficacy and reading knowledge in pre-service teachers through tutoring.

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“…Μελέτες, ωστόσο, καταδεικνύουν ότι οι πεποιθήσεις διδακτικής αποτελεσματικότητας για αυτή είναι σημαντικές και μπορούν να συνεισφέρουν θετικά στην αναγνωστική ικανότητα και τα αναγνωστικά κίνητρα των μαθητών (Guo et al, 2010;Guo et al, 2013;Szabo & Mokhtari, 2004). Εκπαιδευτικοί με ισχυρή αίσθηση αποτελεσματικότητας για την αναγνωστική διδασκαλία είναι ανοικτοί σε νέες ιδέες και είναι προθυμότεροι να πειραματιστούν με καινοτόμες αναγνωστικές μεθόδους για να ανταποκριθούν καλύτερα στις ατομικές εκπαιδευτικές ανάγκες των μαθητών τους (Maloch, Flint, & Eldridge, 2003;Szabo & Mokhtari, 2004) και να επιμείνουν όταν οι μαθητές τους αντιμετωπίζουν δυσκολίες (Allinder, 1994). Επίσης, είναι σίγουροι για τη διδακτική τους ικανότητα, όπως επίσης και για τις δυνατότητές τους να επιφέρουν θετικές αλλαγές στην αναγνωστική συμπεριφορά των μαθητών τους μέσω των διδακτικών τους παρεμβάσεων.…”

Section: εισαγωγήunclassified

Κατασκευή, Ανάπτυξη Και Ψυχομετρική Αξιολόγηση Κλίμακας Για Την Εκτίμηση Της Αυτοαποτελεσματικότητας Των Εκπαιδευτικών Στη Διδασκαλία Της Ανάγνωσης

Mastrothanasis¹

2018

HJRE

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Η παρούσα εργασία έχει ως στόχο την κατασκευή και τον ψυχομετρικό έλεγχο μιας κλίμακας αυτοαναφοράς με την ονομασία “Αίσθηση Εκπαιδευτικής Αποτελεσματικότητας στην Ανάγνωση”. Το εργαλείο αυτό έχει σκοπό την εκτίμηση των πεποιθήσεων αυτοαποτελεσματικότας των δασκάλων στη διδασκαλία της ανάγνωσης, έχοντας ως βάση την κοινωνικογνωστική θεωρία για την αυτοαποτελεσματικότητα του Bandura.Η ανάπτυξη της κλίμακας περιέλαβε την εξέταση της εγκυρότητας της εννοιολογικής της κατασκευής και την αξιολόγηση της αξιοπιστίας της, απ΄ όπου προέκυψε μια αξιόπιστη και αξιολογήσιμη δομή δύο παραγόντων. Ως συστατικά στοιχεία περιλαμβάνει το κριτήριο της αίσθησης διδακτικής αυτεπάρκειας και της αίσθησης αποτελεσματικότητας στην επιρροή των προσδοκώμενων αποτελεσμάτων. Τέλος, παρέχονται οδηγίες για τη βαθμολόγηση του εργαλείου και προτείνονται τρόποι ερμηνείας των αποτελεσμάτων του.

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Understandings, Beliefs, and Reported Decision Making of First-Year Teachers from Different Reading Teacher Preparation Programs

Cited by 79 publications

References 0 publications

Metacognition in Language Learning and Teaching

Metacognition in Language Learning and Teaching

Pre-Service Reading Teacher Efficacy and Tutoring: A Review

Κατασκευή, Ανάπτυξη Και Ψυχομετρική Αξιολόγηση Κλίμακας Για Την Εκτίμηση Της Αυτοαποτελεσματικότητας Των Εκπαιδευτικών Στη Διδασκαλία Της Ανάγνωσης

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