Search results for: Gender

This study explored how pre-service teachers’ motivation and their sense of teaching efficacy influence their expectation about reality shock during the first year of professional teaching. The results revealed that the pre-service teachers’ expectation of reality shock was negatively related to teacher efficacy and intrinsic motivation while it was positively related to introjected and external motivation. Furthermore, it was found that pre-service teachers’ sense of efficacy and introjected motivation were strong predictors of their expectation of reality shock, when gender difference was controlled for.

The authors are four preservice teacher educators who became collaborators and co-researchers to explore their preservice teachers' attitudes toward science and mathematics. The authors found significant differences among the PTs in the program, both in terms of their attitudes and prior experiences of science and math education, and in their confidence in engaging their students in these subjects. This collaborative research project provided two avenues for professional learning: the findings we established from the data collected from the PTs and the actual experience of collaborating and learning about each others’ philosophical stances.

This article examined across 15 countries to what extent primary teacher education can be regarded as effective and the possible reasons for inequity. The effectiveness of teacher education was examined by taking two indicators into account: future teachers’ mean achievement on a paper-and-pencil test as an indicator of quality, and the variability of teacher achievement due to background characteristics as an indicator of equity. The authors conclude that none of the TEDS-M countries was successful on both indicators of teacher education effectiveness with respect to background characteristics, gender, and language. Singapore and Taiwan may be regarded as the most effective teacher education systems, with high achievement and gender equity on MPCK and high achievement and language.

This research project grew out of the author's desire to address and transform her experience as a Black, female teacher educator in a White settler province and country. Along with self-study methodology, the author uses critical race theory and feminist post-structural theory to analyze the construction of her racial identity and relations of power in a White settler society.The author concludes that empathy, validation and acceptance from colleagues have buoyed her confidence as she searches for ways to narrow the racial and cultural divide between self and other in order to build collaborative relationships with students. Three important tools that have proved highly effective are critical race theory, critical pedagogy, and feminist post-structuralist theory.