Search results for: Teaching experience

Pre-service teacher education in England has been essentially school-based since 1992. The current paper offers a critique of this design from the perspective of a practitioner and researcher working in one of its most influential schemes. The fundamental problem described concerns an impoverished understanding of experience that underpins how beginning teachers are intended to learn in schools. The paper suggests that the ontological and epistemological dimensions of experience need to be brought into a dialogue if the potential of experiential learning for pre-service teachers is to be realised.

The goal of this article was to examine secondary mathematics cooperating teachers’ perceptions of the primary purposes of student teaching and their roles in accomplishing those purposes. The most common purposes were interacting with an experienced, practising teacher, having a real classroom experience, and experiencing and learning about classroom management. The most common roles were providing the space for experience, modeling, facilitating reflection, and sharing knowledge. The findings provided insights into the cooperating teachers’ perceptions about both what should be learned through student teaching and how it should be learned

The current study assessed the association between preservice teacher-related variables on measures of the Physical Educators' Intention toward Teaching Individuals with Disabilities II – Preservice Survey (PEITID-II-PS). 213 preserive physical education teachers ,who purposely selected from universities in China, Korea, and the United States, participated in the study. Results indicated that both intention and perceived behavioral control were predicted by teaching experience and perceived teaching competency.

This study systematically tracked a group of 37 pre-service teachers' evolving beliefs about and perceptions of themselves and their experiences through the varied phases of their professional placements involving steadily increasing levels of professional responsibility. The results indicated that the pre-service teachers' beliefs about good teaching evolved from a belief in being in control through expertise to a belief in being in control through charisma and building relationship with their students.