Professional Documents
Culture Documents
The idea behind this endeavor was two fold; first to provide
retention; sustainability
References
Study in Contrast
Reading
Leyla Tercanlioglu
Southampton University
<l.tercanlioglu@soton.ac.uk>
Abstract
The study reported here aims to deepen our understanding of what
so. The findings suggest that they believe good reading teachers
education they get (Brookhart & Loadman, 1996). It has also been
Literature review
activity for its own sake (Harter, 1981; Deci & Ryan, 1985).
Doyle & Kim, 1995) have also found that ESL pre-service teachers
On the other hand, young people may select teaching for extrinsic
for choosing teaching. The study showed that the criteria for
stimulation.
Pre-service teachers' perceptions within the theoretical
framework of reading
good reader," reflects the reader's perception that s/he has the
the students' understanding of how well they read and how they
Newman, 1993).
how these may change over time and between genders, but it seems
language.
for'" and "done to" pre-service teachers, yet they are the ones
what they think, feel, and know about various aspects of their
out what were the important teaching competencies and what their
relative order of importance was, in order to guide a teacher
them as teachers.[-3-]
The Study
The review of related research shows that no study has yet been
inquiry:
teachers of reading?
as readers?
teachers.
Participants
88 and fourth N= 44) took part in the study. All of them speak
Measures
Psychological
PS 8 Reading makes me feel happy inside.
states
Progress P 9 hard as I
used to.
was used. One item (Item 38) was worded negatively. Scale
sample (0.56.).
Teacher-educator questionnaire. To examine the beliefs and
3).
Procedure
researcher.[-5-]
Data analysis
The data analysis was conducted using SPSS 10.0, and basic
Whitney U statistics.
question 4).
Results
statistics (n=132)
Correlation coefficient=r
Scale Statistics GP P OC SF PS
GP r
P r 0.09
P 0.31
OC r 0.38 0.45
P 0.00** 0.00**
scale. This implies that respondents are not very confident that
However, when they read, they read for intrinsic reasons. The
reasons.
Variable Gender N MR SR U P
M 72 69.958 5037
M 72 65.395 4708.5
M 72 69.451 5000.5
M 72 67.062 4828.5
M 72 66.722 4804
Variable Year N MR SR U P
4 44 73.75 3245
P 3 88 66.017 5809.5 1893.5 0.84
4 44 67.465 2968.5
4 44 70 3080
4 44 72.488 3189.5
4 44 73.977 3255
Item Statistics SA A U D SD M SD
SD=Strongly disagree.
The table shows that the mean score of 3.92 for Item 34 "I want
Conversely, the mean scores of 4.3 for Item 37, "I plan to use
should be good readers (Item 36, M=4.48; SD=0.81) and should read
M 72 72.23 5201
M 72 65.173 4692.5
M 72 64.986 4679
M 72 65.840 4740.5
M 72 63.694 4586
difference.
Variable Year N MR SR U F
4 44 71.86 3162
4 44 69.59 3062
4 44 77.06 3390.5
4 44 66.32 2918
4 44 54.66 2405
001, p < .01 and Item 38 U 1415.5 = 0.01 p < .01. On item 36 "All
teacher. This situation may imply a belief change from one year
shown in Table 8.
Variable Statistics GP P OC SF PS
Correlation coefficient =r
The results revealed significant differences in pre-service
01), item 36 (0.231, p < .01), and with item 37 (0.175, p < .05).
(0.176, p < .05), 35 (0.211, p < .05) and 36 (0.210, p < .05),
positively.
they had been trained well, 36.36% indicated that they agreed. On
Table 9.
Statistics SD D U A SA
teachers participating in this study did not feel they had been
total of 48.49% seem not satisfied with their training. The pre-
whole group.[-10-]
Variable Gender N MR SR U P
Variable Year N MR SR U P
4 44 62.295 2741
research papers.
A few expressed the view that since reading is not their content
How does this group of teacher educators rate the reading ability
seemed to have the desire to have good readers but they saw
reading ability as something pre-service teachers should improve
Discussion
that respondents here are not very confident that they have
learn (Bandura, 1986), in this study these two scales were found
to be unrelated.
Gender and year differences did not have direct effects on pre-
change much from the time they enter until they leave pre-service
(Cohen and Ball, 1990; Kagan, 1992). However, given the course
perception.
that 4th year pre-service teachers did not report any stronger
language. Findings revealed that, the mean score of the item "I
though the mean score of the item "I plan to use reading
to teach reading, they strongly believe that those who will teach
reading should be good readers and should read along with their
students.
the item "I want to teach reading." However, this study does not
higher scores. This situation may imply a belief change from one
more they perceived progress, the more likely they were to report
with the students to motivate them, and having a view that all
and plans to use it when they teach positively. So, our results
Teacher educators were asked how and to what extent reading self-
reading.
are positive, but not very high. This implies that there is still
two responded negatively and three expressed the view that since
Conclusion
reading, and are not all that enthusiastic about teaching it.
reading).
Acknowledgments
References
University Press.
Press.
219-229.
ED 231 834).
York: Freeman.[-14-]
program entry and exit. Teaching and Teacher Education, 12: 97-
210.
http://www.cltr.uq.edu.au/alaa/proceed/bro-mcgan.html.
11.
Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-
York: Longman.
Washington, DC.
Guthrie, J.T., Wigfield, A., Metsala, J.L., & Cox, K.E. (1999).
Henk, W.A., & Melnick, S.A. (1995). The Reader Self Perception
Scale RSPS: A new tool for measuring how children feel about
623-635.[-15-]
Appendices
Appendix 1
Appendix 2
0-5 ____ 6-10 ______ 11-15 ______ 16-25 _____ 26+ ____
If yes, how:
students?
excellent _____
satisfactory _____
poor _____
positive _______
neutral _____
negative ______
readers.
EJ appropriately.
citation.
THE IMPORTANCE FOR PRESERVICE TEACHERS TO HAVE PRACTICE
by
Besty Price
Project Manager
University of Utah
e-mail: betsy@geode.umnh.utah.edu
Introduction
what is effective, and what is not. This study brings up the idea
theory (Hill, Lee, & Lofton, 1991; Kennedy, Ball & McDiarmid,
1993; Gee, Boberg & Gabel, 1996; Yegar, Lutz, & Craven, 1996).
teachers who are planning careers in the public schools and for
etc.) education. Such students can take the course multiple times
problem, carry out the plan, and analyze the effect their efforts
new computer lab and one computer was in the classroom. Both
rooms had Internet access. The science teacher and the principal
students.
to discuss the articles that were useful and were relevant to the
difficult.
Undergraduate One:
know why they asked the questions they did. Were the questions
from topics in class or were they questions that were indicative
of their culture?"
"From the connection between the questions and their lifeways and
Undergraduate Two:
quickly exhausted themselves when they learned how much time this
required and that the students could not understand the answers.
they sought.
out and focus questions. She also wanted to experiment with how
interactive.
At first, both had problems with answering questions on a
the questions better, they began to ask what was the motive for
the questions, what type of answers the students wanted, and what
It wasn't until the end of the quarter that the students began
questions appropriately.
the web.
webpage.
Undergraduate One:
"This (the computer) was the part of the project that was very
I felt like I was using a foreign language that no one else knew.
cooperate. I had a class on HTML and had created a web page from
web page. I know that the computer knowledge that I have gained
"The barriers were not limited to me. There were problems at the
and that made the road tough. The computers were not in the
science classroom but in the computer lab. The computer classes
were full every period, so students had to use them on their own
time after or before school. This was difficult for those who
rode the bus or had various other commitments. Also, students who
worked on their own were those that had the skills to do so.
Undergraduate Two:
"Because these students were so far away, the computer, and more
tool for the classroom, but as with any new technology, there is
and frustrations have been defeated, then it can take its place
clear that the previous course did not give them enough
the equipment and software, and they had open access to the
The students at the middle school were also held back by the
constrained to print out the answers and read them to the class.
Some students were able to use computers on their own before and
after school, but there was not enough contact for them to feel
enough appeal to lure them away from some of the more flashy,
Undergraduate One:
"They (the students) did not have the opportunity to get to know
very humbling to learn about the lives that they led and the
barriers that they had to conquer which were very foreign to me.
It was hard to imagine the long bus commute and the negative
feelings that other schools had for them because they were from a
lab in the school library. Even if they did go into town, would
Undergraduate Two:
"This (working with diverse cultures) is perhaps the most
and from readings. The teacher at the middle school provided the
their own. They reasoned that in order for them to determine what
what "culture" the students were representing. They were the only
socioeconomic status.
knowledge? Her readings told her that students can only reason
within the boundaries of their experience and knowledge. She
internalized.
might be useful.
Undergraduate One:
"The instructor sent us an E-mail that told us to go look in the
and there was no one telling me what to do, no book for the
Undergraduate Two:
"I believe that I found my niche when I was asked to examine the
interest within me, and I set out to discover the inner workings
"I quickly felt that I was being engulfed by the articles that
as relate it to others."
articles. This was the first time Undergraduate One was taking
questions than answers. The articles she found were about the
might be.
Discussion
the questions the students asked and on the answers they gave.
The undergraduates believe that they would not have had this
matter.
answer students questions off the top of their head. The answers
they would eventually give were fact laden and time consuming to
compose. How they solved the problem was to provide the students
with a way to answer their own questions via Internet websites
(1997) and Slough & McGrew-Zoubi's (1996) studies they also found
they want to use, and at what rate and to what academic level
constructivism
(1996) also found that not only is time needed but also teachers
In the Hurd, Bybee, Kahle & Yager (1980) study, it was found
Gee & Gabrial (1996) indicated that, although teachers had been
Whitman's 1989 study it was found that first and fourth year
Coldron & Smith, (1995) also found that preservice teachers fared
Without the Internet, the two undergraduates may not have had the
Socoski, 1991).
Conclusions
source, not only for answering questions, but also for providing
students with sources from which they could answer their own
the subject.
broke down the first week of the courses and the computer lab was
their methods classes. They did not believe they could have
References
INTRODUCTION
learning.
practice and from the culture and norms of the unique school
settings where in they have been placed and interact with these
cultures.
change.
state of Haryana are running one year N.T.T course meant for
been made for giving training of J.B.T. After passing J.B.T the
higher qualifications
TEACHERS:-
science, etc.
H. CORRESPONDENCE COURSE:-
summer vacation.
H.P University, Simla started B.Ed and M.Ed courses in 1972.
trained for all times to come. A teaching degree, like B.Ed makes
of more and more knowledge, more and more education for making
others in which the teacher takes a virtual part, all the extra
which he undertakes.
stated, “The trained students whom the college was sent out
The teacher who does not study side by side can’t remain a good
Rabindra Nath Tagore has rightly stated, “A lamp can never light
2. PROFESSIONAL GROWTH:-
3. EDUCATION IS DYNAMIC:-
4. MAKES DEMOCRATIC
experts.
conference.
theme around which several sub topics are given. Teachers as per
once in a month.
subjects.
schools.
CORRESPONDENCECOURSES:
through correspondence.
· Educational tours
· Radio broadcast
· Film shows
· T.V programmes
· Exhibitions
· Exchange of teachers
to the trainees and the teachers are paid full salary by the
schools were they are employed. These institutes are working for
CONCLUSION
thwarted by machines
technology.
Article shared by :
colleges.
skills:
psychology:
The objective is to understand the child psychology so that the
his life.
ADVERTISEMENTS:
facilities:
The objective of teacher education is to develop the capacity to
instructional facilities.
optimum development:
etc.
ABSTRACT
suggested.
http://dx.doi.org/10.14221/ajte.2014v39n6.2
Abstract
countries.
Keywords: pre‐service
https://doi.org/10.1080/09687590802469271