Cultivating Student Teachers' Disposition and Ability to Construct Knowledge

Titone, Connie; Sherman, Sharon; Palmer, Ruth J.

doi:10.1080/01626620.1998.10462893

Cited by 13 publications

(4 citation statements)

References 1 publication

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“…Collier (1998) has, in fact, indicated that for teacher growth, the building of a high level of self‐awareness on the part of teacher trainees before they participate in student teaching is critical not only to their learning of reflective teaching, but also to the development of their ability to become thoughtful practitioners. Similarly, Totone, Sherman and Palmer (1998) have affirmed that increasing self‐awareness and encouraging mindful learning are two effective ways to foster reflective teaching. For these reasons, the guided practice sessions and personalised bar charts for teaching behaviours in this study were provided in the simulation program, and these must have, at least to a certain extent, triggered the preservice teachers’ self‐awareness and capability for reflective teaching, thereby maximising the effectiveness of the computer‐simulation program as a tool for nurturing personal teaching efficacy.…”

Section: Discussionmentioning

confidence: 97%

The interactive effects of personal traits and guided practices on preservice teachers’ changes in personal teaching efficacy

Yeh¹

2006

Brit J Educational Tech

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Personal teaching efficacy is associated with a teacher's effectiveness in the classroom. To enhance this efficacy in a computer-simulated training program, both personal traits and guided practices need to be considered concurrently. In this study, it was hypothesised that the interactive effects from the coupling of personal traits with guided practices would be a reliable predictor of the degree of improvement in personal teaching efficacy during computersimulated training. One hundred and seventy-eight preservice teachers completed an interactive teaching experience via the Computer Simulation for Teaching General Critical-thinking Skills in which guided practices were integrated via specially designed teaching sequences and loops. The findings suggest that intrapersonal intelligence, critical-thinking dispositions and a judicial thinking style are related to self-awareness, analytical learning and reflective thinking and that in this study, these personal qualities seemingly interacted with guided practices, which resulted in reflective teaching and mastery experience. This, in turn, may very well have brought about improvement in the preservice teachers' personal teaching efficacy during the computer-simulated teaching.

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Section: Discussionmentioning

confidence: 97%

The interactive effects of personal traits and guided practices on preservice teachers’ changes in personal teaching efficacy

Yeh¹

2006

Brit J Educational Tech

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“…Studies regarding student teachers have suggested that self-awareness and mindfulness contribute to nurturing reflective practices (Collier 1999;Tillema 2000;Titone et al 1998) and that ''providing feedback'' is an effective method of increasing self-awareness and mindful learning (Titone et al 1998). Similarly, Steele (2001) noted that by interacting with others, learners can reflect and exchange ideas, which contributes to mindful learning.…”

Section: Reflectionmentioning

confidence: 96%

Integrating e-learning into the Direct-instruction Model to enhance the effectiveness of critical-thinking instruction

Yeh

2007

Instr Sci

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The Direct-instruction Model favors the use of teacher explanations and modeling combined with student practice and feedback to teach thinking skills. Using this paradigm, this study incorporates e-learning during an 18-week experimental instruction period that includes 48 preservice teachers. The instructional design in this study emphasizes scaffolding, observational learning, mastery of critical-thinking skills, guided practices, cooperative learning, providing feedback, self-reflection, online discussions, and active participation in an online learning community. This study employs 2 criticalthinking tests, 2 inventories, and 1 open-ended reflection questionnaire; and students' scores on the pretest and posttest are compared via the Repeated Measure Analysis of Variance. The primary findings are as follows: (a) all participants preferred the instructional design in this study; (b) the experimental instruction effectively improved the preservice teachers' critical-thinking ability as well as their professional knowledge and personal teaching efficacy concerning critical-thinking instruction; (c) the mechanisms contributing to the effectiveness of the experimental instruction mainly included discussing and sharing, observational learning, self-reflection, guided practice, and the learning community.

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“…Reflection and inquiry are the best way to develop appropriate dispositions (Titone, Sherman, and Palmer, 1998). While there is a concentrated effort on dispositions today critical reflection based on real school observations in addition to coursework/readings is a crucial factor in encouraging preservice teachers to develop a set of beliefs coinciding more readily with the philosophy of their teacher education program (Yost, 1997).…”

Section: How Dispositions Are Assessedmentioning

confidence: 99%