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Search Results: 1 - 10 of 5470 matches for " Physics Student Teachers "
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Investigation of Student-Centered Teaching Applications of Physics Student Teachers
Ahmet Zeki SAKA
Eurasian Journal of Physics and Chemistry Education , 2011,
Abstract: The purpose of this study is to evaluate the effects of teaching materials in physics, based on Context-BasedInstruction, REACT [Relating, Experiencing, Applying, Cooperating, and Transferring] and Computer-AssistedTeaching methods, on the academic success, interests and attitudes of student teachers. This study wasconducted with 159 ninth and tenth graders in three different Anatolian high schools in Trabzon that were chosenas field sites in the Spring semester in the context of Faculty-School Partnership. The results of the pre-and posttestthat were applied to a single group were compared, and the effects of Computer-Assisted Teaching, REACTand Context-Based Instruction on the attitudes, interests and academic success of the students toward physicswere considered. Based on the findings, it was concluded that REACT, the Content-Based Approach, andComputer-Assisted Learning Method were effective in increasing the student success, interest and positiveattitude.
Introduction of Student Teachers in Tunisian Secondary Schools: A Discourse Analysis of Cooperative Teacher  [PDF]
Wadii Zayed, Naila Bali
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.63034
Abstract: In reference to professional training for trainee teachers, the tutor or cooperative teacher (CT) is considered as an alternation between two environments, academia and training, contributing to the training by the advice and support. Our research provides “support for physical education student teachers (PE-STs)” as determinants of teaching advice of CT. This study includes a qualitative analysis which aims to identify the advice of CTs to the student teachers for whom they are responsible for training. It’s a descriptive/exploratory methodology based on observation and video recorded six (6) physical education (PE) sessions lasting one hour each and six semi structured interviews (30 minutes each) and gave CTs the opportunity to share their perspectives on broad topics such as professional training, teaching, and characteristics of the training environment and succinct topics such as training program and their preoccupation. Data were collected during 2 months of observations and interviews with six CTs during professional training of 12 PE-STs in Level 3 (third year, BAC+3). CTs justify their teaching by six categories in which we have grouped the different types of advice. The CTs are more interested by problems of organization and control students. They believe that educational content is worthless without a good control of the class.
The Conception of Tunisian Student Teachers of the Formative Role of the Cooperative Teacher’s  [PDF]
Wadii Zayed, Naila Bali, Nizar Souissi, Jean Fran?ois Desbiens
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.610105
Abstract: Tutoring is located at the crossroads of academic and practical logic; it’s defined as a training device in the workplace. Indeed, much research has demonstrated the importance of the accompaniment of the cooperative teacher’s (CT) on their practicum. The CT is contributing to the training by the advice and support. Our research \"the formative role of CT\" seeks to explore the accompaniments practices in initial training of PE-STs. This study includes a qualitative analysis which aims to identify the conception PE-STs of the role of CT for whom they are responsible for training. It’s a descriptive/exploratory methodology based on a questionnaire consisting of open questions to clarify the latent construct “practical accompanying” and gives PE-STs the opportunity to share their concepts and concerns on issues, such as professional training, accompanying practices and CT role. Data are collected with forty PE-STs during professional training in Level 3 (third year, BAC + 3). PE-STs justify their preoccupation by four categories in which we have grouped the different types of responses. The PE-STs are more interested by problems of the knowledge (32.39%) and interventions (30.99%) of CT. They believe that there’s a difference between the conception of the role of CT by PE-STs before and during the internship.
The No-Participation of Students in Physical Education: A Comparative Study of Tunisian Trainee Teachers  [PDF]
Naila Bali
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.710154
Abstract: Although most students are conscious of the benefits of physical activity, there is a small proportion that practices sufficiently physical activity. Firstly, our studies aimed to find out the degree of importance of the problematic of no-participation of students in physical education. For this reason, we based our analysis on a questionnaire consisting of eighteen questions that were variables to clarify the latent construct “the no-participation of students”. The value of Cronbach alpha index is 0.723. For this, we had used a questionnaire consisting of eighteen variables in order to find out the degree of importance of the variables associated to the no-participation of students. Our data were collected in the end of the course with 150 physical education student teachers (PE-STs) at the Higher Institute of Sport and Physical Education (ISSEP) in Tunisia. They are all mixed classes of Level 1 and 2 (first and second year of secondary school) teachers. These questions are constructed to give the PE-STs the opportunity to distribute their responses to the no-participation variables such as the physical complex, motivation, hourly, Injury, study sector, teacher Characteristics, external influences, and relationship with other students, infrastructure, lesson content and sport taught. The major response of PE-STs response is in the following order: 1) Teacher Characteristics (72.7%), 2) Relationship with other students and Motivation (69.3%), 3) Relationship with teacher (66.7%).
The Relationship between Student Teachers’ Professional Identity and Anxiety: The Moderating Role of Campus Pressure  [PDF]
Shanyu Lin, Xinqiang Wang, Liwen Chen, Juncheng Zhu, Yibing Wang
Open Journal of Social Sciences (JSS) , 2017, DOI: 10.4236/jss.2017.56019
Abstract: Objective: To understand the relationship between professional identity of student teachers and anxiety, and to explore the moderating effect of campus pressure after controlling demographic variables. Methods: A questionnaire survey was conducted among 325 student teachers by using the Professional identity scale, State-Trait Anxiety Inventory and Campus stress scale. Results: 1) Professional identity of student teachers is an influencing factor of anxiety, and it can be significantly negative to predict the degree of anxiety. 2) Campus pressure plays a moderating role in the relationship between professional identity and anxiety; it negatively impacts the relationship between professional identity and anxiety. Conclusion: The relationship between student teachers’ professional identity and anxiety is moderated by the pressure of the campus.
Cren?as de eficácia de professores e motiva??o de adolescentes para aprender física
Goya, Alcides;Bzuneck, José Aloyseo;Guimar?es, Sueli édi Rufini;
Psicologia Escolar e Educacional , 2008, DOI: 10.1590/S1413-85572008000100005
Abstract: the aim of the present research was to assess physics teachers' self-efficacy beliefs in relation to adolescents' motivation and learning strategies used in middle school. a likert questionnaire was applied to 20 teachers, which was designated to asses their personal efficacy and teaching efficacy beliefs. two hundred students from three middle schools answered another likert questionnaire about their motivation and personal strategies in the study of physics. teachers and their students belonged to ten different schools in three different geographical areas. among teachers, the scores in personal efficacy measures were higher than in teaching efficacy. in addition, only personal efficacy was positively related to students' motivation. regarding the students, all measures varied significantly among different classes in the same grade, but no differences were found among grades or among schools. significant relationships were found between motivation and study strategies in the whole sample and in every grade as well. suggestions for motivation and teaching in middle school were drawn and for new studies in the area as well.
Teach Me How to Be a Kindergarten Teacher: Expectations of Kindergarten Student Teachers from Their Mentor Kindergarten Teachers  [PDF]
Aviva Dan, Eitan Simon
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.710142
Abstract: Teaching is a complex task that involves practical and theoretical knowledge. Students gain practical knowledge through practicum that takes place in kindergartens or schools. The student teacher trains under the auspices of an experienced kindergarten teacher or teacher who becomes their mentor. The object of this research was to examine the expectations of student teachers from their mentor kindergarten teachers. Fifty-four student teachers answered a specially written questionnaire, distributed through Google docs, about their expectations from their mentor kindergarten teachers. The data analysis was qualitatively being the most suitable research method to answer the research question being a primarily exploratory research. It is used to gain an understanding of underlying reasons, opinions, and motivations. The results show that the student teachers expect to gain practical knowledge of skills and tools that are important to their profession and that the mentoring relationship will be supportive, encouraging and attentive. The significance of this research is that mentor kindergarten teachers will be more aware of what their mentees expect from this relationship, especially in light of the fact that there is no agreed concept of the mentor’s role in the literature. Therefore, this research can provide important guidelines.
A baixa procura pela licenciatura em física, com base em depoimentos de estudantes do ensino médio público do oeste catarinense
Lunkes, Mércio José;Rocha Filho, Jo?o Bernardes da;
Ciência & Educa??o (Bauru) , 2011, DOI: 10.1590/S1516-73132011000100002
Abstract: the subject of this article is the high school level physics teacher shortage, and research into students of public schools in santa catarina state, on the expectations and criticism of the professional choice of teaching in physics. this research investigated, in 2007, 157 pupils of the 1st series, and, in 2009, 132 of the same pupils, then in the 3rd series. the analysis identified that students join secondary education without elevated expectations but appreciating physics, and they conclude their courses with a low interest in teaching, negative impressions of the emphasis on mathematical formulation, poor daily life application of the contents studied and the low social value of the teaching. we identified a series of typical school events, which took place during the secondary education of the investigated students, which were responsible for the modification of attitude of the students, culminating on the rejection for a professional career in teaching in physics.
Student Teachers’ Reactions Responding to Students’ Disruptive Behaviors: A Case Study in High School Education in Tunisia  [PDF]
Talel Maddeh, Souheil Hermessi, Nabila Bennour, Nizar Souissi
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.611110
Abstract: This article sets to study the reactions of student teachers towards students’ disruptive behaviors in high school. A delayed video-scopic analysis has been performed using the “Disciplinary Incidents Analysis System” (Brunelle, Brunelle, Gagnon, Goyette, Martel, Marzouk, & Spallanzani, 1993). A total of 1379 reactions to disruptive behaviors have been recorded in Tunisian student teachers enrolled in the last year of their teacher education in the License-Masters-Doctorate (LMD) system. The results show a clearly low level of student teachers’ intervention since they frequently opt for ignorance of disruptive behavior. In fact, a high predominance of the reaction “ignore” (56.9%) qualifies these interventions, while interactive reactions are seldom used (17.4%). Following these results, a readjustment is probably required in both the practical and theoretical parts of teacher education of Tunisian student teachers. This may occur by making teaching disruptive behaviors’ management at school part of the curriculum
Epistemological Views of Prospective Physics Teachers
Gül üNAL ?OBAN,?zlem ATE?,Serap KAYA ?ENG?REN
International Online Journal of Educational Sciences , 2011,
Abstract: In this study, the epistemological views of 147 prospective physics teachers, who are attending a faculty of education in Aegean Region, was tried to figure out. At the end of the research, it was seen that although there is no relationship between the learning centered epistemological views and academic grades, there is a meaningful but low relationship between the “justification of knowledge” factor of knowledge centered epistemological views and academic grades. On the other hand, while the learning centered epistemological views were not differentiated with gender, it was seen that the girls’ knowledge centered epistemological views were more developed regarding the “justification of knowledge”, “theory ladennes” and “creativity” factors. Finally, it was also determined that learning centered epistemological views were more developed in all grade levels and 2nd graders’ views were determined to be meaningfully differentiated from 3rd and 5th graders for the factor of “there is a single truth”. For the knowledge centered epistemological views, there was a significant difference between 1st and 4th and 5th graders in favor of 4th and 5th graders. Moreover, it was also seen that 4th and 5th graders’ knowledge centered epistemological views are more developed for the factor of “theory ladennes”. Some suggestions were offered according to the results obtained.
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