Search results for: Barriers
Page 1/5 44 items
Barriers and supports to nutrition education in the early childhood classroom are most often presented from in-service teachers’ perspective. Little work has been done to understand pre-service early childhood educators’ perceptions of barriers and supports before entering the classroom. The purpose of this study was to identify early childhood pre-service teachers’ perceived barriers and supports to nutrition education. Using phenomenology, eleven in-depth telephone interviews were conducted with early childhood pre-service teachers from two public universities in North Carolina. Three major themes were revealed: (1) identification of barriers and supports, (2) individual perceptions of nutrition education and the potential influence of barriers and supports, and (3) educational background and training. Pre-service teachers reported human resources (e.g. colleagues, collaborators, administrators), resource availability (materials, time), and policy constraints as anticipated barriers and/or supports. Participants’ perceptions of how they would experience barriers and supports in practice varied, but teachers were generally positive about their ability to overcome potential barriers and obtain needed support. Implications and recommendations for teacher-education programs and the early childhood field are discussed. Relevant pre-service trainings, integration of nutrition education into curriculum, and development of teacher self-efficacy are needed to prepare teachers to navigate barriers and supports in early childhood education.
Updated: Apr. 11, 2022
The present study explored what motivates male trainee primary school teachers for the profession. It also investigated the barriers they face and how they have overcome these barriers. The authors found three themes, which were related to potential barriers participants faced: physical contact with children; negative outsider perceptions; and working within a female orientated environment. The authors argue that three themes also emerged as motivators for the participants that enabled them to overcome the barriers they faced: perceiving the teaching profession as a positive career choice; experiencing a supportive working environment; and being perceived as positive role models.
Updated: Apr. 08, 2018
This study examined how teachers perceive and implement technology in a seventh-grade social studies class. The authors conclude that although the participants believed that using technology can benefit their students, the barriers they faced had more influence than their beliefs and attitudes on their decision to use technology in the classroom.
Updated: Nov. 02, 2017
Comparing Alternative Voices in the Academy: Navigating the Complexity of Mentoring Relationships from Divergent Ethnic Backgrounds
The authors explored the mentoring experiences of two women in higher education who are working at different levels within a research institution. Traditional mentoring relationships which pair graduate students or junior faculty with a single mentor matched by gender, race, research interest have not produced unilateral success for dedicated protégés. Alternatives to traditional mentoring have produced positive results for participants through supports which better match the needs of women and minority graduate students and junior faculty. Yet, few organized efforts to develop successful alternative approaches to traditional mentoring exist.
Updated: Mar. 20, 2017
A Teacher Educator Learns How to Learn from Mistakes: Single and Double-loop Learning for Facilitators of In-service Teacher Education
This study explores the role that teacher educators themselves may play in instances of limited success. The first author used self-study to explore how his framing of his facilitation role created a defensive rather than an open-to-learning professional development experience. This article has described how, despite being skilled in teaching, the first author was not skilled in helping teachers learn, at least initially. By building on the work of Argyris and Scho¨n (1974), this article describes a self-study process that involves using transcripts to infer the beliefs and values that underpin in-service educators’ decisions about how to act.
Updated: Dec. 28, 2016
The notion of the continuum is applied to special education in diverse contexts across many nations. This article explores its conceptual underpinnings, drawing on a systematic search of the literature to review recurring ideas associated with the notion and to explicate both its uses and shortcomings.
Updated: Dec. 06, 2016
This article aims to examine the usability of the Cultural Framework Analysis Process, a strategy designed to examine cultural factors in mentoring endeavors and to identify whether there are patterns of cultural elements that served to hinder or facilitate mentoring programs across a variety of organizations and contexts. The process also involves identifying methods for overcoming the barriers and enhancing the facilitating factors.
Updated: Dec. 05, 2016
Developing Future Women Leaders: The Importance of Mentoring and Role Modeling in the Girls’ School Context
In this article, the author explores how mentoring and role modeling may help facilitate the development of female students’ understanding and practice of leadership in secondary girls’ school contexts. The findings revealed a variety of mentoring relationships existed in the schools studied. It was found that female student leaders were reciprocally mentors and role models to other students, whilst also mentees of older women mentors. Both the influence of and the greater need for female role models were also found to be important in supporting the development of adolescent girls for leadership.
Updated: Nov. 07, 2016
The present study raises awareness on issues pertaining to teacher educators’ professional development in the Greek-Cypriot context. Findings indicate that teacher educators are involved not only in formal but also informal learning, both through and without interaction. Learning through interaction involves participation in seminars as well as informal conversations with colleagues, but not structured forms of peer learning. Learning without interaction resembles self-study and reflection, but not intentional experimentation with practices. These findings reflect the individualized character of educators’ professional development, while systemic opportunities for peer learning remain scarce.
Updated: Jul. 03, 2016
This paper aims to briefly describe an apprenticeship model of clinical supervision. This model may be well suited to preparing Speech–language pathologists (SLPs) to significantly contribute to school teams serving children with autism spectrum disorder (ASD). The article presents a case illustration of the use of this model within university graduate program. It briefly discusses implications for pre- and post-professional education and development.
Updated: Nov. 02, 2015