Search results for: Cooper Jewell E.
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In this study, the authors explored the journey of five secondary teachers for two years through their teacher education program and their first year of teaching. The findings revealed: (1) major concerns of the preservice teachers; and (2) teacher educators used strategies to help the preservice teachers face their concerns. During their student teaching experiences, participants were concerned about classroom management, keeping students motivated in learning the content, and parent involvement through knowledge of their children’s academic progress or non-progress as well as of their behavioral issues. The authors also noted that the participants expressed concern for making connections with diverse student populations. As first-year teachers, they fully understood their multiple roles as teachers and perceived teaching as more than content delivery.
Updated: May. 24, 2017
In this study, the authors intended to focus on: (1) the development of teachers’ self-perception of their roles; (2) the major concerns of the teacher candidates; and (3) the reasons behind these concerns. The findings revealed that the participants considered their roles as teachers as being both the authority and facilitator in the classroom, and focused on both content delivery and student moral development. The authors claim that it is important for teacher educators to recognize teacher candidates’ struggles between the ideal and the reality of teaching, and their concerns with the ways they present themselves in front of the students.
Updated: Dec. 14, 2014
The purpose of this study was to combine pre-service teachers' self-reflection with their field experiences to enhance their cultural competency. Therefore, the study adopted Schmidt's ABC's (Autobiography, Biography, and Cross-cultural Comparison) Model in two courses in a pre-service teacher education program.
Updated: Nov. 17, 2009
The purpose of Project RESTART was to enhance the development and implementation through assessment of a model teacher preparation program that was designed to recruit and retain a pool of highly qualified special education teachers from underrepresented teacher candidate groups. The project was assessed in terms of participant satisfaction, graduation rates, and participants' employment data. Results demonstrated the success of Project RESTART in recruiting and retaining a diverse pool of highly qualified special education teacher candidates, including those from underrepresented groups.
Updated: Sep. 25, 2008
The article describes how preservice teachers responded to community-based activities located in the home communities of their students. Analysis of work samples, interviews, and observations revealed challenges faced by the preservice teachers regarding stereotypical beliefs and misconceptions about the home communities. In addition, through community-based learning, the teachers were able to build relationships with their learners, and potentially impact student achievement.
Updated: Jan. 07, 2008