International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Dooley McMunn Caitlin
Page 1/1
4 items
1
This participatory action research demonstrates how teachers' technological pedagogical knowledge might combine with a participatory stance to encourage students to design and carry out content-focused projects. Findings indicate that teachers struggle with how to assess new literacies, especially participatory digital literacies that engage learners in collaborative and innovative ways.
Published: 2016
Updated: Aug. 13, 2017
2
This case study describes how 18 preservice teachers learned to nurture literary meaning-making via activities based on Louise Rosenblatt's Reader Response Theory within a multi-user virtual environment (MUVE). The authors found that these preservice teachers were able to learn about a technology integration activity within the context of building English Language Arts (ELA) pedagogical content knowledge.
Published: 2014
Updated: Feb. 29, 2016
3
This study was aimed to examine the current issues published between January 2006 and December 2009 in three leading journals in teacher education. A research team selected three journals: the Journal of Teacher Education, Action in Teacher Education, and Teaching and Teacher Education: An International Journal of Research and Studies. The research team reviewed and analyzed 721 articles from these journals. The findings reveal that the current issues include teacher-focused issues, instructional models for teacher education, multicultural education, field experiences/school partnerships, and mentoring and induction into the profession. The article also discusses the topics which are missing in the current teacher education literature.
Published: 2011
Updated: Jan. 15, 2013
4
In this study, the authors investigated how beginning teachers’ ideologies were constructed and reconstructed by closely examining teachers’ discourse expressed in one graduate multicultural literacy course. This study took place at a large university in a southwestern city in the United States. Eight beginning teachers, with a range of teaching experiences participated in this study. This study emphasized the role of language and social interactions and highlighted the ways in which beginning teachers struggled with dominate discourses about culture and literacy instruction.
Published: 2010
Updated: Oct. 29, 2010