Search results for: Shepherd Craig E.
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Six preservice social studies teachers created electronic portfolios to examine techniques believed to promote active student engagement during a 12-week field experience. Results reveal that electronic portfolios evidence facilitated re-examination of teaching and formulation of improvement plans. However, competing time demands and limited technology familiarity influenced preservice teachers to rely on personal coaching.
Updated: Jul. 17, 2013
Evidence of Impact: Transforming Teacher Education with Preparing Tomorrow's Teachers to Teach with Technology (PT3) Grants
This paper uses the framework of technological pedagogical content knowledge to analyze findings across projects from the U.S. Department of Education's Preparing Tomorrow's Teachers to Use Technology (PT3) initiative. Approaches such as mentoring methods course faculty, teachers, and creating technology-rich instructional materials were associated with increases in preservice teachers' technological knowledge and their frequency of technology-rich instruction during field experiences.
Updated: Aug. 22, 2010
This research study was designed to inform the development of a new teacher assessment model. This study focused on induction teachers and their mentors/administrators. The findings suggested that participants could find examples of key attributes in videos of teaching practice.
Updated: Nov. 16, 2009
Beyond Recollection: Reexamining Preservice Teacher Practices Using Structured Evidence, Analysis, and Reflection
Six preservice social studies teachers examined techniques believed to promote active student engagement during a 12-week field experience. They used electronic portfolio development supported by evidential reasoning methods and reflective question prompts. These methods helped preservice teachers to re-examine and modify teaching conclusions based on classroom evidence, and formulate improvement plans for future implementations.
Updated: Nov. 11, 2009
A capstone electronic portfolio, usually focused on summative assessment, was altered for preservice social studies teachers to include video-based formative e-portfolio assessment. Using a case-study design with three participants, the authors found that use of video artifacts facilitated reflection. It also supported inquiry into classroom success and failure and influenced self-improvement plans.
Updated: Mar. 11, 2009