Search results for: Shoffner Melanie
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This article uses previous research on beginning English teachers’ major concerns to frame the exploration of concerns faced by four beginning teachers. This article seeks to expand on that research by examining the concerns faced by four beginning teachers and considering the implications of those concerns for teacher preparation. The author concludes that in addition to those identified by the previous research, the four beginning teachers in this study dealt with adjusting to the teaching profession, accepting their students, and managing their emotions.
Updated: Feb. 10, 2014
“Because I Know How to Use It': Integrating Technology Into Preservice English Teacher Reflective Practice
The current paper examines the role of technology in preservice teacher reflection. Fifty-eight preservice English teachers participated in the study. The author examines The implications of the preservice English teachers’ views on technology use for reflection , with attention to the choice of “easy” forms of technology and the elements of journal length.
Updated: Jul. 05, 2011
In this paper, the authors present their efforts in creating a collaborative class for preservice English teachers and school counselor interns. The authors focus on the university preparation of both groups, specifically on the preparation at the authors’ university, a large research institution in the Midwestern United States. The authors provide examples of both groups’ interaction and feedback from the students.
Updated: Oct. 12, 2010
Preservice teacher reflection provides a means by which to constructively explore the affective domain in teacher preparation. This article draws from two qualitative studies on reflection and technology conducted at an American university to explore the affective domain in teacher preparation.
Updated: Dec. 08, 2009
When English teachers effectively integrate technology into their classrooms, however, they have the opportunity to positively engage students in the learning process. Considering the specific technology of weblogs, this article will explore the need for preservice teachers to construct a working pedagogy that includes the use of technology within the content area for teaching and learning.
Updated: Jan. 31, 2008