Search results for: Wake Donna
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This study aimed to investigate the motivating factors for choosing the teaching profession by nontraditional, post-baccalaureate candidates who had returned to higher education to pursue an initial teaching license. The authors found that participants noted intrinsically motivated factors and more pragmatic motivators. The authors categorized the intrinsic motivators as noble causes, which included the opportunity to share their love for learning or to make a difference in society or students’ lives. The pragmatic motivators included the need for a career change or the perceived benefits of the teaching career.
Updated: Jul. 18, 2018
The present paper examines a collaborative study that two teacher educators conducted across two sites. The researchers designed the wiki to support teacher candidates’ critical thinking about learner characteristics; community, classroom, and school factors; and pedagogical content necessary to support elementary school students’ literacy development. Results show that peer collaboration on wiki exchanges supported collaboration and critical thinking about student characteristics and instructional pedagogy. The wiki posts indicated that the wiki supported candidates in considering the developmental needs of students; students’ diverse approaches to learning; and students’ existing skills, abilities, and prior knowledge. The wiki also supported candidates in considering their pedagogical practices in relation to their students’ levels of literacy development.
Updated: Jan. 20, 2016
This study aimed to examine the participants' existent familiarity with literacy aligned technologies and the impact structured exposure might have on candidates’ reported knowledge of these tools. Furthermore, it examined which digital technologies candidates saw as most valuable in supporting student literacy development and whether level of licensure made an impact on their receptiveness to the presented technologies. This study has shown that teacher education candidates can increase their level of comfort with showcased technologies. However, candidates can be supported in their knowledge of these technologies through structured exposure to these tools. In addition, these candidates were considering how best to apply these technologies in their future classroom contexts to tap into the concept of new literacies and to support their students’ literacy development.
Updated: Mar. 30, 2015