Search results for: USA
Page 11/113 1122 items
What Can We Learn from Studying the Coaching Interactions between Cooperating Teachers and Preservice Teachers? A Literature Review
This review examined what the research has revealed about the coaching interactions between cooperating teachers and preservice teachers around practice. The authors identified 46 studies as meeting the criteria for inclusion. The analysis yielded fourteen findings with varying levels of support. The authors have grouped these findings for presentation purposes around four areas: current practices and conditions, innovations in practice, relationships and tensions and local contexts and teaching practices.
Updated: Aug. 15, 2018
This paper explains what clinical research is and why it is necessary. The author argues that the term ‘clinical’ refers to an academic way of solving practical problems. The author wonders whether clinical research contribute to knowledge for the teaching profession. She suggests that the (tacit) knowledge acquired in classrooms enables researchers to perceive more relevant factors in practice and enables them to understand the problems of teaching better. She concludes that clinical research is a type of action research in the sense that it acknowledges the epistemic function of doing, thus emphasizing the need for integrating scholarship and craftsmanship.
Updated: Aug. 15, 2018
This paper describes a systematic review to critically analyze empirical research conducted in the field of social justice and teacher education and published in peer-reviewed journals within the last 10 years. The authors found that the broad foci of this research could be represented by four themes: understandings of social justice and attitudes to diversity, changes in beliefs, field experience and service learning, and innovations and challenges in teacher education.
Updated: Aug. 12, 2018
This study aimed to explore preservice science teachers’ views about the uses of e-readers and e-text prior to their science methods course and their views of their use of this technology when they are required to incorporate them as a resource in their lesson planning. The findings reveal that participants highlighted the potential of e-text as adaptable and more responsive to student interest and need. The authors also found that if preservice secondary education science methods teachers already owned an e-reader device, they reported being more comfortable with their own platform and preferred reading on paper.
Updated: Aug. 08, 2018
This study aims to examine Turkish pre-service teachers’ experiences related to a two-month international teaching and cultural experience in United States. The findings revealed that pre-service teachers perceived the international teaching experience helped them develop professionally and personally.In this programme, the participants had a chance to observe student-centred teaching approaches and collaborative/cooperative learning strategies while observing their mentor teachers. Later, the participants were able to teach lessons that were observed by their mentors. The opportunity to practice in US helped the participants to improve their teaching confidence and skills during the internship.
Updated: Jul. 22, 2018
What’s the Technology For? Teacher Attention and Pedagogical Goals in a Modeling-Focused Professional Development Workshop
This study aims to explore pre-service teachers’ understandings of scientific modeling during a multi-day, technology-integrated professional development workshop. The authors conclude that such integration holds potential not only for teachers, who must implement such tools in the classroom. The authors also argue that teacher educators can use such technology to elicit and build upon pre- and in-service teachers’ preexisting knowledge and strengths.
Updated: Jul. 19, 2018
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
TPACK in Special Education: Preservice Teacher Decision Making While Integrating iPads Into Instruction
This study examined how preservice teachers’ instructional decision making reflected the use of technological, pedagogical, and content knowledge (TPACK) components in an elementary-level special education setting. The findings reveal that the preservice special education teachers had multiple opportunities to practice combining technological knowledge, pedagogical knowledge, and content knowledge to make instructional decisions through technology integration. In addition, the participants blended components of this specialized knowledge to make in-the-moment teaching decisions when integrating technology into tutoring sessions.
Updated: Jul. 17, 2018
This study investigates the insights and challenges that prospective teachers (PSTs) experience when exploring early algebraic reasoning. The findings indicate that when PSTs engage in early algebra experiences during their preparation for teaching, they may experience meaningful new insights but may also face conceptual challenges. The author also argues that the results suggest that PSTs may benefit from developing informal ways to represent algebraic expressions and equations.
Updated: Jul. 15, 2018
This study aimed to examine whether different instructional practices could positively influence students’ anxieties and perceptions about mathematics. The authors compared between three instructional practices, which conducted to back on the same days in the same classroom (in-class lecture, flipped learning with teacher-created videos, flipped learning with Khan Academy videos). The findings suggest that when comparing the multiple aspects of teaching and learning for a mathematics content course for elementary education preservice teachers, flipped learning with teacher-created videos has the potential to help improve students’ anxieties and confidence in mathematics more than do instruction that incorporates in-class lectures or third-party videos.
Updated: Jul. 12, 2018