Search results for: USA
Page 13/113 1122 items
A Case Study of How a Sample of Preservice Teachers Made Sense of Incorporating iPads into their Instruction with Children
This article examined how a sample of preservice teachers (PSTs) made sense of incorporating technology, specifically iPads and their apps, into their teaching. The findings reveal that the participants perceived the process of making sense of how to incorporate technology, specifically iPads and their apps, into their teaching as a complex and evolving process. The authors suggest that teacher educators ought to plan out both classroom and field experiences that offer numerous opportunities to learn from and teach with these devices in multiple ways.
Updated: Jun. 17, 2018
Professional Development for Scaling Pedagogical Innovation in the Context of Game-Based Learning: Teacher Identity as Cornerstone in Shifting” Practice
This study examined how teacher professional development could be conceived and conducted to support take up of digital game-based learning in the context of a 3-week social studies unit on governance and citizenship. The findings indicate that preparing teachers to appropriate curricula innovations involves deeply personal transformations that intersect with the core of their professional identity. The teachers, who play the game, face dilemmas and conflicts in making professional and personal decisions. This study suggests that teacher professional development through reflective, reflexive guided appropriation is vital.
Updated: Jun. 13, 2018
Improving Pre-Service Middle School Teachers’ Confidence, Competence, and Commitment to Co-Teaching in Inclusive Classrooms
This study aimed to determine the attitudes of pre-service teachers toward co-teaching and inclusion. It also explored the impact of the systematic approach on participating teacher candidates’ knowledge, skills, and attitudes toward co-teaching. The authors argue that their approach combines faculty co-teaching of pre-service classes with seminar and field experiences to develop a specific knowledge base and skill set around collaboration and co-teaching. These results indicate that curriculum development must consider and respect the developmental trajectory of pre-service teachers such that their learning is meaningful and deep.
Updated: Jun. 13, 2018
Examining Preservice Elementary Teachers’ Technology Self-Efficacy: Impact of Mobile Technology-Based Physics Curriculum
This study aimed to explore changes in preservice elementary teachers’ technology self-efficacy during their participation in a specialized science content course that utilized a mobile technology-based physics curriculum, Exploring Physics. The findings reveal that learning science via iPads and the Exploring Physics curriculum app helped increase preservice elementary teachers’ self-efficacy for integrating mobile-technologies in their future science teaching. The data suggest that preservice teachers showed positive changes in their views, perceptions, and confidence to integrate mobile technologies into their future science teaching. The authors argue that the integration of iPads in ways for preservice teachers to learn science content allowed the participants to see benefits of using mobile technologies in science teaching, which positively contributed toward their technology self-efficacy.
Updated: Jun. 10, 2018
This study examines teachers’ behavioral, academic, and relational beliefs and how these beliefs shape the actions used in managing their classrooms. The author found that the participants focused primarily on behavior and academics when managing classrooms. The author concludes that these results suggest that a more relational orientation to classroom management is related to instructional quality. The author found that teachers also tended to implement actions that were consistent with their beliefs of classroom management, although they differed from one another in the extent that they focused on relational aspects.
Updated: Jun. 07, 2018
This article describes a case study about how teacher education might better prepare rural teacher candidates for rural schools. The author concludes that participants emphasized the importance of personal relationships, relationships both within the school and the relationship between the school and community. However, it was found that the participants in this study also perceived school and community as a site of ambiguity and ambivalence, a site of strategy, negotiation, and resistance. The authors suggests that teacher candidates should be prepared to learn about rural communities in ways that do not reinstate deficit perspectives and increase the likelihood that they will choose rural teaching appointments.
Updated: Jun. 06, 2018
Content of Curriculum in Physical Education Teacher Education: Expectations of Undergraduate Physical Education Students
The present study aimed to examine the perceptions of the importance of content areas in physical education from the perspective of university students. The study also explored how those perceptions related to the reasons for course choice and motivation. The findings reveal that the participants mentioned sport and physical activity, confident interpersonal service, and role model as reasons for choosing to study physical education. The authors also found that the students were motivated towards study, with intrinsic motivation towards study higher than extrinsic motivation and lack of motivation.
Updated: Jun. 03, 2018
This article aims to examine the field of teacher preparation in the current era of accountability and testing. The authors claim that policymakers try finding ways to improve teacher preparation, hence they use assessment tests. This article shows an evidence that teacher preparation is in the forefront in its use of outcome measures to gauge the effectiveness of its work. The authors suggest that nuanced use of these assessment measures, in ways that don’t over assume their validity, should be the approach taken as this innovation evolves.
Updated: May. 30, 2018
This study examined the factors that influenced two novice and two experienced teachers’ decisions to remain in the teaching field. The findings reveal that both novice and experienced teachers mentioned administrative support and relationships as prominent influences of teachers to remain in the field. Furthermore, all the participants suggested the stress of the profession contributes to teachers leaving the field, such as behavioral issues, requirements of paperwork, and state-mandated tests.
Updated: May. 29, 2018
Content and Context of the Administrative Internship: How Mentoring and Sustained Activities Impact Preparation
This study aimed to explore the experiences of administrative interns and mentors at the completion of their experience. The authors were interested to examine the interns' types of activities, and interactions with mentors with a particular focus on the degree to which these were passive or active. The authors argue that the findings reveal that ongoing dialogue is critical among the research team, but also among stakeholders such as the intern, site-based mentor, university supervisor, and instructors about what constitutes active involvement and what specific activities and experiences will most effectively prepare aspiring leaders for contemporary school leadership positions. The authors conclude that many interns reported a sense of completing the internship with compliance and were focused on simply completing time logs and getting in the hours. Hence, they suggest that teacher education programs must move internships from compliance-based activities to meaningful and authentic learning experiences.
Updated: May. 27, 2018