Search results for: USA
Page 6/127 1270 items
Transitioning from primary-grade classrooms to infant/toddler rooms: early childhood preservice teachers’ growth and challenges
This qualitative study explores how a group of preservice teachers, all of whom had been well prepared to become primary-grade teachers, made a transition into infant/toddler group care settings. The authors used the teachers’ daily journal entries, individual interview, document analysis (course syllabus, weekly planning sheets), and weekly team planning meetings as data sources. Findings revealed that the teachers initially struggled to work with the infants/toddlers and that their long-held notions of children, teaching, and learning were challenged. Yet, their daily work with the children over 15 weeks of practicum helped them deepen and broaden and become more skillful and insightful of early childhood education, which the teachers found applicable to primary-grade teaching.
Updated: Nov. 29, 2021
“I Felt like My Practice Was Catching up with My Beliefs:” A Longitudinal Cognitive Study of Seven Early Career Literacy Teachers and Their Praxis
Using a qualitative approach, this article reports findings of a longitudinal study of seven successful elementary educators from the inception of their final preservice field experience through the first seven years of their independent teaching. The research centers the development of teachers’ literacy-related instructional practices over the course of their early teaching careers, as well as the factors that influenced and impacted their instructional choices. Through repeated surveys and a culminating reflective interview, the researchers examined patterns of literacy beliefs and practices reported by these teachers over time, as well as the extent to which they internalized and used those beliefs and practices. The authors share what impacted teachers’ perceptions and practice of reading instruction throughout the formative stages of their teaching careers and suggest implications for teacher preparation programs in attending to pre- and early-career teachers’ praxis.
Updated: Nov. 18, 2021
The Impact on Pre-service Teachers’ Perceptions toward Co-Teaching from Being a Learner in Co-taught College Courses
This qualitative study investigated pre-service teachers’ perceptions toward co-teaching after experiencing co-taught sessions within a special education methods class and literacy methods class. For two semesters, participants included cohort groups in a dual teacher license program in elementary and special education. The authors gathered information through surveys, exit notes, and focus-group interviews about pre-service teachers’ perceptions of six different types of co-teaching approaches and the impact of co-teaching on students’ learning. After participating in the co-taught lessons, pre-service teachers expressed more positive perceptions toward co-teaching’s impact on student learning, and a greater willingness to implement co-teaching in their future teaching. The results also suggest that a co-teaching instructional approach used within a university classroom affects pre-service teachers’ perceptions of the benefit and intended future use of that co-teaching instructional approach.
Updated: Nov. 17, 2021
Learning to Think like a Teacher: Effects of Video Reflection on Preservice Teachers’ Practice and Pedagogy
This article analyzes qualitative data from preservice teachers and university supervisors who took part in a study where preservice teachers used video software to record their instruction, reflect on the recording, send the recording to a supervisor, and then meet with the supervisor to review and discuss essential pedagogical elements. Using video to reflect on practice had a positive impact on preservice teachers’ pedagogical practices, classroom management strategies, and learner engagement methods, suggesting that using video to reflect and to direct can have a positive impact on the development of preservice teachers.
Updated: Nov. 11, 2021
Perceptions of preparedness for online teaching due to the COVID-19 pandemic as a graduate of an education program at a university in the Midwest
This study examined how prepared teachers felt when shifting to online instruction during the COVID-19 pandemic. The teachers were graduates of an education preparation program at a small private Midwestern University. The authors constructed a questionnaire to measure the graduates’ perceptions of preparation in online teaching, as well as their experience of online teaching during the pandemic. The graduates reported the importance of university faculty modeling the use of online tools, effective course management and virtual teaching strategies to preservice teachers, as well as having the opportunity to take a course focused on teaching in virtual contexts. Such preparation enabled the graduates to successfully transition to online instruction during the pandemic.
Updated: Nov. 08, 2021
With the arrival of the COVID-19 pandemic in March 2020, teacher colleges across the country suddenly shifted to online. In many cases, faculty, wary of shortchanging students of a meaningful learning experience, leveraged synchronous meetings as a way of compensating for the abrupt removal of face-to-face (F2F) interactions. This mixed-methods self-study explored advanced licensure candidates' perceptions of developing a Community of Inquiry (COI) across three sections of a Spring 2020 online course taught by the same instructor. This course was fashioned as a literature circle about immigrant communities and K-12 schools. In one section, five one-hour synchronous meetings punctuated the shared readings of five book-length ethnographies. The other two sections remained completely asynchronous. Sixty-nine students across the three courses were electronically surveyed at the close of the semester. Fifteen students were subsequently interviewed as an additional layer of data collection. Survey analysis indicated that monthly synchronous meetings did not significantly impact students' perceptions of COI development. Follow-up interviews provided further insights into methods that students perceived as essential for advancing teaching, cognitive, and social presences. The authors conclude with broad and specific recommendations for better practices and future research for COI in graduate teacher education online coursework in and beyond COVID-19.
Updated: Nov. 07, 2021
Preservice Teacher Burnout: Secondary Trauma and Self-Care Issues in Teacher Education Provided to Pre-Service Teachers
This study examines preservice teacher coursework and interview data related to encountering student trauma, secondary trauma, and the role of self-care during clinical placement experiences. A thematic analysis of the data led to the identification of four main themes: the power of student stories, recognition of the many forms of trauma, preservice teacher burnout, and barriers to integrating self-care. Additionally, the authors’ analysis revealed the ways in which preservice teachers experienced secondary trauma as a consequence of forming relationships with students and listening to their stories. Some of the effects of this secondary trauma were mitigated by engaging in self-care, but those preservice teachers who felt they failed at supporting their personal wellness experienced burnout. More troubling, only one preservice teacher recognized self-care’s connection to trauma-informed teaching. The authors’ findings reveal the importance of infusing content on trauma, secondary trauma, and self-care in teacher education coursework and the need to provide professional development on trauma-informed teaching for clinical placement school sites.
Updated: Nov. 07, 2021
Improving Supervisor Written Feedback: Exploring the What and Why of Feedback Provided to Pre-Service Teachers
This study examines the content (i.e., pedagogical skill) and purpose (i.e., praise or suggestion for growth) of university supervisor written feedback in order to improve the quality of observational evaluation provided to elementary and secondary pre-service teachers. Interview data reveal key factors influence the content of supervisor feedback, including the pre-service teacher’s instructional context and learning needs, as well as the supervisor’s content knowledge and teaching beliefs. Findings reveal supervisors provided significantly more praise versus suggestions for growth, and commented much less frequently on key practices, including supporting emergent bilinguals. Implications highlight the importance of supporting supervisors with targeted professional development opportunities which allow for critical examination of their feedback.
Updated: Nov. 07, 2021
“A Learning Process Versus a Moment”: Engaging Black Male Teacher Education Candidates in Culturally Sustaining Pedagogy at Jackson State University
This qualitative case study provides a deep dive into a teacher education program at Jackson State University, a Historically Black University (i.e. HBCU) located in Mississippi that is intentionally preparing Black men teacher candidates to successfully support the academic achievement of students in culturally diverse, low-income, and underserved schools.
Updated: Oct. 26, 2021
Achieving the goal of a scientifically literate society greatly depends on teachers. This study assesses preservice elementary teachers’ conceptual understanding of scientific literacy. Study participants include 20 preservice elementary teachers registered in an advanced science methods course at a midsize university in the United States. A qualitative interview design with a sem-istructured interview format was used. The results of this study showed that preservice elementary teachers’ scientific literacy and knowledge of the nature of science required improvement to comply with science education reforms; however, they showed adequate understanding of the relationship among science, technology, and society.
Updated: Oct. 21, 2021