Search results for: Preservice teachers
Page 1/108 1074 items
The aim of this study was: (a) to measure the effectiveness of a supporting tutor-training curriculum and content knowledge gains for preservice teachers engaged in service learning and (b) to determine whether tutor training and field experience improved the preservice teachers’ teaching self-efficacy beliefs. One hundred and thirteen upper-division undergraduate students enrolled in Social Foundations of Multicultural Education courses participated in course-embedded tutor-training and fulfilled a 20-h service-learning requirement by tutoring pupils in local elementary schools. The study results suggest that a course-specific tutor-training curriculum advances the participants’ knowledge and skill in tutoring. The results also indicate that the combination of tutor training and field application (i.e. tutoring in a classroom) function to increase students’ self-efficacy as future teachers.
Updated: Sep. 26, 2019
Organizing physics teacher professional education around productive habit development: A way to meet reform challenges
In this paper, the authors argue that the link between intentional decision making and actual teaching practice are teacher’s habits (spontaneous responses to situational cues). Teachers unavoidably develop habits with practical experience and under the influence of knowledge and belief structures that in many ways condition the responses of teachers in their practical work. To steer new teachers away from developing unproductive habits directed towards “survival” instead of student learning, the authors propose that teacher preparation programs (e.g., in physics) strive to develop in preservice teachers strong habits of mind and practice that will serve as an underlying support structure for beginning teachers. They provide examples of physics teacher habits that are to be developed during the program, propose mechanisms for the development of such habits, and outline possible future research agendas around habits.
Updated: Sep. 12, 2019
Preservice teachers in this study (N = 121) received training in evidence-based practices for vocabulary instruction via a series of three training modules. They then completed one of two practice conditions—creating a multimedia product to teach a vocabulary word or completing a non-multimedia learning task during class. The two practice conditions resulted in similar gains on the knowledge measure, but the group that created the multimedia product significantly outperformed the group that completed the non-multimedia task in a demonstration of instruction. Implications for teacher education are discussed by the authors.
Updated: Jul. 29, 2019
Toward a Model of Learning and Transfer: A Review of Instructional Methods and Learning Outcomes in Special Education Teacher Preparation
In this article, the authors present a model of learning and transfer based on the How People Learn theoretical framework. Guided by this framework, a review of literature resulted in 12 experimental, quantitative studies of instructional methods delivered primarily within university classroom-based settings, measuring preservice teachers' (PSTs’) outcomes at increasingly deeper levels of learning and transfer. Findings indicate various instructional methods within university coursework lead to strong, positive learning outcomes for PSTs, with most studies measuring knowledge acquisition and conceptual application of knowledge. Yet, more studies are needed to evaluate the effectiveness of coursework on teacher candidates’ application for and within classroom settings, as well as students’ outcomes. Implications and future research are discussed.
Updated: Jul. 29, 2019
Despite the increased focus on why new special education teachers leave the field, the knowledge related to teacher attrition in special education is still somewhat limited when compared with the field of general education. In this study, the authors conduct several Nominal Group Technique (NGT) focus groups to learn more about the perceived needs of new special education teachers. Focus groups are held with three specific groups, preservice special education teachers, new special education teachers, and school administrators to further investigate the potential differences in perceptions about the needs and roles of new special education teachers.
Updated: Jul. 28, 2019
Examining the Quality of Preservice Science Teachers’ Written Reflections When Using Video Recordings, Audio Recordings, and Memories of a Teaching Event
This study aimed to explore what happened when a group of preservice teachers (PSTs) used video prompts, audio prompts, or memory alone during a guided reflective writing exercise. The authors conclude that the findings revealed that reflection papers written while referencing video of critical teaching incidents were of significantly higher quality than those written while referencing audio.
Updated: Dec. 27, 2018
Small Stories in Online Classroom Discussion as Resources for Preservice Teachers’ Making Sense of Becoming a Bilingual Educator
This article examines the ways that students recounted personal and professional stories in classroom discussion in relation to their emerging understanding of what it would mean to become a bilingual educator. The authors found that the storied character of teachers’ knowledge building and identity exploration. Through narratives-in-interaction shared in online written discussion, the participants related experiences and described imagined teacher roles as they made sense of bilingual teaching. The findings also demonstrated how narrative-in-interaction functioned as a learning system through which preservice teachers made diverse knowledge sources their own, connecting individual to collective and theoretical to experiential knowledge.
Updated: Dec. 25, 2018
This study explored the effects of the teacher characteristics on pre-service teacher (PST) concern about integrating Web 2.0 tools into instruction. The authors found significant relationships between the concern and a few personal characteristics. The authors found that the PSTs seemed more prepared and confident in utilising instructional strategies (pedagogical knowledge) and less in engaging students in learning and managing classrooms.
Updated: Dec. 23, 2018
Early Professional Development in the Scottish Context: Pre-service High School Teachers and the Management of Behaviour in Classrooms
This article examines the challenges and issues faced by pre-service teachers in relation to classroom behavior management. The author found that the journeys of these participants undertaken in relation to professional identity formation. It was also found that the narration were unique to each and to the diverse school contexts they worked within. However, the author also found common themes in relation to these experiences. These participants found themselves being encouraged to assume the position of power and enforcement over the source of the challenging behaviour, the child.
Updated: Dec. 19, 2018
Examining Preservice Teachers' Conceptual and Practical Understandings of Adopting iPads into their Teaching of Young Children
This study aimed to explore how preservice teachers used iPads and their applications in their coursework and field placements, which took place in high-stakes early learning contexts, affect their conceptualizations of incorporating iPads into their teaching. The results revealed that most of these prospective teachers found iPads and their apps to be appealing but struggled to connect their attraction to these devices to student learning. However, some participants worried that by simply figuring out the pattern or steps required to complete the task or game found within the app successfully, students are not learning or developing the skills and/or knowledge the app was designed to teach them.
Updated: Dec. 13, 2018