Search results for: Preservice teacher education
Page 5/31 303 items
A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge
This review focuses on research related to how prospective teachers (PSTs) learn to connect to children’s mathematical thinking (CMT) and children’s cultural funds of knowledge (CFoK) in mathematics instruction.
Updated: Jun. 07, 2017
This paper examines the relationship between pre-service teacher education (ITE) for primary schooling and primary teaching in England between 1974 and 2014. It also explores the ‘fitness of purpose’ of the current system of preparing teachers for the classrooms of the twenty-first century. This historical analysis suggests that, despite 40 years of change in ITE, there are still a number of unresolved issues in ITE.
Updated: Dec. 05, 2016
In this article, the authors examine mentoring in the pre-service teacher education context by proposing a theoretically based framework for mentoring in this context.
Updated: Dec. 04, 2016
The authors conducted this benchmarking study of the standalone course to determine the successful lessons and practices that should be incorporated into the new program design, in which educational technology faculty members were charged with developing an alternative approach of infusing technology into methods courses. Results from analysis of pre- and post-course survey results and focus-group data indicated that candidates' confidence and TPACK scores increased in the standalone course.
Updated: Aug. 31, 2016
This article aimed to investigate relationships between teacher preparation and teacher outcomes. The findings suggest that features of preservice teacher preparation are positively related to teacher outcomes. Teachers who completed more practice teaching and more methods-related courses felt significantly better instructionally prepared in their first year of teaching. Results suggest that estimated effects of preparation also vary by kind of school, and particularly by school level and urbanicity. Secondary school teachers, more than elementary school teachers, seem to benefit from additional preparation. The findings also indicate that estimated positive effects of preparation are stronger among teachers employed in urban and rural settings as compared to teachers in suburban settings.
Updated: Jul. 27, 2016
The Impact of Preservice Preparation and Early Career Support on Novice Teachers’ Career Intentions and Decisions
In this study, the authors examined the direct effects of preservice preparation quality and early career support as well as potential moderating effects of early career support on the career intentions and decisions of novice teachers. The findings confirm and extend prior research related to the effects of early career support alone and in conjunction with varying levels of satisfaction with preservice preparation. The authors show a direct association between new teachers’ perceptions of preservice preparation quality and their intentions to remain in their current school and in the profession. In conclusion, this study provides a first and important step in filling a gap in the teacher attrition literature by examining whether mentoring and induction support differentially influences beginning teachers’ career intentions and decisions depending on their level of preservice preparation.
Updated: Nov. 18, 2015
The goal of this article is to report a preliminary work on student-centered teacher preparation to promote school success among culturally and linguistically diverse learners. The authors believe that teacher education programs need to be very purposeful in their approach to multicultural literacy teacher education. Drawing upon Vygotskian perspective on learning, they chose two cases from the beginning of their teacher education program and during student teaching, which often marks the end of teacher education program.
Updated: Aug. 03, 2015
Five-Picture Charades: A Flexible Model for Technology Training in Digital Media Tools and Teaching Strategies
This article presents Five-Picture Charades, an instructional activity designed to introduce preservice and in-service teachers to the technical and pedagogical uses of digital images in the classroom. The authors discuss instructional strategies emerging from this activity across the content areas. They also describe ways to relate Five-Picture Charades to lesson planning and curriculum development projects. The authors conclude that the Five-Picture Charades activity provides teachers with a concrete, manageable example of technology integration that requires teachers to draw upon their content knowledge, pedagogical expertise, and emerging technology proficiencies and attitudes.
Updated: Feb. 08, 2015
The purpose of this article is to demonstrate the efficacy of using ePortfolios to enhance career skills for newly qualified teachers. Specifically, this paper focuses on a new area of ePortfolio-related research in teacher education; the transition from university into employment. The findings indicate a changing purpose of the ePortfolio from training to the workplace, an increasing strength of ownership as part of the transition, and empowerment in becoming a teacher. Secondary findings demonstrate an increasing acceptance amongst head teachers regarding the usefulness of the ePortfolio in pre-service teacher education and in the continuing professional development of qualified teachers.
Updated: Jan. 20, 2015
The Genesis of Mentors’ Professional and Personal Knowledge about Teaching: Perspectives from the Republic of Ireland
This paper investigates the sources of mentors’ knowledge about teaching. The findings reveal that mentors’ knowledge about teaching is practice orientated and emerges from their professional experiences, their teaching skills, their pre-service teacher education and from their own personal experiences. The authors suggest that mentors require support to reflect on their early socialisation experiences and their attachment to practice-based experience as a source of professional knowledge, in this way they can better understand and carry out their role as mentors.
Updated: Jan. 20, 2015