Search results for: Preservice teacher education
Page 7/31 306 items
Integration of Technology in Elementary Pre-Service Teacher Education: An Examination of Mathematics Methods Courses
This article describes the answers of 204 instructors of elementary mathematics methods courses, who completed a survey assessing the extent to which they stay informed about research related to effective uses of educational technology and the kinds and numbers of educational technologies they include in their courses. Findings indicate that, while they view educational technology research as important to their field, mathematics methods instructors are neither accessing such research nor using technology in their courses to any great degree.
Updated: Jun. 24, 2014
This article investigates the fraction knowledge of prospective elementary teachers in Taiwan. The findings suggest that Taiwanese prospective elementary teachers’ common fraction knowledge is quite secure. Many of them have developed multiple strategies for solving fraction division word problems and showed flexibility in utilizing them. All three of the major strategies prospective teachers used to solve the number line problem and the jogging problem are built upon multiple pieces of the knowledge package described by Ma (1999). The authors recommend a concerted effort to help prospective elementary teachers develop a level of proficiency on fraction division comparable to their Taiwanese counterparts at the conclusion of their required mathematics courses.
Updated: Jun. 18, 2014
The Affordance of Blogging on Establishing Communities of Practice in a Pre-Service Elementary Teacher Education Program
The current study examines the affordances of blogging on establishing communities of practice within an elementary teacher education program. The authors examined pre-service teacher participation in an online community of practice where pre-service teachers, over the course of their elementary education program. An analysis of the data demonstrated tensions around epistemologies, community and identity development.
Updated: May. 26, 2014
This study has investigated the use of an open guided inquiry laboratory course in which a group of pre-service teachers planned and implemented practical work for school purposes. The results show that peer discussions about content and instructional decisions within active designing teaching sequences have enabled the participants to become aware of several aspects of a physics teacher’s teacher knowledge. Furthermore, the pre-service teachers who participated in this project suggested that they had learnt subject matter knowledge during the Course of Laboratory Practice for Physics Teachers (CLP). In light of the results, the authors would warmly suggest including the early use of the open guided inquiry laboratory, as part of the bachelor degree studies, for preservice physics teachers.
Updated: May. 25, 2014
Who Teaches Mathematics Content Courses for Prospective Elementary Teachers in the United States? Results of a National Survey
The goal of this research was to answer the question, ‘‘Who teaches mathematics content courses for prospective elementary teachers at colleges and universities in the United States, and what are these instructors’ academic and teaching backgrounds?’’ The authors decided to conduct a survey of all higher institutions in the United States. They surveyed 1,926 institutions, and a faculty member from each of 825 institutions participated in the survey. The survey results point out that most institutions are not meeting the recommendation of requiring prospective elementary teachers to complete nine credits hours of mathematics content courses designed specifically to support them in thinking carefully about elementary mathematical ideas.
Updated: Apr. 13, 2014
This study investigated the factors that credential program's graduates perceived to support or impede their implementation of certain university-taught practices. The participants were 19 graduates of Northridge’s secondary-mathematics-credential program in California State University. The teachers in this study portrayed the credential program as the most significant factor promoting their use of the Practices. The findings of this study suggest that both university and employing school play crucial roles, and changes in both arenas would facilitate the uptake of such practices.
Updated: Apr. 02, 2014
This study presents a comparison of lesson plans by teacher candidates in a teacher preparation program before and after universal design for learning (UDL) training. After training, 45 teachers incorporated more differentiated options and varied teacher strategies based on UDL principles into their lesson plans, so that the content was more accessible to all students. The improved multiplicity of options in lesson planning demonstrates a better understanding of UDL principles; however, teachers need more experience in actually implementing the UDL principles in their classrooms.
Updated: Feb. 19, 2014
This article focuses on what beginning teachers learned about planning; the nature of that planning; and the development of their awareness as to what planning could and could not achieve. This study is based on the analysis of 10 post-lesson interviews with 17 beginning teachers in England across three years (the PGCE year and the first two years in teaching). The findings demonstrate that learning how to plan clearly emerges as the most prominent feature in the PGCE year. It remains a strong feature in the newly qualified teacher year. Furthermore, ongoing learning about planning can be a powerful vehicle for ongoing learning about teaching as a whole.
Updated: Feb. 10, 2014
The purpose of this study was to examine the various representations of the author's development as a beginning teacher educator offered through his methodology of self-study through narrative inquiry. Analysis of these narratives revealed how certain ongoing, and at times paradoxical, tensions influenced the author's thinking about his initial practices as a teacher educator. At the same time as he was refining his vision for social studies and coming to understand the potential significance of his teaching, he was also, sometimes paradoxically, exhibiting fear of regression in his work, displaying apathy or exhaustion, exhibiting frustration and restlessness, and struggling to navigate interpersonal relationships with his students.
Updated: Jan. 14, 2014
The present article set out to examine the issue of whether opportunity to learn (OTL) was related to mathematics and mathematics pedagogy knowledge for future middle school mathematics teachers and for future elementary teachers who will likely teach mathematics. The authors used data from 81 randomly sampled U.S. public and private institutions as well as international data from top-achieving countries. The results showed major differences in course taking between the A+ countries and the United States, especially for lower secondary preparation programs.
Updated: Jan. 01, 2014