Search results for: Preservice teacher education
Page 8/31 306 items
This study focuses on current efforts underway in one western US state to prepare educators’ for meaningful participation with families. The participants were Directors and faculty from 43 accredited Institutions of Higher Education (IHEs) preparing pre-service teachers, administrators, and student support personnel. The results indicate that current course offerings and field practice requirements may not match prevailing views regarding the need for and importance of family engagement in promoting student success.
Updated: Dec. 22, 2013
The current review of literature examines efforts in higher education to address family engagement and the impact of various pedagogical approaches on preservice teachers. The findings reveal a narrow sample of empirically based research.However, these studies offer insights regarding pedagogical approaches that increase teachers’ confidence and self-awareness, improve educators’ knowledge of diverse families, and enhance teachers’ ability to use knowledge about families and communities to improve instruction.
Updated: Dec. 22, 2013
Teaching Anxieties Revealed: Pre-service Elementary Teachers’ Reflections on their Mathematics Teaching Experiences
The current study analyzed pre-service teachers’ reflections at the conclusion of an elementary mathematics field experience. The authors were interested to determine common themes surrounding anxiety-related events based on mathematics practice-teaching experiences. Through qualitative analysis of pre-service teachers’ reflections, three categories and ten themes surrounding elementary pre-service teachers’ anxiety-related events based on mathematics practice-teaching experiences emerged.
Updated: Dec. 15, 2013
Learning To Be A Culturally Responsive Teacher through International Study Trips: Transformation or Tourism?
This article presents findings from a qualitative study that investigated the experiences of 15 Australian pre-service teachers who attended a short-term study programme in either Korea or India. Three interrelated themes emerged from the interview data: (1) dissonance resulting from physical discomfort; (2) dissonance resulting from culturally different communication styles and expectations about appropriate behaviour and interaction and (3) dissonance resulting from incidents/events that challenged the pre-service teachers’ views of themselves and their own cultures.
Updated: Nov. 25, 2013
Reflective Journals: Making Constructive Use of the “Apprenticeship of Observation” in Preservice Teacher Education
In the author's introductory educational psychology course, students write biweekly journals reflecting on their own lived experiences in light of course concepts and ideas. In this article, the author shares typical journal questions and excerpts from the responses of two recent classes to show how students can engage journal questions at differing levels. The author discusses choice, respect, and agency as three essential conditions for effective use of student journals in preservice teacher education.
Updated: Nov. 25, 2013
Educational Action Research to Initiate Discourse on Inclusion in an E-learning Environment in Teacher Education
The authors ascertain the possibilities of using the online environment of google.doc for initiating pre-service teachers’ discourse about the nature of inclusive relationships between individuals and the environment, and the ways of their enhancement. The content analysis of the generated discourse yields a system of 15 approaches that pre-service teachers use for communicating about the nature of and prerequisites for inclusive relationships.
Updated: Aug. 27, 2013
First Off the Blocks: Professional Experience and Learning for First-Year Preservice Physical and Health Education Teachers
The purpose of this study was to gain insight into the learning of preservice Physical and Health Education teachers throughout three progressively designed professional experiences. Findings indicate the potential of microteaching placements as stepping-stones to larger, more intense professional experience placements.
Updated: Aug. 21, 2013
The purpose of this article is twofold. Firstly, to examine the pre-service teachers’ knowledge of mathematical content, and the effectiveness of a pre-service mathematics curriculum subject in improving that knowledge. Secondly, to compare this knowledge with that of the students whom they would be teaching. The results showed that many pre-service teachers entered this teacher education program with very poor levels of mathematical content knowledge. However, the preservice teachers improved their mathematical knowledge after participating in the pre-service teacher education unit on mathematics education.
Updated: Jul. 24, 2013
This study aimed to implement a novel learning tool on cell phones, Augmented Reality Games, and determine how the interaction influenced preservice teachers’ content knowledge and self-efficacy of cell phone use in schools. Results show a significant gain both elementary and secondary preservice teachers in content knowledge and self-efficacy of cell phone use in schools.
Updated: Jul. 22, 2013
Results of this study identified evidence markers that characterize reflection in preservice teacher electronic portfoliosThe author describes how the school of education faculty members identified these markers. The author argues that being able to explicitly recognize and characterize the evidence which identifies reflection should assist instructors in teaching the skills of reflection and in making better use of electronic portfolios for promoting reflection among preservice teachers.
Updated: Jul. 17, 2013