Search results for: Teacher candidates
Page 4/5 45 items
This article presents dispositions supporting the teaching of science as structured inquiry by four elementary candidates. Supportive dispositions included curiosity and questioning, investigating first-hand, learning together, and active learning. These dispositions supported early science teaching despite candidates limited science content knowledge, and may contribute to candidates’ further learning of science.
Updated: May. 13, 2011
This article focused on the processes that teachers use to find a job and how they came to work in particular schools. Participants were individuals currently completing teacher education programs and looking for their first teaching job. The author concludes that teacher applicants’ practical understanding of the job search was informed by their social and cultural background and emphasized characteristics such as familiarity when making career decisions.
Updated: Nov. 28, 2010
The use of electronic portfolios is increasingly becoming popular in teacher education programs. Whereas many teacher education programs have adopted electronic portfolios in order to meet accreditation requirements, others use electronic portfolios to develop and improve on students’ technology skills. Using a qualitative research design, the current study examined teacher candidates’ attitudes toward electronic portfolios and the differences that electronic portfolios bring to their profession.
Updated: Oct. 18, 2009
Responding to the Challenges Posed by Summative Teacher Candidate Evaluation: A Collaborative Self-Study of Practicum Supervision by Faculty
This collaborative self-study describes how two new faculty members responded to the challenges posed by the teacher candidate evaluation process. Methods used included formal tape-recorded discussions during meetings of the self-study group of newly hired faculty, email correspondence, field notes, feedback from public forums about their work, and teacher candidate insights concerning the practicum evaluation process conducted by faculty.New strategies were developed to address the tensions associated with using summative evaluations in a formative framework and to improve practice during faculty practicum supervision.
Updated: Aug. 25, 2009
This study describes a paid field experience designed to investigate teacher candidates' willingness to teach in urban schools. 73 undergraduate and graduate students enrolled in a teacher preparation program were recruited for participation in the SITC program. Data from pre and post surveys indicated no significant difference as the number of previous field hours increased, from the beginning to the conclusion of field experience, on ratings of field experience and willingness, and between ethnic and SES groups.
Updated: Jul. 22, 2009
Pathways to Teacher Certification: Does It Really Matter When It Comes to Efficacy and Effectiveness?
In this study, the authors compared teacher candidates who followed three pathways leading to certification in adolescence education while attending the same university. A limited number of factors were held constant among pathways, and only factors inherent to the routes were varied. The dependent variables were (1) teacher effectiveness, as measured through Danielson's Observation Scale, and (2) teacher efficacy, as measured through Gibson and Dembo's Teacher Efficacy Scale. No significant differences in efficacy or effectiveness were found.
Updated: Jul. 15, 2009
In this article, the authors explore the relationship between technology use in school classrooms and a teacher preparation program. The authors describe how teacher candidates learn how to use technology as a pedagogical tool to enhance teaching and learning . They describe technology use in schools, their courses, and their students' field experiences. By modeling technology integration in their course work (based on what they observed in schools) and by collaborating with technology-rich classrooms and teachers, the authors found that teacher candidates became natural users of technology in their student teaching.
Updated: Jul. 13, 2009
The purpose of this study was to determine the extent to which teacher candidates are successful in meeting the needs of all students, including those with disabilities.Units of 20 teacher candidates were examined to determine: (a) the learning demonstrated by students with disabilities; and, (b) the teaching models and strategies used by the teacher candidates. Evidence of student learning was determined through analysis of disaggregated data from class-wide results.
Updated: Jun. 29, 2009
Exploring the Salient Experiences of Pre-Service Teacher Candidates Who Were Former Volunteer Tutors
Teacher candidates were tracked to monitor whether their former tutoring experience influenced their experiences as teacher candidates. The participants reflected on their teacher preparation experiences and their orientations to effective reading and writing instruction. The authors discuss the need for teacher education programs to assist candidates to assimilate newly acquired pedagogies into existing ones, including those acquired through volunteerism.
Updated: Jun. 22, 2009
The article examines and challenges a widely held and often unexamined conception of White teacher candidates as learners about issues of diversity and equity in teacher education. This conception suggests that most White teacher candidates are deficient learners who lack resources or who have deficient knowledge or experience from which to build when it comes to learning about diversity.
Updated: May. 18, 2009