Search results for: Elementary school teachers
Page 1/16 153 items
The Development of Teachers’ Visions from Preservice into their First Years Teaching: A Longitudinal Study
This study describes the visions of nine teachers over the course of seven years. The results highlight how the teachers articulated clear visions for their students that focused on helping them become motivated, successful, lifelong learners, and these teachers designed their instruction and classroom environments to support their visions. The authors found, however, these teachers encountered far more obstacles to enacting their visions than they did affordances for working toward them.
Updated: Oct. 14, 2018
From Student to Teacher: Changes in Preservice Teacher Educational Beliefs throughout the Learning-to-Teach Journey
This case study examines preservice teachers’ K–12 memories, their initial educational beliefs, and the changes in those beliefs over their teacher education program. The findings reveal that the preservice teachers initially believed that students were similar to themselves, that teaching was simple and autonomous, that students perform uniformly within grade levels, and that teaching ensures learning. At program’s end, the participants believed that students differ from one another and from themselves, that teaching is complex, that classroom freedom has limits, that differentiation is essential, and that teaching does not ensure learning.
Updated: Oct. 14, 2018
Incorporating Multiple Technologies into Teacher Education: A Case of Developing Preservice Teachers’ Understandings in Teaching Statistics with Technology
This article aims to present an approach for incorporating technology into a mathematics methods course that utilizes several types of technology into one lesson. The lesson engaged preservice teachers in a statistics lesson aimed at developing their reasoning about the measurement units of data and then engages them in reasoning about students’ approaches to the task.
Updated: Oct. 09, 2018
This study investigates the insights and challenges that prospective teachers (PSTs) experience when exploring early algebraic reasoning. The findings indicate that when PSTs engage in early algebra experiences during their preparation for teaching, they may experience meaningful new insights but may also face conceptual challenges. The author also argues that the results suggest that PSTs may benefit from developing informal ways to represent algebraic expressions and equations.
Updated: Jul. 15, 2018
This study aimed to examine whether different instructional practices could positively influence students’ anxieties and perceptions about mathematics. The authors compared between three instructional practices, which conducted to back on the same days in the same classroom (in-class lecture, flipped learning with teacher-created videos, flipped learning with Khan Academy videos). The findings suggest that when comparing the multiple aspects of teaching and learning for a mathematics content course for elementary education preservice teachers, flipped learning with teacher-created videos has the potential to help improve students’ anxieties and confidence in mathematics more than do instruction that incorporates in-class lectures or third-party videos.
Updated: Jul. 12, 2018
This study aimed to investigate teacher educators’ in-action mental model (IAMM) regarding student teachers’ minds and learning. The authors investigated the same teacher educators in two teaching contexts: (1) teaching an academic course about pedagogy in college; and (2) in the post-lesson feedback sessions that took place while they were supervising student teachers in elementary schools. The authors found that when the teacher educators taught an academic course, they had the same IAMM of the mind and learning as teachers who teach children in elementary and high school. The authors argue that this finding indicates the generality of the IAMM. The authors also found that the general IAMM has limitations. The findings in this study point to the contextual nature of IAMM.
Updated: May. 17, 2018
Student-Teachers’ Verbal Communication Patterns during their Teaching Practice in ‘Studies for the Environment’ subject in Early Greek Primary Classes
This research examines the quality of student–teachers’ (STs’) verbal communication during their teaching practice on the ‘Studies for the Environment’ subject. It also identifies potential factors affecting it. The results reveal that student teachers clearly dominate classroom discussion, the questions they address to their students are of poor quality, and are not facilitating the development of students’ critical thinking. The findings reveal that the student teachers used types of questions that do not consider students as researchers and do not provide them the opportunity to develop the fundamental skills specified in the ‘Studies for the Environment’ curricula, requiring them to be able to investigate complex issues. The authors also found that the factors influencing STs’ verbal communication are the absence of relevant theoretical and practical background, the inappropriate training school setting and the lack of teaching experience are the most prominent.
Updated: Apr. 26, 2018
Exploring the Role of Identity in Elementary Preservice Teachers who Plan to Specialize in Science Teaching
The authors want to understand how preservice teachers, who enrolled in elementary science concentration, negotiate a science teacher identity to support their motivations and goals to teach elementary science. Results suggest that when elementary preservice teachers learned science through hands-on, constructivist practices, they negotiated norms about how they believed that science could be taught and compared it to their own previous experiences. In early experiences with constructivist practices, participants described learning science as fun and innovative. Elementary preservice teachers who completed three or four classes saw themselves as a possible teacher of science as well as a learner of science. The authors conclude that providing elementary preservice teachers with individual courses that focus on the standards and expectations of elementary students in a particular domain influences the progression from learner to teacher in content and in practice.
Updated: Apr. 24, 2018
Developing Practical Knowledge of the Next Generation Science Standards in Elementary Science Teacher Education
This study investigates the development of prospective elementary teachers’ practical knowledge of the Next Generation Science Standards (NGSSs) in the context of a science methods course and innovative field experience. The authors present three issues related to how prospective teachers viewed and utilized the standards: (a) prospective teachers perceived the standards as providing guidance for planning; (b) the participants can build practical knowledge for using the NGSS as a tool to self-assess the effectiveness of their instruction in relation to their students’ progress toward meeting the standards; and (c) the participants developed the belief that the standards were achievable for both themselves and their students.
Updated: Apr. 08, 2018
This study focused on how elementary teachers described their professional growth after being involved in lesson study in a professional learning community with other teachers and university professors. The study also examined how they described the impact the program had on their teaching of mathematics. The results indicated that the participants valued the collaboration within the community of learners. The sharing of ideas, planning lessons together, and reflecting on teaching and student learning in a supportive environment appears to have been critical to teacher growth. The authors conclude that the findings indicate that while involvement in professional development to deepen teachers’ understanding of mathematics and their knowledge of how to teach mathematics is important.
Updated: Feb. 18, 2018