Search results for: Elementary school teachers
Page 9/16 158 items
The authors examined the perceptions of 136 elementary school beginning teachers across a Rocky Mountain state in the US regarding the mentoring support they received during their first year teaching. Results indicate that beginning teachers who received both common planning time with a mentor and release time to observe other teachers rated the mentoring experiences they had as significantly more helpful than beginning teachers who were not provided these mentoring supports.
Updated: Apr. 24, 2013
The authors explored practicing elementary school teacher’s conceptions of teaching in ways that foster inquiry-based learning in the science curriculum. The analysis revealed three conceptions of teaching for inquiry learning in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and answer their own questions.
Updated: Apr. 22, 2013
The authors describe the dynamic discourse interactions between a teacher and her students in a third-grade science classroom. The authors focused on how the teacher and students initiate, prompt, respond, and provide feedback; use questioning and power strategies; and how questions are associated with power dynamics. Results revealed that teacher talk was twice as frequent as students’ talk; questions were primarily closed-ended and task-oriented; and students asked few questions. The teacher exercised power by keeping activities organized and conventional, and utilizing subject matter.
Updated: Mar. 21, 2013
Use of the Outdoor Classroom and Nature-Study to Support Science and Literacy Learning: A Narrative Case Study of a Third-Grade Classroom
The author describes a case study of an exemplary third grade teacher’s use of the outdoor classroom for meeting both state science and language arts standards. The data reveal that this teacher’s early life experiences supported her strong interest in science and nature in the outdoors and experiencing it with her children.
Updated: Mar. 21, 2013
Promoting Creative Thinking and Expression of Science Concepts Among Elementary Teacher Candidates Through Science Content Movie Creation and Showcasing
The authors examined the use of video editing technology as a tool to support candidates’ conceptual understanding and expression of science content knowledge, as well as the potential to support creative thinking. The participants were 121 elementary teacher candidates in both sections of an elementary science methods course. The candidates found that the process gave them an opportunity to explore, assemble, and communicate a story of their concept in a creative and engaging way that was meaningful for them. Furthermore, many teacher candidates reported that learning to use the software had distinct advantages that included increasing their confidence in using the software and having to figure out how the software could support their ideas.
Updated: Jan. 30, 2013
The paper is aimed to describe the progression in the conceptions of prospective primary teachers about school science content while they were participating in three teacher education courses following the same constructivist oriented strategy.
Updated: Jan. 28, 2013
The purpose of the study was to determine how learning about the integrated use of technology, pedagogy, mathematics content, and cognitive complexity would affect elementary school teachers' knowledge structure base and help them in constructing instructional units. The instructional units produced by the teachers portray a clear picture of student involvement.
Updated: Jan. 23, 2013
Field-Based Teacher Education in Elementary Media Literacy as a Means to Promote Global Understanding
This article describes a university-school partnership that supports the professional development of preservice teachers and elementary teachers. The authors introduced the instructional principles and practices of media literacy education. The authors wanted to support children's critical thinking and communication skills while deepening their understanding of the peoples and cultures of the Middle East. This case study of a university-school partnership shows how a partnership between preservice teachers and elementary educators may help combat stereotypes, support critical thinking about media and technology, develop composition and creative skills, and promote children's global understanding of the people and cultures of the Middle East.
Updated: Jan. 14, 2013
This paper describes the findings from two focus groups conducted with preschool and elementary preservice teachers during which participants examined their attitudes towards writing that have developed over time and their plans for future writing instruction.
Updated: Dec. 30, 2012
We Learned All About That in College”: The Role of Teacher Preparation in Novice Kindergarten/Primary Teachers' Practice
The current case study reports how 5 first-year kindergarten/primary teachers utilized knowledge and skills from their teacher preparation program as a means of approaching curricular decision-making for instructional practice.
Updated: Nov. 28, 2012