Preservice Teachers (466 items)To section archive
Small Stories in Online Classroom Discussion as Resources for Preservice Teachers’ Making Sense of Becoming a Bilingual Educator
This article examines the ways that students recounted personal and professional stories in classroom discussion in relation to their emerging understanding of what it would mean to become a bilingual educator. The authors found that the storied character of teachers’ knowledge building and identity exploration. Through narratives-in-interaction shared in online written discussion, the participants related experiences and described imagined teacher roles as they made sense of bilingual teaching. The findings also demonstrated how narrative-in-interaction functioned as a learning system through which preservice teachers made diverse knowledge sources their own, connecting individual to collective and theoretical to experiential knowledge.
Updated: Dec. 25, 2018
Examining Preservice Teachers' Conceptual and Practical Understandings of Adopting iPads into their Teaching of Young Children
This study aimed to explore how preservice teachers used iPads and their applications in their coursework and field placements, which took place in high-stakes early learning contexts, affect their conceptualizations of incorporating iPads into their teaching. The results revealed that most of these prospective teachers found iPads and their apps to be appealing but struggled to connect their attraction to these devices to student learning. However, some participants worried that by simply figuring out the pattern or steps required to complete the task or game found within the app successfully, students are not learning or developing the skills and/or knowledge the app was designed to teach them.
Updated: Dec. 13, 2018
Teaching Efficacy: Exploring Relationships between Mathematics and Science Self-Efficacy Beliefs, PCK and Domain Knowledge among Preservice Teachers from the United States
This study explored the relationships among preservice teachers’ mathematics and science teaching efficacy beliefs, their pedagogical content knowledge (PCK) and their domain knowledge (DK). It was found that participants’ PCK and efficacy beliefs correlate to a high degree and influence each other. Furthermore, the results indicated that participants’ mathematics and science DK did not predict their teaching efficacy beliefs, however, their mathematics and science overall PCK score predicted participants’ efficacy beliefs, more exactly, their outcome expectancies. Furthermore, the findings show that elementary preservice teachers’ previous efficacy beliefs are more likely to predict their future efficacy beliefs than their mastery of DK and PCK.
Updated: Dec. 12, 2018
Knowledge and Beliefs of Early Childhood Education Students at Different Levels of Professional Preparation
This study aimed to explore the characteristics of students at different levels of early childhood professional preparation. The results show differences in knowledge across the differentiated levels of early childhood professional preparation. The authors argue that such results are relevant to teacher preparation programs and provide further support for policies within early childhood programs requiring continued education for early childhood teachers.
Updated: Dec. 09, 2018