Section archive - Preservice Teachers
Page 9/54 535 items
Riding la Bestia: Preservice Teachers’ Responses to Documentary Counter- Stories of U.S. Immigration
This study investigated the responses of preservice teachers to the acclaimed documentary "Which Way Home", a film that profiles unaccompanied adolescents who hitchhiked the train system of Central America and Mexico en route to the United States. The findings illustrated the efficacy and limitations of using documentary counter-stories to accomplish two important aims simultaneously: promoting content knowledge of an important social issue and challenging negative stereotypes through counter-stories.
Updated: Oct. 25, 2018
What Do U.S. and Spanish Pre-service Teachers Think about Educational and Professional Use of Twitter? A Comparative Study
This study examines pre-service teacher (PST) perceptions of educational and professional uses of the social media platform Twitter. The findings reveal that participants from two countries perceived Twitter to have definite learning applications. Furthermore, it was found that a majority of PSTs from both countries perceived benefits from the access Twitter provided them to in-service educators, and expressed intentions to continue collaborating with other educators via Twitter.
Updated: Oct. 21, 2018
International Service Learning and Critical Global Citizenship: A Cross-case Study of a Canadian Teacher Education Alternative Practicum
The purpose of this study was to examine how an international experience within a teacher education program impacted on the development of student teachers as classroom teachers. The authors argue that the findings demonstrate how the ISL practicum enhanced self, difference, and global awareness, which would have positive effects on their teaching, especially with respect to meeting the needs of students from marginalized backgrounds.
Updated: Oct. 17, 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
This study aimed to learn more about the millennial students, what they felt was important to learn, what resources were most important, and how they would evaluate some of their own skills. The findings reveal that the millennial preservice teachers in this study indicated what they wanted most to learn in their teacher education program was about how to manage student behavior. The findings also suggest that millennial preservice teachers understand that their future students will come from a variety of cultures and backgrounds and have a range of abilities.
Updated: Aug. 30, 2018
This study aims to examine Turkish pre-service teachers’ experiences related to a two-month international teaching and cultural experience in United States. The findings revealed that pre-service teachers perceived the international teaching experience helped them develop professionally and personally.In this programme, the participants had a chance to observe student-centred teaching approaches and collaborative/cooperative learning strategies while observing their mentor teachers. Later, the participants were able to teach lessons that were observed by their mentors. The opportunity to practice in US helped the participants to improve their teaching confidence and skills during the internship.
Updated: Jul. 22, 2018
TPACK in Special Education: Preservice Teacher Decision Making While Integrating iPads Into Instruction
This study examined how preservice teachers’ instructional decision making reflected the use of technological, pedagogical, and content knowledge (TPACK) components in an elementary-level special education setting. The findings reveal that the preservice special education teachers had multiple opportunities to practice combining technological knowledge, pedagogical knowledge, and content knowledge to make instructional decisions through technology integration. In addition, the participants blended components of this specialized knowledge to make in-the-moment teaching decisions when integrating technology into tutoring sessions.
Updated: Jul. 17, 2018
The Influence of Student Teachers on Student Achievement: A Case Study of Teacher PersThe Influence of Student Teachers on Student Achievement: A Case Study of Teacher Perspectives
The case study aimed to discover the influence of student teachers on student achievement in an elementary school and explore how teachers perceived the influence of student teachers on their students' growth and achievement. Furthermore, the participants argued that student teachers needed to possess characteristics and qualities of highly effective teachers. Although the teachers perceived their experience of working with student teachers as positive, they considered themselves to be an important factor in the equation for impacting student achievement. The teachers said that even when the student teacher was in control, the teacher was available to work with individual students as needed.
Updated: Jul. 12, 2018
Navigating Layers of Teacher Uncertainty among Preservice Science and Mathematics Teachers Engaged in Action Research
This study aimed to explore how the construct of teacher characterizes different dilemmas that preservice science and mathematics teachers encounter as they embark upon their first action research experience. The authors conclude that action research is both a viable and productive mechanism for helping preservice science and mathematics teachers not only to embrace these uncertainties, but more importantly respond to them in creative and innovative ways.
Updated: Jul. 05, 2018
Improving Pre-Service Middle School Teachers’ Confidence, Competence, and Commitment to Co-Teaching in Inclusive Classrooms
This study aimed to determine the attitudes of pre-service teachers toward co-teaching and inclusion. It also explored the impact of the systematic approach on participating teacher candidates’ knowledge, skills, and attitudes toward co-teaching. The authors argue that their approach combines faculty co-teaching of pre-service classes with seminar and field experiences to develop a specific knowledge base and skill set around collaboration and co-teaching. These results indicate that curriculum development must consider and respect the developmental trajectory of pre-service teachers such that their learning is meaningful and deep.
Updated: Jun. 13, 2018