Search results for: Cullen Theresa A.
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Effects of Self-Efficacy, Emotional Intelligence, and Perceptions of Future Work Environment on Preservice Teacher Commitment
This study aims to examine the effects of expectations of future work environment, perceptions of satisfaction, self-efficacy, and emotional intelligence on preservice teacher (PSTs) commitment to the profession. The findings reveal that preservice teachers’ personal and environmental expectations play an important role in their motivation to continue in the teacher education program and enter the teaching profession. The results also show that when PSTs perceived higher levels of collaboration with colleagues and higher levels of autonomy in the classroom, they also exhibited increased levels of satisfaction. However, when PSTs perceived their future work environment as less than ideal they exhibited lower levels of satisfaction.
Updated: Nov. 06, 2018
This article presents a technology integration model designed to assist pre-service teachers to learn meaningful uses of technology in K-12 classrooms. The authors define five essential characteristics necessary for pre-service teacher education: (a) providing concrete experience, (b) promoting reflection, (c) assisting knowledge application to actual practice, (d) creating communities of learners, and (e) developing Technological Pedagogical and Content Knowledge.
Updated: Jun. 13, 2011
Using Action Research to Engage K-6 Teachers in Nature of Science Inquiry as Professional Development
This article describes how the authors designed activities to assist K-6 teachers in conducting action research on their NOS instruction to enable them to better assess their students’ NOS understandings and the lessons learned by the professional development staff about this process. The data suggest that action research can be a valuable tool to engage classroom teachers in inquiry and to promote NOS instruction and assessment, thus changing how they taught.
Updated: May. 19, 2011
Experienced Teachers’ Strategies for Assessing Nature of Science Conceptions in the Elementary Classroom
The current study investigated the nature of science (NOS) assessments K-4 classroom teachers developed for measuring students’ understandings of NOS elements. The authors collected copies of teachers’ action research designs, lesson plans, and assessment tools, conducted classroom observations and made field notes of their science instruction and assessments. The authors found that experienced teachers designed a variety of strategies for assessing NOS conceptions that differed by grade level.
Updated: May. 13, 2011