Search results for: Barnes Meghan E.
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To prepare pre-service teachers to work with diverse student populations, many teacher educators have developed community-engaged projects. This study analyzes data collected from pre-service teachers in the U. S. South as they completed a community-engaged project, where they spent time learning about the community, created a virtual tour, and revised a lesson plan to align with the information gained. The project is offered as a mediational tool contributing to pre-service teachers’ conceptions of community and teaching. Findings suggest that pre-service teachers need explicit instruction about how to analyze communities and opportunities to learn with community members during teacher education.
Updated: Jun. 15, 2021
What English/Language Arts Teacher Candidates Learn During Coursework and Practica: A Study of Three Teacher Education Programs
This study examines what students in three different university teacher education programs report having learned from the range of influences encountered during their studies and related field experiences. The findings demonstrate that although the three programs have different structures and processes, the participants reported very similar learning, yet with variations following from their program structures. The authors conclude that teacher candidate's developing conception of effective instruction is mediated by their previous experiences in schools as students, the structure of their teacher education program, their cultural and social backgrounds, their various field-based experiences, and the students, teachers, and faculty involved in teacher preparation.
Updated: Apr. 22, 2018