Search results for: Preservice teacher education
Page 8/31 303 items
Learning To Be A Culturally Responsive Teacher through International Study Trips: Transformation or Tourism?
This article presents findings from a qualitative study that investigated the experiences of 15 Australian pre-service teachers who attended a short-term study programme in either Korea or India. Three interrelated themes emerged from the interview data: (1) dissonance resulting from physical discomfort; (2) dissonance resulting from culturally different communication styles and expectations about appropriate behaviour and interaction and (3) dissonance resulting from incidents/events that challenged the pre-service teachers’ views of themselves and their own cultures.
Updated: Nov. 25, 2013
Reflective Journals: Making Constructive Use of the “Apprenticeship of Observation” in Preservice Teacher Education
In the author's introductory educational psychology course, students write biweekly journals reflecting on their own lived experiences in light of course concepts and ideas. In this article, the author shares typical journal questions and excerpts from the responses of two recent classes to show how students can engage journal questions at differing levels. The author discusses choice, respect, and agency as three essential conditions for effective use of student journals in preservice teacher education.
Updated: Nov. 25, 2013
Educational Action Research to Initiate Discourse on Inclusion in an E-learning Environment in Teacher Education
The authors ascertain the possibilities of using the online environment of google.doc for initiating pre-service teachers’ discourse about the nature of inclusive relationships between individuals and the environment, and the ways of their enhancement. The content analysis of the generated discourse yields a system of 15 approaches that pre-service teachers use for communicating about the nature of and prerequisites for inclusive relationships.
Updated: Aug. 27, 2013
First Off the Blocks: Professional Experience and Learning for First-Year Preservice Physical and Health Education Teachers
The purpose of this study was to gain insight into the learning of preservice Physical and Health Education teachers throughout three progressively designed professional experiences. Findings indicate the potential of microteaching placements as stepping-stones to larger, more intense professional experience placements.
Updated: Aug. 21, 2013
The purpose of this article is twofold. Firstly, to examine the pre-service teachers’ knowledge of mathematical content, and the effectiveness of a pre-service mathematics curriculum subject in improving that knowledge. Secondly, to compare this knowledge with that of the students whom they would be teaching. The results showed that many pre-service teachers entered this teacher education program with very poor levels of mathematical content knowledge. However, the preservice teachers improved their mathematical knowledge after participating in the pre-service teacher education unit on mathematics education.
Updated: Jul. 24, 2013
This study aimed to implement a novel learning tool on cell phones, Augmented Reality Games, and determine how the interaction influenced preservice teachers’ content knowledge and self-efficacy of cell phone use in schools. Results show a significant gain both elementary and secondary preservice teachers in content knowledge and self-efficacy of cell phone use in schools.
Updated: Jul. 22, 2013
Results of this study identified evidence markers that characterize reflection in preservice teacher electronic portfoliosThe author describes how the school of education faculty members identified these markers. The author argues that being able to explicitly recognize and characterize the evidence which identifies reflection should assist instructors in teaching the skills of reflection and in making better use of electronic portfolios for promoting reflection among preservice teachers.
Updated: Jul. 17, 2013
Effectiveness and Impact of Technology-Enabled Project-Based Learning with the Use of Process Prompts in Teacher Education
The authors investigated the effectiveness and impacts of process prompts on students’ learning and computer self-efficacy within the technology-enabled project-based learning (PBL) context in an undergraduate educational technology course. The participants were thirty-five prospective teachers enrolled in a Web-Based Instruction for English Language Teaching (ELT) course. Students’ interviews and reflections revealed that process prompts were important in facilitating problem-solving efforts. The surveys showed significant gains on students’ computer self-efficacy after the completion of technology-enabled PBL.
Updated: Jul. 16, 2013
The authors describe reflections from two cycles of developmental research that involved creating and refining a series of computer-based applets for reasoning about the relative magnitude of fractional quantities. The results indicated that the intent of many of these features did serve their intended pedagogical purposes. In particular, features such as strategic hint tools and nonjudgmental feedback enhanced users’ experiences. However, non-interactive aspects, such as written reflection questions, did not enhance users’ experiences.
Updated: Jul. 15, 2013
The main purpose of this study was to examine the effectiveness of simSchool in improving participants’ scores in teacher preparation and attitudes toward inclusion. Findings revealed that students who participated in the teaching simulation scored higher on the teacher preparation survey and valued simulations and computer games more.
Updated: Jul. 15, 2013