Search results for: Methods courses
Page 3/8 73 items
“I'll Squeeze It In”: Transforming Preservice Classroom Teachers' Perceptions Toward Movement Integration in Schools
This study examines preservice classroom teachers (PCTs) personal health behaviors and perceived barriers toward movement integration (MI) in schools. The findings reveal that the PCTs became more aware of and made changes to their lifestyles through participation in PEPI. Although PCTs perceived the presence of organizational barriers in implementing MI, they consistently believed in the benefits of MI. Helping PCTs to become aware of and make changes to their lifestyles will strengthen their beliefs as prospective agents of change in the health and well-being of their students.
Updated: Jun. 05, 2016
A Mile Wide or an Inch Deep? Improving Elementary Preservice Teachers’ Science Content Knowledge Within the Context of a Science Methods Course
This study examined preservice elementary teachers’ development of science content knowledge (SCK) within the context of an elementary science methods course. The findings reveal that the participating preservice elementary teachers strengthened and deepened their science content knowledge upon completing the course. This study suggests that any preexisting science content knowledge must be solidified and deepened and that potential misconceptions must be addressed.
Updated: May. 10, 2016
Preservice Early Childhood Teachers’ Learning of Science in a Methods Course: Examining the Predictive Ability of an Intentional Learning Model
The aim of this study was to identify the factors that help preservice early childhood teachers benefit most from an empirically tested conceptual change orientated instructional intervention. Results suggest that use of metacognitive strategies facilitated preservice teachers’ use of deep-level cognitive strategies, which in turn promoted their scientific conceptual understandings of the cause of the moon phases. Overall, results provided evidence for the predictive ability of the hypothesized model of intentional conceptual change in explaining the change in conceptual understandings of the cause of the moon phases.
Updated: Apr. 06, 2016
Investigating the Unit of Study Approach as a Way to Teach Writing to Early Childhood Education Preservice Teachers
In this study, the authors wanted to investigate what early childhood education preservice teachers (PSTs) learn about poetry and the writing process when engaged in a poetry unit of study. The findings revealed that a unit of study format: (a) served as a vehicle to deconstruct and develop new genre awareness; (b) helped PSTs live process aspects of writing instruction; and (c) supported PSTs in developing genre-specific knowledge through the use of mentor texts.
Updated: Mar. 28, 2016
This study investigated the development of second-year student teachers’ research knowledge and changes in their beliefs and attitude towards research during an introductory research course at an institute for primary teacher education. Remarkably the student teachers’ initial beliefs towards research were already quite positive. The results showed that student teachers’ knowledge about research grew during the introductory course and that their positive beliefs about research became more positive, while their negative beliefs about research decreased. Furthermore, student teachers’ self-efficacy regarding research appeared related to their beliefs and attitude.
Updated: Feb. 21, 2016
This study describes changes in secondary mathematics teachers’ mathematical knowledge for teaching function through their engagement in a mathematics methods course teaching experiment. The participants in the course showed growth in their ability to define function, to provide examples of functions and link them to the definition, in the connections they could make between function representations, and to consider the role of definition in mathematics and the K-12 classroom. The course focused on function which supports work in the classroom; by focusing on one topic, teachers experience the sequencing of tasks and topics in ways that build a conceptual understanding, much in the way that they might design a curricular sequence in their own classroom.Furthermore, the course activities provided teachers with opportunities to refine and elaborate those initial understandings.
Updated: Jan. 05, 2016
Preservice Teachers’ Learning to Generate Evidence-Based Hypotheses About the Impact of Mathematics Teaching on Learning
The present study examines the development of a specific sub-skill for studying and improving teaching—the generation of hypotheses about the effects of teaching on student learning. The authors compared between two groups of elementary preservice teachers (PSTs): one group that attended a typical mathematics-methods course and one that attended a course integrating analysis skills for learning from teaching. Findings reveal that PSTs at the beginning of the program struggled to generate hypotheses with relevant evidence, often equating teacher behavior or student correct answers as evidence of student understanding.
Updated: Dec. 28, 2015
This study aimed to investigate the impact of video models on teacher candidates’ readiness for and capacity to self-evaluate their teaching performance in an early fieldwork (EFE) lesson. The findings indicate that teacher candidates benefited by viewing videos in preparing for their teaching experience. In addition, candidates who had access to the video models and rubrics did not overestimate their performance.
Updated: Dec. 08, 2015
In this study, the authors examined primary school teacher candidates’ ability to use their existing pedagogical and mathematical knowledge to incorporate social justice into the content of mathematics lessons. The findings revealed that Grades 1-6 elementary Teacher candidates had foremost trouble articulating their understandings of social justice, its role in mathematics education, and its meaning in mathematics classrooms. They were unable to provide explicit and relevant examples of social justice teaching in the context of mathematics classroom, nor were they able to incorporate social justice into the mathematics lesson.
Updated: Sep. 08, 2015
This article explores how teacher candidates in a primary physical education curriculum and methods course learned about and were influenced by efforts to emphasise classroom community and organisation. The findings suggested that most teacher candidates came to recognise pedagogies that fostered a sense of community; however, only a few were able to connect this to their developing visions for teaching.
Updated: Aug. 18, 2015