Search results for: Elementary school teachers
Page 2/16 155 items
Developing Practical Knowledge of the Next Generation Science Standards in Elementary Science Teacher Education
This study investigates the development of prospective elementary teachers’ practical knowledge of the Next Generation Science Standards (NGSSs) in the context of a science methods course and innovative field experience. The authors present three issues related to how prospective teachers viewed and utilized the standards: (a) prospective teachers perceived the standards as providing guidance for planning; (b) the participants can build practical knowledge for using the NGSS as a tool to self-assess the effectiveness of their instruction in relation to their students’ progress toward meeting the standards; and (c) the participants developed the belief that the standards were achievable for both themselves and their students.
Updated: Apr. 08, 2018
This study focused on how elementary teachers described their professional growth after being involved in lesson study in a professional learning community with other teachers and university professors. The study also examined how they described the impact the program had on their teaching of mathematics. The results indicated that the participants valued the collaboration within the community of learners. The sharing of ideas, planning lessons together, and reflecting on teaching and student learning in a supportive environment appears to have been critical to teacher growth. The authors conclude that the findings indicate that while involvement in professional development to deepen teachers’ understanding of mathematics and their knowledge of how to teach mathematics is important.
Updated: Feb. 18, 2018
This study aims to examine relationships between preservice teachers’ science self-efficacy beliefs and science content knowledge in the context of a specialized physics course designed for elementary preservice teachers. The findings indicated statistically significant gains in participants’ science self-efficacy beliefs and science conceptual understandings. Furthermore, it was found that there was a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs. These results strongly suggest positive changes in participants' science self-efficacy beliefs. In addition, participants felt confident in the science content learned in the course and felt comfortable teaching it.
Updated: Feb. 13, 2018
This study aimed to understand the characteristics of the questions and responses of prospective teachers (PTs) who engaged in a mathematics-specific consultation about how to meet the mathematics learning needs of a student with special education needs (SEN). The findings reveal that elementary PTs did not maximise the potential of questioning and responding stages of the consultations. The authors found that elementary PTs rarely asked about how the SEN affected the mathematics learning. They also rarely attended to either the mathematics content or the student engagement in the mathematical practice.
Updated: Feb. 06, 2018
Investigating the Improvement of Prospective Elementary Teachers’ Number Sense in Reasoning about Fraction Magnitude
This study explored whether and how prospective teachers (PTs) fraction sense could improve in the setting of a Number and Operations course. the results from the interviews with seven participants provide evidence that their performance and flexibility in comparing fractions improved. The authors found that 6 of the 7 interview participants adopted at least two new valid strategies for comparing fractions. Consequently, these findings can guide mathematics teacher educators how to support PTs to reason meaningfully and flexibly about fraction magnitude.
Updated: Oct. 25, 2017
Digital Participatory Pedagogy: Digital Participation as a Method for Technology Integration in Curriculum
This participatory action research demonstrates how teachers' technological pedagogical knowledge might combine with a participatory stance to encourage students to design and carry out content-focused projects. Findings indicate that teachers struggle with how to assess new literacies, especially participatory digital literacies that engage learners in collaborative and innovative ways.
Updated: Aug. 13, 2017
Developing Pre-service Elementary Teachers’ Pedagogical Practices While Planning Using the Learning Cycle*
This study examined pre-service elementary teachers’ use of curriculum materials in lesson planning by identifying types of instructional tools used during the Learning Cycle.Findings highlight the importance of providing pre-service elementary teachers with supportive frameworks and opportunities to learn to critique and adapt curriculum materials in order to begin the development of their pedagogical design capacity for Learning Cycle lessons.
Updated: Jul. 09, 2017
Investigating the Knowledge Needed for Teaching Mathematics: An Exploratory Validation Study Focusing on Teaching Practices
This study attempted to validate the argument that special knowledge is needed for teaching, in addition to pure mathematical knowledge. The authors explored participants’ knowledge with respect to four teaching practices: providing and evaluating explanations; selecting and using representations; analyzing student errors, misconceptions, and non-conventional solutions; and selecting tasks. The authors found no statistically significant differences between the three groups under consideration in the pure mathematical knowledge items. However, the findings suggest that measuring teacher knowledge by using multiple-choice tests might mask true differences that may exist among participants from different populations. Hence, alternative approaches are needed to tap into participants’ knowledge.
Updated: Jun. 26, 2017
The purpose of this study is to demonstrate the feasibility of using Ms Excel in teaching whole Basic Statistics Course to pre-service elementary science teachers and then to show the effects of this treatment on pre-service teachers' attitudes towards statistics. This study demonstrated that using Excel in Teacher Education in Statistics Course is feasible in most topics. Furthermore, the capabilities, accessibility and practicality of Excel program in teaching most basic statistics course topics to pre-service science teachers were demonstrated. This study showed that using Excel applications and homework assignments and class presentations in Teacher Education in Statistics Course improved attitudes towards statistics in the experiment group more than the control group.
Updated: Jun. 07, 2017
Using Representations, Decomposition, and Approximations of Practices to Support Prospective Elementary Mathematics Teachers’ Practice of Organizing Discussions
This study examined the ways in which elementary mathematics methods course activities, designed as representations, decomposition, and approximations of practice, can be used to develop prospective elementary teachers’ ability to organize a discussion. The authors found that the activities resulted in 21 prospective elementary teachers who in addition, focused their goal on extending student thinking and 12 whose goal also intended to address making connections within and between strategies. Prospective elementary teachers’ justifications for their selecting of student work revealed an interesting result. The majority of prospective elementary teachers had set a goal for the discussion of introducing strategies or having students use strategies.
Updated: May. 09, 2017