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Search Results for 'USA'
858 items found 1 / 86 Go to page 
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1   |   From section Multiculturalism & Diversity
Preparing Teachers as Allies in Indigenous Education: Benefits of an American Indian Content and Pedagogy Course
This research explores relationship building and improvements in knowledge, skills, and dispositions of pre-service teachers enrolled in an Indigenous education content and pedagogy methods course. The study shows significant gains made by pre-service teachers in each of the target areas, and affirms that methods coursework in American Indian education can lead to more interculturally competent teacher candidates.
Publication Year: 2017    |    Updated in ITEC: May 15, 2017
2   |   From section Theories & Approaches
The Affordances and Constraints of Special Education Initial Teacher Licensure Policy for Teacher Preparation
The authors examined initial licensure polices in special education to determine how these policies support or hinder reform efforts to develop teacher education programs that prepare graduates for the increasingly complex needs of diverse students. Initial special education licensure policies are described with an emphasis on the differences across states on two key options: whether licensure for special education teachers is a stand-alone initial license or whether the state requires a general education license prior to obtaining a second license in special education.
Publication Year: 2017    |    Updated in ITEC: May 15, 2017
3   |   From section Instruction in Teacher Training
Practicing Collaboration in Teacher Preparation: Effects of Learning by Doing Together
In this article, the authors describe candidate outcomes from a course about collaboration that was taught in two ways: (a) as a co-taught course with faculty and candidates from social studies and special education and (b) as a course in the special education program that included only faculty and candidates in special education.
Publication Year: 2017    |    Updated in ITEC: May 15, 2017
4   |   From section Instruction in Teacher Training
The Effects of Guided Video Analysis on Teacher Candidates’ Reflective Ability and Instructional Skills
The goal of this study was to understand the effects of guiding teacher candidates through common video-recording and self-reflection activities during student teaching internships to determine whether such activities improve teacher candidates’ reflective abilities and instructional skills. Thirty-six teacher candidates with similar prior experience were divided into two groups. Both groups self-reported significant improvements in their teaching ability, but only the treatment group demonstrated significant growth in reflective ability and instructional skills over time.
Publication Year: 2017    |    Updated in ITEC: May 15, 2017
5   |   From section ICT & Teaching
Using Virtual Role-Play to Enhance Teacher Candidates’ Skills in Responding to Bullying
This exploratory study examines the effectiveness of a “virtual role-play” (VRP) tool developed to help teacher candidates effectively respond to classroom bullying by providing them with opportunities to engage in repeated, authentic practice conversations. The authors hypothesized that practice in simulated conversations provided by VRP would improve teacher candidates’ communication skills and increase their confidence in responding to classroom bullying. The findings revealed that the repeated practice afforded by VRP improved candidates’ fluency in a way that traditional role-play did not, especially given the time and logistical constraints for conducting regular role-play.
Publication Year: 2017    |    Updated in ITEC: May 15, 2017
6   |   From section ICT & Teaching
Maker Principles and Technologies in Teacher Education: A National Survey
This study reports on the extent to which teacher education programs in the United States have begun to integrate maker principles and technologies. It also explores the factors which contribute to their decisions to include or not to include maker elements into their programs. Results indicate that approximately half of teacher education programs have at least some opportunities for undergraduates and graduates to learn about teaching and learning with maker technologies and principles.
Publication Year: 2017    |    Updated in ITEC: May 15, 2017
7   |   From section Instruction in Teacher Training
Examining the Impact of a Simulation Classroom Experience on Teacher Candidates’ S sense of Efficacy in Communicating with English Learners
This pilot study examined the use of a simulation classroom in helping teacher candidates enrolled in a general methods class adjust their communication for English learners (ELs). The findings revealed that the teacher candidates clearly articulated that they felt prepared to educate English learners in mainstream classrooms as a result of course work.
Publication Year: 2016    |    Updated in ITEC: May 15, 2017
8   |   From section Teacher Education Programs
Community, Difference, and Voice in Teacher Education
Author Jill Lynch
This article explores the ethical, methodological, and practical issues of translating critical theory and research into praxis through a case study analysis of a graduate capstone seminar that explored the familiar, and seemingly benign, concepts common to educational discourses. The author argues that while the data demonstrated that the teachers positioned their students as active, engaged, and thoughtful participants in their own learning process, three important points that speak to the seminar’s pedagogical objectives can be pulled from the data analysis. The three themes from the analysis of data stand in contrast to the seminar experience.
Publication Year: 2012    |    Updated in ITEC: May 15, 2017
9   |   From section Instruction in Teacher Training
Wearable Cameras as a Tool to Capture Preservice Teachers’ Marked and Recorded Noticing
The present study utilized an innovative methodological approach to capture the noticing of preservice teachers using wearable cameras while they were in an introspective position within the elementary classroom context. Findings indicate that differences exist in the ability for preservice teachers to mark noticing as compared to practicing teachers.
Publication Year: 2016    |    Updated in ITEC: May 15, 2017
10   |   From section Instruction in Teacher Training
Exploring the Relationship between K-8 Prospective Teachers’ Algebraic Thinking Proficiency and the Questions They Pose during Diagnostic Algebraic Thinking Interviews
This study aimed to explore the relationship between teachers’ mathematics content knowledge and the types of questions they pose to investigate students’ mathematical thinking. The results provide insights about prospective teachers’ algebraic thinking ability and their readiness for fostering algebraic thinking in the K-8 students.
Publication Year: 2014    |    Updated in ITEC: May 15, 2017
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