MOFET ITEC - Search Results

ITEC Home The MOFET Institute Home Page Home Page
Trends in Teacher Education Assessment & Evaluation Beginning Teachers Instruction in Teacher Training Professional Development ICT & Teaching Research Methods Multiculturalism & Diversity Preservice Teachers Theories & Approaches Teacher Education Programs Mentoring & Supervision Teacher Educators

Search Results for 'Methods courses' (Keyword)
67 items found 1 / 7
1 2 3 4 5 6 7
1   |   From section Trends in Teacher Education
Negotiating Scripts, Humanizing Practice: Remaking Methods Instruction in an Era of Standardization
This paper highlights two key problems of practice the author faced as the instructor of an elementary literacy methods class for Teach for America corps members in a large, northeastern city during an era characterized by strict state and district control: the deficit perspectives the corps members held of their students and the lack of autonomy they experienced as educators. The author concludes by discussing the implications of this work with particular attention to (1) how various institutions frame teaching and learning, (2) the role of methods courses in interrupting these frames, and (3) the pedagogical possibilities inherent in doing so for both students and teachers.
Publication Year: 2016    |    Updated in ITEC: August 14, 2017
2   |   From section ICT & Teaching
Instructors' Growth in TPACK: Teaching Technology-Infused Methods Courses to Preservice Teachers
Using a qualitative approach, the authors documented experiences of teacher educators who were content experts and were asked to teach a tech-infused course. The authors found evidence that small changes in their practice were creating larger consequences within their college; it appears the author's professional development model is creating a positive cultural shift.
Publication Year: 2015    |    Updated in ITEC: August 10, 2017
3   |   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
4   |   From section Theories & Approaches
Finding Possibility in Pitfalls: The Role of Permeable Methods Pedagogy in Preservice Teacher Learning
The purpose of this study was to examine how opportunities to learn to teach writing in preservice preparation mediated candidates’ appropriation of tools for teaching writing. In this study, the author compared between tools and processes across two university preparation programs in United States. The author found that while the candidates in the Madrona program demonstrated a fairly sophisticated appropriation of writing workshop tools, the Altavista candidates appropriated a wide array of tools at a surface level. This permeable setting in Madrona program supported candidates to develop habits of thinking about pedagogical tools, habits that facilitated uptake of integrated instructional frameworks. However, methods activity in Altavista program focused almost exclusively on the tools and tasks presented in that setting.
Publication Year: 2016    |    Updated in ITEC: May 15, 2017
5   |   From section ICT & Teaching
Animations as a Transformational Approximation of Practice for Preservice Teachers to Communicate Professional Noticing
This article explores the use of animations as an approximation of practice to provide a transformational technology experience for elementary mathematics preservice teachers. Findings illuminate preservice teachers’ degrees of specificity, with most preservice teachers being more specific about mathematics in their animations, showing promise for animation as a tool for communicating what is noticed. Further, preservice teachers perceived the use of animations a transformational experience, meaning the technological medium provided learning and access beyond what could have been accomplished without the technological support.
Publication Year: 2016    |    Updated in ITEC: April 2, 2017
6   |   From section Mentoring & Supervision
Bringing the Teacher into Teacher Preparation: Learning from Mentor Teachers in Joint Methods Activities
This article draws on Lampert’s three-pronged model of teaching practice (Lampert, 2001) to explore the possible contributions of elementary classroom teachers to the learning-to-teach-mathematics experiences of preservice teachers (PSTs). The authors focus on a third-space context in which mentor teachers (MTs), PSTs, and university teacher educators collaborated to plan and analyze task-based problem-solving interviews of children. The authors analyzed the MT's contributions to a third-space activity involving the task-based interview. This analysis also suggests ways in which university teacher educators might enhance the development of methods/field third spaces by anticipating and preparing to leverage MT contributions.
Publication Year: 2015    |    Updated in ITEC: December 6, 2016
7   |   From section Teacher Educators
Becoming a Teacher Educator: A Self-Study of the Use of Inquiry in a Mathematics Methods Course
This self-study describes the author's transition from teacher to teacher educator. During this transition, the author explored how her beliefs about mathematics teacher education influenced the work of planning and teaching a course for the first time. The transition from teacher to teacher educator is explored through the experience of a course focused on inquiry. Inquiry is embedded within the course from two perspectives: mathematical inquiry and teaching as inquiry. The author concludes that long-term goals related to reflection, career-long learning, and professional growth were what the author felt were missing in the courses she had taken as a teacher candidate, observed as a graduate student, and worked in as a teaching assistant. The tension between the short-term goals of teacher candidates and the long-term goals of the faculty was striking.
Publication Year: 2014    |    Updated in ITEC: December 6, 2016
8   |   From section Theories & Approaches
Infusing Educational Technology in Teaching Methods Courses: Successes and Dilemmas
In this action research, the authors describe the implementation of a program to infuse technology in general methods courses as a requirement of a teacher preparation program. Results revealed successes and dilemmas of infusing technology into the courses. Candidates ably described prospective use of elements of the Technological Pedagogical Content Knowledge (TPACK) model, but were less confident of their ability to develop and implement content-based lessons in which P–12 students employed technology to meet content and technology standards.
Publication Year: 2014    |    Updated in ITEC: November 9, 2016
9   |   From section Instruction in Teacher Training
Preservice Science Teachers’ Uses of Inscriptions in Science Teaching
This study investigated preservice science teachers’ use of inscriptions in their peer teaching lessons. The results indicate that they used different kinds of inscriptions for a wide range of purposes, both pedagogical and normative, and the level of abstractness of inscriptions used varied across different science sub-disciplines. The finding demonstrated that preservice teachers have multiple purposes when using inscriptions and that their purposes differ from scientists’ purposes. Preservice teachers use inscriptions to help students conceptually understand science and to communicate students’ understanding of science for themselves and others. This study indicates that inscriptions and their relation to the discourse and practices of science are critically important as an area of emphasis in preparing preservice teachers.
Publication Year: 2013    |    Updated in ITEC: October 4, 2016
10   |   From section Instruction in Teacher Training
Developing Preservice Teachers’ Expertise in Equitable Assessment for English Learners
This study examines the development of preservice secondary science teachers’ understanding about equitable assessments (EA) as a result of instruction during a methods course and their subsequent use of EA, while planning a science unit without prompting. The author concludes that preservice teachers gained in the following domains of knowledge introduced earlier: (1) knowledge and beliefs about diverse learners, (2) knowledge and beliefs about EA strategies, and (3) skills in modifying assessments for English language learners. They displayed relevant knowledge, but did not enact it as well when it came to planning units.
Publication Year: 2014    |    Updated in ITEC: September 15, 2016
1 2 3 4 5 6 7



Show