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Search Results for 'Elementary education' (Keyword)
47 items found 1 / 5
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1   |   From section Teacher Educators
Getting Inside Rehearsals: Insights From Teacher Educators to Support Work on Complex Practice
Building on prior analyses, this article elaborates a particular pedagogy of enactment, rehearsal, developed through a collaboration of elementary mathematics teacher educators (TEs) across three institutions.
Publication Year: 2016    |    Updated in ITEC: June 20, 2017
2   |   From section Instruction in Teacher Training
Bridging Understanding between Preservice Teachers and Diverse Students through Service-Learning
present study examines the effectiveness of service-learning as a pedagogical approach that seeks to bridge the gap of understanding between predominantly White undergraduate preservice teachers (PSTs) and diverse students at a local elementary school. Analysis of ‘before’ and ‘after’ reflective papers and surveys from 23 PSTs enrolled in an entry-level education course as well as reflective letters from 41 fourth-grade students, revealed that prior to the project, PSTs feared that students’ language barriers or home circumstances might prohibit them from understanding or valuing the concepts introduced through the project.
Publication Year: 2017    |    Updated in ITEC: June 6, 2017
3   |   From section Preservice Teachers
“Less Afraid to Have Them in My Classroom”: Understanding Pre-Service General Educators’ Perceptions about Inclusion
The purpose of this study was two-fold: (1) to understand the perceptions of pre-service general educators about the inclusion of students with disabilities (SWDs) prior to and at the end of a required course on integrating exceptional students; and (2) to determine if there was a difference by program. The authors conclude that infusion of special education content across the curriculum is one recommendation for enhancing and understanding of SWDs, but the quantity and quality of content in this area will vary based on the background knowledge of each instructor. The authors suggest that teacher educators can only strengthen programs by building relationships across disciplines. Instructional strategies and accommodations that seamlessly grant students with disabilities maximum access to the general education curriculum should naturally be infused in methods courses.
Publication Year: 2011    |    Updated in ITEC: May 28, 2017
4   |   From section Professional Development
Conceptualising the Research–Practice–Professional Development Nexus: Mobilising Schools as ‘Research-Engaged’ Professional Learning Communities
This article argues the need for coherent, holistic frameworks offering insightful understandings as well as viable, connected and synergistic solutions to schools in addressing pressing problems arising from the acknowledged gaps between research, practice and professional development. Specifically, three themes conceptualise existing problems faced by schools and their possible solutions: first, bridging the research–policy–practice gap by mobilising knowledge more effectively through knowledge producers and consumers working collaboratively; second, valuing and integrating both tacit knowledge and academic coded knowledge; and third, raising the professionalism and reflectivity of teachers and leaders.
Publication Year: 2016    |    Updated in ITEC: September 28, 2016
5   |   From section Preservice Teachers
Strategy Ranges: Describing Change in Prospective Elementary Teachers’ Approaches to Mental Computation of Sums and Differences
This article investigated the sets of mental computation strategies used by prospective elementary teachers to compute sums and differences of whole numbers. In the context of an intervention designed to improve the number sense of prospective elementary teachers, participants were interviewed pre/post, and their mental computation strategies were analyzed. The analysis led to the identification of the strategy ranges used by the participants, as well as descriptions of changes pre/post in those strategy ranges.
Publication Year: 2015    |    Updated in ITEC: February 29, 2016
6   |   From section ICT & Teaching
Exploring the Use of iPads to Investigate Forces and Motion in an Elementary Science Methods Course
This article describes the aspects of iPad use which preservice teachers perceived as beneficial in the forces and motion unit. The results revealed that at many stages of this process, the preservice teachers used iPads to abstract ideas from physical experience. Preservice teachers’ responses showed that these experiences were perceived as valuable, both in terms of an understanding of the underlying content and completion of the project as a whole. Additionally, participants described how the iPad influenced instructional efficiency, engagement, and social learning. The authors recommend that it is highly relevant to the development of preservice teachers’ critical pedagogical skills that they confront and discuss both the strengths and weakness of the iPads for various purposes, as well as analyze the way the device shapes student interaction.
Publication Year: 2013    |    Updated in ITEC: February 26, 2015
7   |   From section Instruction in Teacher Training
Noticing and Naming as Social Practice: Examining the Relevance of a Contextualized Field-Based Early Childhood Literacy Methods Course
This study examines what early childhood preservice teachers enrolled in a field-based literacy methods course deemed relevant regarding teaching, literacy, and learning. The authors recognize that learning to teach and learning to see oneself as a teacher does not happen within one course or within one field placement. However, they were surprised to find that preservice teachers became more attuned to the more nuanced and complex practices that shape learning and children’s identities as learners. The authors believe early childhood preservice teachers in the study developed the social practice of noticing and naming because they were continually asked to pay close attention to the learners in front of them in relationship to course readings, discussions, and observations.
Publication Year: 2012    |    Updated in ITEC: January 14, 2015
8   |   From section Teacher Educators
Foreseeing the Unforeseen through Collaborative Self-Study by a Teacher Educator and Two Teacher Candidates
The study presents the collaborative reflection process of a teacher educator and two elementary teacher candidates during their university mathematics teaching class and subsequent student teaching experiences. This self-study paid particular attention to the unforeseen negativity created in the practice of teaching as a starting point for reflective thinking and how it eventually led to a renewed level of teaching practice and thinking. This collaborative self-study provided an opportunity for each researcher to notice the differences between her intention for practice and her actual practice, from her own perspective as well as those of others, working with a view of teaching as disciplined inquiry. The authors conclude that the results suggest that collaborative self-study by a teacher educator and teacher candidates can generate effective learning experiences for all participants.
Publication Year: 2011    |    Updated in ITEC: January 20, 2014
9   |   From section Theories & Approaches
The Consequences of International Comparisons for Public Support of K–12 Education: Evidence From a National Survey Experiment
The authors investigate the consequences of international comparisons in education on the support of public schooling in the United States. The results suggest that framing educational policy with the goal of enhancing international competitiveness lowers subjective assessments of the quality of local schooling without increasing interest in additional spending to improve the nation’s education system.
Publication Year: 2012    |    Updated in ITEC: September 12, 2013
10   |   From section Instruction in Teacher Training
Enhancing Preservice Elementary Teachers' 21st-century Information and Media Literacy Skills
This study investigated the effectiveness of an approach to information and media literacy instruction for elementary preservice teachers. The authors trained the participants in a systematic research process of searching for, evaluating, and using information resources, specifically journal articles and Websites, to increase their content knowledge. The results demonstrate the importance of formative assessment and the need to provide preservice teachers with information and media literacy training so they are better able to navigate and evaluate digital-age resources to expand their content mastery and teach their students 21st-century skills.
Publication Year: 2011    |    Updated in ITEC: July 29, 2013
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