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Search Results for 'Preservice teachers' (Keyword)
993 items found 1 / 100 Go to page 
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1   |   From section ICT & Teaching
Preservice Teachers’ Microblogging: Professional Development via Twitter
This article examines how preservice teachers used Twitter in a face-to-face undergraduate teacher education course. The author concludes that using social media such as Twitter in teacher education could present new opportunities for preservice teachers to jumpstart their socialization into their profession and their connections with its members. He also argues that preservice teachers will likely benefit if they leave their teacher education programs with an eye for teaching and learning applications of social media.
Publication Year: 2015    |    Updated in ITEC: December 11, 2017
2   |   From section Instruction in Teacher Training
The Need to Prepare Prospective Teachers to Engage in Mathematics Consultations
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.
Publication Year: 2016    |    Updated in ITEC: December 11, 2017
3   |   From section Mentoring & Supervision
Preservice Teachers’ Professional Identity Development and the Role of Mentor Teachers
The purpose of this study was two-folded. Firstly, it investigated the changes in preservice teachers’ professional identity after a four-week block practicum; Secondly, it examined the role of mentor teachers in creating changes in their professional identity. The author concludes that mentoring relationships played a significant role in shaping preservice teachers’ teacher identity. The detailed feedback mentor teachers provided and their positive interactions, helped preservice teachers build higher levels of confidence, and demonstrate a deeper understanding of their role as a teacher.
Publication Year: 2016    |    Updated in ITEC: December 11, 2017
4   |   From section ICT & Teaching
Opportunities to Notice: Chinese Prospective Teachers Noticing Students’ Ideas in a Distance Formula Lesson
This article examines the noticing of six Chinese mathematics prospective teachers (PSTs) when looking at a procedural error and responding to three specific tasks related to that error. The results demonstrate that all six PSTs attended to the order exchange issue. The participants were able to attend to, interpret, and respond to the order exchange issue from various perspectives. The authors argue that this variety of perspectives suggests a variety of access to PCK and prior experiences as students of mathematics.
Publication Year: 2016    |    Updated in ITEC: December 11, 2017
5   |   From section Preservice Teachers
Exploring Pre-service Secondary Teachers’ Understanding of Care
This study investigates how pre-service teachers understand their caring role and their potential responsibility to care for students. The authors conclude that it was shown that within an Australian teaching and learning context ‘care’ was valued among these pre-service secondary teachers. However, the findings identified student tensions around discipline, boundary issues as well as anxiety about decision-making when faced with various caring dilemmas. Furthermore, the results revealed that these anxieties were underpinned by concerns about the limited training in this area.
Publication Year: 2016    |    Updated in ITEC: December 11, 2017
6   |   From section Preservice Teachers
Prospective Teachers’ Conceptions and Values about Learning from Teaching
The purpose of this study was to examine prospective elementary teachers’ conceptions and values about the learn-from-teaching (LFT) skills and model hold about these skills. The authors argue that PTs had a high level of procedural knowledge. However, their conceptions were not always productive in terms of promoting systematic lifelong learning. In The authors try to explain why PTs may have held these conceptions by suggesting three conjectures.
Publication Year: 2015    |    Updated in ITEC: December 11, 2017
7   |   From section Mentoring & Supervision
Prospective and Mentor Teacher Perspectives on Co-learning Events
This study aimed to examine practicing mentor teachers (MTs) and prospective teachers' (PSTs) perspectives on their experiences in co-learning events. The findings reveal there is evidence of a personal orientation toward mentoring interactions among both PSTs and MTs. MTs noted that the co-learning events helped them connect with and build relationships with PSTs, in particular the sessions when MTs joined the PSTs in their methods courses. MTs saw these personal connections to PSTs as supporting their ability to serve as mentors. However, the authors also found that some PSTs resisted the positioning of MTs as learners during particular co-learning events. PSTs said that they considered the methods course as a learning space for them. Hence, when MTs joined the class, they expected them to instruct the class in particular content.
Publication Year: 2016    |    Updated in ITEC: December 11, 2017
8   |   From section Multiculturalism & Diversity
Preservice Teachers’ Learning with Yuin Country: Becoming Respectful Teachers in Aboriginal Education
This article investigates how preservice teachers developed a relationships with country. The author has described preservice teachers who participated in an elective subject Engaging Koori Kids and their Families. The goal of this elective subject was to motivate preservice teachers to experience a journey of Aboriginal ways of knowing, learning and behaving. The findings reveal that the elective subject demonstrated how teachers could implement and contribute to a holistic localised Aboriginal perspective originating from Country. The goal of this study is that preservice teachers take their story learnt from Country and implement it into the classroom. Each preservice teacher then has the experience to work with a range of Aboriginal community members.
Publication Year: 2016    |    Updated in ITEC: December 11, 2017
9   |   From section ICT & Teaching
Pre-service Teacher Self-efficacy in Digital Technology
This study explored how pre-service teachers perceived their self-efficacy in teaching of technology. The present study reveals that the pre-service teachers who took part had much variation in their confidence and competence to a variety of teaching tasks. Furthermore, the authors also found variation in classroom management.
Publication Year: 2016    |    Updated in ITEC: December 11, 2017
10   |   From section Theories & Approaches
“I Want to Listen to My Students’ Lives”: Developing an Ecological Perspective in Learning to Teach
In this article, the authors used ecological perspective to prepare preservice teachers to be attentive and responsive to their students. The authors want to prepare teachers to perceive their students as complex beings who navigate in different contexts such as home, school and community. The authors conclude that the Teaching and Learning Together project at Bryn Mawr and Haverford Colleges provides structures, scaffolding, and support to build awareness among prospective teachers. Such support allows preservice teachers to acknowledge the complexity of the educational process and prepare themselves to be teachers who will embrace, and structure opportunities for their own students.
Publication Year: 2014    |    Updated in ITEC: November 7, 2017
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