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Search Results for 'Preservice teachers' (Keyword)
962 items found 1 / 97 Go to page 
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1   |   From section Preservice Teachers
Special Education Trainee Teachers’ Perceptions of their Professional World: Motives, Roles, and Expectations from Teacher Training
The aim of this study is to examine how special education teacher trainees who were about to begin their training perceive their professional world. The findings revealed that participants described the world of special education as being very closed, consisting of only teacher and students, completely devoid of any learning environs or community and organizational systems. In the world they described, special education teachers serve as role models for others, and devote their lives to their students. Unlike their expectations that they will be working in a closed environment in which they are solo players, they will have to work in complex, multidimensional working environments that also comprise children without special needs, other teachers and professionals, parents, and members of the community.
Publication Year: 2017    |    Updated in ITEC: August 22, 2017
2   |   From section Preservice Teachers
An Embedded Professional Paired Placement Model: “I Know I Am Not An Expert, But I Am At A Point Now Where I Could Step Into The Classroom And Be Responsible For The Learning”
The authors present a sustainable and innovative model for pre-service teacher paired professional placements called the Teaching School model. The Teaching School model was piloted initially in partnership with a Metropolitan University and a P-12 College located in Melbourne’s northern suburbs in 2013. The authors present evidence of success through the voices of pre-service teachers, mentor teachers and school principals to demonstrate the success of professional experience model.
Publication Year: 2015    |    Updated in ITEC: August 14, 2017
3   |   From section ICT & Teaching
Reimagining Understandings of Literacy in Teacher Preparation Programs Using Digital Literacy Autobiographies
This paper examines preservice teachers' understandings and beliefs about literacy in the 21st century specifically at the beginning of their teacher education program. In particular, the authors explored preservice teachers' responses to the first assignment of their foundations literacy course for evidence of their emerging beliefs and understandings of literacy and literacy development. They found preservice teachers' definitions of literacy in the 21st century are complex and multifaceted, and inclusive sharing techniques helped them become aware of diverse literacy backgrounds and skills.
Publication Year: 2016    |    Updated in ITEC: August 14, 2017
4   |   From section Preservice Teachers
Validation of the Survey of Pre-service Teachers' Knowledge of Teaching and Technology: A Multi-Institutional Sample
The Survey of Pre-service Teachers' Knowledge of Teaching and Technology instrument is one popular tool designed to measure Technological pedagogical content knowledge (TPACK). This study extends the measurement framework by providing a confirmatory factor analysis of the theoretical model proposed by Schmidt et al. (2009) on a sample of 227 preservice teachers from four public institutions of higher education in the southeastern United States. The data did not fit the theoretical 10-factor model implied by Schmidt et al. (2009), thus, an exploratory factor analysis was conducted to determine the optimal structure of the measurement tool for these data.
Publication Year: 2016    |    Updated in ITEC: August 10, 2017
5   |   From section ICT & Teaching
Experiential Learning for Preservice Teachers: Digital Book Clubs With Third Graders
This study explored how preservice teachers' knowledge and pedagogy is enhanced through participation of online book clubs with third graders. Findings reveal that the role of digital book clubs offered benefits including communication with authentic audience, increased think time for response, and improved motivation and engagement.
Publication Year: 2016    |    Updated in ITEC: August 10, 2017
6   |   From section Assessment & Evaluation
Assessing Pedagogical Balance in a Simulated Classroom Environment
In this paper, the authors (a) examine changes in preservice teacher perceptions of teaching confidence and teaching experience resulting from simSchool use, and (b) report findings from recent studies of a new proposed measure for simSchool data, pedagogical balance. Findings from two studies show that preservice teachers significantly (p < .05) improve pedagogical balance and increase awareness of effective teaching skills through simSchool training.
Publication Year: 2015    |    Updated in ITEC: August 10, 2017
7   |   From section Preservice Teachers
Learning to Teach Music-themed Mathematics: An Examination of Preservice Teachers’ Beliefs about Developing and Implementing Interdisciplinary Mathematics Pedagogy
This study aimed to offer a group of preservice teachers with opportunities to learn about interdisciplinary mathematics pedagogy, plus the experience of implementing interdisciplinary mathematics pedagogy with elementary students. This study situated music within a series of mathematics lessons that incorporated the musical elements as a central, rather than superficial, component of the mathematics pedagogy. This study has provided empirical findings pertaining to the connections between music and mathematics to illustrate the concept of the entertainment-education learning strategy. To support the aim of improving preservice teachers’ knowledge for how to effectively implement mathematics teaching strategies with their future elementary students, teacher educators should strive to improve preservice teachers’ awareness of, and capacity for, making mathematics education more engaging for students.
Publication Year: 2016    |    Updated in ITEC: August 9, 2017
8   |   From section Research Methods
Informed and Uninformed Naïve Assessment Constructors’ Strategies for Item Selection
In this study, the authors examine the strategies reported by naïve assessment constructors. Naïve assessment constructors refer to those individuals with limited, if any, formal preparation for constructing classroom assessments. The authors identified 14 distinct strategies that coalesced into three families of strategies: Alignment, Item Evaluation, and Affective Evaluation. The authors suggest that teacher educators can guide learners to more appropriate strategies within each family and facilitate deliberate practice on their use.
Publication Year: 2017    |    Updated in ITEC: July 26, 2017
9   |   From section Instruction in Teacher Training
Collaboration Beyond the Classroom Walls: Deepening Learning for Students, Preservice Teachers, Teachers, and Professors
This paper describes an action research project in the preparatory school English classroom of first author. She described how she used a social networking platform to allow for collaboration with a preservice teacher in the hopes of making student literary analysis more authentic for her high school seniors. Web 2.0 tools can be used to expose more students to a community that guides them through the shift to college discourse. The implications of this partnership are explored within this project.
Publication Year: 2012    |    Updated in ITEC: July 23, 2017
10   |   From section Professional Development
Exploring Iconic Interpretation and Mathematics Teacher Development through Clinical Simulations
This study examines how preservice teachers (PTs) engage in a mathematics simulation focused on iconic interpretation. The data reported herein show how a clinical simulation illuminates PTs’ mathematical knowledge, instructional abilities, and practices in need of refinement. Simulations allow the authors to see PTs practicing, making mistakes, and using data to build from within and from each other. For educators vested in the development of future educators, the simulation concept and resulting data sets are extending our views of ‘clinical preparation’.
Publication Year: 2015    |    Updated in ITEC: July 23, 2017
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