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Search Results for 'Preservice teachers' (Keyword)
910 items found 1 / 91 Go to page 
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1   |   From section Teacher Education Programs
Integrating Global Content Into Special Education Teacher Preparation Programs
For this study, global content was integrated into one course of an undergraduate special education teacher education program. Results demonstrated that the candidates in the intervention group scored significantly higher than those in the comparison group.
Publication Year: 2016    |    Updated in ITEC: April 4, 2017
2   |   From section Instruction in Teacher Training
Using Video Analysis to Support Prospective K-8 Teachers’ Noticing of Students’ Multiple Mathematical Knowledge Bases
Building on research on teacher noticing, this study focused on examining how mathematics teacher educators (MTEs) can support the development of prospective teachers (PSTs’) noticing key aspects of mathematics teaching and learning through a carefully constructed video analysis activity. The authors found that the views expressed in group discussions at the beginning of the semester were not static; PSTs engaged with each other and their instructor to consider the interaction among teaching, students’ perspectives, and students’ MMKB. This finding suggests that PSTs need multiple opportunities to expose and identify their fragmented awareness and to develop more informed and considered perspectives. Discussion with peers as well as input from instructors can help PSTs move toward a greater understanding of the resources available to and used by students. This study provides some understandings of PSTs’ learning through a particular form of approximation and decomposition of practice.
Publication Year: 2014    |    Updated in ITEC: April 2, 2017
3   |   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
4   |   From section ICT & Teaching
Patterns of Generative Discourse in Online Discussions during the Field Experience
The present study examined whether online discussion of the classroom challenges that preservice teachers face during the field experience can lead to problem solving and if so, how. Analysis of discussion threads related to classroom challenges revealed four distinct patterns of discourse as preservice teachers attempted to solve problems of practice. Preservice teachers used the space to link to and borrow from experts’ experiences and reflect on broader principles of teaching.
Publication Year: 2016    |    Updated in ITEC: April 2, 2017
5   |   From section Instruction in Teacher Training
Motivation and Degree Completion in a University-Based Teacher Education Programme
The present study investigated which factors determine degree completion in a Dutch university-based teacher education programme. The authors assumed that both student characteristics and characteristics of the learning environment affected degree completion. Analyses showed that teaching ability was the most important motive for becoming a teacher; it was also found to be a negative predictor of degree completion.
Publication Year: 2015    |    Updated in ITEC: March 26, 2017
6   |   From section Instruction in Teacher Training
A Discursive Psychology Approach to the Study of Pre-service Teachers’ Written Reflections about Teacher Effectiveness
This paper reports findings from a discourse analysis, informed by a discursive psychology (DP) perspective, of pre-service teachers’ beliefs about teacher effectiveness as constructed in reflective papers. DP treats beliefs as discursive productions that are occasioned by an interactional task and are made visible through discursive features. The analysis highlights the discursive features employed by pre-service teachers as they wrote about teacher effectiveness in relation to their field observations.
Publication Year: 2015    |    Updated in ITEC: March 26, 2017
7   |   From section Theories & Approaches
Building Adaptive Expertise and Practice-Based Evidence: Applying the Implementation Stages Framework to Special Education Teacher Preparation
In this paper, the authors describe a capstone project that meets these needs and prepares pre-service special educators for their role in the development of practice-based evidence. These aims align well with the Council for Exceptional Children’s Professional Standards. To describe this project and how it meets these aims, the authors used the Implementation Stages framework. Outcomes reflect an increase in pre-service special educators’ ability to research and design usable interventions based on evidence-based practices.
Publication Year: 2015    |    Updated in ITEC: March 19, 2017
8   |   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: March 16, 2017
9   |   From section Theories & Approaches
How Can Schools of Education Help to Build Educators’ Capacity to Use Data? A Systemic View of the Issue
The objective of this article is to understand what schools of education are doing to prepare teachers to use data in their practice. The study examined the extent to which schools of education teach stand-alone courses on data-driven decision making or integrate data use concepts into existing courses. It also examined state licensure and certification requirements to determine if and how data use is included in documentation. The analyses yield several key findings. First, schools of education report that they are teaching stand-alone courses on data-driven decision making. The syllabus analyses provide a deeper examination into what actually is being taught in a subset of the courses. The licensure analyses provide a perspective on how education may view data literacy.
Publication Year: 2015    |    Updated in ITEC: March 16, 2017
10   |   From section ICT & Teaching
“So We Have to Teach Them or What?”: Introducing Preservice Teachers to the Figured Worlds of Urban Youth Through Digital Conversation
Using a figured world framework, the authors explore how social interaction made possible through digital tools shaped the actions and identities of 16 preservice teachers. The findings reveal that providing preservice teachers with virtual access to urban youth’s figured worlds allowed the preservice teachers to better understand the cultural artifacts of these students’ worlds. In doing so, they were forced to acknowledge the importance of maintaining the belief that all students, including those from urban backgrounds, can and want to engage in rigorous learning.
Publication Year: 2015    |    Updated in ITEC: March 19, 2017
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