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Search Results for 'Preservice teachers' (Keyword)
939 items found 1 / 94 Go to page 
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1   |   From section Mentoring & Supervision
Cultivating Relationships with School Placement Stakeholders: The Perspective of the Cooperating Teacher
This article investigates how and what type of relationships cooperating teachers (CTs) can develop with student teachers (STs) and university tutors (UTs) to enhance the school placement process. By facilitating collaborative relationships, a CT’s learning experience can be positively enhanced and a ST is provided with a scaffolded entry into the teaching profession. As the relationships in the study had various degrees of mutual engagement, joint enterprise and a shared repertoire, it allowed the ongoing interactions between various stakeholders to be labelled ‘communities’. The approaches of the CTs in developing communities were either enabled or challenged by other members in the school placement process.
Publication Year: 2016    |    Updated in ITEC: June 14, 2017
2   |   From section Teacher Education Programs
First-Year Practicum Experiences for Preservice Early Childhood Education Teachers Working with Birth-to-3-Year-Olds: An Australasian Experience
The present article reports on a project, “Collaboration of Universities Pedagogies of Infants’ and Toddlers’ Development—‘down under’ (CUPID)". This project evaluated the practicum experiences of 1st-year preservice initial teacher education (ITE) students at five universities across Australia and New Zealand engaging in early childhood education (ECE) teacher programs. The results from year 1 of their qualification experiences highlight the diverse and complex approaches to practicum experiences, ranging from specialized events with birth-to-3-year-olds to generic practicum with a wider age group. The implications of the practicum experience, in its many iterations, are explored in terms of the treatment of infant and toddler pedagogy as a specialization, and as an integrated component of the curriculum.
Publication Year: 2016    |    Updated in ITEC: June 13, 2017
3   |   From section Theories & Approaches
Practices of Compassionate, Critical, Justice-Oriented Teacher Education
In this case study, two teacher educators in urban teacher education programs identify and analyze the components of teacher education practice in relation to a vision of compassionate, critical, justice-oriented teacher education. Drawing on the data, the authors offer a pedagogical framework that identifies key features of compassionate, critical, justice-oriented teacher education to inform research and practice. They highlight the contributions of this framework for justice-oriented teacher education and the inherent complexity of attempts to parse such fundamentally messy relational practice.
Publication Year: 2016    |    Updated in ITEC: June 13, 2017
4   |   From section Instruction in Teacher Training
Making Invisible Intersectionality Visible Through Theater of the Oppressed in Teacher Education
This article shares research conducted in a teacher education course on culturally relevant pedagogy where students engaged in Theater of the Oppressed (TO) activities to explore the multiplicity of their and their future students’ identities.
Publication Year: 2016    |    Updated in ITEC: June 13, 2017
5   |   From section Instruction in Teacher Training
Using Excel in Teacher Education for Sustainability
The purpose of this study is to demonstrate the feasibility of using Ms Excel in teaching whole Basic Statistics Course to pre-service elementary science teachers and then to show the effects of this treatment on pre-service teachers' attitudes towards statistics. This study demonstrated that using Excel in Teacher Education in Statistics Course is feasible in most topics. Furthermore, the capabilities, accessibility and practicality of Excel program in teaching most basic statistics course topics to pre-service science teachers were demonstrated. This study showed that using Excel applications and homework assignments and class presentations in Teacher Education in Statistics Course improved attitudes towards statistics in the experiment group more than the control group.
Publication Year: 2016    |    Updated in ITEC: June 11, 2017
6   |   From section Preservice Teachers
Workplace Learning Impact: An Analysis of French-Secondary Trainee Teachers’ Perception of their Professional Development
The aim of this study was to inquire into the professional development of French secondary- trainee teachers. The results first showed that learning in the workplace is a multifaceted process including mentoring, learning with experienced colleagues and learning by oneself from classroom teaching. Because trainee teachers tended to cite colleagues more often than mentors, it appears that workplace learning cannot be curtailed to mentoring. The authors argue that the findings of this research have allowed them to claim that there is a relationship between learning modes used for the competencies to be acquired and the content of these competencies.
Publication Year: 2013    |    Updated in ITEC: June 11, 2017
7   |   From section Teacher Education Programs
Key Stakeholders' Attitudes towards Teacher Education Programs in TEFL: A Case Study of Farhangian University in Iran
In this study, the authors aimed at exploring the attitudes key stakeholders in a teacher education program hold toward the appropriateness of English Language Teaching (EFL) teacher education programs at an Iranian teacher education university and their relevance to and sustainable impact in the real teaching context. This study found that the three groups of participants were unanimous in their evaluations of the majority of the courses, while their evaluative perceptions significantly varied for a small fraction of the courses in the program. The findings also revealed that the participants had a positive attitude towards the maintenance of most of the courses addressing teaching methodology and practice. Moreover, they believed that there is a need for inclusion of practical courses like practice- and micro-teachings as well as real classroom observations.
Publication Year: 2016    |    Updated in ITEC: June 6, 2017
8   |   From section Instruction in Teacher Training
The Effect of an Historical Perspective on Prospective Teachers’ Beliefs in Learning Mathematics
This article addresses the issue of learners who hold traditional beliefs about mathematics, which can hamper their learning in the discipline. Hence, a “history-based” intervention program entailing problem-solving and writing activities that instigate cognitive conflict was implemented. The survey of the prospective teachers beliefs related to the nature of mathematics and the way it is learned, taught, and practiced showed a great majority of them failed to hold progressive beliefs.
Publication Year: 2014    |    Updated in ITEC: June 6, 2017
9   |   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
10   |   From section Instruction in Teacher Training
Engaging in Critical Social Dialogue with Socially Diverse Undergraduate Teacher Candidates at a California State University
This article focuses on the process of critical social dialogue (CSD) in a mixed race and ethnicity sample of undergraduate teacher candidates at a California state university. The author argues that critical social dialogue (CSD) in the undergraduate experience develops a knowledge and disposition on which multicultural and socially just pedagogy can be built. CSD, particularly in a socially diverse setting, is a powerful and potent technique to nurture positive learning and growth that develops undergraduate teacher candidates’ schema. However, implementing CSD has its challenges. First, for teacher educators, particularly challenging is the capacity to create classrooms as “third spaces". A second challenge is creating that safe space that allows dominant and dominated students to equally share their perspectives and experiences.
Publication Year: 2012    |    Updated in ITEC: June 6, 2017
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