MOFET ITEC - Preservice Teachers

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Last update in this section: March 16, 2017
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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
Delving Deeper Into the Construct of Preservice Teacher Beliefs About Reading Instruction for Students With Disabilities
The goal of this study was to complete an in-depth examination of the construct of teacher beliefs by investigating preservice teachers’ beliefs about reading instruction for students with disabilities. Results indicate that preservice teachers’ beliefs systems are complex, made up of enduring, deeply rooted expressed beliefs as well as beliefs-in-use that are highly dependent on discipline-specific working knowledge.
Publication Year: 2015    |    Updated in ITEC: March 8, 2017
Pre-service Teachers’ Science Beliefs, Attitudes, and Self-efficacy: A Multi-Case Study
The purpose of this multi-case study was to explore the extent and nature of changes in elementary pre-service teachers’ beliefs, attitudes, and self-efficacy toward science and science teaching as a result of participating in a science methods course.
Publication Year: 2015    |    Updated in ITEC: March 2, 2017
edTPA, Videotape, and Occupational Identity: A Study of Pre-service Teachers
In this study, the author sought to contribute to the scholarly discourse of understanding how North American elementary pre-service teachers experienced evaluation via teacher performance assessments. Through extensive interviews and thematic data analysis, this study generally supported the contention that the process of completing edTPA deepened student teachers’ understanding of their educational experience in a number of domains, which in turn suggested a broader awareness and appreciation of the complexities of learning to teach.
Publication Year: 2017    |    Updated in ITEC: March 2, 2017
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