MOFET ITEC - Preservice Teachers

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Last update in this section: June 19, 2017
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Preservice Teachers
A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge
This review focuses on research related to how prospective teachers (PSTs) learn to connect to children’s mathematical thinking (CMT) and children’s cultural funds of knowledge (CFoK) in mathematics instruction.
Publication Year: 2016    |    Updated in ITEC: June 11, 2017
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
The Role of Legitimacy in Student Teaching: Learning to “Feel” Like a Teacher
In this study, the author investigates how student teachers perceive legitimacy conferred by their cooperating teachers. As this study illustrates, the ways in which cooperating teachers provide access to the lived experience of teaching are consequential. Being more than just a conduit for conveying the knowledge of teaching during the student teaching experience, cooperating teachers must be conscious of the moves they make and the access they provide student teachers to the work of teaching and teachers.
Publication Year: 2011    |    Updated in ITEC: May 28, 2017
A Stance toward Inquiry: An Investigation of Preservice Teachers' Confidence regarding Educational Inquiry
In this article, the authors examined how well the final year of teacher preparation program (TPP) enables preservice teachers (PSTs) to develop a stance toward inquiry. The findings suggest that the PSTs demonstrated increased confidence related to a stance toward inquiry during their final, master’s year in of teacher preparation program (TPP). There were moderate increases in confidence in all three subscales of the PEBD survey. In addition, the findings suggest that while the TPP experiences prior to the completion of the inquiry project supported a beginning stance toward inquiry, there was value added to that stance from the inquiry project and associated master’s year experiences. The results suggest a shift from a more limited, student-oriented, immediate view of inquiry to a more holistic, professional, future-oriented view of inquiry.
Publication Year: 2011    |    Updated in ITEC: May 28, 2017
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