MOFET ITEC - Instruction in Teacher Training

ITEC Home The MOFET Institute Home Page Home Page
Last update in this section: December 11, 2017
Trends in Teacher Education Assessment & Evaluation Beginning Teachers Instruction in Teacher Training Professional Development ICT & Teaching Research Methods Multiculturalism & Diversity Preservice Teachers Theories & Approaches Teacher Education Programs Mentoring & Supervision Teacher Educators

Instruction in Teacher Training
The Need to Prepare Prospective Teachers to Engage in Mathematics Consultations
This study aimed to understand the characteristics of the questions and responses of prospective teachers (PTs) who engaged in a mathematics-specific consultation about how to meet the mathematics learning needs of a student with special education needs (SEN). The findings reveal that elementary PTs did not maximise the potential of questioning and responding stages of the consultations. The authors found that elementary PTs rarely asked about how the SEN affected the mathematics learning. They also rarely attended to either the mathematics content or the student engagement in the mathematical practice.
Publication Year: 2016    |    Updated in ITEC: December 11, 2017
Skill Based Teacher Education in Blended Learning Scenarios
This article describes a project, which focuses on supporting competencies, which foster the ability to act in school settings by using a blended-learning scenario. The authors conclude that this project combines theoretical and practical learning by repeatedly putting students into situation, which let them prepare lessons based on their didactical knowledge, give lessons at school and reflect on them both independently as well as cooperatively in an online environment. The authors indicate that the competencies that are intended to be fostered are reflective competence and media competence in order to support students’ ability to act in school settings. During the process of this blended learning scenario, students tend to blend self-reflection and the reflection of others. In addition, students gain new awareness and knowledge by dealing with their own video material as well as material of others.
Publication Year: 2017    |    Updated in ITEC: December 11, 2017
Preparing Early Childhood Professionals for Relationship-Based Work With Infants
This study aimed to examine the process through which three student caregivers learned to develop relationships with a key infant in the context of an infant practicum course. The results revealed that the power and value of relationships were an essential context for learning about infant development, infant care and education, and preparation of infant professionals. As they developed reciprocal responsiveness with their key infants, the students shared that they experienced emotional rewards and intimate connections, and gained confidence in understanding and caring for infants. The results also highlight the importance of parent–caregiver relationships. The authors found that the caregivers benefitted from having opportunities to get to know their key infants’ families.
Publication Year: 2015    |    Updated in ITEC: December 11, 2017
Investigating the Improvement of Prospective Elementary Teachers’ Number Sense in Reasoning about Fraction Magnitude
This study explored whether and how prospective teachers (PTs) fraction sense could improve in the setting of a Number and Operations course. the results from the interviews with seven participants provide evidence that their performance and flexibility in comparing fractions improved. The authors found that 6 of the 7 interview participants adopted at least two new valid strategies for comparing fractions. Consequently, these findings can guide mathematics teacher educators how to support PTs to reason meaningfully and flexibly about fraction magnitude.
Publication Year: 2016    |    Updated in ITEC: November 1, 2017
Archive of 896 additional items in this section back to December 2007
Enter Archive
Click the button to copy the link to the clipboard. You may then paste it into your web site or blog.
Copy Permalink