International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Preservice Teachers
Page 17/47
466 items
161
This study aimed to address the expressed needs of recent teacher education graduates. In an effort to assist these new educators in meeting their professional development needs, this study designed free, voluntary workshops to target some of the issues. The participants were 56 undergraduate and graduate college students majoring in teacher education. They were divided to two groups: a treatment group and a comparison group. The findings reveal that as the conclusion of the semester, the treatment group’s perceived knowledge in this area significantly improved, more so than their peers in the comparison group. Furthermore, in general, student teaching experiences yield changes in its participants. Through their fieldwork experiences, the comparison group demonstrated significant overall gains, and most specifically in lesson planning and working with diverse students.
Published: 2013
Updated: May. 06, 2015
162
The purpose of the study was to examine how preservice English teachers in a teacher-education program were thinking about technology in relation to their teaching practices. Specifically, the author asked what goals they had for using those technologies and what meanings those technologies acquired in their classrooms and in their professional development. The findings reveal that two contrasting approaches to the role of technology in the teaching of literacy were identified: one is tool-for-result, and the other is tool-and-result. Although the results show that most of the students had views that placed them within tool-for-result approach, the author suggests that English teachers who adopt a tool-and-result perspective can involve their students in critical participation in relevant discourses.
Published: 2013
Updated: Apr. 28, 2015
163
This study explored the change in university students’ beliefs about the role of teachers. The findings reveal that the most commonly-used metaphor type was the teacher as pedagogue, reflecting the idea of the teacher as a nurturer. The students showed tendencies in their preferences for forms of expertise in the teacher’s knowledge-base measure similar to the categorisation of their metaphors. Another interesting trend is the relatively high emphasis on didactics on the knowledge-base measure by the users of self-referential and contextual metaphors in both years. Furthermore, beliefs as measured on the knowledge-base instrument tended to remain unchanged. Metaphor categorisation may be more vulnerable to subjective interpretation.
Published: 2013
Updated: Apr. 13, 2015
164
This study aimed to examine the participants' existent familiarity with literacy aligned technologies and the impact structured exposure might have on candidates’ reported knowledge of these tools. Furthermore, it examined which digital technologies candidates saw as most valuable in supporting student literacy development and whether level of licensure made an impact on their receptiveness to the presented technologies. This study has shown that teacher education candidates can increase their level of comfort with showcased technologies. However, candidates can be supported in their knowledge of these technologies through structured exposure to these tools. In addition, these candidates were considering how best to apply these technologies in their future classroom contexts to tap into the concept of new literacies and to support their students’ literacy development.
Published: 2013
Updated: Mar. 30, 2015
165
This study explores pre-service teachers’ TPACK development in a secondary science teacher education program that combined a content-specific technology integration course with extensive field experience. Findings indicated that a content-specific technology integration course offered simultaneously with extensive field experience through careful instructional design can improve pre-service teachers’ understanding of combining technology with science content and pedagogy.
Published: 2014
Updated: Mar. 16, 2015
166
The purpose of this paper was to examine the aspects that health education teacher trainees saw as ethically-related within the teaching and learning of health education. The findings showed that ethics was related to three themes: subject matter, ethical teacher and learning spaces. The authors conclude that the study gives some insights into how teacher trainees reflect on and express ethical aspects related to their future work. Furthermore, teacher trainees should become aware of how their perspectives may influence their teaching practices, since the teacher’s ways of seeing something may very well have an association with the way she or he will organize classroom practices.
Published: 2013
Updated: Mar. 16, 2015
167
This study seeks examine the mathematical knowledge for teaching involved in reflection. The first finding of this study indicates that mathematical knowledge for teaching is involved in reflection and supports the analytic quality of reflection, thus making reflection more productive. The second result is that focus on content promotes knowledge integration. The last finding of this study shows how pre-service teachers’ reflections can provide a diagnostic tool that sheds light on their mathematical knowledge for teaching.
Published: 2013
Updated: Mar. 11, 2015
168
This study aims to describe the beliefs of preservice teachers regarding the moral work of teaching. The results reveal that the vast majority of participants expressed the belief that we can indeed teach children to be good. Furthermore, modeling as means of moral education is found to be a dominant theme in the data. Among the discussions of modeling, several sub-themes about the nature of modeling and its role in teaching are reported.
Published: 2013
Updated: Feb. 25, 2015
169
This article examines the orientations of prospective teachers (PSTs) toward students’ family and their home and community experiences , as they relate to teaching mathematics. The results indicate that PSTs recognize the importance of connecting with parents, understanding home and community practices, and building on these practices to support children’s mathematical learning. Yet at the same time, they also exhibit inconsistent perspectives, at times indicating a lack of understanding as to why some families appear to be less able to support students’ academic efforts. The authors also found that some PSTs believe that at least some responsibility for success in school mathematics lies at home with the parents. The authors argue that teacher educators need to be aware of the orientations that PSTs bring with them to mathematics methods classrooms.
Published: 2013
Updated: Feb. 16, 2015
170
This article analyzes the ways pre-service teachers (PST) conceptualize justice to further understand how teacher educators might communicate ideas about LGB inclusion to their students and understand the complexities of enacting a social justice framework for LGB issues. It utilizes Fraser’s theory of justice to consider curricular change. The findings reveal that PSTs viewed homophobia as an individual value that negatively affected students’ lives, and viewed adults as being primary perpetuators of homophobia. The authors argue that this occurs because sexuality injustice is framed through homophobia, not heteronormativity. The use of Fraser’s framework illustrates the different natures of justice-oriented claims posed by marginalized groups. It also suggests ways for teacher educators to consider curriculum beyond homophobia and individual protections to greater exploration of structure and transformational approaches.
Published: 2012
Updated: Feb. 15, 2015