International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Preservice Teachers
Page 28/47
466 items
271
In this article, the authors identify what mentor teachers associated with one urban teacher preparation program believe are positive student and associated mentor outcomes that result from student teacher participation in their elementary classrooms. The authors conduct a content analysis of individual interviews with 16 student teacher mentors. The authors also use data from a teacher candidate focus group.
Published: 2011
Updated: Aug. 30, 2012
272
The current study explores the potential challenges and learning opportunities that self-contained settings offer early childhood special education teachers in training. The participants were five early childhood preservice students seeking dual certification. Through an analysis of their weekly student teaching journals, the authors explored students' experiences in segregated early childhood special education classrooms and implications for teacher education.
Published: 2011
Updated: Aug. 30, 2012
273
In this article, the authors examine the developing thinking about assessment of graduate trainees preparing for secondary teaching in England. The authors interview a sample of trainee teachers at an early stage of preparation for teaching. The findings suggest that the preconceptions of trainee teachers about the nature and purpose of assessment, and their interpretations of classroom observations on school placement, offer a confused and complex basis for adopting recommended assessment practices in their own teaching.
Published: 2011
Updated: Aug. 28, 2012
274
This study aimed to explore preservice teachers' attitudes toward teacher self-disclosure as part of citizenship curriculum. The study also investigated the challenges for teachers to integrate self-disclosure into their teaching. The study focused on the examination of teachers' sharing their religious beliefs and political perspectives to enhance students' civic knowledge, skills, and dispositions.
Published: 2010
Updated: Aug. 08, 2012
275
This study focused on the views of middle and secondary teacher education students from various content areas. The author interviewed 77 teacher education candidates from mathematics, English, science, and social studies education. The author concludes that citizenship preparation can show how subject area issues and citizenship preparation can be used as ways to examine content and take action on domestic or international issues.
Published: 2010
Updated: Aug. 06, 2012
276
This three-year study explores the effects of one-week urban education program on non-urban teacher candidates. Findings reveal that the placement improves confidence in cross-cultural and general teaching abilities. Furthermore, short program yields big changes in views of urban youth, schools and teachers. Participants report professional, intellectual, social and emotional growth. Experience increases interest in urban schools for future employment.
Published: 2011
Updated: Jul. 30, 2012
277
In this study, the authors studied subject matter impact for professional vision (pv) in pre-service teachers. The authors systematically investigated pre-service teachers’ professional vision as elicited by videos of various subjects. The authors compared between professional vision of 32 math/science majors' and 56 social science/humanities majors. The authors found evidence for different professional visions among pre-service teachers majoring in different fields; social sciences/humanities majors showed higher professional vision.
Published: 2011
Updated: Jul. 30, 2012
278
The current study examines the study-abroad experiences of pre-service teacher candidates at the Faculty of Education, York University, using transformative learning theory. Teacher candidates face disorienting experiences while studying abroad; students reported facing racial dynamics, “outsider” status, risk-taking behavior and power relations. This influences their ability to develop empathy for ethnically diverse students.
Published: 2011
Updated: Jul. 30, 2012
279
This study focused on the experiences and perceptions of 12 teacher candidates as they completed a six week rural internship experience. The main objectives of the study were to: (a) describe the learning experiences of teacher candidates as they live and teach in rural communities; (b) examine how teaching and living in rural communities influence teacher identity; and (c) ascertain if living and teaching in rural communities affect teacher candidates' willingness to accept future teaching assignments in rural communities.
Published: 2011
Updated: Jul. 30, 2012
280
The current study explores the development of student teachers’ skills in implementing collaborative learning using a multilevel repeated measures design. Participants were 105 pre-service teachers that were trained in collaborative learning implementation. The results indicate that student teachers generally perform well in implementing collaborative learning.
Published: 2011
Updated: Jul. 29, 2012