International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Preservice Teachers
Page 32/47
466 items
311
The goal of this paper was to analyze the disposition domains teacher candidates draw from as they think about their early teaching experiences. The authors used the ICM framework which composed of three disposition domains—intellectual, cultural, and moral-as a heuristic for analyzing teacher candidates’ open-ended journals. The data indicate that candidates who possessed the greatest awareness of their dispositions also had the greatest capacity to unpack their assumptions.
Published: 2010
Updated: Sep. 25, 2011
312
This study explored the manifestation of differentiation for special education students in work sample lesson plans written by preservice teachers working toward an elementary credential. Specifically, the author examined the nature, characteristics, and evidence of instructional differentiation included in the work samples prepared by preservice teachers. Six themes emerge from this study into the extent to which preservice teachers plan for the instruction for students with disabilities in the general education classroom.
Published: 2011
Updated: Sep. 14, 2011
313
The goals of this research are to examine the preservice teachers' knowledge of multimodality/multiliteracies, their perceptions of their preparation and attitudes to teaching multiliteracies in K–12 grades. The results of this study revealed that the participants were aware of the changing nature of communication technologies and their transformative impacts on literacy forms and knowledge and skill acquisition. The study proposes concrete steps to improve preservice teacher preparation so that teachers are better prepared to teach using different modes and media in today's diverse classrooms.
Published: 2010
Updated: Sep. 14, 2011
314
The purpose of this study was twofold. First, this study examined the effect of exceptionality labels during a structured direct observation. Second, this study attempted to determine if label bias was evident in preservice teachers and if teacher gender affected the bias. A total of 122 preservice teacher educators participated in the study. Results of this study suggest that observational biases exist with preservice educators.
Published: 2011
Updated: Sep. 04, 2011
315
In this study the authors have described the experiences of students, community partners, and consumers with disabilities with the implementation of service-learning projects. The authors investigated the extent to which students and community partners were satisfied with their service-learning experience and the aspects of the project that contributed to and detracted from their personal satisfaction.
Published: 2011
Updated: Sep. 04, 2011
316
This study explores how university supervisors and cooperating teachers approach giving feedback during the practice teaching experience to pre‐service English language teachers. The study also examines the nature of feedback they give through post‐lesson conferences and written evaluations.
Published: 2010
Updated: Jul. 26, 2011
317
‘Lights, Camera, Reflection’: Using Peer Video to Promote Reflective Dialogue among Student Teachers
The current article examines the use of peer‐videoing in the classroom as a means of promoting reflection among student teachers. The study examined the capacity for peer‐video analysis to facilitate student teachers to move from focusing on the technical aspects of their practice to an examination of the theoretical constructs underpinning their practice.
Published: 2010
Updated: Jul. 26, 2011
318
In this study, the authors investigate a Canadian field experience model in a bachelor of education program. The model focuses on mentor‐based relationships between teacher candidates and students at risk of dropping out of high school. The mentoring improved human relations and attendance more than grades for the at‐risk students.
Published: 2010
Updated: Jul. 05, 2011
319
The current study on reflection and peer feedback is part of an ongoing action research addressing the design and pedagogical model of a theoretically oriented teacher training course. The course comprised face-to-face lessons followed by written reflections of the student-teachers concerning their learning experiences. These reflections were presented for peer feedback - thereby initiating a community of reflecting peers and were additionally subjected to instructor feedback. This article may encourage teacher educators and student-teachers themselves to incorporate co-reflecting in their course planning and community planning.
Published: 2010
Updated: Jul. 05, 2011
320
This study describes how pre-service teachers performed on a Teacher Work Sample, a high-stakes instrument completed during student teaching. The study reviewed other available teacher preparation program data as possible confirmation that preservice teachers find the skills associated with assessment challenging to master. This study reveals that the lack of focus on assessment and analysis leads to preservice teachers having lesser concern about these skills. The review of preservice teacher performance on TWS indicators suggests a lack of consensus on how to teach preservice teachers to achieve the skills, particularly in the Assessment Plan and Analysis for Student Learning.
Published: 2010
Updated: Jun. 18, 2011