International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Preservice Teachers
Page 33/47
466 items
321
Recent legislative mandates, such as Individuals With Disabilities Education Improvement Act and No Child Left Behind, calling for improved access to the general education curriculum for students with disabilities. However, preservice teachers have not been adequately prepared for collaborative teaching in inclusive classrooms. To address this disconnect, the authors describe a cross-departmental collaboration created to bridge the experiences of general and special education preservice teachers and provide a context for coteaching at the preservice level.
Published: 2010
Updated: Jun. 18, 2011
322
The purpose of this research was to explore attitudes about and practices of preservice special and social studies education teachers toward coteaching. Two findings emerged in this study. First, the students were open minded about coteaching but had concerns about the process. Second, the students conceptualized their fields as separate spheres of knowledge and practice, quite isolated from each other, and they perceived their roles as coteachers as different as well.
Published: 2010
Updated: Jun. 13, 2011
323
The current study investigates the coding reliability and accuracy of pre-service teachers in a teaching methods class using digital video-based teaching episodes and Studiocode analysis software. Implications include (a) students can reliably learn to self-code within a reasonably short period of time making these technologies manageable in teaching methods courses and (b) digital video analysis may provide additional, accurate and reliable sources of feedback beyond traditional evaluative techniques.
Published: 2010
Updated: Jun. 13, 2011
324
This article presents a technology integration model designed to assist pre-service teachers to learn meaningful uses of technology in K-12 classrooms. The authors define five essential characteristics necessary for pre-service teacher education: (a) providing concrete experience, (b) promoting reflection, (c) assisting knowledge application to actual practice, (d) creating communities of learners, and (e) developing Technological Pedagogical and Content Knowledge.
Published: 2010
Updated: Jun. 13, 2011
325
The authors explored two methods to promote prospective teachers' awareness of learner diversity and application of teaching principles using a problem-based learning environment. In Experiment 1, the authors examined the effects of presenting a conceptual framework about learners' individual and group differences either before or after instruction on teaching principles. In Experiment 2, the authors examined the effects of signaling issues of diversity within a set of worked-out classroom cases that were presented in either text or animated format.
Published: 2010
Updated: Jun. 13, 2011
326
This article describes results of a study designed to explore stories regarding science concepts which were written by preservice teachers. The findings reveal that without guidance, many students struggled to find ways to integrate science within a story. With guidance, participants wrote stories that included more narrative elements overall, and participants felt the stories helped them understand the concepts.
Published: 2010
Updated: May. 13, 2011
327
The current paper disseminates findings from a multi-year study regarding secondary preservice science teachers’ perceptions toward inquiry-based science teaching. The study also examined the extent these perceptions are augmented by their practicum. The findings indicated that preservice teachers improved their understanding and capability of using scientific inquiry due to their methods course. However, the role of practicum in supporting their newly developed perceptions was problematic.
Published: 2010
Updated: May. 10, 2011
328
The purpose of this study was to determine, through qualitative teacher research, how the teacher preparation program can better prepare preservice teachers to develop, make, and implement instructional decisions appropriately and intentionally. The study focuses on an initial cohort of early childhood preservice teachers who participated in a case study of teachers' constructions of becoming a teacher.
Published: 2010
Updated: May. 10, 2011
329
This article presents a study which integrated collaborative problem-based learning (collaborative PBL) with blended learning. The purpose of the study was to explore the emerging process and function of online learning communities among preservice teachers. The findings show that (a) the integrated approach facilitated the preservice teachers’ formation of online learning communities; and (b) the preservice teachers’ online learning communities emerged via four stages.
Published: 2010
Updated: Apr. 26, 2011
330
This article presents the findings of a study which examines the professional identity of 45 student teachers. The students described their personal experiences in teaching their own subject. Furthermore, the students described the positive and negative emotions that were evoked. The study suggests developing the social aspects of learning to teach by supporting teacher identity formation in initial training.
Published: 2010
Updated: Apr. 14, 2011