International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Preservice Teachers
Page 40/47
466 items
391
The use of electronic portfolios is increasingly becoming popular in teacher education programs. Whereas many teacher education programs have adopted electronic portfolios in order to meet accreditation requirements, others use electronic portfolios to develop and improve on students’ technology skills. Using a qualitative research design, the current study examined teacher candidates’ attitudes toward electronic portfolios and the differences that electronic portfolios bring to their profession.
Published: 2009
Updated: Oct. 18, 2009
392
The research reported in this paper is based on an exploration of the ways in which student teachers learn about the issues and concerns that shape their own professional learning. 22 Primary science student teacher participants were stimulated to reflect upon critical incidents in order to facilitate identifying their teaching concerns and teaching needs. The results indicate that by helping student teachers to focus on critical incidents in their learning to teach, they come to question their practice more deeply .
Published: 2009
Updated: Oct. 01, 2009
393
As part of an elementary science methods course, 40 preservice teachers were asked to reflect on and respond to narrative vignettes describing a teacher’s decision making with regard to lesson plans. Results suggest that descriptions of teaching situated in lesson plans can promote productive reflection for preservice teachers.
Published: 2009
Updated: Jul. 08, 2009
394
Exploring the Salient Experiences of Pre-Service Teacher Candidates Who Were Former Volunteer Tutors
Teacher candidates were tracked to monitor whether their former tutoring experience influenced their experiences as teacher candidates. The participants reflected on their teacher preparation experiences and their orientations to effective reading and writing instruction. The authors discuss the need for teacher education programs to assist candidates to assimilate newly acquired pedagogies into existing ones, including those acquired through volunteerism.
Published: 2009
Updated: Jun. 22, 2009
395
This case study investigates the dynamics of enhancing the capacities of teacher candidates in the Bilingual/Bicultural Education Students Interacting to Obtain Success (BESITOS) recruitment and retention program to advocate for culturally and linguistically diverse (CLD) students. This study describes the efforts of one Midwestern university to increase the number of highly qualified teachers prepared to address the challenges that confront CLD students.
Published: 2009
Updated: Jun. 18, 2009
396
The outcomes of a two-pronged 'real-world' learning project in Australia, which aimed to expand the views of pre-service teachers about learning, pedagogy and diversity, will be discussed in this article. Using Butin's conceptual framework for service learning, the authors show evidence that this approach can enable pre-service teachers to see new realities about the dilemmas and ambiguities of performing as learners and as teachers.
Published: 2009
Updated: Jun. 03, 2009
397
The authors explored the beliefs of teacher candidates, from various levels of training, regarding the effectiveness of potential interventions for childhood disorders. They were primarily interested in participants’ responses to three categories of interventions: (a) evidence-based, (b) controversial, and (c) primarily anecdotal. 351 Students from three educational levels participated in this study. The authors found that the participants’ endorsement levels across three types of disorders (autism, Attention Deficit Hyperactivity Disorder [ADHD], and dyslexia) varied but not in a consistent manner, with only a few noticeable trends across interventions.
Published: 2009
Updated: May. 13, 2009
398
This study explores the awareness of preservice special education teachers about their future roles. The authors compare pre-service teachers' expected roles with the current roles of practicing teachers and focuses on both teacher roles (in terms of amount of time spent in various settings) and their perceptions of those roles. 184 pre-service special education teachers and 133 practicing teachers participated in the study. In general, pre-service teachers' expectations appeared to be quite accurate.
Published: 2009
Updated: May. 11, 2009
399
The authors investigate a project that focuses on preparing special educators to mentor preservice teachers throughout their preparation program, instead of mostly at the end of their program. Through use of classroom literacy artifacts, mentors are prepared in how to guide novices as they transition through coursework and into classroom practice. Experienced and novice teachers participate in the research. They work together as part of an ongoing preparation program. Findings indicate that mentors can select and use artifacts that illustrate teaching complexities.
Published: 2008
Updated: May. 11, 2009
400
The authors explore pre-service special education teacher reaction to and experience in a collaboratively taught higher education course. 43 full-time post-baccalaureate students participate in a course designed to examine critical issues in special education. The course was taught by two faculty members, one specializing in mild and moderate disabilities and the other in moderate and severe disabilities. Pre-service teachers respond to a survey about their knowledge and comfort with co-teaching.
Published: 2008
Updated: May. 07, 2009