International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Preservice Teachers
Page 41/47
466 items
401
The article addresses the effects of the intervention on pre-service teachers’ awarenessof the complexity of teaching. The authors designed one semester-long intervention course for pre-service teachers, based on an Internet site, including video-recorded authentic classroom literature teaching situations, transcripts of these lessons and diverse tasks. An analysis of the data revealed the pre-service teachers’ learning processes as they unfolded along the course: growing awareness of the complexity of classroom teaching, ability to base the analysis of the episodes on theories, and the initial construction of a cognitive lens to view classroom processes holistically.
Published: 2009
Updated: Apr. 23, 2009
402
The standards of the National Council for Accreditation of Teacher Education require that teacher education programs document teacher candidates' effectiveness across different domains. To gather information on the effects that the candidates have on preK-12 student learning, the authors require each candidate to gather and analyze data collected during the creation, implementation, and evaluation of an annotated unit plan.
Published: 2008
Updated: Apr. 22, 2009
403
This article presents findings from an ethnographic study of 34 beginning pre-service teachers enrolled in a large U.S. teacher preparation program. Discussion focuses on participants' identity development as examined through the lens of the stories they learn and tell during and about their initial experiences of becoming teachers.
Published: 2009
Updated: Apr. 01, 2009
404
Student teachers have difficulty planning lessons that fully integrate social justice with mathematics/science content. The study was a content analysis of 26 poster presentations of mathematics or science lessons incorporating social justice issues made by student teachers at a mid-sized college in central New York State.
Published: 2009
Updated: Apr. 01, 2009
405
The paper reports on an authentic learning opportunity offered to 22 pre-service teachers in their first year at university, which attempts to disrupt these perceptions about learning and pedagogy. Using a new application of Butin's conceptual framework, the authors show that during the project these participants developed more complex notions of learners and ways of making meaning.
Published: 2009
Updated: Mar. 31, 2009
406
The article reflects upon student teachers' conceptions of inter-community relations. It also considers the preparation they receive to address issues of diversity and mutual understanding. The study in Northern Ireland is set against a backdrop of political, social and educational change, where a shared, peaceful future appears possible.
Published: 2009
Updated: Mar. 31, 2009
407
A Course on Gender Equity in Education: Does It Affect Gender Role Attitudes of Preservice Teachers?
The purpose of this study is to explore if a semester-long course on gender equity in education has an impact on the attitudes of preservice teachers toward gender roles. To this end, a pretest–posttest analysis is carried out in a state university in Ankara, Turkey. 133 preservice teachers participated in this study; 33 of whom had taken the course and 100 of whom had not.
Published: 2009
Updated: Mar. 31, 2009
408
A study using both quantitative and qualitative methods was conducted in the final year of a Bachelor of Education program. The study explored the student-teachers' epistemological beliefs and conceptions of teaching.
Published: 2009
Updated: Mar. 30, 2009
409
This study is an examination of the interactions between 19 pairs of student teachers and cooperating teachers engaged in guided reading instruction in Grades 1 through 3. Through a theoretical lens of imitation, guidance, and scaffolding based on Granott's (1993) work, the authors analyzed interview transcripts to identify perceptions of behavior patterns between the student teachers and cooperating teachers.
Published: 2009
Updated: Mar. 12, 2009
410
The study described the different ways in which student teachers perceive the practice of their mentors as internal triggers for learning in their practicum experiences in the schools. Reported observations from pedagogical journals of 20 student teachers were described according to various kinds of teaching knowledge and skills. The data were further categorized as providing either support or challenge to student teachers' perceptions of learning to teach.
Published: 2008
Updated: Mar. 02, 2009