International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Preservice Teachers
Page 42/47
466 items
411
The goal of this study was to examine the experiences of preservice elementary teachers in a content-specific field-based experience with elementary science specialists.The results showed that preservice teachers experienced a wide range of instructional and assessment strategies in specialists’ classrooms. However, the teachers failed to generalize aspects of the specialist model of science instruction to traditional models for delivery of science instruction at the elementary level.
Published: 2008
Updated: Feb. 11, 2009
412
This article examines the use of peer-videoing in the classroom as a tool to promote reflective practice among student teachers. 20 pre-service teachers from a variety of subject disciplines participating in a Post-Graduate Diploma in Education program in an Irish university participated in the study. The article discusses the implications of reflective dialogue for the modernization of teacher education. It also offers guidelines on how best to scaffold and promote reflectivity.
Published: 2008
Updated: Jan. 28, 2009
413
The purpose of this American study was to examine student teachers’ ability to make instructional decisions as they engaged in teaching. The authors examined the narrative accounts provided by 150 student teachers within their teacher work samples (TWSs). Results indicated that most student teachers were able to implement some aspects of instructional decision making, such as noting a specific difficulty with student learning and making an on-the-spot adjustment in their instruction.
Published: 2008
Updated: Jan. 21, 2009
414
This empirical study, conducted in a Canadian university, argues that the objective knowledge growth framework (OKGF), a self-directed reflective approach, can contribute to the professional development of pre-service teachers in dealing with the complexities of teaching.
Published: 2008
Updated: Jan. 19, 2009
415
This preliminary study seeks to explore whether wonder-based reflections are sources of inspiration for future teachers of science. What experiences have brought them personally a sense of wonder and when, if at all, do they employ scientific explanations of those events? In all 140 pre-service primary teachers, when questioned, described 240 separate events or occasions in which they had participated or observed that evoked a heightened sense of wonder. Three different types of wonder described all the events cited: physical, personal and metaphysical wonder.
Published: 2008
Updated: Jan. 19, 2009
416
This study investigates the role of synergistic scaffolds in supporting preservice teachers’ knowledge of self-as-teacher. Data include preservice teacher papers written before and after the introduction of scaffolds, surveys, and interviews.The authors conclude that carefully designed synergistic scaffolds can support preservice teachers in their exploration of self-as-teacher.
Published: 2008
Updated: Jan. 19, 2009
417
The authors explore ways class, gender and race complicate perceptions and experiences of preservice teachers during an international field experience in Honduras. Data were collected over 5 years through observations, group discussions, course assignments, and on-site focus group interviews and post-trip individual interviews. An inductive approach combined with cross-comparative analysis reveal diverse ways class, gender and race shaped and re-shaped preservice teachers' perceptions of self, peers, and host community members.
Published: 2009
Updated: Jan. 05, 2009
418
The article explores mathematics anxieties and mathematics teacher efficacy among 156 elementary pre-service teachers from a university in the southeastern United States. Data included tests and interviews. Findings revealed a significant, negative relationship between mathematics anxiety and mathematics teachers' efficacy (r = -.475, p<.05). Specifically, the pre-service teachers with the lowest degree of mathematics anxiety had the highest levels of mathematics teacher efficacy.
Published: 2008
Updated: Nov. 24, 2008
419
The article seeks to expand pre-service teachers' understanding of cultures, through critical examination of personal cultural backgrounds. The authors share justice oriented teacher teacher oriented teacher education, and analyze preservice teacher awareness of their cultural identities.
Published: 2008
Updated: Nov. 24, 2008
420
The purpose of the study is to compare the outcomes of reflecting on difficult problematic experiences with those of reflecting on positive experiences. The authors focused on three outcome areas: the content of teachers' resolutions after reflecting because decisions need to be productive, their motivation to act on their decision because teachers need to implement their decision because teachers need to implement their resolutions, and the emotions they have during the process of reflection because emotions are very influential to thinking and learning. In an exploratory study, 16 student biology teachers were asked to reflect on two problematic and two positive teaching experiences and to take notes during the reflection process.
Published: 2008
Updated: Nov. 20, 2008