International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Preservice Teachers
Page 7/47
466 items
61
In this study, the author sought to contribute to the scholarly discourse of understanding how North American elementary pre-service teachers experienced evaluation via teacher performance assessments. Through extensive interviews and thematic data analysis, this study generally supported the contention that the process of completing edTPA deepened student teachers’ understanding of their educational experience in a number of domains, which in turn suggested a broader awareness and appreciation of the complexities of learning to teach.
Published: 2017
Updated: Feb. 28, 2017
62
The purpose of this multi-case study was to explore the extent and nature of changes in elementary pre-service teachers’ beliefs, attitudes, and self-efficacy toward science and science teaching as a result of participating in a science methods course.
Published: 2015
Updated: Feb. 28, 2017
63
This study aimed to investigate the level of knowledge of students’ First Amendment rights among secondary preservice teachers in various disciplines and their confidence in dealing with First Amendment issues in the classroom. The findings of this study provide evidence that when pre-service teachers have experience with a particular First Amendment issue, they have more confidence in their ability to deal with that issue in the classroom. For the majority of the preservice teachers in this study, when they had confidence in dealing with a particular issue, they were also an interventionist. However, preservice teachers who were less confident were more likely to seek advice from a fellow teacher or an administrator before taking any disciplinary action.
Published: 2011
Updated: Feb. 28, 2017
64
This article reports on a study designed to gain insights into the perceptions of pre-service English teachers on the integration of an Learning Management Systems (LMSs) into courses at a state university in Turkey. Findings revealed that pre-service English teachers had positive perceptions towards the use of an LMS as an integral part of face-to-face courses.
Published: 2015
Updated: Feb. 22, 2017
65
The aim of this study was to add to the research base by examining the impact of fieldwork with infants on the development of three preservice early childhood teachers. The results of this study suggest that the unique setting of the infant room may have pushed the preservice teachers to develop new skills, make powerful theory–practice connections, and rethink some of their initial beliefs about teaching and learning in ways that their previous experiences in more traditional classrooms did not.
Published: 2013
Updated: Feb. 19, 2017
66
The goal of this study was to examine (a) preservice teacher perceptions of student and teacher behavior during scenarios of challenging behavior, (b) alternative solutions or strategies in examining the teacher’s role in the scenarios, (c) perceptions of challenging behaviors that may present the greatest difficulty in their future positions, and (d) their attitudes and opinions regarding challenging behavior in the classroom.
Published: 2016
Updated: Jan. 31, 2017
67
The present study sought to identify the Asia literacy needs of 54 undergraduate pre-service students in a teacher education programme of study at a regional university. The results indicated that few respondents considered themselves to be Asia literate and most did not believe they were ready to teach about Asia. However, the majority of respondents wanted to know more about Asia prior to graduation. The results indicate that much needs to be done to support students and universities in preparing students to teach about Asia.
Published: 2016
Updated: Jan. 17, 2017
68
This paper looks closely at the talk of two pre-service teachers over time to examine how they used language as a way of rehearsing their evolving agency as literacy educators. Analysis reveals that because pre-service teachers rehearse agency over time via language, such agency can be developed in teacher education coursework and field experiences. Findings indicate four recommendations to foster agency: rehearsals over time, dissonance to the point of frustration, observations and approximations in field experiences, and interactional spaces for critical reflection.
Published: 2015
Updated: Jan. 02, 2017
69
In this study, concept map exercises were used to trigger student teachers’ thinking about the inclusion of students with disabilities in the regular learning settings. The results show that the construction of concept maps by small groups of student teachers has the potential to engage students in lively discussions, and to contribute to creative and reflective thinking. An analysis of the content of the 134 maps that were constructed identified ten main themes about inclusive education. Three of the themes dealt with pupils’ well-being, particpation in school activities and learning. Two dealt with a teacher’s situation. Five dealt with school resources and policy issues.
Published: 2015
Updated: Dec. 13, 2016
70
In this study, the researchers chose to explore the kinds of questions prospective teachers plan when utilizing literature in mathematics lessons to scaffold children’s understanding of the mathematics concepts presented through the text. Results revealed that some of the prospective teachers possessed a limited recognition of or ability to incorporate questioning when planning lessons. Furthermore, the results presented a need to analyze the planned questions based upon their dependency and utilization of said literature. Based upon the results of this study, there are implications and recommendations for both classroom teachers and teacher educators alike to consider when making determinations relative to the mathematics classroom, course, and field experience.
Published: 2015
Updated: Nov. 22, 2016