Academic literature on the topic 'Preservice teacher role identity framework'
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Journal articles on the topic "Preservice teacher role identity framework"
Sherfinski, Melissa, Sharon Hayes, Jing Zhang, and Mariam Jalalifard. "“Do it all but don’t kill us”: (Re)positioning teacher educators and preservice teachers amidst edTPA and the teacher strike in West Virginia." education policy analysis archives 27 (December 2, 2019): 151. http://dx.doi.org/10.14507/epaa.27.4327.
Full textGraue, Elizabeth. "Theorizing and Describing Preservice Teachers’ Images of Families and Schooling." Teachers College Record: The Voice of Scholarship in Education 107, no. 1 (January 2005): 157–85. http://dx.doi.org/10.1177/016146810510700112.
Full textRushton, Elizabeth A. C. "Building Teacher Identity in Environmental and Sustainability Education: The Perspectives of Preservice Secondary School Geography Teachers." Sustainability 13, no. 9 (May 10, 2021): 5321. http://dx.doi.org/10.3390/su13095321.
Full textFotopoulou, Vasiliki. "Preservice Student-Teachers’ Perceptions of Themselves as Teachers- Experience from Teaching Practicum." European Journal of Multidisciplinary Studies 6, no. 2 (June 10, 2017): 330. http://dx.doi.org/10.26417/ejms.v6i2.p330-330.
Full textHebard, Heather. "Finding Possibility in Pitfalls: The Role of Permeable Methods Pedagogy in Preservice Teacher Learning." Teachers College Record: The Voice of Scholarship in Education 118, no. 7 (July 2016): 1–42. http://dx.doi.org/10.1177/016146811611800703.
Full textBlair, Elizabeth E., and Sherry L. Deckman. "“Distressing” Situations and Differentiated Interventions: Preservice Teachers’ Imagined Futures with Trans and Gender-Creative Students." Teachers College Record: The Voice of Scholarship in Education 122, no. 7 (July 2020): 1–38. http://dx.doi.org/10.1177/016146812012200704.
Full textClements, Peter. "Constructing Identity through Practice: Preservice Teachers’ Narratives of Practicum." JALT Postconference Publication 2019, no. 1 (August 31, 2020): 1. http://dx.doi.org/10.37546/jaltpcp2019-01.
Full textWest, Joyce, Rinelle Evans, and Joyce Jordaan. "Measuring preservice teachers' ethnocentrism: A South African case study." Journal of Education, no. 85 (December 31, 2021): 1–25. http://dx.doi.org/10.17159/2520-9868/i85a09.
Full textPawlak, Mirosław. "Editorial." Studies in Second Language Learning and Teaching 9, no. 2 (July 1, 2019): 259–61. http://dx.doi.org/10.14746/ssllt.2019.9.2.1.
Full textIzadinia, Mahsa. "Preservice teachers’ professional identity development and the role of mentor teachers." International Journal of Mentoring and Coaching in Education 5, no. 2 (June 6, 2016): 127–43. http://dx.doi.org/10.1108/ijmce-01-2016-0004.
Full textDissertations / Theses on the topic "Preservice teacher role identity framework"
Ullom, Carine E. "Developing Preservice Teacher Global Citizen Identity| The Role of Globally Networked Learning." Thesis, Fielding Graduate University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10688833.
Full textThe purpose of this study was to determine if a Structured Online Intercultural Learning (SOIL) experience represented a viable form of global experiential learning (GEL) that can yield beneficial effects in student transformation of the kind that are reported to result from “traditional” GEL (involving mobility). Specifically, this study investigated the influence of a sustained cross-cultural learning experience, made possible by online communications technologies, on preservice teachers’ global citizen identity development (their self-in-the world).
The research approach was inspired by design-based research and employed a parallel mixed-methods design, incorporating two quantitative assessment instruments (the Global Perspectives Inventory [GPI] and the Beliefs, Events, and Values Inventory [BEVI]) and a plethora of student-generated artifacts (the qualitative data). Twenty-six preservice teachers from the US and Macedonia learned together in a globally networked learning environment (GLNE) for 8 weeks. The findings showed that, although the participants were, in most cases, not able to articulate with certainty any perceived changes to their sense of self-in-the-world, both the qualitative and the quantitative data indicated that the experience did indeed result in at least modest positive changes for most of the participants.
The primary themes that emerged from the qualitative data related to self-in-the-world, were “knowledge acquisition,” “intercultural sensitivity development,” and “personal growth/self-improvement.” The quantitative data showed that U.S. students’ ideas of the attributes of a global citizen shifted positively following the intervention and that students in both groups strengthened their agreement with the statement “I see myself as a global citizen” at Time 2. Further, students reported that the real-time, small group cross-cultural conversations (via video conference), which were required by the course that served as the intervention in the study, were the most meaningful aspect of the experience. Finally, nearly half of the participants indicated that, as a result of their experiences in this course, they planned to incorporate global citizen education in their future teaching practice.
These results suggest that teacher educators should consider embedding globally networked learning experiences into teacher education curriculum and that preservice teachers should not only experience globally networked learning as students, but should also be encouraged to develop lesson plans involving globally networked learning for their future classrooms.
Sexton, Steven S. "Teacher Coginition: The effects of prior experience on becoming a teacher." University of Sydney, 2007. http://hdl.handle.net/2123/1864.
Full textTeachers are unique when compared to most other professionals, as pre-service teachers spend more than a decade observing teachers in practice before entering their own professional training. This study investigated teacher candidates at the earliest point of their teacher training, entry into a teacher certification program, at the University of Sydney and University of Auckland in 2005. Specifically, this study sought to address how prior experiences informed the teacher role identity of male primary, female secondary and non-traditional student teachers. These three teacher candidate groups emerged from a previous study (Sexton, 2002) which explored post-graduate teacher candidates’ beliefs with the most vivid and articulate prior experiences. The study used a mixed-model research design to explore the research question, How do pre-service teacher candidates interpret prior teacher experiences as to the type of teacher they do and do not want to become? 354 entry-level teacher candidates were surveyed using both closed item and open-ended responses. From these participants, 35 were then interviewed before their course commencement and then again after their first teaching practicum. The study showed that there were differences as to how prior teachers informed the teacher role identity of entry-level student teachers. Male primary candidates were more influenced by their positive primary experiences of role model teachers. Female secondary participants remembered those secondary teachers who encouraged the development of critical thinking and they now wish to emulate this in their practice. Non-traditional student teachers remembered a wider range of educational experiences and entered into their teaching program to make a difference in both their and their students’ lives. The study highlights how in-service teachers play an important role in not only who will become teachers but also what subjects and school level future teachers will teach.
Young, Kenneth David. "Perspectives of preservice teachers on the roles of secondary school teachers in Queensland: an interpretivist study." Thesis, 2017. http://hdl.handle.net/2440/110915.
Full textThesis (Ph.D.) -- University of Adelaide, School of Education, 2017
Book chapters on the topic "Preservice teacher role identity framework"
Vijayavarathan-R, Kalpana, and Edda Óskarsdóttir. "‘Analysis of Policies Supporting Teachers to Tackle Linguistic and Cultural Diversity and Facilitate Inclusion from the Perspectives of Iceland and the Faroe Islands’." In Springer Polar Sciences, 179–96. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-97460-2_12.
Full textKeller, Tina Marie. "“The World is So Much Bigger”." In Research Anthology on Religious Impacts on Society, 211–30. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3435-9.ch010.
Full textKeller, Tina Marie. "“The World is So Much Bigger”." In Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers, 275–94. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1057-4.ch016.
Full textWilliams, York. "Building a Conceptual Framework for Culturally Inclusive Collaboration for Urban Practitioners." In Research Anthology on Racial Equity, Identity, and Privilege, 310–24. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4507-5.ch017.
Full textZepeda, Efren O. Miranda, and Judith Flores Carmona. "Social Justice Education With and for Pre-Service Teachers in the Borderlands." In Integrating Social Justice Education in Teacher Preparation Programs, 225–43. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-5098-4.ch011.
Full textLund, Anne Bonnevie, and Anna Järnerot. "En gryende læreridentitet." In Studenten skal bli lærer, 45–63. Cappelen Damm Akademisk/NOASP, 2020. http://dx.doi.org/10.23865/noasp.98.ch2.
Full textLund, Anne Bonnevie, Anna Järnerot, and Nicole Veelo. "Det første møtets sødme? Lærerstudenters første møte med praksisfeltet." In Studenten skal bli lærer, 25–43. Cappelen Damm Akademisk/NOASP, 2020. http://dx.doi.org/10.23865/noasp.98.ch1.
Full textBloom, Lisa, and Sharon Dole. "Virtual School of the Smokies." In Handbook of Research on Transnational Higher Education, 674–89. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4458-8.ch034.
Full textHoran, Deborah A., Krista M. Griffin, and María De Rosario Ramirez. "Exploring Literatura Fronteriza as Luminal Spaces for Bilingual Teachers." In Handbook of Research on Race, Culture, and Student Achievement, 267–86. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-5705-4.ch014.
Full textThemelis, Chryssa. "Teacher Presence in Online Discussions." In Handbook of Research on Online Discussion-Based Teaching Methods, 263–82. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3292-8.ch011.
Full textConference papers on the topic "Preservice teacher role identity framework"
Beutel, Denise, and Donna Tangen. "The intercultural competence of preservice teachers: An exploratory study." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7947.
Full textDAUKILAS, Sigitas, and Rita KEIBIENĖ. "FRAMEWORK OF VOCATIONAL SCHOOL AND UNIVERSITY OF APPLIED SCIENCES TEACHER ACTIVITIES: MOTIVATIONAL FACTORS, PROFESSIONAL ROLES AND APPLICATION OF EDUCATIONAL TECHNOLOGIES IN CORRELATION WITH PERSONALITY TRAITS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.238.
Full textAizenberg, Merav, and Gila Cohen Zilka. "E-Readiness of Preservice Kindergarten Teachers for Teaching Practices During the COVID-19 Lockdown Period [Abstract]." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4969.
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