Relevant bibliographies by topics / Preservice teachers

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Preservice teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Preservice teachers"

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Doering, Aaron, Joan Hughes, and Doug Huffman. "Preservice Teachers." Journal of Research on Technology in Education 35, no. 3 (March 2003): 342–61. http://dx.doi.org/10.1080/15391523.2003.10782390.

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Izadinia, 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.

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Purpose – The purpose of this paper is to examine changes in eight preservice teachers’ professional identity and the factors contributing to such changes during a four-week block practicum. Design/methodology/approach – A qualitative case study design was used and the data were gathered through semi-structured interviews with preservice teachers and their mentors, reflective journals and observation checklists. Thematic analysis was used to interpret the data. Findings – The findings showed high levels of confidence and development of teacher voice by the end of their four-week block practicum. The findings also suggested that positive mentoring relationships contributed to changes in the preservice teachers’ teacher identity. Research limitations/implications – Despite focussing on a relatively small number of preservice secondary teachers during the first four-week practicum of a single teacher education program at a Western Australian University, this research highlights the need to maintain constructive mentoring relationships with preservice teachers to provide positive influences on their professional identity. In order to facilitate this, preservice teacher education programs should provide thorough training for mentor teachers. Originality/value – This work highlighted the crucial role of mentor teachers in creating positive impacts on preservice teachers’ professional identity, such as development of their confidence and teacher voice. This paper provides useful insights for researchers, mentor teachers, and preservice teacher education policy developers.
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Canipe, Martha M., and Kristin L. Gunckel. "Imagination, Brokers, and Boundary Objects: Interrupting the Mentor–Preservice Teacher Hierarchy When Negotiating Meanings." Journal of Teacher Education 71, no. 1 (April 5, 2019): 80–93. http://dx.doi.org/10.1177/0022487119840660.

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The mentor–preservice teacher hierarchy, that privileges mentor teacher talk and experience, often dominates mentor–preservice conversations. To realize the full potential of teacher education approaches designed to engage preservice and mentor teachers together in shared learning and teaching tasks, attention is needed to better understand the dynamics and implications of mentor–preservice teacher interactions. We analyzed how and when preservice and mentor teachers introduced ideas to group conversations and whose ideas were taken up by the group during a co-learning task. We found that mentor teachers tended to dominate group sense-making. However, preservice teacher use of imagination, the actions of teacher educators as brokers, and the use of boundary objects temporarily interrupted the dominant hierarchy. We conjecture that these moments raised preservice teacher status within the group so that mentor teachers took up preservice teachers’ ideas. Implications for promoting more equitable preservice teacher participation in sense-making with mentor teachers are discussed.
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Rikard, G. Linda. "Promoting Teacher Commitment in Preservice Teachers." Journal of Physical Education, Recreation & Dance 70, no. 9 (November 1999): 53–56. http://dx.doi.org/10.1080/07303084.1999.10605969.

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Struck, Maggie, and Stephanie Rollag Yoon. "Shifting preservice teachers’ beliefs: toward critical connected learning." International Journal of Information and Learning Technology 36, no. 5 (November 4, 2019): 410–22. http://dx.doi.org/10.1108/ijilt-06-2018-0066.

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Purpose The purpose of this paper is to explore how preservice teacher’s beliefs change over time in a literacy methods elementary licensure course that encourages critical literacy and connects learning. The authors were interested in the interplay among identity, agency and structure within this process and how this connected with other literature on teacher beliefs and technology use. Design/methodology/approach Utilizing data from a larger ethnographic study and mediated discourse analysis (Scollon and Scollon, 2004), this paper follows preservice teacher’s use of digital tools and beliefs about using digital tools in the classroom over a semester-long hybrid course. Findings Findings show changes in preservice teacher’s beliefs about technology use, interest-driven learning and her own agency. These changes were influenced by the framework of the course and course practices. Research limitations/implications This research study offers practical ways to support preservice teachers’ implementation of digital tools with an emphasis on equity. Ultimately, preservice teachers’ experience shapes the opportunities students have with digital tools in schools. Practical implications Recognizing the competing discourses and pressures preservice teachers’ experience, the results of this study offer tools to support preservice teachers’ agency through the implementation of connected learning principles and critical literacy theories in preservice education courses, leading to the potential to expand equity in school settings. Originality/value While there is research around connected learning in classrooms, there is limited research on a connected learning framework in preservice education programs. Additionally, this paper brings a new perspective on how pairing an emphasis of equity to a connected learning framework supports teachers’ implementation of digital tools.
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Amaral-da-Cunha, Mariana, Amândio Graça, Paula Batista, and Ann MacPhail. "Giving birth to a supervisory identity built upon pedagogical perspectives on teaching: The case of a novice physical education cooperating teacher." European Physical Education Review 26, no. 2 (July 1, 2019): 353–74. http://dx.doi.org/10.1177/1356336x19857181.

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Teaching perspectives in initial teacher education are useful analytical tools for exploring the development of professional identity and the supervisory practices of cooperating teachers working with preservice teachers on school placement. A case study design was employed with an experienced physical education teacher newly appointed as a cooperating teacher to a cohort of three physical education preservice teachers to examine how his professional identity was challenged by the demands of the new role as a mentor. Data were collected throughout a one-year school placement and included three semi-structured interviews and the cooperating teacher’s weekly journal entries. Analysis was informed by grounded theory coding procedures. Open codes were collapsed into three metaphorical axial themes: (a) the chameleon, (b) a tailor-made cooperating teacher, and (c) the liaison of relations. To perform his new role as a cooperating teacher and surpass the emergent supervisory challenges in developing a pedagogical relationship with his first cohort of preservice teachers, the cooperating teacher called upon his educational perspectives on teaching physical education built on constructive, collaborative and inquiry premises, but ended up practising teaching perspectives echoing an apprenticeship model due to the preservice teachers’ personal characteristics.
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Şimşekli, Yeter. "Investigation of the Experiment Design Skills of Biology and Science Teachers and Preservice Teachers." Journal of Education and Training Studies 6, no. 9 (August 22, 2018): 199. http://dx.doi.org/10.11114/jets.v6i9.3564.

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In this study, it was aimed to examine the experiment design skills of Biology and Science teachers and preservice teachers. For this purpose, 85 Biology and 80 Science teachers and preservices given information about laboratory approaches, experiment types and science process skills were asked to design an experiment about germination. In the reports of the experiments designed by the teachers and the presevice teachers, they were expected to give information about the factors affecting germination, write the problem, determine the hypotheses and the variables, plan their experiments and reach a conclusion. In the analysis of the reports, the sets of data digitized by forming a graded scoring scale were analyzed by benefiting from SPSS package program and their experiment design levels were analyzed based on their fields, being a teacher or a preservice teacher and gender. From the obtained data, it was determined that the number of those who designed an experiment was very low and although there were significant differences between the Biology and the Science teachers and preservice teachers in terms of designing an experiment according to many criteria, there was a difference only in one criterium according to gender.
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Kalonde, Gilbert, and Rabab Mousa. "Technology Familiarization to Preservice Teachers." Journal of Educational Technology Systems 45, no. 2 (November 15, 2016): 236–55. http://dx.doi.org/10.1177/0047239515616965.

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The purpose of this study was to investigate factors that influence teacher educators’ technology decisions in methods courses. Research has shown various reasons why teachers use different types of technologies and not able to integrate certain technologies. However, this study focused on the source of teachers’ instructional technology foundations, knowledge, and preparation for teaching. A total of 90 teacher educators were surveyed and stated that content, ease of use, availability, experiences, students’ interest, and obstacles influence decisions on technologies modeled to preservice teachers in the methods courses. This study provides a different perspective on understanding teachers’ dilemma on technology integration in K-12 classrooms. The findings provide information to understand teacher educators’ technology decisions and modeling influence on K-12 teachers’ technology integration in the classroom.
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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.

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We explore how two “happenings” representing different political, social, historical and economic influences converge to shape the narratives of preservice teachers and teacher educators in West Virginia. These happenings are the 2017-2018 edTPA roll out and the teacher strike of February 2018. We use the framework of sensemaking to explore preservice teacher and teacher educator identity/agency using a phenomenological analysis of narratives accessed through narrative portfolios, artifacts, and interviews with pre-service teachers, mentors (supervising teachers), and teacher educators. We found that the confluence of these political moments reinforced a neoliberal orientation for both preservice teachers and teacher educators, positioning preservice teachers to expect teacher educators to intensively support the edTPA and ensure their success while silencing the collective history and moral imperative of protest. Preservice teachers and some mentors reframed the edTPA as a pathway to increased teacher pay/meritocracy by linking it with the National Boards, yet there were pockets of resistance within this among both preservice teachers and teacher educators. These findings are important for informing educational policy and practice around both corporate involvement in assessment/accountability policy and preservice teachers’ and teacher educators’ roles in protest at this moment when both are expanding simultaneously.
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Marpa, Eliseo Perante. "Preservice Teachers’ Perceived Philosophies of Education in the Context of Outcome-Based Teacher Education Curriculum (OBTEC)." International Journal on Studies in Education 5, no. 1 (September 3, 2022): 27–41. http://dx.doi.org/10.46328/ijonse.78.

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Educational philosophy is one of the most critical arms of the teacher in the classroom. Thus, this research aims to determine OBTEC preservice teachers' perceived philosophies of education. To gather information on their philosophies, the researcher adapted the questionnaire of Sadker and Zittleman administered to 214 preservice teachers. Results show that the majority of the preservice teachers were reconstructionists. However, male preservice teachers were more of a progressivists, while the females were social reconstructionists. Considering their areas of specialization, preservice teachers were reconstructionist. BECED, on the other hand, were existentialists. Preservice teachers wanted to educate the learners with social problems and issues that influence society. They also wanted schools to be student-centered and activity-based. Thus, this study suggests that OBTEC preservice teachers need to acquire in-depth knowledge of the different philosophies of education. Teacher Training Institutions are also encouraged to strengthen preservice teachers' orientation of the different philosophies of education.
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Dissertations / Theses on the topic "Preservice teachers"

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Topcu, Mustafa Sami. "Preservice Science Teachers." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609950/index.pdf.

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The main purpose of this study was to explore Preservice Science Teachers&rsquo
(PSTs) informal reasoning regarding socioscientific issues (SSI). The study first investigated PSTs&rsquo
informal reasoning patterns
second, explored the relationship between informal reasoning patterns and quality
third, examined the variation of informal reasoning quality with SSI
at last, focused on the factors influencing PSTs&rsquo
informal reasoning in the context of SSI. Totally, 39 PSTs voluntarily participated in the study. Senior elementary PSTs from a public university, in Ankara constituted the sample of this study. Seven SSI were used to explore informal reasoning and influencing factors. Three SSI dealt with gene therapy and, the other three issues dealt with cloning. The last issue dealt with global warming. PSTs&rsquo
informal reasoning and the factors influencing the participants&rsquo
informal reasoning in the context of SSI were analyzed by using constant comparative data analysis method (Glaser &
Strauss, 1967). Two interview protocols were used in the present study. Informal Reasoning Interview protocol focused on the investigation of informal reasoning, and Moral Decision-Making Interview protocol was used to identify informal reasoning and the factors influencing informal reasoning. Emergent informal reasoning patterns from the present study were: rationalistic, emotive, and intuitive informal reasoning patterns. Regarding informal reasoning quality, across each SSI, the participants easily revealed claim with or without justification but they hardly developed counter-position and rebuttal. Emergent frequency of informal reasoning quality types followed the same order across each SSI. Thus, informal reasoning quality was not context-dependent across all SSI. Main factors influencing participants&rsquo
informal reasoning were accumulated under four main categories
personal experiences, social considerations, moral-ethical considerations, and technological concerns.
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Ersoy, Halil. "The Preservice Teachers." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610776/index.pdf.

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This study aims to investigate the preservice teachers&rsquo
perceptions about online communication in blended learning. The study tries to understand strengths and weaknesses of online communication from the learners&rsquo
point of view. To reach this aim, four research questions are asked: (1) What are the learners&rsquo
perceptions about the online synchronous communication tool? (2) What are the learners&rsquo
perceptions about web-based support? (3) What are the learners&rsquo
perceptions about collaboration with online communication? (4) What are the learners&rsquo
perceptions about the roles of the instructor at blended learning as (a) administrator, (b) facilitator, (c) technician, and (d) evaluator? To answer the research questions, a case study in line with action research design was conducted. An undergraduate course in blended learning form was selected as a case and both synchronous and asynchronous communication tools were utilized throughout the semester. At the end of the semester, data about perceptions was collected via four questionnaires and interviews with the students. Both qualitative and quantitative results showed that the online communication facilities in the case were perceived to be adequate by the students. Yet, the students reflected diverse thoughts about preference of communication modalities in synchronous communication. Moreover, the value of asynchronous communication was pointed out. It is concluded that communication needs, communication partner and other contextual factor have impact on selection of communication modalities.
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Behm, Stephanie Lee. "Preservice Elementary Teachers' Learning with Mathematics Curriculum Materials During Preservice Teacher Education." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28328.

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Following the release of the Curriculum and Evaluation Standards for School Mathematics, (NCTM, 1989) substantial federal funding in the 1990s supported the development of curriculum materials intended to help teachers enact new visions of mathematics teaching and learning. Although a great deal of research about the â Standards-basedâ curriculum materials has focused on student achievement, an equally important body of research has investigated teachersâ experiences with these materials. While this research about teacher-curriculum interactions continues to mature and offer insights into teachersâ curriculum use, we face a critical shortage of information about preservice teachersâ use of mathematics curriculum materials. To address this gap, I conducted two separate but related qualitative studies focused on preservice teachersâ interactions with mathematics curriculum materials. The first study examined a teacher education activity in which 23 preservice elementary teachers analyzed sections of different mathematics curriculum materials and textbooks. The second study focused on three student teachersâ uses of mathematics curriculum materials and textbooks during their student-teaching internships. The overall purpose of these studies was to examine the views and experiences that appear to influence preservice teachersâ initial interpretations of Standards-based curriculum materials and to document preservice teachersâ experiences using Standards-based and other instructional resources during student teaching. I also aimed to explore how mathematics curriculum materials might be more carefully positioned to play a more critical role in preservice teacher learning throughout typical teacher education opportunities and also in teachersâ future use and learning with Standards-based curriculum materials and other instructional resources. Results of this manuscript dissertation indicated that preservice teachers found themselves immersed in professional development with mathematics curriculum materials, textbooks, and state curriculum guides during coursework and fieldwork experiences. They had the opportunity to develop an understanding of the variety of mathematics instructional resources available to them that were different from what they were used to, and also had opportunities to consider the unexpectedly complex nature of many of the materials. The preservice teachers found themselves negotiating balance between university coursework and fieldwork expectations as they evaluated, adapted and supplemented materials during coursework and fieldwork. The results from these chapters not only illustrate teacher learning with and about curriculum materials, but also point out opportunities within teacher education for preservice teachers to question well-established beliefs and practices regarding mathematics teaching and mathematics instructional resources as they encountered disequilibrium in multiple contexts. Overall results also highlight possible missed opportunities for learning and the importance of human resources within teacher education as it relates to preservice teachersâ encounters with mathematics curriculum materials and instructional resources.
Ed. D.
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Bakkaloglu, Ezgi. "Preservice Elementary Mathematics Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608937/index.pdf.

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This study analyzes the preservice elementary mathematics teachers&rsquo
self efficacy beliefs and outcome expectancies about using manipulatives and investigates whether, or not, university and gender differences have any significant effect on their self efficacy and outcome expectancies. In mathematics education, students&rsquo
conceptions about abstract mathematical ideas and being able to convert them into concrete ideas are very important. For this reason, it is very beneficial to use manipulative materials in the mathematics lessons. However, most of the preservice mathematics teachers in Turkey lack knowledge about using manipulatives. The sample of present study consisted of 77 senior undergraduate students studying in Elementary Mathematics Teacher Education programs at 2 different universities located in Ankara and Izmir. Data were collected in spring term of 2006-2007 academic years. The survey items were adopted from previously developed teacher efficacy instrument, which partly ensures the items to be parallel with the existing theory about the construct. The survey consisted of three parts
demographic information, knowledge about the manipulatives, and &lsquo
The Instrument of Preservice Mathematics Teachers&rsquo
Efficacy Beliefs about Using Manipulatives&rsquo
(EBMU). The present study demonstrated that the gender differences did not effect preservice elementary mathematics teachers&rsquo
personal manipulative use teaching efficacy whereas the university differences had a significant effect on their personal manipulative use teaching efficacy. In addition, the gender and university attended produced statistically significant main effect on preservice elementary mathematics teachers&rsquo
outcome expectancies.
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Yanis, Hilal. "Investigating Preservice Science Teachers." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614546/index.pdf.

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The purpose of this study was to investigate preservice science teachers&rsquo
mental models about the role and distribution of ozone layer and ozone layer depletion regarding their ontological orientation. This study was conducted with twenty four preservice science teachers who were enrolled in Elementary Science Education Program of Education Faculty of one public university located in Central Anatolia. From each grade level six preservice science teachers were selected
two from low achiever, two from middle achiever and two from high achiever. Moreover, in the study, data were collected by using semi structured interview and interview consists of eleven questions and with five questions having multiple parts. Interview recordings were transcribed and analyzed qualitatively. In the following steps of the analysis, researcher proceeded with the already formed and described codes in an easygoing way. The results revealed that preservice science teachers&rsquo
responses were mostly seen as skin cancer and sunburn as harmful effects of ultraviolet rays and preservice science teachers&rsquo
responses were mostly seen as activation vitamin D and photosynthesis of plants as beneficial effects of Sun&rsquo
s rays. Half of preservice science teachers thought that ozone layer exists in the atmosphere. Moreover, preservice science teachers&rsquo
responses were mostly seen as perfume, deodorant, car, and spray as harmful materials to ozone layer. Chlorofluorocarbon, carbon monoxide, and carbon-dioxide were the most seen responses as harmful chemicals to ozone layer. Similar misconceptions were identified when compared with past studies. Also, different misconceptions were found in the study. Ten distinct models were formed regarding role and distribution of ozone layer and five distinct models were formed regarding ozone layer depletion. Moreover, absorbing and reflecting surface was mostly seen ontological belief regarding role and distribution of ozone layer. Hole was mostly seen ontological belief regarding ozone layer depletion. Generally, achievement and grade level did not make difference among preservice science teachers forming which type of mental models and having ontological beliefs.
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Gibson, Shona. "Narratives of preservice teachers." Access electronically, 2005. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20050330.124302/index.html.

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Thesis (M.Ed.)--University of Wollongong, 2005.
Typescript. Narratives are based on experiences of prospective teachers enrolled at the University of Wollongong in the Knowledge Building Community (KBC) program, which is an alternative model of teacher training. Includes bibliographical references: leaf 264-283.
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Carpenter, Marilyn Gordon 1943. "Preservice teachers as readers." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/288856.

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The focus of this study is the impact of a children's literature course on the reading practices of undergraduate preservice teachers. During 1996, I taught Children's Literature in the Classroom, LRC 480, at the University of Arizona. During this class, I undertook a study of the preservice teachers in my course using the research methods of a qualitative study. My purpose was to elicit the preservice teachers' perceptions of themselves as readers in the beginning and at the end of the course and to determine which elements of the course were most influential. The major themes that emerged from the data were concerned with the reading practices of the preservice teachers and the significant aspects of the course. All the students experienced some changes in regard to their reading practices. The major change the students noted was an increase in their enthusiasm for reading and a renewed enjoyment of reading. A majority of the students were choosing to read daily in the beginning of the semester in contrast with other research (Timbs, 1993; DeKoff, 1992) that found less frequent reading. The four most influential elements in the course were: (1) the influence of the instructor; (2) small group work; (3) class projects that provided active learning experiences emphasizing the affective elements of reading literature and (4) self evaluation that promoted students' choice and control over their own learning. The study found that the major change the students noted (their enthusiasm and renewed enjoyment of reading) was influenced by these elements of the course. The implications of these findings are that instructors who wish to encourage preservice students to have positive experiences with reading should include these elements in preservice courses: an instructor with a passion for literature; class projects that feature experiential learning tasks promoting the affective elements of reading literature; an emphasis on self-evaluation and opportunities for small group collaborations. Preservice teachers in such courses will have opportunities to build or renew their enjoyment of reading.
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Bishop, Judith E. "Teacher supervision of preservice teachers : a naturalistic study of teachers' professional development /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7753.

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Sarikaya, Hilal. "Preservice Elementary Teachers&#039." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605301/index.pdf.

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This study intended to explore preservice elementary teachers&rsquo
science knowledge level, attitude toward science teaching and their efficacy beliefs regarding science teaching. In addition, the contribution of science knowledge level and attitudes toward science teaching on Turkish preservice elementary teachers&rsquo
efficacy beliefs was investigated. The present study was conducted at the end of the spring semester of 2003- 2004 academic year with a total number of 750 (n=531 females
n=216 males
and n=3 gender not provided) fourth-year preservice elementary teachers who enrolled at elementary teacher education programs of nine different universities in Turkey. Data were collected utilizing three questionnaires: the Science Teaching Efficacy Belief Instrument (STEBI-B) developed by Riggs and Enochs (1990), Science Achievement Test, and Science Teaching Attitude Scale developed by Thompson and Shrigley (1986). Data of the present study were analyzed utilizing descriptive and inferential statistics. Analysis of the self-efficacy survey indicated that preservice elementary teachers had moderate sense of self-efficacy beliefs regarding science teaching on both Personal Science Teaching Efficacy and Outcome Expectancy dimensions of the STEBI-B. Also, preservice elementary teachers indicated low level of science knowledge and generally positive attitude toward science teaching. Furthermore, science knowledge level and attitude towards science teaching made a statistically significant contribution to the variation in preservice elementary teachers&rsquo
personal science teaching efficacy beliefs and outcome expectancy.
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Tinmaz, Hasan. "An Assessment Of Preservice Teachers." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605343/index.pdf.

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The purpose of this study is to explore the factors affecting a preservice teacher&rsquo
s perception of technology in relation to subject areas. Study focused on six hundred and ninety six senior preservice teachers (405 female, 288 male, and 3 not stated) from eight different subject areas of Burdur Faculty of Education, Sü
leyman Demirel University in Turkey in 2003-2004 Spring semester. A none-experimental survey research design was employed by administrating a Technology Perception Scale (TPS) and a Computer Competency Scale (CCS). Study included four independent variables (gender, subject area, existence of a home computer and perceived computer competency level) and one dependent variable (perception). The study showed that preservice teachers perceive technology in education favorably, but not very favorably. The mean scores of subscales showed the positive effects of technology in education valued more than the effects of teacher training program by preservice teachers. The highest mean score for TPS was observed in classroom teaching preservice teachers and the lowest score was observed in science education. It was also demonstrated that preservice teachers were graduated with a less than moderate level of competency. Classroom teaching preservice teachers possessed the highest mean score, and Turkish education preservice teachers held the lowest mean score. It was also found that males had higher mean scores than females for all scales. Preservice teachers possessing a home computer with Internet access had highest mean scores for all scales. Univariate ANOVA results showed that gender and the perceived computer competency level are the major factors affecting a preservice teacher&rsquo
s perception. It was also revealed that possession of a home computer correlated with perceived computer competency level. Even though there obtained differences among subject areas, subject area was not determined as a significant factor. Under the light of the study results recommendations are suggested for both implication and further studies.
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Books on the topic "Preservice teachers"

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Wetzel, Melissa Mosley, James V. Hoffman, and Beth Maloch. Mentoring preservice teachers through practice. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315520537.

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A, Neubert Gloria, and ERIC Clearinghouse on Reading, English, and Communication., eds. New teachers helping new teachers: Preservice peer coaching. Bloomington, IN: ERIC Clearinghouse on Reading, English, and Communication, 1995.

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Wuttke, Eveline, and Jürgen Seifried, eds. Professional Error Competence of Preservice Teachers. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52649-2.

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Larrain Jory, Macarena. Preservice Primary Teachers’ Diagnostic Competences in Mathematics. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-33824-4.

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Cho, Hyesun. Critical Literacy Pedagogy for Bilingual Preservice Teachers. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7935-1.

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Martin-Hansen, Lisa M. Inquiry pedagogy and the preservice science teacher. Amherst, NY: Cambria Press, 2010.

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Martin-Hansen, Lisa M. Inquiry pedagogy and the preservice science teacher. Amherst, NY: Cambria Press, 2010.

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M, Zeichner Kenneth, Melnick Susan L, and Gomez Mary Louise, eds. Currents of reform in preservice teacher education. New York: Teachers College Press, 1996.

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Beattie, Mary. The art of learning to teach: Preservice teacher narratives. Upper Saddle River, N.J: Merrill, 2001.

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LaBoskey, Vicki Kubler. Development of reflective practice: A study of preservice teachers. New York: Teachers College Press, 1994.

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Book chapters on the topic "Preservice teachers"

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Ciccomascolo, Lori, and Susan Trostle Brand. "Preservice Teachers." In The Power of Teacher Leaders, 227–41. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003123972-20.

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Gabryś-Barker, Danuta. "Preservice Teachers’ Perceptions of Teacher Autonomy." In Second Language Learning and Teaching, 161–77. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-07764-2_10.

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Pfeifer, Kimberly J. "Researching with Preservice Teachers." In Dismantling Educational Sexism through Teacher Education, 48–63. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003161042-4.

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Pfeifer, Kimberly J. "Researching with Preservice Teachers." In Dismantling Educational Sexism through Teacher Education, 28–47. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003161042-3.

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Koh, Joyce Hwee Ling, Ching Sing Chai, Benjamin Wong, and Huang-Yao Hong. "Design Thinking and Preservice Teachers." In Design Thinking for Education, 67–86. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-444-3_5.

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Rackley, Robin, and Radhika Viruru. "Technology Integration and Preservice Teachers." In Teaching at Work, 193–210. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-082-6_10.

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Lewis, Jennifer M. "Lesson Study for Preservice Teachers." In Theory and Practice of Lesson Study in Mathematics, 485–506. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04031-4_24.

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Land, Tonia J., and Corey Drake. "Understanding Preservice Teachers’ Curricular Knowledge." In Research Trends in Mathematics Teacher Education, 3–22. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-02562-9_1.

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Lamb, Richard, and Elisabeth Etopio. "Virtual Reality to Train Preservice Teachers." In Advances in Game-Based Learning, 141–54. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44526-3_10.

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Park, Min-Sun, Mimi Park, Eun-Jung Lee, and Kyeong-Hwa Lee. "Preservice Teachers’ Difficulties with Statistical Writing." In The Teaching and Learning of Statistics, 261–70. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23470-0_31.

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Conference papers on the topic "Preservice teachers"

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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.

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This paper presents the findings of a qualitative study that explored the impact that prior intercultural experiences have in shaping preservice teachers as teachers of diversity. An online qualitative questionnaire was used to collect data from preservice teachers (n=40) enrolled in a one year graduate entry teacher education program in eastern Australia. Hammer’s (2009, 2011) Intercultural Development Continuum (IDC) was used as a framework to analyse the data. The IDC is a model of intercultural competence used to explain how people interpret cultural difference (Hammer, Bennett & Wiseman, 2003). Each of the five positions on the continuum has a distinct set of perceptions and experiences around cultural differences. In presenting the results, we draw on several cases that encompass the breadth of prior intercultural experiences of the preservice teachers. Overall, the results indicate that sustained intercultural engagement over time provides opportunity for the development of greater intercultural sensitivity. While it is advocated that teacher education is well-positioned to play a key role in developing the intercultural comptetences of future teachers, the paper highlights the challenges in providing learning opportunities that allow preservice teachers to practice new ideas, challenge old ideas and reflect on the process of becoming inclusive educators.
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Ray, Lillian S., and K. Ann Renninger. "Scaffolding preservice teachers online." In the 8th iternational conference. Morristown, NJ, USA: Association for Computational Linguistics, 2007. http://dx.doi.org/10.3115/1599600.1599714.

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Jita, Thuthukile, and Loyiso C. Jita. "A DESCRIPTIVE ANALYSIS OF PRESERVICE TEACHERS’ OPPORTUNITIES TO LEARN TO TEACH SCIENCE USING ICTS IN SOUTH AFRICA." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.81.

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Research suggests that there is not enough integration of Information and Communication Technologies (ICTs) into subject teaching by graduate teachers across a variety of school settings. This points in part to the inadequacy of preservice teacher preparation. Hence, this research explores the question of how preservice teachers develop the necessary competence to teach, particularly science subjects, using ICTs, by examining the opportunities to learn (OTLs) that are provided at three different South African universities. Keywords: ICT, opportunities to learn, preservice teachers, science teaching, teacher education.
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Libusha, Azwidowi Emmanuel. "THE PRE-SERVICE TEACHERS UNDERSTANDING OF FRACTION AND HOW AND HOW FUTURE INSTRUCTIONS CAN BE IMPROVED TO OPTIMIZE LEARNING." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end093.

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"There is an ongoing debate on whether preservice teachers should be taught the mathematics content knowledge because they start their mathematics content courses believing that they know enough mathematics to teach at a primary school level. Previous research has shown that much of the preservice teachers’ knowledge lacks conceptual understanding. Consequently, the current study explored preservice teachers’ knowledge of fractions. The study focuses on preservice’ teachers’ knowledge when comparing sizes of different fractions. The study will identify what the preservice teachers know about the comparison of size when it comes to fractions. A better understanding of how student teachers understand mathematics will inform better teaching methods for future instructions. This is to inform better instructional design in future ITE courses. The needed data consisted of 90 preservice teachers’ activity scripts and a task-based interview of some students. The study was guided by the research question: What is the preservice teachers’ understanding of fraction comparison, and how can future instruction be improved to optimize learning? The study adopted a mix-method approach where preservice teachers' responses to activities items were analysed from a first-year module conducted at a university level. Content analysis of the data yielded important findings that showed that preservice teachers have some misconceptions when they must determine the bigger fraction between the two. This study may be helpful to academics designing initial teacher education courses for mathematics and teachers who are already teaching mathematics in primary schools."
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Lancaster, Stephen. "A study of preservice teachers’ attitudes toward their role as students of statistics and implications for future professional development in statistics." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08302.

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I analyze data from the attitudes of 56 preservice primary teachers related to their role as continuing students of statistics. The variables investigated include preservice primary teachers’ (1) attitudes toward future professional development in statistics, (2) current knowledge of statistics, (3) current statistical self-efficacy, and (4) current self-efficacy to learn statistics in the future. My results suggest that (1) current self-efficacy to learn statistics in the future is a moderate predictor of preservice primary teacher beliefs that future professional development in statistics will help their classroom teaching, and (2) current self-efficacy to learn statistics in the future can vary for preservice primary teachers throughout their preparation program.
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Clouet, Nicole, Dominique Roué, and Éric Bruillard. "Forums for preservice teachers' development." In the 9th international conference. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1600053.1600085.

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Amador, Julie. "Preservice Mathematics Teachers' Curriculum Visualization." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1567004.

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Ramaila, Sam. "EXPLORING SOUTH AFRICAN PRESERVICE TEACHERS’ CONCEPTUAL UNDERSTANDING OF LIGHT PHENOMENA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end018.

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The wave and particle nature of light poses considerable instructional challenges to both teachers and learners in diverse educational settings. Developing a meaningful conceptual understanding of the wave and particle nature of light is a key requirement for demystifying the complex nature of various optical phenomena. The study adopted an exploratory descriptive survey design and involved purposively selected South African preservice Physical Sciences as participants. Preservice Physical Sciences teachers’ conceptual understanding of light phenomena was explored through the administration of the Light Phenomena Conceptual Assessment (LPCA) inventory. The key findings of the study revealed that preservice Physical Sciences teachers exhibited conceptual hurdles in relation to light phenomena such as reflection, refraction, total internal reflection and light scattering. The prevalence of these conceptual hurdles can partly be attributed to pervasive knowledge gaps manifested as a result of deficient instructional strategies adopted to demystify complex nature of light phenomena. Theoretical implications for initial teacher education are discussed.
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Cohen Zilka, Gila. "Distance Learning During the COVID-19 Crisis as Perceived by Preservice Teachers." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4776.

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Aim/Purpose: This study examined learning during the COVID-19 crisis, as perceived by preservice teachers at the time of their academic studies and their student teaching experience. Background: The COVID-19 crisis is unexpected. On one hand, it disrupted learning in all learning frameworks, on the other, it may create a change in learning characteristics even after the end of the crisis. This study examined the productive, challenging, and thwarting factors that preservice teachers encountered during their studies and in the course of their student teaching practice during the COVID-19 period, from the perspective of preservice teachers. Methodology: The study involved 287 students studying at teacher training institutions in Israel. The preservice teachers were studying online and, in addition, engaged in online teaching of students in schools, guided by their own teacher. The study used a mixed method. The questionnaire included closed and open questions. The data were collected in 2020-2021. Contribution: Identifying the affecting factors may deepen the understanding of online learning/teaching and assist in the optimal implementation of online learning. Findings: Online learning experience. We found that some of the lessons at institutions of higher learning were delivered in the format of online lectures. Many preservice teachers had difficulty sitting in front of a computer for many hours—“Zoom fatigue.” Some preservice teachers wrote that collaborating in forums with others made it easier for them. Some suggested diversifying by digital means, incorporating asynchronous units and illustrative films, and easing up on online lectures as a substitute for face-to-face lectures. Online teaching experience in schools. The preservice teachers’ descriptions show that in lessons taught in the format of lectures and communication of content there were discipline problems and non-learning. According to the preservice teachers, discipline problems stemmed from difficulties concentrating, physical distance, load, and failure to address the students’ difficulties. Recommendations for Practitioners: The findings suggest that it is recommended to combine synchronous lectures and meetings with asynchronous learning that integrates 21st century skills. It is advisable to use collaborative tools, such as forums, shared files, and open content repositories, and to encourage meaningful dialogue between learners, and between learners and their teachers, to better deal with the physical distance. Recommendations for Researchers: A change in the learning medium also requires a change in the definition of objectives and goals expected of each party—students, teachers, and parents. All parties must learn to view online learning as a method that enables empowerment and the application of 21st century skills. Impact on Society: Teachers’ ability to deploy 21st century skills in an online environment depends largely on their experience, knowledge, skills, and attitude toward these skills. Future Research: This study examined the issue from the perspective of preservice teachers. The issue should also be studied from the perspective of lecturers in academia, teachers in schools, and school students. Future studies should examine whether the change that took place during the COVID-19 period in relation to the deployment of 21st century skills, as experienced by all parties, led to the continued use of these skills in the post-corona period. Continued use depends largely on past experiences, knowledge, skills, and attitudes toward these skills. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 141-159.] Click DOWNLOAD PDF to download the published paper. ***
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Pyle, Eric J., Barbara Reisner, Robbie Higdon, Scott Paulson, and Kerry Cresawn. "PRESERVICE TEACHERS’ DUAL IDENTITIES: EARTH SCIENTIST AND EARTH SCIENCE TEACHER." In GSA Annual Meeting in Seattle, Washington, USA - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017am-308373.

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Reports on the topic "Preservice teachers"

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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at exploring the procedures that educators in diverse contexts have used to aid their student teachers in preparing for lesson planning. The first set seeks to identify the procedures used as well as their outcomes. The second set of questions aims to inquire on the methodologies adopted. Twelve studies were selected for the final review, which were found using the Educational Resources Information Center (ERIC) and Google scholar databases as well as the academia.edu platform. A matrix was created to analyze the papers selected together with a coding process. The analysis revealed that collaborative procedures such as mentoring and lesson study combined with reflective teaching seem to render optimal learning experiences for preservice teachers. A special mention is given to plan lessons using authentic materials. Furthermore, types of methodologies that promote rich description such as case studies appear to be appropriate to frame these studies.
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Campoli, Ayana, and Linda Darling-Hammond. Principal learning opportunities and school outcomes: Evidence from California. Learning Policy Institute, August 2022. http://dx.doi.org/10.54300/438.376.

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This study looks at the relationship between principals’ learning opportunities (both preservice preparation and in-service professional development) and key outcomes for the teachers and students in their schools. It examines both teacher retention and student achievement gains in English language arts and mathematics. It offers a new perspective on the efficacy of professional learning by using detailed data from a large, representative sample of principals directly linked to individual-level information from the teachers and students in their schools.
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Bancroft, Sharon. A Study of Personal Attributes Associated with Marginality and Failure of Preservice Teachers in the Terminal Field Experience. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1159.

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Ilosvay, Kimberly. A Qualitative Study of Language Beliefs and Linguistic Knowledge in Preservice Teachers Using the Intercultural Communicative Competence Framework. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.233.

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Carpenter, Jan. Negotiating Meaning with Educational Practice: Alignment of Preservice Teachers' Mission, Identity, and Beliefs with the Practice of Collaborative Action Research. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.395.

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Klochko, Oksana V., Vasyl M. Fedorets, Aleksandr D. Uchitel, and Vitaliy V. Hnatyuk. Methodological aspects of using augmented reality for improvement of the health preserving competence of a Physical Education teacher. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4405.

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The article deals with the results of the research aimed at the improvement of methodology of use of augmented reality for the development of health preserving competence of a Physical Education teacher under conditions of post-graduate education. From the point of Umwelt phenomenology, augmented reality is characterized by correspondence to nature, its cognitive, metaphoric, diverse, interactive, anthropomorphic nature. The article analyzes the vectors of using augmented reality in the professional activity of a Physical Education teacher, particularly the one that is aimed at health preservation. The software that may be used with this purpose has been described. The attitude of Physical Education teachers to the use of the augmented reality for preserving their students’ health and development of their motion skills, intellect and creativity was determined in the research. The results of the survey show that the majority of teachers positively react to the idea of using augmented reality in their professional activity. However, in some cases, not a fully formed understanding of this issue was observed. The ways of solving the stated problem could be the inclusion of augmented technologies’ techniques into the process of post-graduate education, taking into consideration the anthropological, ethical, cultural contexts as well as teacher involvement in the stated process.
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Fasteen, Jodi. An Investigation of the Role of Alternate Numeration Systems in Preservice Teacher Mathematics Content Courses. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2311.

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Addiego, Emily. The First Year: Development of Preservice Teacher Beliefs About Teaching and Learning During Year One of an MA TESOL Program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.985.

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Yevtuch, Mykola B., Vasyl M. Fedorets, Oksana V. Klochko, Mariya P. Shyshkina, and Alla V. Dobryden. Development of the health-preserving competence of a physical education teacher on the basis of N. Bernstein's theory of movements construction using virtual reality technologies. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4634.

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The article studies the results of the research aimed at the improvement of the methodology of develop- ment of the health-preserving competence of a Physical Education teacher in conditions of post-graduate education on the basis of Nikolai Bernstein’s theory of movement construction using virtual reality technologies. Based on the use of AR/VR technologies a software application “Virtual Model Illustrating Nikolai Bernstein’s Theory of Movement Construction” was developed. The stated model is one of the tools of the “Methodology of development of the health preserving competence of a Physical Educa- tion teacher on the basis of Nikolai Bernstein’s theory of the levels of movement construction”. The experimental study determines that the application of the virtual model within the stated methodology is an effective tool for the development of the health preserving competence of a Physical Education teacher. The application of the virtual model allows the actualization of the health preserving, conceptual, gnoseological, biomechanical, inclusive, corrective potentials of Nikolai Bernstein’s theory of movement construction. The use of the virtual model presents the ways of targeted and meaningful use of Nikolai Bernstein’s theory of the levels of movement construction by a Physical Education teacher and the improvement of physical and recreational technologies and concrete physical exercises and movement modes. Due to the application of virtual reality tools, health-preserving, preventative, corrective and developmental strategies are being formed among which the significant ones are: “Application of syner- gistic movements to adaptation to movement activity, and recreation”, “Application of spatial movements for actualization of the orientation and search activities and development of spatial thinking”, “Use of movements with a complicated algorithm for intellect development”.
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Learning Disabilities: Preservice Preparation of General and Special Education Teachers. Rockville, MD: American Speech-Language-Hearing Association, 1998. http://dx.doi.org/10.1044/policy.rp1998-00127.

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