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Full-Text Articles in Education
“Don’T Call On Me!”: Mediating Preservice Elementary Teachers’ Mathematics Anxiety In A Problem-Based Classroom, Christina Koehne, Wenyen Huang, Nataly Chesky
“Don’T Call On Me!”: Mediating Preservice Elementary Teachers’ Mathematics Anxiety In A Problem-Based Classroom, Christina Koehne, Wenyen Huang, Nataly Chesky
Excelsior: Leadership in Teaching and Learning
This study aims to understand the ways in which problem-based teaching in a mathematics content course can alleviate pre-service elementary school teachers' mathematics anxiety. The significance of this work is to help increase the content and pedagogical knowledge of mathematics education, as outlined in STEM policies. Using a mixed method approach, the teachers-researchers explore what methods, procedures, and other perhaps unknown variables, helped pre-service elementary teachers decrease their mathematics anxiety during two mathematics content courses. The findings illuminate five major themes the authors discuss, which are illustrated by rich descriptions of students’ narratives and interviews. Given the importance of mathematics …
Refining An Instrument And Studying Elementary Teachers’ Understanding Of The Scope Of Engineering, Jacob Pleasants, Joanne K. Olson
Refining An Instrument And Studying Elementary Teachers’ Understanding Of The Scope Of Engineering, Jacob Pleasants, Joanne K. Olson
Journal of Pre-College Engineering Education Research (J-PEER)
To effectively incorporate engineering into their instruction, K–12 teachers need sufficient knowledge of the engineering discipline. An important component of teachers’ engineering knowledge is their understanding of the nature of engineering: what engineers do, the epistemological underpinnings of engineering, and the relationships between engineering and other fields of study. In this study, we present a quantitative tool that was developed to assess teachers’ knowledge of a particular nature of engineering dimension: the scope of engineering, which describes the demarcation between engineering and non-engineering. This tool was used to assess the knowledge of teachers and engineering graduate students, before and after …
Coach And Evaluator: Exploring How To Negotiate Both Functions In The Role Of Supervisor, Andrea T. Scalzo Willson
Coach And Evaluator: Exploring How To Negotiate Both Functions In The Role Of Supervisor, Andrea T. Scalzo Willson
Journal of Practitioner Research
The tensions of engaging in both coaching and evaluation have driven this inquiry examining my practice as a university supervisor. I explored the ways I define the tasks that allow me to supervise in ways that align with my beliefs, while at the same time perform my duty as an evaluator. In order to examine my practice and the ways that I engage in evaluation and coaching as a supervisor, I considered those tasks in which I enacted such practices. Further, I envisioned a “hybrid” practice where both roles have a place and function while improving pre-service teaching practice.
What’S To Be Learned? A Review Of Sociocultural Digital Literacies Research Within Pre-Service Teacher Education, Ana Karina De Oliveira Nascimento, Michele Knobel
What’S To Be Learned? A Review Of Sociocultural Digital Literacies Research Within Pre-Service Teacher Education, Ana Karina De Oliveira Nascimento, Michele Knobel
Department of Teaching and Learning Scholarship and Creative Works
This circumscribed review analyzes recent sociocultural, qualitative research in digital literacies within pre-service teacher education. It focuses on what teacher educators are doing with respect to working with pre-service teacher education students and digital literacies conceived more in terms of social practices than as proficiency in using education technology tools. Analysis suggests digital literacies within pre-service teacher education are typically linked to out-of-school practices in order to help facilitate student teachers' take-up of digital literacies in their own classrooms. The studies also suggest that projects that encourage and support collaboration are well received by pre-service teachers and seem to result …
Transforming Pre-Service Teachers’ Beliefs And Understandings About Design And Technologies, Marnie Best
Transforming Pre-Service Teachers’ Beliefs And Understandings About Design And Technologies, Marnie Best
Australian Journal of Teacher Education
Design and Technologies challenges students to think differently: to think critically and creatively. Yet, how, when and why students are exposed to Design and Technologies curriculum in school classrooms is at the prerogative of their teacher. For this reason, it is imperative that pre-service teachers are inspired by and engaged through relevant, rigorous and responsive courses throughout their undergraduate teaching program. Situated within the Bachelor of Education (Primary and Middle) degree at the University of South Australia, Australia, this study captures pre-service teachers’ emerging beliefs, attitudes and understandings of Design and Technologies. Drawing on the comparative responses of pre-service teachers …
Turkish Pre-Service Teachers’ Reflective Practices In Teaching English To Young Learners, Muzeyyen Nazli Gungor
Turkish Pre-Service Teachers’ Reflective Practices In Teaching English To Young Learners, Muzeyyen Nazli Gungor
Australian Journal of Teacher Education
The course ‘Teaching English to Young Learners’ is the first stage where pre-service teachers are introduced to a child’s world, developmental characteristics, needs, interests as well as teaching and learning techniques for these learners in English language teaching pre-service teacher education programmes in Turkey. This action research study identifies the gap that pre-service teachers experience between the theoretical considerations and realities of teaching, and the problems they face in this course. It provides the opportunity for monitoring and evaluating themselves in a pre-service teacher education programme in Turkey. Hence, this piece of research aims to promote reflective practice at the …
Planting The Seed Of Teacher Identity: Nurturing Early Growth Through A Collaborative Learning Community, Ann Harlow, Donella J. Cobb
Planting The Seed Of Teacher Identity: Nurturing Early Growth Through A Collaborative Learning Community, Ann Harlow, Donella J. Cobb
Australian Journal of Teacher Education
Abstract: This paper reports on the findings of a reconceptualised Initial Teacher Education (ITE) programme where a collaborative relationship between the university and partner schools saw the shared responsibility for the first year ITE programme. Findings from this study suggests that ongoing, authentic teaching experiences in collaboration with school-based university tutorials provided a strong foundation for the early development of teacher identity. Wenger’s (1998) social theory of learning provides a theoretical framework for understanding why this community of practice has been particularly effective in planting the seed of teacher identity at such an early stage of the ITE programme.
Creative Arts: An Essential Element In The Teacher’S Toolkit When Developing Critical Thinking In Children, Caroline Nilson, Catherine M. Fetherston, Anne Mcmurray, Tony Fetherston
Creative Arts: An Essential Element In The Teacher’S Toolkit When Developing Critical Thinking In Children, Caroline Nilson, Catherine M. Fetherston, Anne Mcmurray, Tony Fetherston
Tony Fetherston
This paper is a position paper, which argues the position that critical thinking is a crucial skill, which needs to be developed in the school curriculum and that the creative arts can do this. The paper explores the states of the Arts in the present curriculum and goes on to argue that knowing how to develop critical thinking is an important pedagogical skill that needs to be developed in our pre-service teachers. This position is supported through data gathered from an innovative project that explored teachers’ and mothers’ perceptions of children’s critical thinking.
Creative Arts: An Essential Element In The Teacher’S Toolkit When Developing Critical Thinking In Children, Caroline Nilson, Catherine M. Fetherston, Anne Mcmurray, Tony Fetherston
Creative Arts: An Essential Element In The Teacher’S Toolkit When Developing Critical Thinking In Children, Caroline Nilson, Catherine M. Fetherston, Anne Mcmurray, Tony Fetherston
Australian Journal of Teacher Education
This paper is a position paper, which argues the position that critical thinking is a crucial skill, which needs to be developed in the school curriculum and that the creative arts can do this. The paper explores the states of the Arts in the present curriculum and goes on to argue that knowing how to develop critical thinking is an important pedagogical skill that needs to be developed in our pre-service teachers. This position is supported through data gathered from an innovative project that explored teachers’ and mothers’ perceptions of children’s critical thinking.
Developing Mathematical Content Knowledge For Teaching Elementary School Mathematics, Eva Thanheiser, Christine A. Browning, Meg Moss, Tad Watanabe, Gina Garza-Kling
Developing Mathematical Content Knowledge For Teaching Elementary School Mathematics, Eva Thanheiser, Christine A. Browning, Meg Moss, Tad Watanabe, Gina Garza-Kling
Faculty and Research Publications
In this paper the authors present three design principles they use to develop preservice teachers' mathematical content knowledge for teaching in their mathematics content and/or methods courses: (1) building on currently held conceptions, (2) modeling teaching for understanding, (3) focusing on connections between content knowledge and other types of knowledge. The authors share results of individual research projects and teaching approaches focusing on helping preservice elementary teachers develop such knowledge. Specific examples from different content areas (whole number, fractions, angle, and area) are discussed.