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Full-Text Articles in Education
Examining Narratives: Conversations Between Community Mentors And Pre-Service Teachers, Lorena Guillen, Kate Napolitan
Examining Narratives: Conversations Between Community Mentors And Pre-Service Teachers, Lorena Guillen, Kate Napolitan
Collaborations: A Journal of Community-Based Research and Practice
State policy and teacher evaluation rubrics increasingly call for attention to family and community engagement. Yet teachers, schools, and families continue to face a number of obstacles preventing collaboration on all sides. Research on culturally responsive teaching, funds of knowledge, and community teaching have identified a number of concrete principles and practices for educators to partner with families and communities. However, teacher education programs continue to struggle in crafting authentic experiences for pre-service teachers to partner with families and communities. This study examines regionally-based, small group discussions– which, were part of a larger programmatic set of experiences–between preservice teachers and …
Preservice Teachers’ Perceptions Of Using Ipads With Students With Learning Disabilities, Daljit Kaur
Preservice Teachers’ Perceptions Of Using Ipads With Students With Learning Disabilities, Daljit Kaur
The Qualitative Report
Preservice teachers reflected on their experiences teaching mathematics to ten students using iPads. The students had learning disabilities and were tutored over 5 consecutive weeks. Teachers reflected weekly for 5 weeks then responded to an online open-ended survey regarding their overall teaching experience. Findings suggest that the experience allowed preservice teachers to gain helpful insight, knowledge, and ideas on how to use iPads as an instructional tool.
The Impact Of Service Learning On Pre-Service Teachers Preconceptions Of Urban Education, Sherri Weber
The Impact Of Service Learning On Pre-Service Teachers Preconceptions Of Urban Education, Sherri Weber
Journal of Inquiry and Action in Education
Urban schools, especially those serving high minority, high poverty, and low performing students, are in desperate need of high-quality teachers, yet issues with retention, recruitment, and preparedness plague urban districts (Aragon, Culpepper, McKee & Perkins, 2014). Teacher educators are challenged to prepare teacher candidates to overcome misconceptions about urban schools. This study was designed to explore the effects that one sustained, supervised, course-based service learning experience had on preservice teachers’ preconceptions and attitudes towards urban education. Surveys were administered to 38 teacher candidates before and after their service learning experience at an urban charter school. Results were analyzed using paired …