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Full-Text Articles in Education
Nontraditional Pre-Service Teachers: What They Learn From Inclusion Literature, Kimberly Sutton
Nontraditional Pre-Service Teachers: What They Learn From Inclusion Literature, Kimberly Sutton
Electronic Journal for Inclusive Education
Characterized by work, financial, and family demands, nontraditional students are an increasing population in university teacher education programs. Typical teacher education programs include at least one course on the education of students with special needs, and faculty may address perceived weaknesses of the course textbook by supplementing it with "inclusion literature," narratives written by or about individuals with disabilities. Although inclusion literature has been documented to be of value, to date there has been no research that specifically examined the use of inclusion literature with nontraditional pre-service teachers. This qualitative study examined the impact of inclusion literature on a population …
Avoiding Practice Shock: Using Teacher Movies To Realign Pre-Service Teachers’ Expectations Of Teaching, Jeremy Delamarter
Avoiding Practice Shock: Using Teacher Movies To Realign Pre-Service Teachers’ Expectations Of Teaching, Jeremy Delamarter
Australian Journal of Teacher Education
Pre-service teachers often have unrealistic expectations of teaching. They often create an inspiration/content dichotomy in which they expect relational activities to trump content delivery. Unchecked, these misaligned expectations can lead to practice shock, the disorienting and sometimes traumatic identity crisis that often occurs during the first year of teaching. Teacher preparation programs can use course-based reflective activities to provide structure and impetus for reevaluating expectations. This article studies the effects of these activities on two undergraduate pre-service teachers. Popular Hollywood teacher films were used to confront and challenge candidates’ expectations of teaching. An analytical framework based on Baudrillard’s (1995) simulacra …
Examining The Effects Of Reflective Journals On Pre-Service Science Teachers' General Chemistry Laboratory Achievement, Canan Cengiz, Faik Özgür Karataş
Examining The Effects Of Reflective Journals On Pre-Service Science Teachers' General Chemistry Laboratory Achievement, Canan Cengiz, Faik Özgür Karataş
Australian Journal of Teacher Education
The general chemistry laboratory is an appropriate place for learning chemistry well. It is also effective for stimulating higher-order thinking skills, including reflective thinking, a skill that is crucial for science teaching as well as learning. This study aims to examine the effects of feedback-supported reflective journal-keeping activities on first-year pre-service science teachers’ achievement. The pre-service science teachers were observed for eight weeks by collecting their journals. At the beginning and end of this process, an achievement test was administered. At the end of the study, the participants were also interviewed. It was found that feedback-supported reflective journal-keeping activities improved …