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Articles 1 - 16 of 16
Full-Text Articles in Education
Undergraduate Engineering And Education Students Reflect On Their Interdisciplinary Teamwork Experiences Following Transition To Virtual Instruction Caused By Covid-19, Kristie S. Gutierrez, Jennifer J. Kidd, Min Jung Lee, Pilar Pazos, Krishnanand Kaipa, Stacie I. Ringleb, Orlando Ayala
Undergraduate Engineering And Education Students Reflect On Their Interdisciplinary Teamwork Experiences Following Transition To Virtual Instruction Caused By Covid-19, Kristie S. Gutierrez, Jennifer J. Kidd, Min Jung Lee, Pilar Pazos, Krishnanand Kaipa, Stacie I. Ringleb, Orlando Ayala
Teaching & Learning Faculty Publications
This study explores undergraduate engineering and education students’ perspectives on their interdisciplinary teams throughout the rapid transition to online learning and instruction from a face-to-face to a virtual format. In this qualitative study, students’ reflections and focus groups from three interdisciplinary collaborations were analyzed using the lens of Social Cognitive Theory. COVID-19 created a dramatic change in the environment such that the most immediate and direct impact on students’ experiences was on the environmental aspects of Bandura’s triadic reciprocal determinism model, which then triggered behavioral and personal responses to adapt to the new environment. Subsequent evidence of reciprocal effects between …
Learning To Lesson Plan: A Mentor’S Impact On Pre-Service Teachers, Kelly M. Gomez Johnson, Connie L. Schaffer Dr, Lela E. Nix, H. Emily Hayden
Learning To Lesson Plan: A Mentor’S Impact On Pre-Service Teachers, Kelly M. Gomez Johnson, Connie L. Schaffer Dr, Lela E. Nix, H. Emily Hayden
The Nebraska Educator: A Student-Led Journal
Lesson planning is considered an essential skill of teachers. As pre-service teachers first encounter the fundamental principles of planning for instruction, the complexity of planning to support the rigorous learning goals of content, curriculum, and individual student needs could be daunting. The mixed methods study explored how mentoring influenced early-program pre-service teachers’ self-efficacy (Bandura, 1997) and progression through stages of concerns (Fuller, 1969) in relation to lesson planning. Participants, secondary early-program pre-service teachers enrolled in a Midwestern teacher preparation program, included a target group who received mentoring and a comparison group who did not. Using constant comparison techniques guided by …
Learning To Lesson Plan: A Mentor’S Impact On Pre-Service Teachers, Kelly Gomez Johnson, Connie L. Schaffer, Lela E. Nix, H. Emily Hayden
Learning To Lesson Plan: A Mentor’S Impact On Pre-Service Teachers, Kelly Gomez Johnson, Connie L. Schaffer, Lela E. Nix, H. Emily Hayden
Teacher Education Faculty Publications
Lesson planning is considered an essential skill of teachers. As pre-service teachers first encounter the fundamental principles of planning for instruction, the complexity of planning to support the rigorous learning goals of content, curriculum, and individual student needs could be daunting. The mixed methods study explored how mentoring influenced early-program pre-service teachers’ self-efficacy (Bandura, 1997) and progression through stages of concerns (Fuller, 1969) in relation to lesson planning. Participants, secondary early-program pre-service teachers enrolled in a Midwestern teacher preparation program, included a target group who received mentoring and a comparison group who did not. Using constant comparison techniques guided by …
Peer Review In Online Professional Communities To Support Elementary Disciplinary Literacy Planning, Jaime Colwell, Valerie Taylor
Peer Review In Online Professional Communities To Support Elementary Disciplinary Literacy Planning, Jaime Colwell, Valerie Taylor
Teaching & Learning Faculty Publications
This chapter reports the results of a qualitative case study focused on elementary pre-service teachers' perspectives on planning for disciplinary literacy using peer review in an online professional community (OPC). Seven pre-service teachers enrolled in an eight-week asynchronous, online content literacy course served as participants. Results indicated pre-service teachers' valued extended opportunities for reflection in the OPC and appreciated diverse backgrounds and experiences offered by their OPC colleagues. However, perceived challenges remained that are important to consider when incorporating peer review cycles into online asynchronous coursework. This study considers these perspectives in light of designing and planning online coursework in …
Learning To Notice Mathematics Instruction: Using Video To Develop Preservice Teachers' Vision Of Ambitious Pedagogy, Elizabeth Van Es, Ana Auger, Tara Barnhart, Mary Cashen
Learning To Notice Mathematics Instruction: Using Video To Develop Preservice Teachers' Vision Of Ambitious Pedagogy, Elizabeth Van Es, Ana Auger, Tara Barnhart, Mary Cashen
Education Faculty Articles and Research
Video is used extensively in teacher preparation, raising questions about what and how preservice teachers learn through video observation and analysis. We investigate the development of candidates' noticing of ambitious mathematics pedagogy in the context of a video-based course designed to cultivate ways of seeing and interpreting classroom interactions. Qualitative analysis of candidates' observations of teaching at the beginning and end of the course generated a framework of practices and associated approaches for noticing instructional interactions. The 3 practices include attending to features of instruction, elaborating on observations, and integrating observations to reason about instruction. Findings reveal …
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 …
Exploring How Secondary Pre-Service Teachers' Use Online Social Bookmarking To Envision Literacy In The Disciplines, Jamie Colwell, Kristen Gregory
Exploring How Secondary Pre-Service Teachers' Use Online Social Bookmarking To Envision Literacy In The Disciplines, Jamie Colwell, Kristen Gregory
Teaching & Learning Faculty Publications
This study considers how pre-service teachers envision disciplinary literacy through an online social bookmarking project. Thirty secondary pre-service teachers participated in the project through an undergraduate literacy course. Online bookmarks and post-project reflections were collected and analyzed using a constant comparative approach to determine emergent themes. Results suggest varying levels of disciplinary knowledge among pre-service teachers, influences of pre-service teachers' envisionments on posted bookmarks, and considerations about standardized testing in disciplinary literacy instruction. Implications for teacher education are discussed in light of these results. Copyright (c) by the authors.
Adopting Online Lecturing For Improved Learning: A Case Study From Teacher Education, Marie Quinn, Shannon Kennedy-Clark
Adopting Online Lecturing For Improved Learning: A Case Study From Teacher Education, Marie Quinn, Shannon Kennedy-Clark
Education Papers and Journal Articles
This paper presents the results of a study that examined the integration of video lectures into a pre-service teacher unit of study. The aim of the research was to ascertain how students used the pre-recorded videos to complement their learning. The focus was on the pedagogy, and explored three factors: convenience, self-regulation of learning and design to aid learning. A mixed method approach to the data collection was used. Data sources included reflective journals, surveys and semi-structured interviews. An analysis of the data indicates that the pre-service teachers viewed the use of pre-recorded lectures positively and that they were a …
Studying Teacher Noticing: Examining The Relationship Among Pre-Service Science Teachers' Ability To Attend, Analyze And Respond To Student Thinking, Tara Barnhart, Elizabeth Van Es
Studying Teacher Noticing: Examining The Relationship Among Pre-Service Science Teachers' Ability To Attend, Analyze And Respond To Student Thinking, Tara Barnhart, Elizabeth Van Es
Education Faculty Articles and Research
This study investigates pre-service teachers' capacities to attend to, analyze, and respond to student thinking. Using a performance assessment of teacher competence, we compare two cohorts of science teacher candidates, one that participated in a video-based course designed to develop these skills and one that did not. Course participants demonstrate more sophisticated levels of attention to and analysis of student ideas. Analysis of the relationship among skills reveals that sophisticated analyses and responses to student ideas require high sophistication in attending to student ideas. However, high sophistication in attending to student ideas does not guarantee more sophisticated analyses or responses.
Teacher Training: Teacher Education In Transition, Muhammad Ali, Reshma Parveen
Teacher Training: Teacher Education In Transition, Muhammad Ali, Reshma Parveen
Institute for Educational Development, Karachi
No abstract provided.
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.
Associate Teacher Perspectives Of The Triumvirate Relationship In Teacher Education: The Role Of Faculty Advisors, Roland Karen
Associate Teacher Perspectives Of The Triumvirate Relationship In Teacher Education: The Role Of Faculty Advisors, Roland Karen
Education Publications
The literature suggests that teacher candidates identify the field experience as a valued aspect of their pre-service education. In field experience, associate teachers are significant contributors to the success of the triumvirate relationship (associate teacher/teacher candidate/faculty advisor). A study was conducted using an anonymous questionnaire to explore, from the perspective of associate teachers, potential strategies and/or recommendations that may strengthen this relationship. The findings of the study, specifically related to the expectations concerning the role of the faculty advisor to support associate teachers, are presented. Reflective practice is discussed in terms of its relevance to the triumvirate relationship. The article …
Pre-Service Teachers Using The Le@Rning Federation's Digital Resources., Chris Campbell, Jean Macnish
Pre-Service Teachers Using The Le@Rning Federation's Digital Resources., Chris Campbell, Jean Macnish
Education Conference Papers
This work in progress paper describes research that is investigating the use of learning objects, created by, and digital resources, negotiated by The Le@rning Federation and their use in a technology unit in pre-service teacher education as well as investigating how these learning objects are being used by the pre-service students while out in schools during their practicum. This study will have data collection in 2010 which will involve approximately 700 students across two campuses of the university which are located in Sydney and Fremantle. The study uses a qualitative research methodology and involves questionnaires as the primary data collection …
Mathematics Tasks As Experiential Therapy For Elementary Preservice Teachers, Immaculate Kizito Namukasa, George Gadanidis
Mathematics Tasks As Experiential Therapy For Elementary Preservice Teachers, Immaculate Kizito Namukasa, George Gadanidis
Education Publications
In what unique ways can mathematics tasks contribute to pre-service teachers’ understanding of subject matter and pedagogy? And what school mathematics tasks can usefully be included in a pre-service program? To contribute to answering these questions, we report on the selection and choice criteria for mathematics tasks that we use in an elementary pre-service program. We see these tasks as experiential therapy. We believe that for teachers to see mathematics, and consequently mathematics teaching and learning, in new ways then they need to personally experience mathematics in new ways. We discuss at length one of the tasks, the Consecutive Terms …
How To Feel About And Learn Mathematics: Therapeutic Intervention And Attentiveness, Immaculate Kizito Namukasa, George Gadanidis, Michelle Cordy
How To Feel About And Learn Mathematics: Therapeutic Intervention And Attentiveness, Immaculate Kizito Namukasa, George Gadanidis, Michelle Cordy
Education Publications
In mathematics teacher education, tasks that centre on doing mathematics are used for a variety of purposes, including learning new mathematics. In our research, we focus on doing mathematics as a therapeutic intervention. Many pre-service teachers in our program narrate impoverished mathematics experiences. We engage pre- service elementary school teachers in non-routine problem solving and examine how this affects their experiences with mathematics. Specifically, we focus on change in affective responses as a precursor to development in mathematical thinking and as an indicator of potential changes in practice. Our study shows that doing mathematics evokes changes in how teachers think …
Pre-Service Teacher Education In Central Asia, Jamal Papieva
Pre-Service Teacher Education In Central Asia, Jamal Papieva
Book Chapters / Conference Papers
This paper presents the nature of pre-service teacher education in Soviet and post-Soviet Central Asia, a case of Kyrgyzstan; highlights the main issues and discuses the possibilities and approaches undertaken for improving pre-service teacher education. After Central Asian republics gained independence, their higher education was challenged by broad changes in political and economic life, and by the destruction of their ideological values. In general, higher education was always part of the bigger Soviet system of education. All principles of higher education structurization, its missions and goals, its strategy and main curriculum requirements were centrally developed in Moscow, and then sent …