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2021

Preservice teachers

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Full-Text Articles in Education

Development And Validation Of A Tpack Instrument For Preservice Teachers In The Faculty Of Engineering Uny, Bonita Destiana, Priyanto Priyanto, Ponco Walipranoto, Rahmatul Irfan Dec 2021

Development And Validation Of A Tpack Instrument For Preservice Teachers In The Faculty Of Engineering Uny, Bonita Destiana, Priyanto Priyanto, Ponco Walipranoto, Rahmatul Irfan

Elinvo (Electronics, Informatics, and Vocational Education)

It is crucial to assess teachers' competency using TPACK. Therefore, the objective of this study was to develop a TPACK instrument for preservice teachers in the Faculty of Engineering, Universitas Negeri Yogyakarta. This study designed the TPACK instrument through 4 stages, namely: (1) literature study to determine the construct and statement items, (2) expert judgment to meet content validity, (3) revision and refinement of items from the review results, (4 ) validity and reliability testing. The research sample consisted of 200 preservice teachers. Validity and reliability testing used Confirmatory Factor Analysis (CFA) with a SmartPLS software program. The results suggested …

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Computational Thinking For Teachers, Susan Imberman Dec 2021

Computational Thinking For Teachers, Susan Imberman

Open Educational Resources

This is a syllabus for a course in computational thinking. The course described introduces preservice and inservice teachers to the fundamental concepts of computer science, including web design, coding, ethics, computational thinking, course resources, etc.

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Preparing Preservice Mathematics Teachers To Teach For Social Justice, Jodie Cahill Dec 2021

Preparing Preservice Mathematics Teachers To Teach For Social Justice, Jodie Cahill

Honors Projects

As a preservice teacher, I have always been taught that mathematics should be relatable to students. My future students live in a tumultuous society with many social justice issues affecting them. In the endeavor to connect mathematics to the real world, I sought to intertwine social justice topics into mathematics lessons. My research question is: How do social justice topics support preservice mathematics teachers’ endeavors to enrich their future students’ educations? I conducted a two-part professional development workshop for preservice teachers at Bowling Green State University about teaching mathematics for social justice in order to answer this question. There was …

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Video-Based Discussions About Literacy Pedagogy: Face-To-Face Versus Online Formats, Poonam Arya, Tanya Christ, Ming Ming Chiu Dec 2021

Video-Based Discussions About Literacy Pedagogy: Face-To-Face Versus Online Formats, Poonam Arya, Tanya Christ, Ming Ming Chiu

Reading Horizons: A Journal of Literacy and Language Arts

This study evaluated the similarities and differences in 50 preservice teachers’ (PTs’) literacy pedagogy learning outcomes when they engaged in videobased discussions that were both face-to-face (F2F) synchronous and online asynchronous. Across PTs’ response sheets, 396 idea units were collected and coded to identify their reports of learning about literacy pedagogy and application of this learning to their subsequent literacy instruction. Multivariate, multilevel, cross-classification logit regressions were used to compare outcomes across formats. Findings include that PTs reported learning similar total numbers of ideas across both video-based discussion formats but reported applying significantly more ideas from learning in the F2F …

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Enhancing Preservice Teachers’ Intention To Integrate Engineering Through A Cross-Disciplinary Model, Francisco Cima, Pilar Pazos, Jennifer Kidd, Kristie Gutierrez, Stacie Ringleb, Orlando Ayala, Krishnanand Kaipa Oct 2021

Enhancing Preservice Teachers’ Intention To Integrate Engineering Through A Cross-Disciplinary Model, Francisco Cima, Pilar Pazos, Jennifer Kidd, Kristie Gutierrez, Stacie Ringleb, Orlando Ayala, Krishnanand Kaipa

Journal of Pre-College Engineering Education Research (J-PEER)

Although elementary educators recognize the importance of integrating engineering in their classrooms, many feel challenged and unprepared to teach engineering content. The absence of effective engineering instruction in teacher preparation programs leaves future educators unprepared for this challenge. Ed+gineering is an NSF-funded cross-disciplinary model between education and engineering aimed at increasing preservice teachers’ preparation, confidence, and intention to integrate engineering into their teaching. Ed+gineering partners education and engineering students in cross-disciplinary teams within the context of their respective university courses. As part of their coursework, the teams plan and deliver culturally responsive engineering lessons to elementary school students under the …

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Shades Of Gray: The Nuances Of Telling Among Elementary Preservice Teachers In The Mathematics Classroom, Montana Smithey Oct 2021

Shades Of Gray: The Nuances Of Telling Among Elementary Preservice Teachers In The Mathematics Classroom, Montana Smithey

Georgia Educational Research Association Conference

Mathematics teacher educators (MTEs) often prepare preservice teachers (PSTs) to teach in ways they may not be familiar—including facilitating conversations that are responsive to children’s mathematical thinking (Robertson et al., 2016). Specifically, MTEs support PSTs in understanding what it means to take on the mathematical work for children and ways children can engage in sense-making (Baxter & Williams, 2010; Wood, 1998). Telling, a teaching move that can be used to take on the mathematical work for children, is often used by PSTs (Moyer & Milewicz, 2002). Thus, MTEs focus PSTs learning of more productive teaching moves such as exploring details …

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Unlearn: Preparing Preservice Teachers As Antiracist Educators, April Eddie Sep 2021

Unlearn: Preparing Preservice Teachers As Antiracist Educators, April Eddie

Northwest Journal of Teacher Education

This paper explores a Teacher Education faculty member’s approach in providing preservice teachers a holistic, antiracist preparation that includes prioritizing the hiring of Black and Brown faculty, teaching critical pedagogies, and providing diverse experiences to enhance their theoretical and classroom learning. Although research that explores the impact of race and education exists, more is needed if we are to deconstruct the impact of antiblackness in Teacher Education programs.

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Field-Based Experiences In Special Education Teacher Training: What Teacher Educators Do (And Should Do), Michelle Simmons, Laurie A. Sharp Sep 2021

Field-Based Experiences In Special Education Teacher Training: What Teacher Educators Do (And Should Do), Michelle Simmons, Laurie A. Sharp

Journal of Research Initiatives

Beginning teachers face a wide array of challenges in today’s PreK-12 classrooms. These challenges are magnified for beginning special education teachers who must meet the needs of an extremely diverse student population. To prepare beginning special education teachers for classroom realities, teacher educators must recognize and use high-leverage preparation practices in coursework and field-based experiences during teacher training. The goal of the present study was to conduct a state-level analysis that examined ways in which teacher educators implemented field-based experiences with preservice special education teachers. A cross-sectional survey research design was used to gather qualitative data from a sample of …

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Immersive Virtual Reality And Education: A Study Into The Effectiveness Of Using This Technology With Preservice Teachers., Shannon R. Putman Aug 2021

Immersive Virtual Reality And Education: A Study Into The Effectiveness Of Using This Technology With Preservice Teachers., Shannon R. Putman

Electronic Theses and Dissertations

Immersive virtual reality (IVR) is a rapidly advancing technology utilized across varying education fields for learning and educational applications. IVR provides the capabilities of computer simulations and embodied cognition experiences through a hands-on activity, making it a natural step to improve learning. Creating educational applications in IVR for use with students and preservice teachers could be a laborious and costly endeavor and require teacher belief in its effectiveness, so research is essential to investigate whether these applications are useful in advancing prekindergarten through Grade 12 (P-12) student learning. Research in this field is new, limited, and practically void of its …

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Preservice Teachers' Attitudes And Knowledge Towards Assistive Technology: Exploring And In-Class Workshop Approach, Stacey Keown, Moriah Smothers, Tori Colson Jul 2021

Preservice Teachers' Attitudes And Knowledge Towards Assistive Technology: Exploring And In-Class Workshop Approach, Stacey Keown, Moriah Smothers, Tori Colson

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

The Individuals with Disabilities Education Improvement Act (2004) mandates that all students receiving special education services should be considered for assistive technology; therefore, it is imperative that teacher preparation programs prepare preservice teachers to select, implement, and evaluate assistive technology for their future students. This mixed-methods study explored the influence an in-class workshop had on preservice teachers’ feelings of preparedness to use assistive technology in their future classrooms. The participants were all enrolled in a 400-level special education methods course, and their perceptions were assessed by administering a pre- and post- survey. The workshop consisted of an independent online training …

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The Preservice Teacher Self-Efficacy For Writing Inventory (Ptswi): A Tool For Measuring Beliefs About Writing, Tracey S. Hodges, Katherine Landau Wright, Erin M. Mctigue Jul 2021

The Preservice Teacher Self-Efficacy For Writing Inventory (Ptswi): A Tool For Measuring Beliefs About Writing, Tracey S. Hodges, Katherine Landau Wright, Erin M. Mctigue

Literacy, Language, and Culture Faculty Publications and Presentations

Teachers are often underprepared to teach writing, which can negatively impact the performance and attitudes of their students. In teacher preparation programs, one goal should be to specifically develop future teachers of writing. Focusing on self-efficacy beliefs, increasing preservice teachers’ confidence and preparedness for teaching writing could yield positive impacts on classroom writing instructional practices. Currently, tools to quantitatively measure self-efficacy for writing and writing instruction in preservice teachers are sparse, thus limiting teacher educators’ ability to understand the efficacy of writing instruction. Therefore, the purpose of the present study is to gather evidence of score validity and reliability of …

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The Perceptions Of Preservice Teachers About Teacher-Student Relationships: A Phenomenological Study, Tammy Michelle Craddock Jul 2021

The Perceptions Of Preservice Teachers About Teacher-Student Relationships: A Phenomenological Study, Tammy Michelle Craddock

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study was to discover the perceptions of preservice teachers who are currently enrolled at universities in six teacher education programs regarding their preparation to build teacher-student relationships. For this research, teacher-student relationship was generally defined as an appropriate emotional connection between a teacher and a student. The theory that guided this study was stage-environment fit theory by Eccles and Midgley (1989), as it supports the need for relationships between teachers and students in the classroom setting to fit the developmental stages of the students. The central question of this study was “How do preservice …

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Learning Assistantships In College Mathematics: Value For Preservice Teacher Development, Kelly Gomez Johnson, Paula Jakopovic, Janice Rech, Angie Hodge-Zickerman Jul 2021

Learning Assistantships In College Mathematics: Value For Preservice Teacher Development, Kelly Gomez Johnson, Paula Jakopovic, Janice Rech, Angie Hodge-Zickerman

Teacher Education Faculty Publications

Increasing the participation and achievement of students in Science, Technology, Engineering, and Mathematics (STEM) from early grades to college coursework continues to be at the forefront of educational transformations and research. Faculty members at Institutions of Higher Education (IHE) plan, implement, and investigate how program structures might aid in the development, retention, and overall success of undergraduate students in STEM. Active learning classrooms, especially in mathematics, are one way IHE are reforming student learning experiences, and these environments also provide a unique opportunity to engage undergraduate learning assistants with faculty to support near - peer students and deepen their own …

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Equipping Preservice Teachers With Trauma Informed Care For The Classroom, Tamarine Foreman, Perianne Bates May 2021

Equipping Preservice Teachers With Trauma Informed Care For The Classroom, Tamarine Foreman, Perianne Bates

Northwest Journal of Teacher Education

In an effort to prepare preservice teachers to enter the classroom where students may have experienced or been exposed to trauma, the authors designed and facilitated instruction around trauma’s influence on the learning process. The intent of the instruction was to improve the preservice teacher’s ability to realize, recognize, and respond to students without re-traumatizing the students. The authors compared pre and post scores on the ARTIC-35 Education version (Baker et al., 2016) and found the instruction significantly improved the preservice teachers’ knowledge, awareness, and self-efficacy in working with students who have experienced or been exposed to trauma.

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Cultivating Dialogic Reflection To Foster And Sustain Preservice Teachers’ Professional Identities, Katie Alford, Amber Jensen Mar 2021

Cultivating Dialogic Reflection To Foster And Sustain Preservice Teachers’ Professional Identities, Katie Alford, Amber Jensen

Teaching/Writing: The Journal of Writing Teacher Education

This article explores how two teacher educators cultivated dialogic partnerships in an English teaching methods course and during student teaching. The goal was to foster reflection and professional identity development among preservice teachers. We share our approaches to integrating dialogic journals into coursework and student teaching praxis and offer initial observations about ways we see dialogic reflection as a practice that can support and sustain preservice teachers through early teaching transitions and into their careers.

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Planning For Middle Level Clinical Experiences During A Crisis, Kent Divoll, Kelly Moore Feb 2021

Planning For Middle Level Clinical Experiences During A Crisis, Kent Divoll, Kelly Moore

Current Issues in Middle Level Education

This article describes the trials and tribulations that a middle level education program faced during the global pandemic and recommendations that others can take away from these experiences. The provided suggestions for middle level teacher education programs are specifically for the current pandemic, but can be used for other disasters as well. We advocate that educator preparation programs develop a plan to deal with possible school closers or other disruptions to their field placements to prepare for the next disaster. Some of the recommendations include: (a) create an emergency plan, (b) cultivate relationships, (c) prepare your candidates in the best …

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Pre-Service Teachers As Curriculum Makers: What Could Social Justice Look Like In A Middle School Curriculum?, Brittany A. Aronson, Emily Culberson, Britt Hochstetler, Suzanne Lowman, Ash Mccartney, Jocelyn Mcminimy, Emily Murphy, Ralph Newlin, Emily Santen, Rachel Sutphin, Megan Terlau, Nicholas Vrzal, Imani Wheeler Feb 2021

Pre-Service Teachers As Curriculum Makers: What Could Social Justice Look Like In A Middle School Curriculum?, Brittany A. Aronson, Emily Culberson, Britt Hochstetler, Suzanne Lowman, Ash Mccartney, Jocelyn Mcminimy, Emily Murphy, Ralph Newlin, Emily Santen, Rachel Sutphin, Megan Terlau, Nicholas Vrzal, Imani Wheeler

Journal of Educational Research and Innovation

In this article, we answer the questions 1) What could social justice look like in the middle school curriculum; 2) How do we help young adolescents recognize and repudiate racism and other forms of social injustice; and 3) What are some lessons learned from a middle level teacher preparation with a focus on social justice ? By presenting three examples of social justice curriculum created by pre-service teachers in their teacher leadership education course, we argue for spaces that allow pre-service teachers to be curriculum-makers if we are truly seeking social justice educators in schools. We conclude, through the perspective …

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A Comparative Study Of Saudi Arabian And U.S. Pre-Service Teachers’ Readiness For Technology Integration, Yosra M. Bugis, Randy Larkins Feb 2021

A Comparative Study Of Saudi Arabian And U.S. Pre-Service Teachers’ Readiness For Technology Integration, Yosra M. Bugis, Randy Larkins

Journal of Educational Research and Innovation

The purpose of this study is to understand how prepared teachers in two countries are to utilize technology effectively in a physical and virtual classroom environment. This research is a comparative study of Saudi Arabian and US preservice teachers’ readiness for technology integration in their actual teaching practices. Survey methodology was used to measure both knowledge and attitudinal variables found to be important to later integration of technology into teaching among preservice teachers. The results provide updated insight into the status of US and Saudi Arabian preservice teachers’ proficiencies and attitudes toward integrating technology into their teaching and implications for …

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Mentor Modeling Mismatch: Power Dynamics In Cooperating Teacher's Modeling For Preservice Teachers, Morgan Christensen Feb 2021

Mentor Modeling Mismatch: Power Dynamics In Cooperating Teacher's Modeling For Preservice Teachers, Morgan Christensen

Theses and Dissertations

Through the use of interview and observation data, collected over two years, this qualitative study describes the perceptions, attitudes, and experiences of two Cooperating Teachers (CTs) and their assigned Pre Service Teachers (PST; n = 12) who were mentored over the course of two Special Education practicum experiences and five CT professional development trainings. Special attention was focused on the ways that CTs and PSTs describe modeling and how CTs’ modeling seemed to affect the CT/PST relationship. Participant responses were analyzed using a qualitative narrative method and indicated that CT’s use of modeling served primarily as a socializing process in …

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Mentor Modeling Mismatch: Power Dynamics In Cooperating Teacher's Modeling For Preservice Teachers, Morgan Christensen Feb 2021

Mentor Modeling Mismatch: Power Dynamics In Cooperating Teacher's Modeling For Preservice Teachers, Morgan Christensen

Theses and Dissertations

Through the use of interview and observation data, collected over two years, this qualitative study describes the perceptions, attitudes, and experiences of two Cooperating Teachers (CTs) and their assigned Pre Service Teachers (PST; n = 12) who were mentored over the course of two Special Education practicum experiences and five CT professional development trainings. Special attention was focused on the ways that CTs and PSTs describe modeling and how CTs’ modeling seemed to affect the CT/PST relationship. Participant responses were analyzed using a qualitative narrative method and indicated that CT’s use of modeling served primarily as a socializing process in …

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Preparing Preservice Teachers To Facilitate Courageous Conversations: A Case Study Of Social Studies Teacher Educators' Perceptions And Practices, Ariel N. Henry Jan 2021

Preparing Preservice Teachers To Facilitate Courageous Conversations: A Case Study Of Social Studies Teacher Educators' Perceptions And Practices, Ariel N. Henry

Theses and Dissertations

Scholars and associations committed to powerful social studies education have long advocated for students to explore controversial issues so they grow into informed, ethical, and participating citizens. Yet, teachers avoid undertaking this work due to a lack of training, confidence, or experience in facilitating courageous conversations about tough issues. Teachers may fear facing complaints and retribution. They may worry about how to defuse classroom tensions and manage strong emotions. While scholarship on teaching controversy has primarily focused on preservice and in-service teachers’ views and experiences, research examining teacher educators’ perceptions and practices has been limited. The purpose of this qualitative …

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Aboriginal Community-Led Preservice Teacher Education: Learning From Country In The City, Katrina Thorpe, Cathie Burgess, Suzanne Egan Jan 2021

Aboriginal Community-Led Preservice Teacher Education: Learning From Country In The City, Katrina Thorpe, Cathie Burgess, Suzanne Egan

Australian Journal of Teacher Education

In Australia it is well documented that teachers continue to struggle with implementing Aboriginal content, pedagogies and engaging with Aboriginal communities. This paper describes a research project analysing place-based learning for preservice teachers at an urban university led by Aboriginal community members. We argue that place-based learning is critical in developing preservice teacher’s knowledge and confidence in Aboriginal education. Surveys, individual and group yarns provided in-depth data from 64 participants completing elective courses including place-based ‘Learning from Country’ (LFC) experiences. Three key findings emerge from the data. Firstly, the utility of an experiential ‘learning by doing’ approach, secondly, the profound …

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Exploring Classroom Assessment Practices And Their Impact On Preservice Teachers Self-Efficacy In A Selected Primary Teachers’ College, Uganda., Faith Bisikwa Jan 2021

Exploring Classroom Assessment Practices And Their Impact On Preservice Teachers Self-Efficacy In A Selected Primary Teachers’ College, Uganda., Faith Bisikwa

Theses & Dissertations

The masterpiece of quality teachers is self-efficacy. Tutors' classroom assessment competence and attitude towards assessment abilities, strengthen the realm of definite type of self-efficacy among preservice teachers. Classroom Assessment Practices bear constructive effect on Preservice Teachers' self–efficacy. This study aimed at exploring classroom assessment practices and their impact on preservice teachers' self-efficacy in a selected Primary Teachers' College in Uganda. A descriptive qualitative method and case study design was employed. Purposeful and strategic sampling methods were used to select 13 participants (7 tutors and 6 preservice teachers). However, 9 participants participated in this study (5 tutors and 4 preservice teachers). …

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'It's Better Than Going Into It Blind': Reflections By People With Visual Impairments Regarding The Use Of Simulation For Pedagogical Purposes, Anthony J. Maher, Justin A. Haegele, Andrew C. Sparkes Jan 2021

'It's Better Than Going Into It Blind': Reflections By People With Visual Impairments Regarding The Use Of Simulation For Pedagogical Purposes, Anthony J. Maher, Justin A. Haegele, Andrew C. Sparkes

Human Movement Studies & Special Education Faculty Publications

Disability simulations have been advocated as a tool to facilitate pedagogical learning among prospective physical education (PE) teachers. However, much of the research currently available neglect the views of people with disabilities about the development and use of such simulations. To address this omission, this study used vignettes and telephone interviews to elicit the views of nine people with visual impairments (VI) regarding the value (or not) of simulating this impairment with prospective PE teachers. Data were analysed thematically and the following themes were constructed in the process: (1) Involving people with VI in simulations; (2) Diversity and complexity of …

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Preservice Teachers’ Use Of The Technology Integration Planning Cycle: Lessons Learned, Kristi Tamte Bergeson, Beth Beschorner Jan 2021

Preservice Teachers’ Use Of The Technology Integration Planning Cycle: Lessons Learned, Kristi Tamte Bergeson, Beth Beschorner

Reading Horizons: A Journal of Literacy and Language Arts

Preservice teachers (PSTs) often feel unprepared to utilize digital tools in meaningful ways that support learning in the elementary classroom. It is imperative that teacher preparation programs provide support in this area so that children can learn to use digital tools to communicate in the 21st century. Previous research suggests that the Technology Integration Planning Cycle (TIPC) can support teachers in making wise decisions related to the use of digital tools to support a literacy goal. In the present study, the authors examined how the TIPC can be used with PSTs as they develop technological, pedagogical, and content knowledge and …

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Enhancing Preservice Teachers' Intention To Integrate Engineering Through A Multi-Disciplinary Partnership (Evaluation), Francisco Cima, Pilar Pazos, Jennifer Jill Kidd, Kristie S. Gutierrez, Stacie I. Ringleb, Orlando M. Ayala, Krishnanand Kaipa Jan 2021

Enhancing Preservice Teachers' Intention To Integrate Engineering Through A Multi-Disciplinary Partnership (Evaluation), Francisco Cima, Pilar Pazos, Jennifer Jill Kidd, Kristie S. Gutierrez, Stacie I. Ringleb, Orlando M. Ayala, Krishnanand Kaipa

Engineering Management & Systems Engineering Faculty Publications

Driven by the need to broaden participation and increase recruitment in STEM fields, considerable efforts are underway to promote the infusion of engineering into elementary and secondary grade levels. The benefits of engineering education and the strong support from professional and educational groups are well documented, yet the actual integration of engineering content in the K-12 setting remains a challenge. Pre-college educator programs that train future teachers are a natural target for the integration efforts. Although elementary educators recognize the importance of integrating engineering in their classrooms, they often lack the confidence to teach engineering content. The absence of effective …

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A Comparison Of Self-Reported Anxiety And Depression Among Undergraduate Music Majors And Nonmusic Majors, Danni Gilbert Jan 2021

A Comparison Of Self-Reported Anxiety And Depression Among Undergraduate Music Majors And Nonmusic Majors, Danni Gilbert

Glenn Korff School of Music: Faculty Publications

The purpose of this exploratory research study was to compare anxiety and depression levels reported by music majors and nonmajors at a small, private liberal arts university. Study participants completed the Burns Anxiety Inventory and Burns Depression Checklist. Anxiety and depression levels were significantly higher among music majors, and there was a strong, positive relationship between anxiety and depression. Regardless of major, self-reports were not affected by year in school. Implications for additional mental health resources and strategies for improving music major health and self-care are discussed, along with a need for increased music faculty awareness of perceived anxiety and …

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The Exclusive White World Of Preservice Teachers’ Book Selection For The Classroom: Influences And Implications For Practice, Helen Adam, Anne-Maree Hays, Yvonne Urquhart Jan 2021

The Exclusive White World Of Preservice Teachers’ Book Selection For The Classroom: Influences And Implications For Practice, Helen Adam, Anne-Maree Hays, Yvonne Urquhart

Australian Journal of Teacher Education

This paper reports on a study of the children’s book preferences of 82 Preservice teachers (PSTs) at one Western Australian University. The study found PSTs preferred older books published during their own childhood or earlier. Further, representation of people of colour was limited to only 8 of 177 titles listed by PSTs. Key influences on their preferences were their personal favourite books and those used by mentor teachers during practicum experience. The outcomes of this study have implications for curriculum development and implementation of Initial Teacher Education courses, and in turn, for equitable outcomes of the future students of PSTs.

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