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Articles 1 - 6 of 6
Full-Text Articles in Teacher Education and Professional Development
Modeling And Encouraging Self-Care In Online Teacher Preparation: Lessons Learned During The Covid-19 Pandemic, Kathleen A. Boothe, Marla J. Lohmann
Modeling And Encouraging Self-Care In Online Teacher Preparation: Lessons Learned During The Covid-19 Pandemic, Kathleen A. Boothe, Marla J. Lohmann
Networks: An Online Journal for Teacher Research
The COVID-19 pandemic had significant impacts for both teachers and students at all levels. Instructional delivery had to be modified to respond to the need for social distancing. Even courses that were already fully online required adaptations to accommodate the needs of university students during COVID. One of the biggest changes that the authors made to their teaching and to their students’ learning was that of modeling and encouraging self-care. This article summarizes what two university faculty changed in their instruction to help promote self-care, as well as what they are doing now to continue utilizing what they learned.
Pre-Service Training On Media Education For Teachers At Czech Universities, Karolína Mackenzie
Pre-Service Training On Media Education For Teachers At Czech Universities, Karolína Mackenzie
Journal of Media Literacy Education
The study shows the content of future teachers’ education and their needs to teach media education in their future practice. The preparation of future teachers within the faculties of education varies considerably across Europe, as does the level of teaching in primary and secondary schools. In the Czech Republic, media education is a cross-cutting topic in primary and some types of secondary schools and is rather rarely found in the university training of future teachers. The research shows the areas in which future teachers were prepared in their teacher training, their sense of readiness to teach and their needs in …
Enhancing Student Learning In The Online Instructional Environment Through The Use Of Universal Design For Learning, Kathleen A. Boothe, Marla J. Lohmann, Ruby Owiny
Enhancing Student Learning In The Online Instructional Environment Through The Use Of Universal Design For Learning, Kathleen A. Boothe, Marla J. Lohmann, Ruby Owiny
Networks: An Online Journal for Teacher Research
As college faculty who prepare future teachers, we strive to teach our students through instruction and modeling best practices in teaching. We constantly evaluate our teaching and make adjustments to include updated knowledge about effective instruction. The evaluation and adjustments made to our courses lend themselves to action research. We take what we learn from our research and make appropriate changes to better meet the diverse needs of students. This article provides an overview of a final project that used Universal Design for Learning (UDL) for assessing student knowledge. This research focused on the principle of Multiple Means of Action …
Understanding The Differences Between Novice And Experienced Reading Teachers, Katie Anderson
Understanding The Differences Between Novice And Experienced Reading Teachers, Katie Anderson
Walden Dissertations and Doctoral Studies
Education researchers have documented that first-year teachers are often less effective at reading instruction than their more experienced peers. Accordingly, this qualitative, comparative case study was designed to assess the instructional skills and strategies utilized by first-year and experienced teachers using Danielson's Framework for Teaching as the conceptual framework. The research questions were used to examine two groups of teachers using the framework and the Teacher's College Reading and Writing Project's defined levels of performance for effective reading instruction. The goal was to identify the instructional differences between the two groups of teachers. Purposeful sampling was used to select 3 …
Examining How Video-Elicited Reflection Mediates Teacher Candidates’ Beliefs About English Language Learners: A Multiple Case Study, Monica M. Gonzalez
Examining How Video-Elicited Reflection Mediates Teacher Candidates’ Beliefs About English Language Learners: A Multiple Case Study, Monica M. Gonzalez
USF Tampa Graduate Theses and Dissertations
English Language Learners (ELLs) are students who speak a language other than English; they are the fastest growing student population in United States’ (US) public schools and will include over 17 million students by the year 2020 (NCES,2015). The dramatic increase in the ELL student population means that all mainstream classroom teachers will teach at least one ELL within their first year of graduating from a teacher preparation program. However, most US teachers hold misconceptions about ELLs and feel unprepared for ELL instruction (Coady, Harper, & de Jong, 2011). More empirical research is needed to inform teacher preparation programs on …
Faculty And Student Perceptions Of Reading And Language Arts Preparation And Preparedness For The State Subject Area Test, Ingrid Ahrens Massey
Faculty And Student Perceptions Of Reading And Language Arts Preparation And Preparedness For The State Subject Area Test, Ingrid Ahrens Massey
Walden Dissertations and Doctoral Studies
Since changes to the reading/language arts State Subject Area Test (SSAT) in late 2010, elementary education teacher candidates at a teacher training college in the Southern United States have experienced declining scores resulting in test failure and delaying student teaching and graduation. The purpose of this case study was to identify factors that students and faculty perceived as most beneficial in preparing students to pass the SSAT. Constructivism served as the conceptual framework for this study addressing the effects of collaboration, hands-on learning, and application of knowledge. Purposeful sampling was used to recruit 6 elementary education students who had taken …