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Open Access. Powered by Scholars. Published by Universities.®

2016

Pre-service teachers

Articles 1 - 15 of 15

Full-Text Articles in Teacher Education and Professional Development

Testing The Effects Of Professional Development On Elementary Pre-Service Teachers’ Beliefs About Mathematics Inquiry Instruction, Courtney Inabnitt Aug 2016

Testing The Effects Of Professional Development On Elementary Pre-Service Teachers’ Beliefs About Mathematics Inquiry Instruction, Courtney Inabnitt

Mahurin Honors College Capstone Experience/Thesis Projects

In this study, a professional development (PD) seminar was designed and implemented with elementary pre-service teachers (n=20) enrolled in a mathematics content course at a small Midwestern university. The central focus of the PD was on bringing inquiry, specifically the 5E model, into mathematics instruction at the elementary level. The structure of the PD followed the 5E model format and participants learned about inquiry through inquiry. The study utilized a pre-post-test design and measured participants’ knowledge about the 5E model and beliefs about using inquiry in elementary mathematics instruction. Statistically significant growth from pre-test to post-test appears in …

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Using Ibl In A History Of Mathematics Course: A Skeptic’S Success, Michael E. Matthews, Angela M. Hodge Jul 2016

Using Ibl In A History Of Mathematics Course: A Skeptic’S Success, Michael E. Matthews, Angela M. Hodge

Journal of Humanistic Mathematics

A college professor, who is highly skeptical of change, but sensing a need for teaching in a more inspiring and engaging way, implements an inquiry-based learning (IBL) approach to teaching the history of mathematics. The first author (Matthews) worked with an experienced IBL colleague mentor (Hodge) on the course. Some student data was collected to document the effects of the class on the students. The approach taken for the course is described in detail including how the students of the course learned about and used IBL in key peer-to-peer teaching about historical mathematics (with a primary focus on the mathemat- …

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Attitudes Toward Statistics Studies Among Students With Learning Disabilities, Orly Lipka, Itay Hess Jul 2016

Attitudes Toward Statistics Studies Among Students With Learning Disabilities, Orly Lipka, Itay Hess

Numeracy

This study aims to examine the effectiveness of a support course to change attitudes toward statistics studies of post-secondary students who were diagnosed with learning disabilities (LD) and/or Attention Deficit Hyperactivity Disorder (ADHD). The participants were 22 students in a support course that was provided over a single academic term on a weekly basis. The design of the study was according to 'Pre-Post' comparison. The effects on attitudes toward statistics were examined quantitatively and qualitatively to provide a comprehensive methodology for the research purposes. Results suggest that the weekly support course model that was taught simultaneously to the on-line course …

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Conceptualising Changes To Pre-Service Teachers’ Knowledge Of How To Best Facilitate Learning In Mathematics: A Tpack Inspired Initiative, Frank G. Bate, Lorraine Day, Jean Macnish May 2016

Conceptualising Changes To Pre-Service Teachers’ Knowledge Of How To Best Facilitate Learning In Mathematics: A Tpack Inspired Initiative, Frank G. Bate, Lorraine Day, Jean Macnish

Jean MacNish

In 2010, the Australian Commonwealth government initiated an $8m project called Teaching Teachers for the Future. The aim of the project was to engage teacher educators in a professional learning network which focused on optimising exemplary use of information and communications technologies in teacher education. By taking part in this network, participants were afforded opportunities to transform their practice through a range of localised initiatives that applied information and communications technologies to the art and science of teaching and learning. One of these initiatives involved re-engineering a university mathematics unit targeted at pre-service teachers. Information and communications technologies were purposefully …

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Conceptualising Changes To Pre-Service Teachers’ Knowledge Of How To Best Facilitate Learning In Mathematics: A Tpack Inspired Initiative, Frank G. Bate, Lorraine Day, Jean Macnish May 2016

Conceptualising Changes To Pre-Service Teachers’ Knowledge Of How To Best Facilitate Learning In Mathematics: A Tpack Inspired Initiative, Frank G. Bate, Lorraine Day, Jean Macnish

Lorraine Day

In 2010, the Australian Commonwealth government initiated an $8m project called Teaching Teachers for the Future. The aim of the project was to engage teacher educators in a professional learning network which focused on optimising exemplary use of information and communications technologies in teacher education. By taking part in this network, participants were afforded opportunities to transform their practice through a range of localised initiatives that applied information and communications technologies to the art and science of teaching and learning. One of these initiatives involved re-engineering a university mathematics unit targeted at pre-service teachers. Information and communications technologies were purposefully …

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Service-Learning: A Valuable Component Of Pre-Service Teacher Education, Dianne J. Chambers, Shane Lavery May 2016

Service-Learning: A Valuable Component Of Pre-Service Teacher Education, Dianne J. Chambers, Shane Lavery

Dianne Chambers

There is recognition that involvement in service-learning can impact positively on the development of pre-service teachers professionally, culturally and academically (Billig & Freeman, 2010; Anderson, 1998). This article explores and describes the experiences of pre-service teachers in the School of Education at the University of Notre Dame Australia (UNDA) who are undertaking two service learning units as part of their teacher education. This research is based on qualitative data collected from pre-service teachers on completion of their service learning units. Initially, service-learning as a concept is explored with particular reference to four basic elements identified in the literature (Jacoby, 1996; …

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Preservice Generalist Teachers Enlightened Approach To Teaching Physical Education Through Teacher Biography., John E. Haynes, Judith A. Miller, Valeria Varea Mar 2016

Preservice Generalist Teachers Enlightened Approach To Teaching Physical Education Through Teacher Biography., John E. Haynes, Judith A. Miller, Valeria Varea

Australian Journal of Teacher Education

This paper describes a new learning experience, which was introduced following an examination of the literature regarding preservice primary school teachers’ (PPST) notions of their past experience in Physical Education (PE) (Elliott 2013). PPSTs were given the opportunity to recognise, reflect, interrogate and reframe a critical incident from their schooling in PE or Sport. This exercise was designed to enlighten students about their own schooling and the potential impact this event may have on pre-conceived ideas and opinions about teaching PE. Students (N=214) enrolled in off and on campus mode, of a preservice teacher education program in a …

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Technology Integration In Elementary Classrooms: Teaching Practices Of Student Teachers, Ping Liu Mar 2016

Technology Integration In Elementary Classrooms: Teaching Practices Of Student Teachers, Ping Liu

Australian Journal of Teacher Education

This study examines how and why student teachers integrated technology to enhance instruction in elementary classrooms. The participants were 31 student teachers who completed an assignment of eight weeks. Multiple data sets including observation notes of 347 lessons were obtained from three key groups for data triangulation. Results reveal that the primary technological means used to enhance teaching was to provide visuals for attention, engagement and interaction. All participants chose to integrate technology but varied substantially in their teaching practices. They applied technology for a number of reasons: student engagement, time management, motivation and meeting individual students’ needs. Variables such …

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Comparing Stress Levels Of Graduate And Undergraduate Pre-Service Teachers Following Their Teaching Practicums, Gretchen Geng, Richard Midford, Jenny Buckworth Jan 2016

Comparing Stress Levels Of Graduate And Undergraduate Pre-Service Teachers Following Their Teaching Practicums, Gretchen Geng, Richard Midford, Jenny Buckworth

Australian Journal of Teacher Education

In comparison to undergraduate pre-service teachers (PSTs), graduate PSTs have previously completed a three-year bachelor degree and are enrolled in initial teacher education (ITE) programs to become a teacher. Following a review of literature on teachers’ sense of stress, reflection and identity development, this study compared the stress levels and concerns of graduate PSTs with those of undergraduate PSTs. One hundred and fifty-one graduate and one hundred and fifty-nine undergraduate PSTs participated in this study. The graduate PSTs had significantly higher stress levels than undergraduate PSTs (p < .01). Contributing stressors from both groups’ own demographic background and teaching practicum perspectives were investigated and compared. These findings provide an empirical basis from which to develop appropriate strategies to support both groups of PSTs to manage their stress, develop their identity and personal beliefs and increase their retention in teacher education programs.


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Video-Mediated Microteaching – A Stimulus For Reflection And Teacher Growth, Stella Kourieos Jan 2016

Video-Mediated Microteaching – A Stimulus For Reflection And Teacher Growth, Stella Kourieos

Australian Journal of Teacher Education

Numerous studies have been conducted on the effectiveness of video as an effective means of reflective practice in pre-service Teacher Education. However, only few studies have explored pre-service teachers’ own perceptions in this regard in the field of ELT and none of these was related to primary level. To address this gap, multiple forms of qualitative data were triangulated. Participants were found to consider the use of video combined with guided reflection and peer dialogue to have a great potential in helping them form links between theory and practice and bring a heightened awareness of their teaching practices, especially in …

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Developing Primary Pre-Service Teachers' Mathematical Content Knowledge During Practicum Teaching, Sharyn L. Livy, Colleen Vale, Sandra Herbert Jan 2016

Developing Primary Pre-Service Teachers' Mathematical Content Knowledge During Practicum Teaching, Sharyn L. Livy, Colleen Vale, Sandra Herbert

Australian Journal of Teacher Education

While it is recognised that a teachers’ mathematical content knowledge (MCK) is crucial for teaching, less is known about when different categories of MCK develop during teacher education. This paper reports on two primary pre-service teachers, whose MCK was investigated during their practicum experiences in first, second and fourth years of a four-year Bachelor of Education program. The results identify when and under what conditions pre-service teachers’ developed different categories of their MCK during practicum. Factors that assisted pre-service teachers to develop their MCK included program structure providing breadth and depth of experiences; sustained engagement for learning MCK; and …

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‘Knowing Your Students’ In The Culturally And Linguistically Diverse Classroom, Robyn Moloney, David Saltmarsh Jan 2016

‘Knowing Your Students’ In The Culturally And Linguistically Diverse Classroom, Robyn Moloney, David Saltmarsh

Australian Journal of Teacher Education

The population movement of globalization brings greater cultural and linguistic diversity (CALD) to communities and education systems. To address the growing diversity in school classrooms, beginning teachers need an expanded set of skills and attitudes to support effective learning. It is an expectation today that teachers know their students and how the students learn. It follows that lecturers and tutors should also know something of the cultural and linguistic profile of their pre-service teacher education students. This article reports a study in a university which examined its teacher education practice in this light. It assessed the curriculum provision of material …

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School-Based Youth Physical Activity Promotion: Thoughts And Beliefs Of Pre-Service Physical Education Teachers, Jerome N. Rachele, Thomas F. Cuddihy, Tracy L. Washington, Steven M. Mcphail Jan 2016

School-Based Youth Physical Activity Promotion: Thoughts And Beliefs Of Pre-Service Physical Education Teachers, Jerome N. Rachele, Thomas F. Cuddihy, Tracy L. Washington, Steven M. Mcphail

Australian Journal of Teacher Education

Physical education teachers are central to the facilitation of school-based physical activity promotion. However, teachers have self-reported a lack of knowledge, skills, understanding, and competence to successfully implement these strategies. The aim of this investigation was to explore the beliefs and perceptions of pre-service physical education teachers, concerning their potential roles in future school-based programs designed to promote student physical activity. Fifty-seven pre-service physical education teachers (21 males and 36 females) had complete data and were included in the analysis. Participants responded positively, and did not reveal concerns about their capacity to facilitate school-based physical activity promotion during practicum, and …

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Perceptions And Competence Of Turkish Pre-Service Science Teachers With Regard To Entrepreneurship, Isa Deveci Jan 2016

Perceptions And Competence Of Turkish Pre-Service Science Teachers With Regard To Entrepreneurship, Isa Deveci

Australian Journal of Teacher Education

The aim of this study is both to determine the perceptions of pre-service science teachers towards the concepts of entrepreneurship and entrepreneurial characteristics and to investigate the perceptions of pre-service science teachers regarding transferring the entrepreneurial characteristics to students. This study is designed as a qualitative study and a phenomenological research approach is used. A total of 12 pre-service science teachers from grades 5 to 8 participated in the study. Data were gathered through the use of semi-structured interviews. The data were evaluated through both descriptive and content analysis. The results show that the perceptions of the 12 …

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Dangerous Practices: The Practicum Experiences Of Non-Indigenous Pre-Service Teachers In Remote Communities, Glenn Auld, Julie Dyer, Claire Charles Jan 2016

Dangerous Practices: The Practicum Experiences Of Non-Indigenous Pre-Service Teachers In Remote Communities, Glenn Auld, Julie Dyer, Claire Charles

Australian Journal of Teacher Education

This paper seeks to explore the risks of providing pre-service teachers with professional experiences in remote communities. In particular this paper focuses on the risks associated with this kind of professional experience. Twelve pre-service teachers were interviewed while on a three-week practicum around Katherine and in Maningrida in the Northern Territory during 2012. The dangers outlined in this paper relate to the way their experiences continued to be mediated by stereotypes and perpetuating colonial practices. The pre-service teachers’ limited understandings of Indigenous knowledges and languages are discussed before exploring the vexed issue of reverse culture shock that some of the …

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