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Secondary Education and Teaching Commons™
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- Common Core State Standards (1)
- English language learners (1)
- K-12 English Teaching (1)
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- Metacognitive Awareness (1)
- Pedagogical practices (1)
- Performance Assessment (1)
- Preservice Teacher Education (1)
- Preservice Teachers (1)
- Preservice teachers (1)
- Professional Development (1)
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- Q2S (1)
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Articles 1 - 3 of 3
Full-Text Articles in Secondary Education and Teaching
Concepts To Remember For Preservice Teachers When Working With English Learners Students During Caltpa Cycle 1, Jacqueline Romano
Concepts To Remember For Preservice Teachers When Working With English Learners Students During Caltpa Cycle 1, Jacqueline Romano
Q2S Enhancing Pedagogy
The Community of Practice Q2S Enhancing Pedagogy where I participated focused on “Supporting and Mentoring Teacher Candidates during Teaching Performance Assessment”. This CP discussed and shared information on best pedagogical practices for teaching, supporting, and mentoring preservice teachers as they engage in identifying students with specific academic needs before planning, delivering, assessing and reflecting on tasks required by the state-mandated assessment (CalTPA). This test is required for certification. My contributions to this CP resulted in this reflection/handout. The most salient topics were Implementing Effective Instruction, which means being able to know and apply Standards-based Instruction, SDAIE methods, Lesson Planning, …
English Teaching Methods Course: Unit Plan Description And Rubric, Nicole Klimow
English Teaching Methods Course: Unit Plan Description And Rubric, Nicole Klimow
Q2S Enhancing Pedagogy
This unit plan describes expectations for a unit plan that serves as the cumulative performance assessment for the ESEC 506-E course that single-subject-teacher-candidates in English Teaching Methods Course. In small groups, clustered by the grade level they will be teaching, create a six-week unit plan that incorporates multiple learning standards, assessment practices, and texts grounded by an overarching question(s). This assignment mimics expectations and dispositions that in-service teachers demonstrate daily. The unit must define the academic focus—the big learning expectation that will be assessed summatively—by identifying the learning sequence and formative checkpoints so that learners are “ready” to demonstrate their …
Promoting Preservice Stem Education Teachers' Metacognitive Awareness: Professional Development Designed To Improve Teacher Metacognitive Awareness, Andrew John Hughes, Eddie Partida
Promoting Preservice Stem Education Teachers' Metacognitive Awareness: Professional Development Designed To Improve Teacher Metacognitive Awareness, Andrew John Hughes, Eddie Partida
Educational Leadership & Technology Faculty Publications
This quantitative portion of a convergent complementarity, mixed-methods, exploratory study describes the design and implementation of a 5-week preservice teacher professional development (PD) experience and the associated Metacognitive Awareness Inventory (MAI) measures before and after the experience. The PD experience was designed to explicitly address participants’ domain-general and domain-specific knowledge and regulation of cognition through a highly integrated academic and clinical preparation regimen centered on a cognitive coaching model. The study participants comprised preservice STEM education teachers (N = 11) enrolled in a dual teaching certification and Master’s in Education program. The findings showed an increase in participants’ regulation …