WorldWideScience

Sample records for inform teacher preparation

  1. Science Teaching Experiences in Informal Settings: One Way to Enrich the Preparation Program for Preservice Science Teachers

    Science.gov (United States)

    Hsu, Pei-Ling

    2016-01-01

    The high attrition rate of new science teachers demonstrates the urgent need to incorporate effective practices in teacher preparation programs to better equip preservice science teachers. The purpose of the study is to demonstrate a way to enrich preservice science teachers' preparation by incorporating informal science teaching practice into…

  2. Preparing teachers to teach English as an international language

    CERN Document Server

    Matsuda, Aya

    2017-01-01

    This book explores ways to prepare teachers to teach English as an International Language, and provides theoretically-grounded models for EIL-informed teacher education. It includes two chapters that present a theoretical approach to EIL teacher education, followed by descriptions of field-tested teacher education programs, courses and activities.

  3. What teacher educators consider as best practices in preparing pre ...

    African Journals Online (AJOL)

    This paper reports on an investigation into what teacher educators consider to be best practices in how to prepare pre-service teachers to effectively deal with the challenges of teaching Mathematics in multilingual contexts, and how what teacher educators consider as best practices inform their own classroom practice.

  4. Changes in teacher efficacy and beliefs during a one-year teacher preparation program

    Science.gov (United States)

    Lockman, Alison Schirmer

    This study attempted to further understanding of factors affecting the teacher efficacy beliefs of secondary science preservice teachers, and to develop a model relating teacher efficacy to beliefs about teaching and students. A mixed quantitative and qualitative methodology was utilized in order to track participants' beliefs both broadly and in depth throughout a one-year teacher preparation program. Results from this analysis revealed that preservice teachers at the end of the program had significantly higher personal science teaching efficacy beliefs than at the beginning of the program. No significant difference in science teaching outcome expectancy beliefs was found, although individual preservice teachers did develop alternate beliefs. Teacher efficacy beliefs were directly affected by three of Bandura's four sources of self-efficacy beliefs---Mastery experiences, vicarious experiences, and verbal persuasion---with the influence of each source of self-efficacy information appearing to change during the course of the teacher preparation program. No evidence was found that affective states by themselves had resulted in belief changes, although many of the other experiences were more powerful because they were accompanied by an emotional incident. Connections between teacher efficacy beliefs, beliefs about students, and beliefs about teaching were uncovered, as was the importance of content knowledge and pedagogical content knowledge on a teacher's sense of efficacy.

  5. Are preservice teachers prepared to teach struggling readers?

    Science.gov (United States)

    Washburn, Erin K; Joshi, R Malatesha; Binks Cantrell, Emily

    2011-06-01

    Reading disabilities such as dyslexia, a specific learning disability that affects an individual's ability to process written language, are estimated to affect 15-20% of the general population. Consequently, elementary school teachers encounter students who struggle with inaccurate or slow reading, poor spelling, poor writing, and other language processing difficulties. However, recent evidence may suggest that teacher preparation programs are not providing preservice teachers with information about basic language constructs and other components related to scientifically based reading instruction. As a consequence preservice teachers have not exhibited explicit knowledge of such concepts in previous studies. Few studies have sought to assess preservice teachers' knowledge about dyslexia in conjunction with knowledge of basic language concepts. The purpose of the present study was to examine elementary school preservice teachers' knowledge of basic language constructs and their perceptions and knowledge about dyslexia. Findings from the present study suggest that preservice teachers, on average, are able to display implicit skills related to certain basic language constructs (i.e., syllable counting), but fail to demonstrate explicit knowledge of others (i.e., phonics principles). Also, preservice teachers seem to hold the common misconception that dyslexia is a visual perception deficit rather than a problem with phonological processing. Implications for future research as well as teacher preparation are discussed.

  6. Teacher Educators' Views on Inclusive Education and Teacher Preparation in Ghana

    Science.gov (United States)

    Nketsia, William; Saloviita, Timo; Gyimah, Emmanuel Kofi

    2016-01-01

    The crucial role of initial teacher education programmes and teacher educators in preparing effective inclusive practitioners has been universally acknowledged. This study explored the attitudes of 125 teacher educators from four colleges of education towards inclusive education, their views and concerns about teacher preparation and the…

  7. Teacher Competency in Classroom Testing, Measurement Preparation, and Classroom Testing Practices.

    Science.gov (United States)

    Newman, Dorothy C.; Stallings, William M.

    An assessment instrument and a questionnaire (Appendices A and B) were developed to determine how well teachers understand classroom testing principles and to gain information on the measurement preparation and classroom practices of teachers. Two hundred ninety-four inservice teachers, grades 1 through 12, from three urban school systems in…

  8. Pedagogical content knowledge and preparation of high school physics teachers

    Directory of Open Access Journals (Sweden)

    Eugenia Etkina

    2010-08-01

    Full Text Available This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge—PCK. The program has been in place for 7 years and has a steady production rate of an average of six teachers per year who remain in the profession. The main purpose of the paper is to provide information about a possible structure, organization, and individual elements of a program that prepares physics teachers. The philosophy of the program and the coursework can be implemented either in a physics department or in a school of education. The paper provides details about the program course work and teaching experiences and suggests ways to adapt it to other local conditions.

  9. Towards a Philosophy of Music Teacher Preparation.

    Science.gov (United States)

    Parr, N. Carlotta

    1999-01-01

    Summarizes six principles that might serve as a theoretical framework supporting a new vision for the purposes and processes of music teacher preparation. Draws the principles from the conceptions of learning and teaching of Jerome Bruner, Maxine Greene, and Vernon A. Howard. Provides background information on their ideas. (CMK)

  10. Learning in Context: Technology Integration in a Teacher Preparation Program Informed by Situated Learning Theory

    Science.gov (United States)

    Bell, Randy L.; Maeng, Jennifer L.; Binns, Ian C.

    2013-01-01

    This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2-year Master of Teaching program. A specific program goal was to…

  11. Teachers' Self-Assessed Level of Preparation

    Science.gov (United States)

    White, Susan

    2013-01-01

    We asked high school physics teachers to assess their level of preparation across a number of domains. Almost all (98%) reported feeling adequately or well prepared in terms of their basic physics knowledge. The chart presents teachers' responses to their self-assessed level of preparation in six different areas. Almost all feel at least…

  12. Influence of Teacher Preparation Programmes on Preservice Teachers' Attitudes toward Inclusion

    Science.gov (United States)

    Kim, Ji-Ryun

    2011-01-01

    With the increased implementation of inclusive education, teacher educators have been challenged to make changes in programmes to prepare preservice teachers to educate diverse learners. These changes are reflected in various types of teacher preparation programmes that are transformations of traditional general education and special education…

  13. Teacher Educators’ Views on Inclusive Education and Teacher Preparation in Ghana

    OpenAIRE

    Nketsia, William; Saloviita, Timo; Gyimah, Emmanuel Kofi

    2016-01-01

    The crucial role of initial teacher education programmes and teacher educators in preparing effective inclusive practitioners has been universally acknowledged. This study explored the attitudes of 125 teacher educators from four colleges of education towards inclusive education, their views and concerns about teacher preparation and the implementation of inclusive education in Ghana. The study found positive attitudes and considerable support for inclusive education. However, ...

  14. The Abacus: Teachers' Preparation and Beliefs about Their Abacus Preservice Preparation

    Science.gov (United States)

    Rosenblum, L. Penny; Hong, Sunggye; Amato, Sheila

    2013-01-01

    Introduction: This article reports on a study of 196 teachers who shared their experiences and opinions related to how they were taught to use the Cranmer abacus. Methods: In February and March 2012, the participants completed an online survey to gather information about their preparation in using and beliefs about computation with the Cranmer…

  15. Should We Extend Teacher Preparation?

    Science.gov (United States)

    Hawley, Willis D.

    1989-01-01

    Discusses the implications of five-year teacher preparation programs. Argues that different strategies and curricula should be tested and evaluated before mandating major system-wide changes in teacher certification requirements. (FMW)

  16. Mathematical Making in Teacher Preparation: What Knowledge Is Brought to Bear?

    Science.gov (United States)

    Greenstein, Steven; Seventko, Justin

    2017-01-01

    In this paper, we describe an experience within mathematics teacher preparation that engages preservice teachers (PSTs) in Making and design practices that we hypothesized would inform their conceptual and pedagogical thinking. With a focus on the design of new tools to support mathematics teaching and learning, this Learning by Design experience…

  17. Preparing Teachers for Anti-oppressive Education

    DEFF Research Database (Denmark)

    Baber, Sikunder Ali

    2004-01-01

    While theories and recommendations continue to proliferate in the educational research literature on what it means to teach towards social justice and to prepare teachers for such teaching, so do concerns that these theories and recommendations fail to account for the ways that the contexts...... of teaching cultural contexts, national contexts, political contexts always affect teaching in idiosyncratic, unpredictable and even contradictory ways. Given that much educational research fails to trouble the US-centric nature of prevailing conceptions of social justice and teacher education......, it is important to learn about the unique as well as shared challenges facing teacher educators around the globe. In this article, teacher educators from Asia, Africa, North America and South America offer a sampling of initiatives in anti-oppressive teacher education; that is, initiatives to prepare teachers...

  18. Reconceptualizing Elementary Teacher Preparation: A Case for Informal Science Education

    Science.gov (United States)

    Avraamidou, Lucy

    2015-01-01

    The purpose of this case study was to explore the ways in which 3 different informal science experiences in the context of an elementary methods course influenced a group of prospective elementary teachers' ideas about science teaching and learning as well as their understandings about the role of informal science environments to teaching and…

  19. Raising the Bar: Aligning and Elevating Teacher Preparation and the Teaching Profession. A Report of the American Federation of Teachers Teacher Preparation Task Force

    Science.gov (United States)

    American Federation of Teachers (NJ), 2012

    2012-01-01

    The American Federation of Teachers Teacher Preparation Task Force was established to examine the research on what works and what does not work in the field of teacher preparation as a basis for making policy recommendations. Just as important, the task force considered how best to implement such policy recommendations in a way that takes into…

  20. Preparing Globally Competent Teachers: Indo-German Perspectives on Teacher Training

    Science.gov (United States)

    Darji, Brijesh B.; Lang-Wojtasik, Gregor

    2014-01-01

    Globalization has an immense effect on education. Education relies on the teacher and the process by which teachers are developed. In this context, the expectations of teacher role and options for teacher preparation today have key roles to play in educating children to become responsible citizens of increasingly multicultural societies and active…

  1. Preservice Teachers' Knowledge of Information Literacy and Their Perceptions of the School Library Program

    Science.gov (United States)

    Lee, Elizabeth A.; Reed, Brenda; Laverty, Corinne

    2012-01-01

    Graduating preservice teachers were surveyed regarding their knowledge of information literacy concepts, the pedagogy of information literacy, and the role of the teacher librarian and school library programs. The preservice teachers felt poorly prepared to teach information literacy to pupils, had a limited array of information skills, and held a…

  2. Reflective and Transformative Practice in Bilingual Teacher Preparation: Examining Cross-Cultural and Linguistic Equity

    Science.gov (United States)

    Hernández, Ana M.

    2017-01-01

    Culture, class, and language are significant social markers that impact classrooms today with challenges in educating teachers to become culturally responsive and competent. This article presents a theoretical approach on the preparation of bilingual teacher candidates and how the literature can inform teacher education programs on developing…

  3. Pedagogical Shift in the Twenty-First Century: Preparing Teachers to Teach with New Technologies

    Science.gov (United States)

    Chigona, Agnes

    2015-01-01

    The expectation in education today is that pre-service teachers should graduate from teacher education adequately prepared to teach with Information Communication Technologies (ICTs) that have potential to enhance curriculum delivery, hence improving quality of education. However, research shows that pre-service teachers are graduating from…

  4. Preparing teachers for ambitious and culturally responsive science teaching

    Science.gov (United States)

    Seiler, Gale

    2013-03-01

    Communities, schools and classrooms across North America are becoming more ethnically, racially, and linguistically diverse, particularly in urban areas. Against this backdrop, underrepresentation of certain groups in science continues. Much attention has been devoted to multicultural education and the preparation of teachers for student diversity. In science education, much research has focused on classrooms as cultural spaces and the need for teachers to value and build upon students' everyday science knowledge and ways of sense-making. However it remains unclear how best to prepare science teachers for this kind of culturally responsive teaching. In attempting to envision how to prepare science teachers with cross-cultural competency, we can draw from a parallel line of research on preparing teachers for ambitious science instruction. In ambitious science instruction, students solve authentic problems and generate evidence and models to develop explanations of scientific phenomenon, an approach that necessitates great attention to students' thinking and sense-making, thus making it applicable to cultural relevance aims. In addition, this line of research on teacher preparation has developed specific tools and engages teachers in cycles of reflection and rehearsal as they develop instructional skills. While not addressing cross-cultural teaching specifically, this research provides insights into specific ways through which to prepare teachers for culturally responsive practices. In my presentation, I will report on efforts to join these two areas of research, that is, to combine ideas about multicultural science teacher preparation with what has been learned about how to develop ambitious science instruction. This research suggests a new model for urban science teacher preparation--one that focuses on developing specific teaching practices that elicit and build on student thinking, and doing so through cycles of individual and collective planning, rehearsal

  5. Preparing Elementary Prospective Teachers to Teach Early Algebra

    Science.gov (United States)

    Hohensee, Charles

    2017-01-01

    Researchers have argued that integrating early algebra into elementary grades will better prepare students for algebra. However, currently little research exists to guide teacher preparation programs on how to prepare prospective elementary teachers to teach early algebra. This study examines the insights and challenges that prospective teachers…

  6. Peter Effect in the Preparation of Reading Teachers

    Science.gov (United States)

    Binks-Cantrell, Emily; Washburn, Erin K.; Joshi, R. Malatesha; Hougen, Martha

    2012-01-01

    The Peter Effect (Applegate & Applegate, 2004) claimed that one cannot be expected to give what one does not possess. We applied this notion to reading teacher preparation and hypothesized that teacher educators who do not possess an understanding of basic language constructs would not prepare teacher candidates with an understanding of these…

  7. Preparation of pre-service teachers in Ghana to integrate information and communication technology in teaching mathematics

    NARCIS (Netherlands)

    Agyei, D.D.

    2012-01-01

    Based on responses and experiences of the pre-service teachers, the research demonstrated that pre-service teachers developed TPACK and that they felt prepared to effectively use ICT in their classroom. The outcomes of the research showed that collaborative design in design teams in pre-service

  8. Teachers' voices: A comparison of two secondary science teacher preparation programs

    Science.gov (United States)

    Kohlhaas Labuda, Kathryn

    This dissertation, using cross-case qualitative methodology, investigates the salient and latent features of two philosophically different university-based secondary science teacher preparation programs. Written documents from the two programs and from the Salish I Research project provided the salient data. New teachers' interview transcripts provided the latent data. This study provides the opportunity to hear teachers voice their perceptions of preparation programs. Three questions were investigated in this research study. First, What are the salient features of two different secondary science teacher preparation programs? Second, What are the latent features of two different secondary science teacher programs as perceived by new teachers? Third, How do new secondary science teachers from different programs perceive their preservice programs? The last question incorporates teachers' perceptions of gaps and coherence in the programs and teachers' recommendations to improve their preservice programs. Salient features of the programs revealed differences in the types of certification, and the amounts and types of required course work. Both programs certified teachers at the secondary science level, but only M program certified their teachers as elementary science specialists. Program M required more semester hours of education and science course work than Program S. Although teachers from both programs perceived little coherence between their science and education courses, S-teachers presented a more fragmented picture of their education program and perceived fewer benefits from the program. Lack of relevance and courses that focused on elementary teaching were perceived as part of the problem. M-teachers perceived some cohesion through the use of cohorts in three consecutive semesters of science methods courses that provided multiple field experiences prior to student teaching. S-teachers did not perceive an organized philosophy of their program. M-teachers

  9. Reconceptualizing Elementary Teacher Preparation : A case for informal science education

    NARCIS (Netherlands)

    Avraamidou, Lucy

    2015-01-01

    The purpose of this case study was to explore the ways in which 3 different informal science experiences in the context of an elementary methods course influenced a group of prospective elementary teachers' ideas about science teaching and learning as well as their understandings about the role of

  10. Duncan Cites Shortcomings of Teacher Preparation

    Science.gov (United States)

    Sawchuk, Stephen

    2009-01-01

    In what had been billed as a major speech on teacher education, U.S. Secretary of Education Arne Duncan last week reiterated concerns about the quality of the schools that produce a majority of the nation's teachers. But some observers said that by praising several new teacher-preparation initiatives, he struck a more conciliatory tone toward the…

  11. Teachers' Basic Knowledge of Reading Instruction: Insights from a Teacher Preparation Program

    Science.gov (United States)

    Berkeley, Sheri; Regan, Kelley; Dimitrov, Dimiter; Guckert, Mary; Ray, Sharon

    2016-01-01

    Effective reading instruction is essential for all students, and especially students with disabilities; however, studies have indicated that both pre-service and in-service teachers lack an adequate knowledge of reading. To ensure adequate teacher knowledge, teacher preparation reform advocates suggest purposeful alignment of teacher preparation…

  12. More and Better Prepared Teachers, More and Better Prepared Majors

    Science.gov (United States)

    Stewart, Gay

    2010-02-01

    A more scientifically literate society benefits physics as a profession. It is best realized by better serving all undergraduate physics students. Arguably, the most important are future K-12 teachers. In better serving all students, the department also benefits. University of Arkansas, Fayetteville has seen a drastic change in number of majors, the number of students active in research and the number of graduates pursuing graduate work while also increasing the number of majors who decide to teach. Building these numbers and strengthening these resources at Arkansas began with an NSF course revision project, grew as a we became primary program institution in the Physics Teacher Education Coalition (www.PTEC.org), received a Noyce Scholarship grant, and now continues in our building of an NSF Math Science Partnership utilizing our experiences coupled with PTRA materials, and expanding our efforts to Mathematics. Through APLU's SMTI, we are making changes in chemistry as well. These efforts will be discussed, with additional information on PTEC which is bringing together innovative ideas and practices throughout the country to help meet the critical shortage of well prepared and actively supported teachers. )

  13. Preparation of student teachers for multicultural classrooms

    DEFF Research Database (Denmark)

    Petersen, Karen Bjerg

    2017-01-01

    indicate that teachers are in need of professional training to better prepare them for working in multicultural and multilingual classroom settings. The aim of this article is to briefly investigate how curriculum in the 2013 reform of Danish teacher education suggests that student teachers address...

  14. Optimization of professional preparation of future teacher of physical culture in informatively-educational space

    Directory of Open Access Journals (Sweden)

    Dragnev Y. V.

    2012-06-01

    Full Text Available It is marked that reformation of higher education is an objective necessity. It is marked that the educational system of Ukraine answers the new requirements of informative society not fully. It is certain that optimization of professional education of future teacher of physical culture must be characterized the choice of the most favourable variant of terms and teaching facilities. It is set that transitions within the limits of one informative space have an influence on professional development of future teacher during his studies. The followings terms of optimization of professional education of teacher are selected: system use of active and interactive methods; bringing in to the advanced study; the increase of role is informative of communication technologies in an educational process. The concordance of maintenance of curriculum of education of teachers of physical culture with the programs of education of the European countries and standardization is recommended them within the limits of Ukraine.

  15. Using Critical Cosmopolitanism to Globally Situate Multicultural Education in Teacher Preparation Courses

    Directory of Open Access Journals (Sweden)

    Erik Jon Byker

    2016-11-01

    Full Text Available Globally-minded teachers often beget globally-minded students. The same relationship seems to hold true for multiculturalism; teachers who are committed to multiculturalism often nudge students toward the same commitment. Global citizenship and multicultural education share a strong bond. Yet, in the field of social studies teacher preparation, the bond between global competencies and multiculturalism often seems permeable and quite fragile. In the context of multicultural education in the United States, teachers engage with issues of privilege, power, and oppression but with a heavy US-centric focus. The article contends that the predominant United States’ focus of multiculturalism limits the opportunities to engage the global: global competencies, global voices, and global citizenship. The article seeks to wed multiculturalism and global education. It does so by introducing and explaining Critical Cosmopolitan Theory (Byker, 2013, which is a theoretical framework to guide the preparation of globally competent and culturally responsive teacher candidates. Utilizing findings from an artifact analysis study of teacher candidates (n=51, the article discusses ways to assist teacher candidates in their development of becoming Critically Cosmopolitan citizens who embrace social justice by being informed by the global and multicultural.

  16. Influences of Teacher Preparation Program on Preservice Science Teachers' Beliefs

    Science.gov (United States)

    Nuangchalerm, Prasart; Prachagool, Veena

    2010-01-01

    Teacher preparation program is routinely make decisions regarding the best pedagogical methods from field experience studies, it can alter students' understandings about academic content and some characteristics through professional practices. This study tries to investigate the extent to which individuals learning to be teachers feel what…

  17. Special Education Teacher Preparation in Singapore's Dual Education System

    Science.gov (United States)

    Walker, Zachary

    2016-01-01

    Global comparisons of teacher education programs should start with an understanding of the school systems that teachers are being prepared for in their local contexts. The purpose of this article is to describe Singapore's dual education system as well as teacher preparation in a country that educates many students with disabilities in a separate…

  18. Multicultural Education: Teachers' Perceptions and Preparation

    Science.gov (United States)

    Alismail, Halah Ahmed

    2016-01-01

    This paper focuses on theory and practice in multicultural education as it pertains to the preparation of preservice teachers. The literature reviews the history and definition of multiculturalism and investigates multiple theoretical frameworks around the ongoing debate and issues of multicultural education. Teachers' perceptions of multicultural…

  19. ICT and Teachers' Performance in Terms of Lesson Preparation and ...

    African Journals Online (AJOL)

    This paper is a report of a study carried out to examine how information and Communication Technology (ICT) and teachers' performance in terms of lesson preparation and delivery in primary schools in Ogoja Education Zone of Cross River State, Nigeria. To achieve the purpose of the study, one research question was ...

  20. Preparing Teachers to Teach Digital Citizenship

    NARCIS (Netherlands)

    Searson, Michael; Voogt, Joke; Whittier, David; Plants, Robert; Gibson, David; Sutton, Bonnie; Ochoa, Marilyn; Sutton, Vic; McBride, Ron; Searson, Michael

    2013-01-01

    A team of SITE leaders was awarded a highly competitive “Digital Citizenship Award” from Facebook to explore the role of digital citizenship in teacher education. The focus of the SITE “Preparing Teachers to Teach Digital Citizenship” project is the development of a college based course, available

  1. Teachers' Preparation Needs for Integrating Technology in the Classroom

    Science.gov (United States)

    Jackson, Barcus C.

    2013-01-01

    School districts across the country are charged with preparing the next generation for competing in a global economy and have spent billions of dollars on technology acquisition and Internet use. However, teachers do not feel prepared to integrate technology in the classroom. To prepare teachers for technology integration, the most common approach…

  2. SOFTWARE TRAINING AIDS DEVELOPMENT AND IMPLEMENTATION IN PROFESSIONAL PREPARATION PRACTICE OF TECHNOLOGICAL EDUCATION TEACHER

    Directory of Open Access Journals (Sweden)

    Anatoliy G. Gritchenko

    2013-03-01

    Full Text Available The article outlines the theoretical and practical aspects of software training aids development and implementation in professional preparation practice of technological education teacher. The myriad opportunities of new information technologies are described; the characteristic features of modern software training tool (STT are revealed; the main algorithmic structure circuits of training programs construction (linear, cyclic, with hyperlinks, to the labels, which enable the development of STT variety and functionality are given; the methodology of STT creating is described based on the analysis of the technology teacher preparation in HEE content, MITE didactic functions and selection criteria of educational software for this area of specialist’s preparation.

  3. Special Education Teacher Transition-Related Competencies and Preparation in Saudi Arabia

    Science.gov (United States)

    Alnahdi, Ghaleb

    2014-01-01

    Preparing special education teachers to engage in transition services is a critical part of their preparation. This study examined how special education teachers perceive their preparation for transition services in Riyadh, Saudi Arabia. A total of 350 teachers participated in this study. Data were analyzed using a two-way ANOVA. The findings…

  4. Learning to Teach a Blended Course in a Teacher Preparation Program

    Science.gov (United States)

    Kang, Jung Jin

    2014-01-01

    Teacher preparation programs have provided blended courses (a combination of online and face-to-face learning) for their students because of their availability and their convenience. Researchers need to understand how teacher educators perceive blended courses when they teach teacher candidates, because teacher preparation programs have different…

  5. Empathy Research and Teacher Preparation: Benefits and Obstacles

    Science.gov (United States)

    Bouton, Bobette

    2016-01-01

    Teacher preparation is critical in cultivating good teachers, but more importantly in helping teachers learn how to meet the academic and emotional needs of preK-12 students. Teaching and training the socio-emotional trait of empathy is an important skill for pre-service teachers to develop. However, due to the multiple definitions, fields of…

  6. Preparation of Social Studies Teachers at Major Research Universities.

    Science.gov (United States)

    Dumas, Wayne

    1993-01-01

    Reports on a study of the preparation of secondary social studies teachers at major state-supported research universities. Finds relatively few institutions have followed the Holmes Group recommendations and many continue to prepare broad field social studies teachers leaving them deficient in some social science fields. (CFR)

  7. Teacher Preparation for Early Childhood: Special Education in Taiwan

    Science.gov (United States)

    Ho, Hua-Kuo

    2014-01-01

    The purpose of this paper is intended to present the current model of teacher preparation for early childhood special education in Taiwan. Documentary analysis was conducted in the study to collect and analyze the obtained data. The main features of teacher preparation policies for early childhood special education in Taiwan could be summarized…

  8. Comparative Models for Preparing Teachers of Minorities.

    Science.gov (United States)

    Titus, Dale; Dolgos, Kathleen

    This paper highlights three programs that prepare culturally sensitive teachers to meet the needs of minority students. The University of Hawaii's Preservice Education for Teachers of Minorities has a partnership with the Kamehameha Schools/Bishop Estate private school for children of Hawaiian ancestry. The school brings new culturally sensitive…

  9. Preparing Pre-Service Teachers for Multicultural Classrooms

    Science.gov (United States)

    Premier, Jessica Aimee; Miller, Jenny

    2010-01-01

    Cultural diversity is evident throughout schools in Victoria, Australia. Many students are new arrivals from war-torn countries including Sudan, Afghanistan and Iraq. To what extent do teacher training courses in Victoria prepare pre-service teachers to cater for the needs of culturally and linguistically diverse (CALD) students? This paper…

  10. Modern Aspects of Communication in Education of Teachers Using New Information and Communication Technologies (ICT)

    Science.gov (United States)

    Tatkovic, Nevenka; Sehanovic, Jusuf; Ruzic, Maja

    2005-01-01

    This work deals with the need of introducing modern aspects of communication on higher education of future teachers using information and communication technologies. The emphasis is put on the importance for future teachers to have basic information science knowledge and skills and their preparations for using ICT. A growth of the number of…

  11. Earth Science for Educators: Preparing 7-12 Teachers for Standards-based, Inquiry Instruction

    Science.gov (United States)

    Sloan, H.

    2002-05-01

    "Earth Science for Educators" is an innovative, standards-based, graduate level teacher education curriculum that presents science content and pedagogic technique in parallel. The curriculum calls upon the resources and expertise of the American Museum of Natural History (AMNH) to prepare novice New York City teachers for teaching Earth Science. One of the goals of teacher education is to assure and facilitate science education reform through preparation of K-12 teachers who understand and are able to implement standard-based instruction. Standards reflect not only the content knowledge students are expected to attain but also the science skills and dispositions towards science they are expected to develop. Melding a list of standards with a curriculum outline to create inquiry-based classroom instruction that reaches a very diverse population of learners is extremely challenging. "Earth Science for Educators" helps novice teachers make the link between standards and practice by constantly connecting standards with instruction they receive and activities they carry out. Development of critical thinking and enthusiasm for inquiry is encouraged through engaging experience and contact with scientists and their work. Teachers are taught Earth systems science content through modeling of a wide variety of instruction and assessment methods based upon authentic scientific inquiry and aimed at different learning styles. Use of fieldwork and informal settings, such as the Museum, familiarizes novice teachers with ways of drawing on community resources for content and instructional settings. Metacognitive reflection that articulates standards, practice, and the teachers' own learning experience help draw out teachers' insights into their students' learning. The innovation of bring science content together with teaching methods is key to preparing teachers for standards-based, inquiry instruction. This curriculum was successfully piloted with a group of 28 novice teachers as

  12. Professional Identity Development of Teacher Candidates Participating in an Informal Science Education Internship: A Focus on Drawings as Evidence

    Science.gov (United States)

    Katz, Phyllis; McGinnis, J. Randy; Hestness, Emily; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy; Pease, Rebecca

    2011-01-01

    This study investigated the professional identity development of teacher candidates participating in an informal afterschool science internship in a formal science teacher preparation programme. We used a qualitative research methodology. Data were collected from the teacher candidates, their informal internship mentors, and the researchers. The…

  13. Preparation and Professional Development of Teacher Educators in Tanzania: Current Practices and Prospects

    Science.gov (United States)

    Namamba, Adam; Rao, Congman

    2017-01-01

    Teacher educators play a key role in teacher education and education in general. Worldwide, little is known about preparation and professional development of teacher educators. This paper critically examined teacher educators' preparation and professional development in the context of educational reforms and mushrooming of teacher education…

  14. Use of information technologies in the process of professional preparation of future teacher of physical culture as pre-condition of professional development in the conditions of informatization of higher education.

    Directory of Open Access Journals (Sweden)

    Dragnev Y.V.

    2011-04-01

    Full Text Available It is marked that exactly application of information technologies in professional preparation must answer the modern world standards of professional development of future teacher of physical culture in the conditions of informatively-educational space. Specified, that presently in connection with sound changes in higher athletic education, which take place in sew on to the country, questions, related to professional self-determination of personality of future teacher of physical culture, rise; ways are determined by his self-realization in future professional activity.

  15. A Culture of Thinking Like a Teacher: The Role of Critical Reflection in Teacher Preparation

    Science.gov (United States)

    Lowenstein, Karen L.; Brill, Andra

    2010-01-01

    As teacher educators for an alternative urban teacher preparation program, we believe that because we cannot teach novice teachers everything they need to know in one year, our principal responsibility is to teach our novices to think like teachers. Central to this process is supporting novices to engage in critical reflection. Critical reflection…

  16. Pedagogical Content Knowledge and Preparation of High School Physics Teachers

    Science.gov (United States)

    Etkina, Eugenia

    2010-01-01

    This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge--PCK). The program has been in place…

  17. Developing Understanding of Mathematical Modeling in Secondary Teacher Preparation

    Science.gov (United States)

    Anhalt, Cynthia Oropesa; Cortez, Ricardo

    2016-01-01

    This study examines the evolution of 11 prospective teachers' understanding of mathematical modeling through the implementation of a modeling module within a curriculum course in a secondary teacher preparation program. While the prospective teachers had not previously taken a course on mathematical modeling, they will be expected to include…

  18. Preparing pre-service teachers as emancipatory and participatory ...

    African Journals Online (AJOL)

    Preparing pre-service teachers as emancipatory and participatory action researchers in ... teachers to become more critically reflective and socially conscious. ... beliefs about teaching, and gain confidence in addressing social justice issues. ... focus on their work with learners and challenges in the real school environment.

  19. Are Teacher and Principal Candidates Prepared to Address Student Cyberbullying?

    Science.gov (United States)

    Styron, Ronald A., Jr.; Bonner, Jessica L.; Styron, Jennifer L.; Bridgeforth, James; Martin, Cecelia

    2016-01-01

    The purpose of this study was to examine the preparation of teacher and principal candidates to address problems created in K-12 settings as a result of cyberbullying. Participants included teacher and principal preparation students. Findings indicated that respondents were familiar with the most common forms of cyberbullying and its impact on…

  20. A Quantitative and Qualitative Inquiry into Future Teachers' Use of Information and Communications Technology to Develop Students' Information Literacy Skills

    Science.gov (United States)

    Simard, Stéphanie; Karsenti, Thierry

    2016-01-01

    This study aims to understand how preservice programs prepare future teachers to use ICT to develop students' information literacy skills. A survey was conducted from January 2014 through May 2014 with 413 future teachers in four French Canadian universities. In the spring of 2015, qualitative data were also collected from 48 students in their…

  1. Pedagogical content knowledge and preparation of high school physics teachers

    OpenAIRE

    Eugenia Etkina

    2010-01-01

    This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge—PCK). The program has been in place for 7 years and has a steady production rate of an average of six teachers per year who remain in the profession. The main purpose of the paper is t...

  2. Examining Perceptions of Culturally Responsive Pedagogy in Teacher Preparation and Teacher Leadership Candidates

    Science.gov (United States)

    Samuels, Amy J.; Samuels, Gregory L.; Cook, Tammy M.

    2017-01-01

    The study examined a multi-tiered approach for facilitating learning and examining perceptions about culturally responsive pedagogy in teacher preparation and teacher leadership programs. The study aligned with a learning unit we designed to (1) increase understanding of culturally responsive pedagogy and (2) investigate perceptions of cultural…

  3. Preparing Every Teacher to Reach English Learners: A Practical Guide for Teacher Educators

    Science.gov (United States)

    Nutta, Joyce W., Ed.; Mokhtari, Kouider, Ed.; Strebel, Carine, Ed.

    2012-01-01

    "Preparing Every Teacher to Reach English Learners" presents a practical, flexible model for infusing English learner (EL) instruction into teacher education courses. The editors outline the key steps involved in this approach--winning faculty support, assessing needs, and developing capacity--and share strategies for avoiding pitfalls. The…

  4. Personality Development during Teacher Preparation.

    Science.gov (United States)

    Corcoran, Roisin P; O'Flaherty, Joanne

    2016-01-01

    Objective: The purpose of this 3-year longitudinal study was to examine pre-service teachers' personality trajectories as measured by the IPIP Big-Five factor markers during teacher preparation. The relationship between students' personality traits, social desirability, and prior academic attainment was also examined. Method: This 3-year longitudinal study invited participants from the first year of a 4-year undergraduate (UG) pre-service teacher education program, the class of 2017. The sample consisted of 305 students. Results: The results suggest that extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience were best represented by a non-significant longitudinal change in means. Results also suggest that social desirability predicts agreeableness and emotional stability with small to moderate effect sizes. Conclusion: The study concludes that no value is added to pre-service teachers' personality traits during 3 years of tertiary education. Furthermore, the data presented does not support the view that academic attainment is a good predictor of personality traits. Implications for educational research, theory, and practice are considered.

  5. Maintaining academic quality assurance for teacher preparation in ...

    African Journals Online (AJOL)

    The essence of academic quality is to bring about totality of an improved classroom teacher for effective service delivery in the school system. Colleges of Education whose mandate is concerned with teacher preparation for basic education must consider students admission policy, funding, facilities and the entire curricula ...

  6. Mentoring: A New Approach to Geography Teacher Preparation

    Science.gov (United States)

    Bednarz, Sarah Witham; Bockenhauer, Mark H.; Walk, Fred H.

    2005-01-01

    Geography teacher preparation is an ongoing problem for the discipline. Changes in certification requirements and federal and state educational policies have diminished the role of colleges and universities in educating teachers. At the same time, geography education reform efforts have resulted in higher standards and an increased quantity of…

  7. Considering the Future of University-Based Teacher Preparation

    Science.gov (United States)

    Fraser, James W.

    2014-01-01

    In this commentary, James W. Fraser, a noted historian of education, cites examples from several teacher education programs at more than 30 universities partnering with the Woodrow Wilson Teaching Fellowships in various ways. Additionally, Fraser reviews decades of challenges to traditional teacher preparation, looks at some current reforms, and…

  8. Child Development Knowledge and Teacher Preparation: Confronting Assumptions.

    Science.gov (United States)

    Katz, Lilian G.

    This paper questions the widely held assumption that acquiring knowledge of child development is an essential part of teacher preparation and teaching competence, especially among teachers of young children. After discussing the influence of culture, parenting style, and teaching style on developmental expectations and outcomes, the paper asserts…

  9. Rethinking Teacher Preparation: Conceptualizing Skills and Knowledge of Novice Teachers of Secondary Mathematics

    Science.gov (United States)

    Cummings, Margarita Borelli

    2010-01-01

    This dissertation examines the extent to which novice secondary mathematics teachers (licensed and currently teaching in Utah) perceive they are prepared to do the work of teaching secondary mathematics. It first examined if novice secondary mathematics teachers' perceptions of their knowledge and skills of doing their work fell into four…

  10. Improving the Mathematics Preparation of Elementary Teachers, One Lesson at a Time

    Science.gov (United States)

    Berk, Dawn; Hiebert, James

    2009-01-01

    In this paper, we describe a model for systematically improving the mathematics preparation of elementary teachers, one lesson at a time. We begin by identifying a serious obstacle for teacher educators: the absence of mechanisms for developing a shareable knowledge base for teacher preparation. We propose our model as a way to address this…

  11. Teacher Education Reform in Urban Educator Preparation Programs

    Science.gov (United States)

    Banks, Tachelle

    2015-01-01

    The majority of teachers in the United States are of a different race, ethnicity, class, gender, and linguistic dominance from that of their students. Teachers are specifically challenged by a variety of racial and ethnic issues as they enter their classrooms. This paper discusses the importance of educator preparation programs devoting attention…

  12. Confronting Challenges at the Intersection of Rurality, Place, and Teacher Preparation: Improving Efforts in Teacher Education to Staff Rural Schools

    Directory of Open Access Journals (Sweden)

    Amy Price Azano

    2016-02-01

    Full Text Available Recruiting and retaining highly qualified teachers in rural schools is a persistent struggle in many countries, including the U.S. Salient challenges related to poverty, geographic isolation, low teacher salaries, and a lack of community amenities seem to trump perks of living in rural communities. Recognizing this issue as a complex and hard to solve fixture in the composition of rural communities, we sought to understand how teacher preparation programs might better prepare preservice teachers for successful student teaching placements and, ideally, eventual careers in rural schools. In this study, we explore teacher candidates’ perceptions of rurality while examining how specific theory, pedagogy, and practice influence their feelings of preparedness for working in a rural school. Using pre- and post- questionnaire data, classroom observations, and reflections, we assess the effectiveness of deliberate efforts in our teacher preparation program to increase readiness for rural teaching. In our analysis and discussion, we draw on critical and sociocultural theories to understand the experiences of a cohort of teacher candidates as they explore personal histories, the importance of place, expectations, and teaching strategies for rural contexts. While rural education researchers have long lamented the struggle to recruit and retain teachers, there is relatively little known about intentional efforts to prepare teachers specifically for rural classrooms. We conclude our article with recommendations for enhancing teacher preparation programs in ways that might result in significant progress toward the goal of staffing rural schools with the highly skilled teachers all students deserve.

  13. Moral Literacy through Two Lenses: Pre-Service Teachers' Preparation for Character Education

    Science.gov (United States)

    Rizzo, Kelly; Bajovic, Mira

    2016-01-01

    In this paper, we explored how well prepared pre-service teacher candidates are to develop moral literacy. With the mandate in Ontario schools to deliver character education, we were intrigued by the question: How well prepared are teacher candidates to deliver on this requirement based on preservice preparation and the realities of classroom…

  14. The Learning Assistant Model for Science Teacher Recruitment and Preparation

    Science.gov (United States)

    Otero, Valerie

    2006-04-01

    There is a shortage of high quality physical science teachers in the United States. In 2001, less than 50% of teachers who taught physics held a major or minor in physics or physics education (Neuschatz & McFarling, 2003). Studies point to content knowledge as one of the two factors that is positively correlated with teacher quality. However, those directly responsible for the science content preparation of teachers, specifically science research faculty, are rarely involved in focused efforts to improve teacher quality or to create alternative paths for becoming a teacher. What role should science research faculty play in the recruitment and preparation of science teachers? How might teacher recruitment and preparation be conceived so that science research faculty members' participation in these efforts is not at odds with the traditional scientific research foci of science research departments? To address this issue, we have coupled our teacher recruitment and preparation efforts with our efforts for transforming our large-enrollment, undergraduate science courses. This is achieved through the undergraduate Learning Assistant (LA) program, where talented mathematics and science majors are hired to assist in transforming large enrollment courses to student-centered, collaborative environments. These LAs are the target of our teacher recruitment efforts. Science research faculty, in collaboration with faculty from the school of education have established a community that supports LAs in making decisions to explore K12 teaching as a career option. Fifteen percent of the LAs who have participated in this program have entered teaching credential programs and now plan to become K12 teachers. An added effect of this program is that research faculty have developed skills and knowledge regarding inquiry-based and student-centered pedagogy and theories of student learning. The Learning Assistant program has led to increased subject matter knowledge among learning

  15. Evidence of the Need to Prepare Prospective Teachers to Engage in Mathematics Consultations

    Science.gov (United States)

    van Ingen, Sarah; Eskelson, Samuel L.; Allsopp, David

    2016-01-01

    The mathematics consultation represents a powerful opportunity for mathematics teachers to leverage the knowledge base of special education professionals to advance equity for students with special education needs. Yet, most teacher preparation programs do not specifically prepare prospective teachers to engage in mathematics-specific…

  16. Preparing Preservice Teachers to Incorporate Geospatial Technologies in Geography Teaching

    Science.gov (United States)

    Harte, Wendy

    2017-01-01

    This study evaluated the efficacy of geospatial technology (GT) learning experiences in two geography curriculum courses to determine their effectiveness for developing preservice teacher confidence and preparing preservice teachers to incorporate GT in their teaching practices. Surveys were used to collect data from preservice teachers at three…

  17. Both preparing to teach and teaching positively impact learning outcomes for peer teachers.

    Science.gov (United States)

    Gregory, Alexander; Walker, Ian; McLaughlin, Kevin; Peets, Adam D

    2011-01-01

    We sought to evaluate the independent effects of preparing to teach and teaching on peer teacher learning outcomes. To evaluate the independent contributions of both preparing to teach and teaching to the learning of peer teachers in medical education. In total, 17 third-year medical students prepared to teach second-year students Advanced Cardiac Life Support algorithms and electrocardiogram (ECG) interpretation. Immediately prior to teaching they were randomly allocated to not teach, to teach algorithms, or to teach ECG. Peer teachers were tested on both topics prior to preparation, immediately after teaching and 60 days later. Compared to baseline, peer teachers' mean examination scores (±SD) demonstrated the greatest gains for content areas they prepared for and then taught (43.0% (13.9) vs. 66.3% (8.8), p teach but did not teach, less dramatic gains were evident (43.6% (8.3) vs. 54.7% (9.4), p teaching were greater than those for preparation (23.3% (10.9) vs. 8% (9.6), p teach and actively teaching may have independent positive effects on peer teacher learning outcomes.

  18. Relationships between Mathematics Teacher Preparation and Graduates' Analyses of Classroom Teaching

    Science.gov (United States)

    Hiebert, James; Berk, Dawn; Miller, Emily

    2017-01-01

    The purpose of this longitudinal study was to investigate the relationships between mathematics teacher preparation and graduates' analyses of classroom teaching. Fifty-three graduates from an elementary teacher preparation program completed 4 video-based, analysis-of-teaching tasks in the semester before graduation and then in each of the 3…

  19. Preparing Teachers for a Mission: Six Lessons Shared with the Military

    Science.gov (United States)

    Vespia, Kathleen L.; McGann, Barbara E.; Gibbons, Thomas J.

    2016-01-01

    Vast research and personal testimonies provide strong evidence that a highly effective teacher plays a critical role in the successes of their students, particularly those at risk of underachievement. That same evidence is now being demanded of teacher preparation programs. By comparison, military preparation programs have long been outcome-based…

  20. Pre-Service Science Teacher Preparation in China: Challenges and Promises

    Science.gov (United States)

    Liu, Enshan; Liu, Cheng; Wang, Jian

    2015-01-01

    The purpose of this article was to present an overview of pre-service science teacher preparation in China, which is heavily influenced by Chinese tradition, Confucianism, and rapid social and economic development. The policies, science teacher education systems and related programs jointly contribute to producing enough science teachers for…

  1. Sexual Orientation Topics in Elementary Teacher Preparation Programs in the USA

    Science.gov (United States)

    Jennings, Todd; Sherwin, Gary

    2008-01-01

    This investigation is a descriptive study documenting the inclusion of sexual orientation (gay and lesbian) topics in a sample of 65 public university elementary teacher preparation programs across the USA (representing the preparation of 14,000-19,000 new teachers annually). Findings indicate that only 55.6% of programs address sexual orientation…

  2. Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness.

    Directory of Open Access Journals (Sweden)

    Linda Darling-Hammond

    2005-10-01

    Full Text Available Recent debates about the utility of teacher education have raised questions about whether certified teachers are, in general, more effective than those who have not met the testing and training requirements for certification, and whether some candidates with strong liberal arts backgrounds might be at least as effective as teacher education graduates. This study examines these questions with a large student-level data set from Houston, Texas that links student characteristics and achievement with data about their teachers' certification status, experience, and degree levels from 1995-2002. The data set also allows an examination of whether Teach for America (TFA candidates-recruits from selective universities who receive a few weeks of training before they begin teaching-are as effective as similarly experienced certified teachers. In a series of regression analyses looking at 4th and 5th grade student achievement gains on six different reading and mathematics tests over a six-year period, we find that certified teachers consistently produce stronger student achievement gains than do uncertified teachers. These findings hold for TFA recruits as well as others. Controlling for teacher experience, degrees, and student characteristics, uncertified TFA recruits are less effective than certified teachers, and perform about as well as other uncertified teachers. TFA recruits who become certified after 2 or 3 years do about as well as other certified teachers in supporting student achievement gains; however, nearly all of them leave within three years. Teachers' effectiveness appears strongly related to the preparation they have received for teaching.

  3. Preparing Content Area Teachers for Disciplinary Literacy Instruction: The Role of Literacy Teacher Educators

    Science.gov (United States)

    Fang, Zhihui

    2014-01-01

    The recent call for secondary reading instruction to move away from a focus on generic literacy strategies to discipline-specific language and literacy practices presents new challenges for secondary teacher preparation. This column identifies some of the roles literacy teacher educators can play in helping address these challenges.

  4. Strategies for Astronomers in the Preparation of Pre-Service Elementary and Secondary Teachers

    Science.gov (United States)

    Schultz, G. R.

    2004-12-01

    Making an impact on pre-service teacher preparation is challenging and requires a multi-faceted approach. To begin with, it's advisable to be informed by the education research and consensus policy statements published by the teacher education community, and to make meaningful connections with educators in this field. Two significant books to consult in this area come from the National Academy Press: "How People Learn: Brain, Mind, Experience, and School" (NRC, 2000; see in particular chapter 8 on 'Teacher Learning') and "Educating Teachers of Science, Mathematics, and Technology: New Practices for the New Millennium" (NRC, 2001). Much can also be learned from joining the Association for the Education Teachers of Science (AETS; www.TheAETS.org) and/or attending its annual conferences, which attract various science teacher educators. It goes without saying that most teachers tend to teach science the way they learned it themselves, at least as a "default" pedagogical approach. Thus, initiatives in pre-service teacher preparation should include efforts to involve constructivist, inquiry-based teaching and learning in the undergraduate science lecture and laboratory courses that future teachers are enrolling in. Another important area in teacher education is the "science methods" course that a pre-service teacher enrolls in, through a college or school of education. Science methods courses are usually offered in both elementary and secondary education, and the approaches in each are of course different. Pre-service teachers in methods courses are often most concerned with classroom management strategies, and there is usually not much time in these courses for guidance on astronomy-specific (or any discipline-specific) curriculum and instruction. But experiences with short "interventions" in both elementary and secondary science methods courses have demonstrated that talking about and working hands-on with a well-designed space science curriculum resource (e.g. "The

  5. An Evaluation of the Effectiveness of Teacher Preparation Programmes in Khyber Pakhtunkhwa Province, Pakistan

    Directory of Open Access Journals (Sweden)

    Iqbal Ahmad

    2013-07-01

    The trainee teachers were able to communicate easily and clearly in classroom situations. The prospective teachers could make lessons plans and implement it successfully. The teacher preparation program has developed classroom management skills of the prospective teachers. The teachers could use different strategies in their classrooms for student’s learning evaluations. The teachers were more confident to share their experiences with other teachers. However, a unique finding of the study is that the teacher preparation program has failed to develop research skills of the teachers. It was found that the trained teachers did not know how to conduct research in their contexts on various issues of teaching and learning. Therefore on the basis of this study it is recommended that a strong component of research project should be incorporated in the curriculum of the teacher preparation program of RITEs to enable the prospective teachers to conduct research on different issues of teaching and learning.

  6. Enhancing Cultural Humility through Critical Service-Learning in Teacher Preparation

    Science.gov (United States)

    Tinkler, Alan S.; Tinkler, Barri

    2016-01-01

    To provide opportunities for preservice teachers to move beyond the limitations of their life experiences, the teacher preparation program at the University of Vermont has worked to advance service-learning experiences that push preservice teachers to examine their own identities and biases by providing them with opportunities to interact with…

  7. Reliability of Scores Obtained from Self-, Peer-, and Teacher-Assessments on Teaching Materials Prepared by Teacher Candidates

    Science.gov (United States)

    Nalbantoglu Yilmaz, Funda

    2017-01-01

    This study aims to determine the reliability of scores obtained from self-, peer-, and teacher-assessments in terms of teaching materials prepared by teacher candidates. The study group of this research constitutes 56 teacher candidates. In the scope of research, teacher candidates were asked to develop teaching material related to their study.…

  8. Preparing Teachers for Diversity: A Literature Review and Implications from Community-Based Teacher Education

    Science.gov (United States)

    Yuan, Huanshu

    2018-01-01

    This study reviewed current issues in preparing qualified teachers for increasing diverse student populations in the U.S. and in other multicultural and multiethnic countries. Based on the framework of community-based and multicultural teacher education, this literature review paper analyzed issues and problems existed in the current curriculum,…

  9. Are You Ready to be a Mentor? Preparing Teachers for Mentoring Pre-Service Teachers

    Science.gov (United States)

    Ambrosetti, Angelina

    2014-01-01

    The use of mentoring has nowadays become a predominant practice for the professional placement component of pre-service teacher education programs. Research however has identified that being an effective teacher does not make you an effective mentor. The present research investigated the role of professional development in the preparation of…

  10. English Education Program Assessment: Creating Standards and Guidelines to Advance English Teacher Preparation

    Science.gov (United States)

    Zancanella, Don; Alsup, Janet

    2010-01-01

    When someone uses the term "standards," one tends to assume the topic under discussion is K-12 education, but standards for teacher preparation have their own parallel history. In English teacher education, that history has two strands: the NCTE Guidelines for the Preparation of Teachers of English Language Arts, which predate the "standards…

  11. Preparing perservice teachers to teach elementary school science

    Science.gov (United States)

    Lewis, Amy D.

    The development of scientifically literate citizens begins in the elementary school. Yet elementary school teachers are ill prepared to teach science (Trygstad, Smith, Banilower, Nelson, & Horizon Research, Inc., 2013). The research base on teacher preparation finds that programs designed to prepare elementary teachers are inadequate in providing both the content knowledge and pedagogical content knowledge necessary to teach science effectively (Baumgartner, 2010; Bodzin & Beerer, 2003; Bulunuz & Jarrett 2009). This mixed methods study examined what happened when a science methods course was interactively co-taught by an expert in elementary teaching methods and a physics expert. This study also aimed to discover what aspects of the curriculum pre-service teachers (PSTs) said helped them in developing their understanding of science content and scientific reasoning, and how to implement inquiry practices to teach science. A nested case study of three PSTs provided descriptive portraits of student experiences in the class. A whole class case analysis was used to examine what PSTs learned in terms of science, scientific reasoning skills, and pedagogical content knowledge (PCK) from their experiences in the course. It was found that students often conflated science content with the experiences they had in learning the content. Although PSTs felt the interactive co-teaching model effectively created a balance between theory and practice, it was their experiences doing science--conducting physical experiments, developing and discussing scientific models, and the use of inquiry-based instruction--that they credited for their learning. Even with careful curriculum planning, and a course purposely designed to bridge the theory to practice gap, this study found one semester-long methods course to be insufficient in providing the vast content knowledge and PCK elementary school science teachers need.

  12. Perspective Consciousness and Cultural Relevancy: Partnership Considerations for the Re-Conceptualization of Music Teacher Preparation

    Science.gov (United States)

    Burton, Suzanne L.

    2011-01-01

    Strong school-university partnerships yield effective music teachers. However, music teacher preparation curriculum has undergone little reform over the years, resulting in a homogeneous P-12 curriculum. Encouraging preservice music teachers to consider cultural and pedagogical differences holds promise for changing music teacher preparation and…

  13. Initial and Ongoing Teacher Preparation and Support: Current Problems and Possible Solutions

    Science.gov (United States)

    Johnson, Harold A.

    2013-01-01

    The effective initial preparation and ongoing support of teachers of students who are deaf and hard of hearing has always been a difficult and controversial task. Changes in student demographic characteristics and educational settings, combined with the rapidly diminishing number and diversity of deaf education teacher preparation (DETP) programs,…

  14. The Use of Lego Technologies in Elementary Teacher Preparation

    NARCIS (Netherlands)

    Hadjiachilleos, Stella; Avraamidou, Lucy; Papastavrou, Stavros

    2013-01-01

    The need to reform science teacher preparation programs has been pointed out in research (Bryan and Abell in J Res Sci Teach 36:121-140, 1999; Bryan and Atwater in Sci Educ 8(6):821-839, 2002; Harrington and Hathaway in J Teach Educ 46(4):275-284, 1995). Science teachers are charged with the

  15. The Preparation of Teacher Candidates for K-12 Online Learning Environments: A Case Study

    Science.gov (United States)

    Williams, Nicole V.

    2015-01-01

    The purpose of this study was to determine how teacher education programs may better prepare teacher candidates to teach in K-12 online learning environments. The primary research question addressed was: What specific knowledge, skills, and dispositions should teacher education programs include in their curriculum to better prepare teacher…

  16. Are elementary school teachers prepared to tackle bullying? : A pilot study

    NARCIS (Netherlands)

    Oldenburg, Beau; Bosman, Rie; Veenstra, Rene

    The aim of this pilot study was to investigate to what extent elementary school teachers were prepared to tackle bullying. Interview data from 22 Dutch elementary school teachers (M age=43.3, 18 classrooms in eight schools) were combined with survey data from 373 students of these teachers (M

  17. Research Experiences in Teacher Preparation: Effectiveness of the Green Bank preservice teacher enhancement program

    Science.gov (United States)

    Hemler, Debra A.

    1997-11-01

    The purpose of this study was to examine the effectiveness of the preservice teacher component of the Research Experiences in Teacher Preparation (RETP) project aimed at enhancing teacher perceptions of the nature of science, science research, and science teaching. Data was collected for three preservice teacher groups during the three phases of the program: (I) a one week institute held at the National Radio Astronomy Observatory in Green Bank, West Virginia where teachers performed astronomy research using a 40 foot diameter radio telescope; (II) a secondary science methods course; and (III) student teaching placements. Four Likert-type instruments were developed and administered pre and post-institute to assess changes in perceptions of science, attitudes toward research, concerns about implementing research in the classroom, and evaluation of the institute. Instruments were re-administered following the methods course and student teaching. Observations of classroom students conducting research were completed for seven preservice teacher participants in their student teaching placements. Analysis, using t-tests, showed a significant increase in preservice teachers perceptions of their ability to do research. Preservice teachers were not concerned about implementing research in their placements. No significant change was measured in their understanding of the nature of science and science teaching. Concept maps demonstrated a significant increase in radio astronomy content knowledge. Participants responded that the value of institute components, quality of the research elements, and preparation for implementing research in the classroom were "good" to "excellent". Following the methods course (Phase II) no significant change in their understanding of the nature of science or concerns about implementing projects in the classroom were measured. Of the 7 preservice teachers who were observed implementing research projects, 5 projects were consistent with the Green

  18. The Use of Lego Technologies in Elementary Teacher Preparation

    Science.gov (United States)

    Hadjiachilleos, Stella; Avraamidou, Lucy; Papastavrou, Stavros

    2013-01-01

    The need to reform science teacher preparation programs has been pointed out in research (Bryan and Abell in "J Res Sci Teach" 36:121-140, 1999; Bryan and Atwater in "Sci Educ" 8(6):821-839, 2002; Harrington and Hathaway in "J Teach Educ" 46(4):275-284, 1995). Science teachers are charged with the responsibility of…

  19. WebQuests and Collaborative Learning in Teacher Preparation: A Singapore Study

    Science.gov (United States)

    Yang, Chien-Hui; Tzuo, Pei-Wen; Komara, Cecile

    2011-01-01

    This research project aimed to introduce WebQuests to train special education preservice teachers in Singapore. The following research questions were posed: (1) Does the use of WebQuests in teacher preparation promote special education teacher understanding on Universal Design for Learning in accommodating students with diverse learning needs? (2)…

  20. Teacher Education Preparation Program for the 21st Century. Which Way Forward for Kenya?

    Science.gov (United States)

    Katitia, David Melita Ole

    2015-01-01

    Teacher quality is always cited as the most significant efficiency of teacher preparation programs. This paper discusses the aspects of Teacher education factor that influences student achievement. There has always been an increased interest in examining the preparation program for the 21st century in Kenya and recommending the way forward for our…

  1. Preparing Mathematics Teachers for Technology-Rich Environments

    Science.gov (United States)

    Sturdivant, Rodney X.; Dunham, Penelope; Jardine, Richard

    2009-01-01

    This article describes key elements for faculty development programs to prepare mathematics teachers for technology-rich environments. We offer practical examples from our experiences in teaching mathematics with technology and in teaching others to incorporate technology-based pedagogies. We address challenges faced by faculty using technology,…

  2. Alternative Teacher Preparation Programs. Title II News You Can Use

    Science.gov (United States)

    Office of Postsecondary Education, US Department of Education, 2015

    2015-01-01

    Title II of the "Higher Education Act of 1965" ("HEA"), as amended in 2008 by the "Higher Education Opportunity Act," requires states to report annually on key elements of their teacher preparation programs and requirements for initial teacher credentialing, kindergarten through 12th grade. "Title II News You Can…

  3. Graduate Teacher Preparation for Rural Schools in Victoria and Queensland

    Science.gov (United States)

    Kline, Jodie; Walker-Gibbs, Bernadette

    2015-01-01

    Graduate teachers' preparedness for working in rural settings are mediated by the development of pedagogical expertise, professional engagement with parents and the community, and broader notions of preparation to teach in rural contexts. The Studying the Effectiveness of Teacher Education (SETE) project is a four-year longitudinal study tracking…

  4. Preparing Globally Competent Teacher Candidates through Cross-Cultural Experiential Learning

    Science.gov (United States)

    Kopish, Michael A.

    2016-01-01

    This manuscript presents findings and implications from a case study of one global educator's attempt to develop globally competent teacher candidates in an elective teacher preparation course. Global Citizenship Education served as the framing paradigm for the course and human experiences of immigrants and refugees served as the milieu for…

  5. New approaches to teaching of the course of linear algebra in teacher training university in the conditions of information of education

    Directory of Open Access Journals (Sweden)

    Евгений Сергеевич Сарыков

    2011-09-01

    Full Text Available In article possibilities of perfection of the maintenance of subject preparation of the mathematics teacher in teacher training university in the conditions of information of education are considered, receptions of enrichment of an information component of mathematical problems on an example of a course of linear algebra are shown.

  6. FROM UNDERGRADUATE STUDENT TO PROFESSIONAL TEACHER. AN ASSESSMENT OF THE NDEA INSTITUTES FOR UNDERGRADUATES PREPARING TO BECOME ELEMENTARY OR SECONDARY TEACHERS OF MODERN FOREIGN LANGUAGES.

    Science.gov (United States)

    AXELROD, JOSEPH

    A STUDY WAS MADE OF SEVEN NDEA INSTITUTES, GIVEN IN THE SUMMERS OF 1965 AND 1966 FOR UNDERGRADUATES PREPARING TO BE FOREIGN LANGUAGE TEACHERS, TO DETERMINE IF THESE INSTITUTES ARE AN EFFECTIVE SUPPLEMENT TO COLLEGE LANGUAGE PROGRAMS. INFORMATION SOURCES FOR THE STUDY WERE INSTITUTE DIRECTORS AND THEIR STAFF, VISITORS' OBSERVATIONS, AND…

  7. Translanguaging in Bilingual Teacher Preparation: Exploring Pre-Service Bilingual Teachers' Academic Writing

    Science.gov (United States)

    Musanti, Sandra I.; Rodríguez, Alma D.

    2017-01-01

    Translanguaging, or the complex, dynamic, and integrated linguistic practices of bilinguals have been recently identified as a pedagogical strategy to facilitate learning in bilingual classrooms. Given its potential implications for teacher preparation, a qualitative case study was conducted at a university on the Texas-Mexico border to explore…

  8. A Study Examining the Dimensionality of Core Competencies Measure in Teacher Preparation Programs: Challenges and Lessons

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    Kizil, Ruhan Circi; Briggs, Derek; Seidel, Kent; Green, Kathy

    2014-01-01

    The evidence that teacher preparation programs have an impact on teacher quality is often limited. Progress in research on this topic will remain rather limited in its influence on practice until more proximal measures of teacher education outcomes can be established. The dearth of variables to measure the impact of teacher preparation programs on…

  9. Using Critical Cosmopolitanism to Globally Situate Multicultural Education in Teacher Preparation Courses

    Science.gov (United States)

    Byker, Erik Jon; Marquardt, Sheila K.

    2016-01-01

    Globally-minded teachers often beget globally-minded students. The same relationship seems to hold true for multiculturalism; teachers who are committed to multiculturalism often nudge students toward the same commitment. Global citizenship and multicultural education share a strong bond. Yet, in the field of social studies teacher preparation,…

  10. Practice or Theory: Situating Science Teacher Preparation Within a Context of Ecojustice Philosophy

    Science.gov (United States)

    Britton, Stacey A.; Tippins, Deborah J.

    2015-06-01

    Theory is taught to preservice teachers from the moment they enter the education program until they graduate. While theory serves as the foundation in many teacher preparation courses, these future teachers must also understand the relationship it has to practice. The focus of this article is on the journey of one group of preservice secondary science teachers toward becoming practitioners with a theoretical understanding of what and how they would teach science. Ecojustice philosophy, being implemented through citizen science pedagogy, served as the framework for this method course and proved challenging for both the professor and the preservice teacher. Hermeneutic ethnography served as the guiding methodological/theoretical framework for this research and provided an opportunity for extensive data collection in an attempt to better understand how participants made sense of learning to teach within a method course focused around ecojustice philosophy. By using hermeneutic ethnography, we are encouraged to make sense of what we are seeing, while considering our own cultural experiences and abilities to interact with others taking part in these events. This research highlights the need for dialogue within science teacher preparation classrooms, addresses the challenges in teaching for practice-theory, and suggests possibilities for future considerations within science teacher preparation.

  11. Investigating the Information Technology Courses for Pre-service and In-service English Teachers in Hong Kong

    Directory of Open Access Journals (Sweden)

    Chi Cheung Ruby Yang

    2011-07-01

    Full Text Available This paper focuses on the views of twenty-six pre-service and eight in-service English teachers in Hong Kong concerning the information technology courses in their teacher education programmes. The findings of the study show that while both software applications and technological integration in teaching are highlighted in the course outline, the instructor focused more on the application aspect, with the technology integration being less emphasised. Another important finding is that PowerPoint was still the most commonly used application in teaching. Likewise, usually the involved pre-service and in-service teachers just simply used different computer applications as alternatives to traditional teaching resources. This may reflect the fact that the information technology courses are not adequate to prepare teachers to teach with it.

  12. Digital Natives as Preservice Teachers: What Technology Preparation Is Needed?

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    Lei, Jing

    2009-01-01

    This study focused on "digital natives" as preservice teachers to examine their beliefs, attitudes, and technology experiences and expertise, identify the strengths and weaknesses in their technology knowledge and skills, and explore what technology preparation was needed to prepare them to integrate technology in their future classrooms. Results…

  13. Teachers' Views of Their Preparation for Inclusive Education and Collaboration

    Science.gov (United States)

    Zagona, Alison L.; Kurth, Jennifer A.; MacFarland, Stephanie Z. C.

    2017-01-01

    There is a need to advance inclusive education for students with significant disabilities, and one way to support this effort is to ensure educators have expertise in, and are prepared to implement, inclusive practices. We surveyed and interviewed general and special education teachers to understand their experiences and preparation to demonstrate…

  14. An Exploration of the Preparation and Organization of Teaching Practice Exercise to Prospective Science and Mathematics Teachers toward Improving Teaching Profession at Morogoro Teachers' College

    Science.gov (United States)

    Mungure, Daudi Mika

    2016-01-01

    This paper explored the preparation and organization of teaching practice exercise to prospective science and mathematics teachers in Tanzania teachers college specifically Morogoro Teachers' College toward improving teaching profession. Due to the challenges stated by different scholars on preparation and organization of teaching practice…

  15. Reading Preparation of Secondary ELA Teachers: A U.S. Survey of State Licensure Requirements

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    Lovette, Gail E.

    2013-01-01

    Secondary teacher preparation in reading in the U.S. has received minimal attention from the research community despite the almost universal implementation of the Common Core State Standards. In response, numerous publications have demanded that secondary teachers be fully prepared to support the needs of struggling readers, especially ELA…

  16. Deaf Education Teacher Preparation: A Phenomenological Case Study of a Graduate Program with a Comprehensive Philosophy

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    Engler, Karen S.; MacGregor, Cynthia J.

    2018-01-01

    At a time when deaf education teacher preparation programs are declining in number, little is known about their actual effectiveness. A phenomenological case study of a graduate-level comprehensive deaf education teacher preparation program at a midwestern university explored empowered and enabled learning of teacher candidates using the Missouri…

  17. Standards for Competence in Braille Literacy Skills in Teacher Preparation Programs.

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    Amato, Sheila

    2002-01-01

    A survey was conducted with 45 instructors from teacher training programs for teaching students with visual impairments. Respondents evidenced a strong commitment to Braille literacy and teacher preparation, however, findings indicate a lack of consistency in Braille courses with respect to standards and criteria for competence in Braille…

  18. Teacher Educators' and Student Teachers' Beliefs about Preparation for Working with Families Including Those from Diverse Socioeconomic and Cultural Backgrounds

    Science.gov (United States)

    D'Haem, Jeanne; Griswold, Peter

    2017-01-01

    This mixed-methods study examined teacher preparation for developing family partnerships. The attitudes and practices of teacher educators and the attitudes and experiences of student teachers were explored in focus groups, documents, and a survey instrument. Results indicated that although partnerships were considered important by faculty and…

  19. Preparing Science Teachers for the future

    Science.gov (United States)

    Stein, Fredrick

    2002-04-01

    What will teachers need in the future to be successful? What will "successful" mean in the future? Are the teaching approaches learned 40 years ago still relevant for tomorrow's classrooms? Will technology really change the way physics is taught (K-16)? Will we close the performance gap between students of differing ethnicity? Are schools of education rising to the challenge to answer these questions? Can college and university physics departments rise to the challenge of presenting physics to all students in an engaging manner? What can the APS, in partnership with AAPT and AIP, do to find the answers and provide strategies to improve the science preparation of future teachers? PhysTEC aims to help physics and education faculty work together to provide an education for future teachers that emphasizes a student-centered, hands-on, inquiry-based approach to learning science. The compelling evidence produced from Physics Education Research warrants this approach. A National Science Foundation grant of 5.76 million and a 498 thousand grant from the Fund for the Improvement of Postsecondary Education support PhysTEC, its partners and activities. http://www.phystec.org/

  20. Educate at Penn State: Preparing Beginning Teachers with Powerful Digital Tools

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    Murray, Orrin T.; Zembal-Saul, Carla

    2008-01-01

    University based teacher education programs are slowly beginning to catch up to other professional programs that use modern digital tools to prepare students to enter professional fields. This discussion looks at how one teacher education program reached the conclusion that students and faculty would use notebook computers. Frequently referred to…

  1. A Framework for Instructional Innovation in the Preparation of Tomorrow's Teachers

    Science.gov (United States)

    Dilworth, Paulette; Donaldson, Ana; George, Marshall; Knezek, Don; Searson, Mike; Starkweather, Kendall; Strutchens, Marilyn; Tillotson, John; Robinson, Sharon

    2012-01-01

    Emergent technologies offer opportunities to understand concepts in deeper, often different, and more meaningful ways. However, this growth in understanding will occur only if teachers learn to use these technologies in effective ways. The federal initiative Preparing Tomorrow's Teachers to Use Technology (PT3) was launched in 1999 to address this…

  2. Teachers' Use of Information and Communications Technology in Education: Cameroon Secondary Schools Perspectives

    Science.gov (United States)

    Haji, Shaibou Abdoulai; Moluayonge, Gracemary Eloheneke; Park, Innwoo

    2017-01-01

    Information and Communications Technology (ICT) offers innovative tools for restructuring teaching and learning processes in preparing students for the 21st Century skills. However, there is no sufficient and reliable data concerning how the use of ICT fit in different school cultures in Cameroon, and how teachers with varying pedagogical and…

  3. The Use of Lego Technologies in Elementary Teacher Preparation

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    Hadjiachilleos, Stella; Avraamidou, Lucy; Papastavrou, Stavros

    2013-10-01

    The need to reform science teacher preparation programs has been pointed out in research (Bryan and Abell in J Res Sci Teach 36:121-140, 1999; Bryan and Atwater in Sci Educ 8(6):821-839, 2002; Harrington and Hathaway in J Teach Educ 46(4):275-284, 1995). Science teachers are charged with the responsibility of incorporating both cognitive and non-cognitive parameters in their everyday teaching practices. This often results in their reluctance to teach science because they often lack disciplinary and/or pedagogical expertise required to promote science learning. The purpose of this study is to propose an alternative instructional approach in which Lego vehicles were used as a tool to promote pre-service elementary teachers' development and to examine whether there are non-cognitive parameters that promote or obstruct them from using Lego Technologies as a teaching tool. The context of the study was defined by a teacher preparation program of a private university in a small Mediterranean country. A sample of 28 pre-service elementary teachers, working in five 5-6-member groups were involved in scientific inquiries, during which they had to use vehicles in order to solve scientific problems related to concepts such as gear functioning, force, and motion. The nature of their cognitive engagement in the scientific inquiry process, non-cognitive parameters contributing to their cognitive engagement, and the impact of their involvement in the process on their development were examined through qualitative analysis of pre- and post-inquiry interviews, presentations of their solutions to the scientific problems and of their personal reflective journals.

  4. Preparing Tomorrow's Teachers: Are New Mexico's Education School Graduates Ready to Teach Reading and Mathematics in Elementary Classrooms?

    Science.gov (United States)

    Greenberg, Julie; Jacobs, Sandi

    2009-01-01

    As a follow up to National Council on Teacher Quality (NCTQ's) national studies of how well elementary teachers are prepared to teach reading and mathematics, NCTQ looks at preparation in both subjects in all undergraduate teacher preparation programs in New Mexico. This analysis evaluated New Mexico's eight undergraduate elementary teacher…

  5. A Quantitative Correlational Study of Teacher Preparation Program on Student Achievement

    Science.gov (United States)

    Dingman, Jacob Blackstone

    2010-01-01

    The purpose of this quantitative correlational study was to identify the relationship between the type of teacher preparation program and student performance on the seventh and eighth grade mathematics state assessments in rural school settings. The study included a survey of a convenience sample of 36 teachers from Colorado and Washington school…

  6. A comparative study on music teacher preparation in Portugal and Brazil

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    Graça Mota

    2012-05-01

    Full Text Available The preparation of music teachers in Portugal and Brazil is the focus of this text, which aims at presenting preliminary aspects of a study in progress in the context of higher education in both countries. Inspired by comparative education methodology, the present study is investigating official documents and academic curricula offered in Portugal and Brazil for the music teachers’ preparation to promote, in different ways, the comparative reflection with an emphasis on school education. The music teachers’ education in both countries was analyzed taking into account the following elements: educational context in Portugal and Brazil; music preparation prior to higher education, and the entrance criteria in the courses that are offered for music teachers; curricular elements of the courses; teaching practice and professional perspectives. The preliminary results of this comparative analysis demonstrate similarities and differences in the two contexts: 1 in both countries, music teachers for regular schools receive their degrees in higher education institutions, and in Portugal, beyond the Licenciatura in Music, a Music Education Master degree is demanded; 2 in both countries specific entrance tests are accomplished in the universities, demanding previous musical knowledge; 3 the balance among the musical and pedagogical preparation is one of the curricular objectives; 4 the teaching practice is an emphasized component in the teachers’ preparation; 5 in Portugal, student’s motivation for the work in the regular school appears to be larger than in Brazil.

  7. Teachers' Perceptions of the Effectiveness of the Art Education Preparation Program in Kuwait

    Science.gov (United States)

    AlHaddad, Ghadeer

    2014-01-01

    This study was designed to investigate how pre-service, beginners, and advanced art teachers in Kuwait viewed their teacher preparation program by describing and evaluating its effectiveness. To examine the issues of art teacher training and current teaching, this study used quantitative and qualitative research approaches. The study included a…

  8. But Good Intentions Are Not Enough: Preparing Teachers to Center Race and Poverty

    Science.gov (United States)

    Milner, H. Richard; Laughter, Judson C.

    2015-01-01

    Drawing from principles of critical race theory, the authors consider the curriculum of teacher education as a potential policy and practice site for centering the interconnections of race and poverty in the preparation of teachers. Several macro-level recommendations are advanced that might influence practices in teacher education and ultimately…

  9. The role of physics departments in the recruitment, preparation and support of pre-college teachers of physics

    Science.gov (United States)

    Seeley, Lane

    2008-05-01

    The United States faces a critical shortage of qualified physics and physical science teachers. The number of high school students taking physics is increasing but the number of physics majors pursuing careers in pre-college teaching is not nearly sufficient to meet the demand. College and university physics departments have content expertise and ready access to potential future teachers of physics. In order to address the crisis in physics and physical science education, APS, AAPT, and AIP have developed the PhysTEC project. Seattle Pacific University is one of six fully funded PhysTEC sites. The PhysTEC project also supports a coalition of more than one hundred institutions that are committed to improving K-12 physics and physical science education. This talk will describe the national PhysTEC project along with our local PhysTEC program. We will explore ways in which physics departments can more fully integrate the preparation of pre-college physics teachers within existing departmental priorities. We will discuss opportunities for regional partnerships between 2-year and 4-year colleges, school districts, and teacher preparation programs. We will also highlight ways in which our research on the learning and teaching of physics informs the development of tools that teachers and teacher educators can use to diagnose student ideas and to design subsequent instruction that capitalizes on these ideas. In collaboration with Stamatis Vokos, Seattle Pacific University and Pam Kraus, Facet Innovations LLC.

  10. Comparative Education on the Map of Teacher Preparation Programme in Kuwait

    Science.gov (United States)

    Hamad, Al Rashid

    2013-01-01

    Comparative education represents one of the main topics included in teacher preparation programmes in most countries. This subject is critical for future teachers because it represents a window through which learners can look at other educational systems and see how they are managed and what sort of policies and educational philosophies are used.…

  11. Newly Qualified Teachers' Professional Digital Competence: Implications for Teacher Education

    Science.gov (United States)

    Gudmundsdottir, Greta Björk; Hatlevik, Ove Edvard

    2018-01-01

    The professional digital competence (PDC) of teachers is of growing importance in classrooms, now that digital resources and digital media are becoming important parts of teachers' everyday practice. This study explores how newly qualified teachers are prepared to use information and communication technology (ICT) in their initial teacher…

  12. Taiwan Teacher Preparation Program Evaluation: Some Critical Perspectives

    Science.gov (United States)

    Liu, Tze-Chang

    2015-01-01

    This paper focuses on the influences and changes of recent Taiwan teacher preparation program evaluation (TTPPE) as one of the national evaluation projects conducted by the Higher Education Evaluation and Accreditation Council of Taiwan. The main concerns are what kind of ideology is transformed through the policy by means of evaluation, and what…

  13. Are Science Teachers Prepared to Promote Argumentation? A Case Study with Pre-Service Teachers in Bogotá City

    Science.gov (United States)

    Archila, Pablo Antonio

    2014-01-01

    This paper addresses the importance of argumentation in science education. A research project was done in order to know how a group of pre-service chemistry teachers has been prepared to promote students' argumentation. A Chemistry degree studies plan from a Colombian university was surveyed, and 18 future teachers' representations about…

  14. From Technology Teacher to Technology Integration Specialist: Preparing for a Paradigm Shift

    Science.gov (United States)

    Dalrymple, Jennifer Lynn Penry

    2017-01-01

    This dissertation examines the effectiveness of a professional development program designed specifically to provide foundational knowledge and skills to Technology Teachers in preparation for a transition to a Technology Integration Specialist position. Specifically, it evaluates the Technology Teachers' changes in knowledge and beliefs as a…

  15. CO-CREATE: Teachers' Voices to Inform Special Education Teacher Education

    Science.gov (United States)

    Young, Kirsty

    2018-01-01

    Teacher education is under increasing scrutiny regarding the preparedness of graduates to work in the profession in the early years of their career. To inform a teacher education program on the issues affecting graduates working in the field of special education, 77 special education teachers and principals were surveyed. Findings highlight the…

  16. Practice or Theory: Situating Science Teacher Preparation within a Context of Ecojustice Philosophy

    Science.gov (United States)

    Britton, Stacey A.; Tippins, Deborah J.

    2015-01-01

    Theory is taught to preservice teachers from the moment they enter the education program until they graduate. While theory serves as the foundation in many teacher preparation courses, these future teachers must also understand the relationship it has to practice. The focus of this article is on the journey of one group of preservice secondary…

  17. Adoption of Mobile Technology for Teaching Preparation in Improving Teaching Quality of Teachers

    Directory of Open Access Journals (Sweden)

    Aliff Nawi

    2015-07-01

    Full Text Available This study aims to identify the readiness of teachers to use mobile phones for the purpose of teaching preparation. The study also reviewed the level of teachers’ satisfaction when using the mobile technology applications developed for the purpose of teaching and learning in the classroom. This study used the mix method to collect data. A total of 31 teachers were involved in answering the questionnaire and seven teachers were interviewed to obtain supportive data. The findings show that the use of applications on mobile phones can help teachers smoothen the lesson preparation. In addition, the use of mobile technology also gives satisfaction to the teachers in enhancing their knowledge in the field of teaching. However, the technical aspects are still a priority and influence the usability aspects of an educational application. The study also revealed that the end users’ age factor is important because it affects the frequency and usage of mobile technology in developing their skills. In conclusion, the use of mobile technology among teachers is appropriate and facilitates the teaching activities.

  18. Preparing Mainstream Classroom Teachers of English Learner Students: Grounding Practice-Based Designs for Teacher Learning in Theories of Adaptive Expertise Development

    Science.gov (United States)

    Von Esch, Kerry Soo; Kavanagh, Sarah Schneider

    2018-01-01

    Preparing classroom teachers to teach English Learner (EL) students continues to challenge teacher educators. This article argues for EL teaching work to be situated within theories of professional learning that focus on developing teachers who can flexibly and innovatively integrate EL instructional practice into content area teaching. We propose…

  19. Concerns of early career agricultural science teachers and the perceived effectiveness of educator preparation programs in addressing those concerns

    Science.gov (United States)

    Pearson, Camilla E.

    Little is known about the concerns and needs of early career agricultural teachers associated with the various routes to certification and how these routes address those concerns. The purpose of this study is to determine how selected early career agriculture teachers perceive their teacher preparation program and how effective their programs were at addressing these concerns during their first year of teaching. The sample consisted of secondary agricultural teachers in Texas FFA Areas V and VI, who self-identified themselves as an early career agricultural teacher in their first 3 years of teaching. The first phase included a web-based survey administered to assess the concerns of early career agricultural teachers. Two Likert-type scales were used, and these were used to assess the perceived importance of problems faced by early career agricultural teachers and the frequency in which they encounter those problems. The second phase included a qualitative interview to better understand the perceived relationship between participants' undergraduate preparation, experiences in agriculture and related organizations, and other related activities in preparing them as agriculture science teachers. The teachers interviewed in this study indicated that overall, they were pleased with their preparation. Teacher educators from both programs should address the concerns presented from all teachers to further prepare them for issues faced by early career teachers because it is evident that these issues are not going away.

  20. Preservice Teacher Preparation in International Contexts: A Case-Study Examination of the International Student Teacher Programs

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    W. James Jacob

    2010-12-01

    Full Text Available This article examines the teacher preparation experiences of preservice teachers in six international contexts: China, Fiji, Kiribati, Mexico, Samoa, and Tonga. More specifically, it looks at the value-added components in an international teacher education program, with an emphasis on effective teaching and employability. Theoretically the study is based on Straus and Corbin’s (1998a substantive grounded theory and Patton’s (1997 Theory of Action Framework. Verbal and non-verbal forms of feedback were identified as essential aspects of the international preservice training experience. Cultural diversity, teaching English as a second language, collaboration, and exposure to a different educational system were identified among several components as advantages to individuals who conduct their preservice teacher training in international settings.

  1. Views of Information Technologies Teachers Regarding Effects of Education Received in the University on the Professional Life

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    Ferhat BAHÇECİ

    2013-12-01

    Full Text Available According to Article 43 of the National Education Basic Law No: 1739, teaching is a specialty profession, which undertakes the educational and relevant administration tasks of the government. Preparation to the profession of teaching is provided through general knowledge, special field education, and pedagogical formation. Today, the task of training teachers is undertaken by the relevant Education Faculties and Faculties of Technical Education in the universities (Gizemlikapı, 2012. Do the faculties sustain this duty successfully enough? Is a person, assuming the title of teacher, able to have the basic knowledge about related duty and field? This education plays a very important role especially for a frequently-updated department like Information Technologies. All these questions constitute the main problem of the study. There are numerous faculties which train Information Technologies Teachers in our country. The education provided in these faculties enables the pre-service teachers to get acquainted with and learn their fields and obtain field information. However, the education provided does not always give the same result in every student. The purpose of this study is to measure the contribution of this education, which teachers receive, to the professional life. 36 questionnaire forms were filled by Information Technologies Teachers in Elazığ Province and 29 questionnaire forms were filled by teachers outside of the province via internet. According to findings of the study, it was concluded that the education, which teachers receive in the university, has positive effects on the professional life

  2. Feared, Forgotten, or Forbidden: Sexual Orientation Topics in Secondary Teacher Preparation Programs in the USA

    Science.gov (United States)

    Sherwin, Gary; Jennings, Todd

    2006-01-01

    This study examined the coverage of sexual orientation topics within 77 public university secondary teacher preparation programs across seven US states, and represented programs preparing 8,300-11,500 teachers annually. Findings indicated that 40% of programs did not address sexual orientation as a diversity topic. Further, even programs that did…

  3. Preparing Special Educators for the K-12 Online Learning Environment: A Survey of Teacher Educators

    Science.gov (United States)

    Smith, Sean J.; Basham, James; Rice, Mary F.; Carter, Richard A., Jr.

    2016-01-01

    Pioneering research studies in teacher preparation in online settings have taken place, yet little to no work has been done specifically focused on teacher preparation for special education and learners with disabilities. In the present study, researchers from the Center on Online Learning and Students with Disabilities conducted a web-based…

  4. Preparing Teachers to Use GIS: The Impact of a Hybrid Professional Development Program on Teachers' Use of GIS

    Science.gov (United States)

    Moore, Steven; Haviland, Don; Moore, William; Tran, Michael

    2016-01-01

    This article reports the findings of a 3-year study of a hybrid professional development program designed to prepare science and mathematics teachers to implement GIS in their classrooms. The study was conducted as part of the CoastLines Innovative Technology Experiences for Students and Teachers project funded by the National Science Foundation.…

  5. An Investigation of the Teaching Approach Used by Tutors to Prepare Science and Mathematics Teachers during Training at Morogoro Teachers' College

    Science.gov (United States)

    Mungure, Daudi Mika

    2017-01-01

    This paper investigated the teaching approach used by tutors to prepare science and mathematics teachers during training at Morogoro teachers' college. For six years consecutive the performance of science and mathematics in secondary school has become very poor even though the training colleges produce science and mathematics teachers every year…

  6. "Out" Gay and Lesbian Faculty and the Inclusion of Sexual Orientation Topics in Teacher Preparation Programmes in the USA

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    Jennings, Todd

    2010-01-01

    Do "out" lesbian and gay faculty influence the inclusion of sexual orientation as a form of diversity in their teacher preparation programmes? Data gathered from 142 teacher preparation programmes across the USA (representing the preparation of 23,000-30,000 new teachers annually) suggest they do not. Likewise, the priority placed upon…

  7. Postglobal Teacher Preparation: Border Thinking along the Global South through International Cross-Cultural Experiences

    Science.gov (United States)

    Rahatzad, Jubin; Sasser, Hannah L.; Phillion, JoAnn; Karimi, Nastaran; Deng, Yuwen; Akiyama, Reiko; Sharma, Suniti

    2013-01-01

    Preservice teachers' international cross-cultural experiences can provide opportunities for the exploration of epistemic frontiers. In this article we suggest that postglobal teacher preparation take a critically reflective approach that engages preservice teachers in border thinking, which allows for other ways of knowing while studying abroad.…

  8. The Affordances and Constraints of Special Education Initial Teacher Licensure Policy for Teacher Preparation

    Science.gov (United States)

    Blanton, Linda P.; Boveda, Mildred; Munoz, Lorena R.; Pugach, Marleen C.

    2017-01-01

    Initial licensure polices in special education were examined to determine how these policies support or hinder reform efforts to develop teacher education programs that prepare graduates for the increasingly complex needs of diverse students. Initial special education licensure policies are described with an emphasis on the differences across…

  9. High School Physics Teacher Preparation: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

    Science.gov (United States)

    White, Susan; Tyler, John

    2015-01-01

    This report examines teachers' self-assessed preparedness to teach physics, their membership in professional organizations, and where they turn for help when they have questions. Almost every teacher reports feeling at least adequately prepared to teach basic physics knowledge and the application of physics to everyday experience. The smallest…

  10. Pre-Service Bilingual Teachers and Their Invisible Scars: Implications for Preparation Programs

    Science.gov (United States)

    Sarmiento-Arribalzaga, Matilde A.; Murillo, Luz A.

    2010-01-01

    In this paper, we describe how language "autobiographies" are used in a teacher preparation program (TEP) as a healing pedagogy to understand the impact longstanding traditions of symbolic violence in education have had on Latino students who are in the process of becoming teachers. Writing about themselves and their education experience…

  11. Conditions of development of professional competence by preparation of the teacher in the field of a technique of training to computer science

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    Ольга Юрьевна Заславская

    2009-12-01

    Full Text Available In article results of research of formation of professional competence of teachers of computer science in modern conditions of modernization of an education system are described. In the conditions of formation information, it is necessary to carry out preparation of the teacher possessing administrative competence, necessary quality first of all in the course of training of the theory and a technique of training to computer science.

  12. Grand Challenges in Physics Education Research: Teacher Preparation

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    Heron, Paula

    2015-04-01

    The courses, curricula and programs that produce new K-12 teachers have been the subject of research in the physics education community for many years. In terms of recruitment, curricula, and mentoring, programs and pathways vary considerably from institution to institution. Each program addresses many different aspects of teaching including knowledge of the content and familiarity with best teaching practices. At the same time, even within physics (or physical science) there is a broad range of student outcomes that are considered important, including acquisition of factual knowledge, development of skill with disciplinary practices, and positive attitudes toward the discipline and one's own abilities. Given the broad range of both input and outcome variables it is no surprise that there are very few clear answers about the impact of teacher preparation on teachers, students and society. In this talk I will summarize some of the main findings to date, and identify some areas where much more research is needed.

  13. Expanding Mathematics Preparation of Elementary and Middle School Teachers

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    Buck, Robert E.

    2004-01-01

    One of the major problems facing education today is the inadequate mathematics' preparation of pre-college students and their teachers. Most colleges and universities have well established programs for students planning to teach mathematics at the secondary schools; however, in many institutions pre-secondary mathematics has been addressed only…

  14. Preparing prospective physics teachers to teach integrated science in junior high school

    Science.gov (United States)

    Wiyanto; Hartono; Nugroho, S. E.

    2018-03-01

    The physics education study program especially prepares its students to teach physics in senior high school, however in reality many its graduates have become science teachers in junior high school. Therefore introducing integrated science to prospective physics teachers is important, because based on the curriculum, science in the junior high school should be taught integratedly. This study analyzed integrated science teaching materials that developed by prospective physics teachers. Results from this study showed that majority of the integration materials that developed by the prospective physics teachers focused on topic with an overlapping concept or theme as connecting between two or three subjects.

  15. "Context-Specific" Teacher Preparation for New York City: An Exploration of the Content of Context in Bard College's Urban Teacher Residency Program

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    Hammerness, Karen; Craig, Elizabeth

    2016-01-01

    In this article, we examine a residency program that was developed to prepare teachers specifically for New York City schools--the Bard College Master of Arts in Teaching Urban Teacher Residency program. This focused preparation on the particular urban context of New York City provides us with a unique opportunity to examine the nature of…

  16. Influence of Ethics Education on Moral Reasoning among Pre-Service Teacher Preparation and Social Work Students

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    Salopek, Michelle M.

    2013-01-01

    This comparative case study examines the influence of ethics education on moral reasoning among pre-service teacher preparation and social work students. This study specifically investigates the ethical values of students enrolled in a teacher preparation and social work education program by their fourth year of study; the degree of ethical…

  17. DIRECTIONS OF PREPARATION OF FUTURE TEACHERS TO THE USE OF DISTANCE LEARNING TECHNOLOGIES IN PROFESSIONAL ACTIVITY (PRAXIOLOGICAL ASPECT OF THE ACTIVITY APPROACH

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    Tatyana A. Boronenko

    2015-01-01

    Full Text Available The aim of the article is to demonstrate the need of preparing future teachers to use distance learning technologies in the professional activities. Introduction in educational process of distance learning technologies contributes to improving the quality of education. Methods. The authors’ technique of preparation of students of pedagogical specialities to work in the information-educational environment is designed on the basis of the analysis and generalisation of numerous scientific publications. Results. The system of training to implementation of the distance learning technologies in the teaching activity is developed and described, consisting of the following directions: realisation within the program of the principal educational program of specialised training courses in variable-based curriculum parts; the organisation of educational and research activity of students with the use of distance learning technologies; classroom-based and extracurricular independent work of students directed to designing of teaching and learning aids and materials on the basis of distance learning technologies; application of elements of distance learning technologies for students’ teaching; attraction of students to formation of corpus of multimedia educational resources of university. The purposes, the content and expected results of each direction are specified. Scientific novelty. The authors point out that concrete scientifically wellfounded methodical recommendations for the future teachers on implementation of distance learning technologies haven’t been presented in the Russian literature till now; despite an abundance of scientifically-information sources of distance learning technologies and sufficiently high-leveled degree knowledge of the issues of its efficiency in educational activity, conditions of introduction of such technologies in high school, construction of models of distance training. Authors of article have tried to close this

  18. Engaging and Working in Solidarity with Local Communities in Preparing the Teachers of Their Children

    Science.gov (United States)

    Zeichner, Ken; Bowman, Michael; Guillen, Lorena; Napolitan, Kate

    2016-01-01

    This article analyzes a programmatic effort in teacher education, "The Community Teaching Strand" (CTS), to engage local community members as mentors of teacher candidates (TCs) in two postgraduate teacher preparation programs in a large research university. Three different conceptions of the nature and purpose of…

  19. Preparing Teachers for Diversity: The Role of Initial Teacher Education. Annex 2 To the Final Report to DG Education, Youth, Sport and Culture of the European Commission. Case Study Summaries

    Science.gov (United States)

    European Commission, 2017

    2017-01-01

    "Preparing Teachers for Diversity: The Role of Initial Teacher Education. Annex 2 To the Final Report to DG Education, Youth, Sport and Culture of the European Commission. Case Study Summaries" is designed as a companion document to the final report "Preparing Teachers for Diversity: The Role of Initial Teacher Education. Final…

  20. A Three-Year Journey: Lessons Learned from Integrating Teacher Preparation and Urban Studies

    Science.gov (United States)

    Yontz, Brian D.

    2012-01-01

    This narrative outlines the process of how an independent liberal arts college integrated coursework and learning experiences focused on urban school teacher preparation with an existing university program in Urban Studies. Programmatic changes and additions to teacher education programs at independent liberal arts colleges are often very…

  1. Information Updating in Working Memory: Its Effect on Teacher Efficacy

    Directory of Open Access Journals (Sweden)

    Jun Tao

    2012-01-01

    Full Text Available Teacher efficacy has a great impact on effective teaching and has been studied in various perspectives. The updating information ability in working memory is always related with many capabilities of cognition. An experiment of N-back task and a questionnaire of teacher efficacy were conducted in this study to test the effect of the ability of information updating in working memory on the teacher efficacy. A significant difference was found in the reaction time between high teacher efficacy group and low teacher efficacy group. The results showed that teachers who scored higher in the teacher efficacy scale tended to react faster than those who scored lower based on the same accuracy. And the updating information ability could serve as a predictor of teacher efficacy.

  2. Teacher Readiness to Integrate Information Technology into ...

    African Journals Online (AJOL)

    ... of simple percentage and frequency calculation. The results revealed that majority of the teachers have low level of knowledge about IT. In the same vein, majority of teachers in the schools in this study did not have adequate IT skills. However, the teachers have positive attitude toward the use of information technology.

  3. Docentes de psicologia: formação profissional Psychology teachers: professional preparation

    Directory of Open Access Journals (Sweden)

    Ana Paula Porto Noronha

    2003-04-01

    Full Text Available O presente estudo propõe-se a fazer um levantamento sobre a formação dos docentes de Psicologia no que se relaciona aos seguintes aspectos: tempo de formado, instituição de formação, realização de pós-graduação, áreas de atuação. A amostra foi composta por 75 docentes de Psicologia, que responderam a um questionário enviado pelo correio. Os resultados demostraram que grande parte dos docentes de Psicologia possui algum tipo de pós-graduação; que os tipos de pós mais escolhidas são especialização e mestrado. A área de atuação mais desenvolvida é a clínica. Por ser este um estudo de levantamento, sugere-se que outras pesquisas sejam realizadas sobre o tema.The present work aims to monitor the preparation of teachers concerning the following topics: majoring time, institution of origin, post-graduation accomplishment, area of work. The sample comprised 75 teachers of Psychology, who answered a questionnaire sent by mail. Results showed that a great number of Psychology teachers have post-graduation studies; the most common post-graduation degrees are specialization and master. Most of them work at clinical tasks and among teachers. As this has been only a monitoring study, it is important to gather further information about the topic through future research.

  4. Preparing Novice History Teachers to Meet Students' Literacy Needs

    Science.gov (United States)

    Nokes, Jeffery D.

    2010-01-01

    In spite of calls for increased literacy instruction in secondary content classes, there appears to be little change in practice. One reason for this may be that content area literacy courses inadequately prepared teachers to teach literacy skills specific to their content area. This article describes a program that embeds content area literacy…

  5. Constraints in the preparation of mathematics teachers: the way ...

    African Journals Online (AJOL)

    The study investigated the constraints in the preparation of Mathematics teachers in the colleges of education and the possible way forward. It used an ex-post facto research design in the colleges of education in Nigeria. 165 final year students of Mathematics and 30 Mathematics lecturers were selected samples from the 6 ...

  6. The Failure of Inquiry: Preparing Science Teachers with an Authentic Investigation

    Science.gov (United States)

    Lustick, David

    2009-12-01

    This mixed methodology action research study examined the impact of a curricular innovation designed to provide an authentic science inquiry learning experience for 15 secondary science teacher candidates enrolled in a master’s level initial certification program. The class investigated the question “How can peak autumn color in New England be determined?” The project goals were to help teacher candidates acquire the skills, knowledge, and dispositions necessary to foster learning through inquiry in their respective content areas as defined by teacher preparation professional standards. Though the teacher candidates were successful at identifying a likely answer to the question, the project failed to achieve its learning goals. Reasons for the project’s failure and implications for the science education community are discussed.

  7. Preparing student teachers for constructivist teaching about society in primary grades

    OpenAIRE

    Dvořáková, Michaela

    2012-01-01

    Preparing student teachers for constructivist teaching about society in primary grades Michaela Dvořáková Abstract The content of primary social studies could be described as cultural universals - domains of human existence that form part of everybody's experience. Despite that, children do need a skilled instruction helping them to elaborate these topics. We suppose that for the constructivist teachers, deep content knowledge and pedagogic content knowledge is necessary to elaborate and conc...

  8. Preparing for the Market. Teacher Edition. Fashion Buying Series.

    Science.gov (United States)

    Collins, Cindy

    This teacher's guide presents material for a unit on preparing for the retail fashion market. Content focuses on merchandise plans, computing open-to-buy, computing turnover, the components of a model stock plan, and criteria used when selecting a supplier. The guide contains 5 objectives, 6 group learning activities keyed to the objectives, 21…

  9. Information literacy training for teachers in a developing South ...

    African Journals Online (AJOL)

    Information literacy and skills in Internet searching are important for teachers. There exists a large body of literature on information literacy in schools and universities and there are many guidelines and standards on information literacy. Little has, however, been published on information literacy training for teachers per se.

  10. The Role of Empathy in Preparing Teachers to Tackle Bullying

    Directory of Open Access Journals (Sweden)

    Helena R Murphy

    2018-01-01

    Full Text Available Much research on bullying behaviour in schools among students has been carried out since the 1970’s, when Olweus started a large-scale project in Norway which is now generally regarded as the first scientific study on bullying. Yet, there has been little research on how teachers respond to reports of bullying and tackle bullying behaviour in post-primary schools.  This paper reports on a preliminary study investigating teacher empathy levels and their preparedness for tackling bullying in a post-primary school in Ireland. There were two research questions central to this research.  The first looked at how empathic are teachers in this school? The second examined to what extent it prepares them for tackling bullying?  In answering these questions we relied on the Interpersonal Reactivity Index (IRI to gather data on empathy levels among teachers (n=10, with findings related to existing research in the field. The results showed that teacher empathy is an important factor in creating and maintaining a positive school climate, which in turn leads to a prevention of bullying situations.

  11. Preparation in and Use of the Nemeth Braille Code for Mathematics by Teachers of Students with Visual Impairments

    Science.gov (United States)

    Rosenblum, L. Penny; Amato, Sheila

    2004-01-01

    This study examined the preparation in and use of the Nemeth braille code by 135 teachers of students with visual impairments. Almost all the teachers had taken at least one course in the Nemeth code as part of their university preparation. In their current jobs, they prepared a variety of materials, primarily basic operations, word problems,…

  12. Snapshots of Authentic Scientific Inquiry and Teacher Preparation: Undergraduate STEM Courses, Preservice and Inservice Teachers' Experiences

    Science.gov (United States)

    French, Debbie Ann

    In this dissertation, the researcher describes authentic scientific inquiry (ASI) within three stages of teacher preparation and development: a1) undergraduate STEM courses, b2) preservice secondary science education methods courses, and c3) inservice teacher professional development (PD). Incorporating (ASI)-- pedagogy closely modeling the research practices of scientists--is at the forefront of national science, technology, engineering, and mathematics (STEM) initiatives and the Next Generation Science Standards (NGSS). In the first of three research articles, 42 students participated in an introductory astronomy course which employed inquiry-based pedagogy. The researcher administered the Test Of Astronomy STandards (TOAST) pre/post instruction. In the second article, 56 preservice secondary science teachers completed ideal lesson plan scenarios before and after 80 hours of methods instruction. The researcher scored the scenarios using a rubrirubric developedc according to the NGSS Science and Engineering Practices, and analyzed the components from the scenarios. The third article surveyed 63 inservice STEM teachers with prior research and industry experience. The researcher highlights teacher ASI perspectives. Overall, teachers incorporated opportunities for K-20 students to use scientific instrumentation and technology to collect and analyze data, work collaboratively, and develop evidence-based conclusions. Few teachers provided opportunities for students to ask scientific questions or disseminate results, suggesting the need that teachers (at all levels) need scaffolded instruction in these areas. The researcher argues that while ASI and STEM PDs are effective for teachers, developing similar interest, on-going communities of practice may provide support for teacher to implement the ASI practices in their classrooms.

  13. Premenarcheal Mexican Girls' and Their Teachers' Perceptions of Preparation Students Receive about Menstruation at School.

    Science.gov (United States)

    Marvan, Luisa; Bejarano, Janett

    2005-01-01

    This survey explored how fifth-grade Mexican premenarcheal girls (N = 80) and their teachers (N = 16) view the preparation students receive about menstruation at school. The most discussed topics in class included hygiene and body functions. The main discrepancies between girls and teachers were as follows: (a) more teachers than girls reported…

  14. Effects of Teacher Preparation Courses: Do Graduates Use What They Learned to Plan Mathematics Lessons?

    Science.gov (United States)

    Morris, Anne K.; Hiebert, James

    2017-01-01

    We investigated whether the content pre-service teachers studied in elementary teacher preparation mathematics courses was related to their performance on a mathematics lesson planning task 2 and 3 years after graduation. The relevant mathematics knowledge was studied when the teachers were freshmen, 5 to 6 years earlier. Results showed that when…

  15. Information Literacy Follow-Through: Enhancing Preservice Teachers' Information Evaluation Skills through Formative Assessment

    Science.gov (United States)

    Seely, Sara Robertson; Fry, Sara Winstead; Ruppel, Margie

    2011-01-01

    An investigation into preservice teachers' information evaluation skills at a large university suggests that formative assessment can improve student achievement. Preservice teachers were asked to apply information evaluation skills in the areas of currency, relevancy, authority, accuracy, and purpose. The study used quantitative methods to assess…

  16. The Process of Preparing for The Job of an Early Education Teacher as Perceived by Students of the University of Warmia and Mazury In Olsztyn

    Directory of Open Access Journals (Sweden)

    Małgorzata Suświłło

    2015-12-01

    Full Text Available This paper addresses the issue of preparing students for the job of early education teacher. The first part focuses both on the teacher training as carried out in various European countries according to the Eurydice report prepared for the European Commission in 2013, and on the notion, presented by Sylvia Yee Fan Tang, of the dynamics of students’ turning to teachers. The second part demonstrates the author’s own research. The participants were students of the Social Science Faculty at the University of Warmia and Mazury in Olsztyn. The interpretation of the results is informed by Robert Kwaśnica’s two rationalities theory. The results demonstrate both the students’ attitude of entitlement and their adaptive thinking (rationality as far as the preparing for the job is concerned. On the other hand, the results also show the participants’ emancipation rationality, which manifests itself in their constructive, though not thoroughly supported, suggestions pertaining to changes in education.

  17. What Teacher Preparation Programs Teach about K-12 Assessment: A Review of Coursework on K-12 Assessment from a Sample of Teacher Preparation Programs

    Science.gov (United States)

    National Council on Teacher Quality, 2012

    2012-01-01

    Over the past several decades, federal and state governments, school districts and education leaders have invested significant resources to develop assessments and data systems to track student performance. Yet little attention has been paid to the importance of building the capacity of teachers in assessment so that they are prepared to use data…

  18. An Analysis of the Selection and Distribution of Knowledge in Massachusetts Music Teacher Preparation Programs: The Song Remains the Same

    Science.gov (United States)

    Borek, Matthew

    2012-01-01

    Music teachers occupy a conflicted and contested position in many secondary schools, and music teacher education programs have been given the task of preparing students to enter this challenging environment. This qualitative dissertation study examined the explicit, implicit, and null curricula of music teacher preparation programs in…

  19. Reflections of Preservice Information Technology Teachers Regarding Cyberbullying

    Science.gov (United States)

    Akbulut, Yavuz; Cuhadar, Cem

    2011-01-01

    The current phenomenological study addressed the reflections of preservice information technology (IT) teachers regarding their cyberbullying or victimization experiences. Fifty five preservice IT teachers at a Turkish teacher training institution were offered a lecture with the purpose of awareness-raising on cyberbullying, which was followed by…

  20. Preparing Physics and Chemistry Teachers at the University of Arizona

    Science.gov (United States)

    Novodvorsky, Ingrid

    2006-04-01

    Beginning in 2000, science majors at the University of Arizona who wish to teach in middle or high schools have enrolled in the College of Science Teacher Preparation Program (CoS TPP). Students in the program take General Education courses, content courses, and science pedagogy courses that make them eligible for teacher certification. Students can remain in their science degree programs, and take the required science pedagogy courses, or they can enroll in a BS in Science Education degree that includes the pedagogy courses, with concentrations available in Biology, Chemistry, Earth Science, and Physics. Science educators from six different departments, two permanent Adjunct Instructors, and two Teachers in Residence teach the program's courses. (One of the Teachers in Residence is supported by the PhysTEC project.) Most of the pedagogy courses include field experiences in area science classrooms; the program works with some 115 mentor teachers from throughout the Tucson area, who host preservice teachers in their field experiences. In the first six years of the program, 14 program graduates have been chemistry and physics teachers. This compares to a total of six chemistry and physics teachers produced by the College of Education program in the four years preceding the creation of the CoS TPP. In this presentation, I will describe the unique features of the courses that prospective chemistry and physics teachers take and the field experiences in which they participate. In addition, I will describe how PhysTEC-supplied resources have been used to improve the program, and the ways in which we are assessing the program's success.

  1. Adoption of Mobile Technology for Teaching Preparation in Improving Teaching Quality of Teachers

    Science.gov (United States)

    Nawi, Aliff; Hamzah, Mohd Isa; Ren, Chua Chy; Tamuri, Ab Halim

    2015-01-01

    This study aims to identify the readiness of teachers to use mobile phones for the purpose of teaching preparation. The study also reviewed the level of teachers' satisfaction when using the mobile technology applications developed for the purpose of teaching and learning in the classroom. This study used the mix method to collect data. A total of…

  2. Connecting Biology and Mathematics: First Prepare the Teachers

    Science.gov (United States)

    2010-01-01

    Developing the connection between biology and mathematics is one of the most important ways to shift the paradigms of both established science disciplines. However, adding some mathematic content to biology or biology content to mathematics is not enough but must be accompanied by development of suitable pedagogical models. I propose a model of pedagogical mathematical biological content knowledge as a feasible starting point for connecting biology and mathematics in schools and universities. The process of connecting these disciplines should start as early as possible in the educational process, in order to produce prepared minds that will be able to combine both disciplines at graduate and postgraduate levels of study. Because teachers are a crucial factor in introducing innovations in education, the first step toward such a goal should be the education of prospective and practicing elementary and secondary school teachers. PMID:20810951

  3. Connecting biology and mathematics: first prepare the teachers.

    Science.gov (United States)

    Sorgo, Andrej

    2010-01-01

    Developing the connection between biology and mathematics is one of the most important ways to shift the paradigms of both established science disciplines. However, adding some mathematic content to biology or biology content to mathematics is not enough but must be accompanied by development of suitable pedagogical models. I propose a model of pedagogical mathematical biological content knowledge as a feasible starting point for connecting biology and mathematics in schools and universities. The process of connecting these disciplines should start as early as possible in the educational process, in order to produce prepared minds that will be able to combine both disciplines at graduate and postgraduate levels of study. Because teachers are a crucial factor in introducing innovations in education, the first step toward such a goal should be the education of prospective and practicing elementary and secondary school teachers.

  4. New forms of nurse teacher preparation 1989-1992 : Development and evaluation.

    OpenAIRE

    Race, Angela J.

    1995-01-01

    Radical reform of the arrangements for pre-registration nurse education and the recommendation that nurse teaching become a graduate profession prompted a reappraisal of the arrangements for nurse teacher preparation. This thesis reports an evaluation of a new form of preparation for nurse teaching. The new courses were intended to combine advanced study of nursing with educational theory and practice, and led to an honours degree and a teaching qualification recordable on the professional re...

  5. Peculiarities of domestic and foreign experience of teachers preparation to training robotics

    Directory of Open Access Journals (Sweden)

    Наталья Александровна Ионкина

    2018-12-01

    Full Text Available Robotics within the subject “Technology” is included in the curriculum of Russian schools. This fact transforms robotics from the subject of additional education into a full-fledged academic subject of the school curriculum. The introduction of robotics into the curriculum of Russian schools requires significant changes in the system of training teachers who will teach students this discipline. Training of teachers for the training of students in robotics is carried out, both in the framework of programs for the preparation of masters in pedagogical universities, and within the framework of various refresher courses. Different countries carry out such training in different ways. In some countries, the training of teachers of robotics is financed by the state, in others by private initiatives. The mission of most foreign educational organizations is to use the motivational effects of robotics to activate schoolchildren and involve them in STEM-education. Many manufacturing companies not only sell robotic equipment, but also prepare methodological and training materials for the implementation of STEM-education technology, as well as create electronic educational resources, training programs, online lessons, evaluation materials and much more. Teaching teachers and schoolchildren, while it is based on the equipment that produces such companies.

  6. Pre-Service Special Education Teachers' Professionalism and Preparation in Terms of Child Sexual Abuse

    Science.gov (United States)

    Al-Zboon, Eman; Ahmad, Jamal

    2016-01-01

    This study aimed at examining Jordanian pre-service special education teachers' professionalism and preparation on the topic of child sexual abuse (CSA). Qualitative research data from interviews with 20 pre-service special education teachers were analysed using thematic analysis. The results showed that these participants generally hold avoiding…

  7. The Politics and Statistics of Value-Added Modeling for Accountability of Teacher Preparation Programs

    Science.gov (United States)

    Lincove, Jane Arnold; Osborne, Cynthia; Dillon, Amanda; Mills, Nicholas

    2014-01-01

    Despite questions about validity and reliability, the use of value-added estimation methods has moved beyond academic research into state accountability systems for teachers, schools, and teacher preparation programs (TPPs). Prior studies of value-added measurement for TPPs test the validity of researcher-designed models and find that measuring…

  8. "My Attitude, My Responsibility" Investigating the Attitudes and Intentions of Pre-Service Teachers toward Inclusive Education between Teacher Preparation Cohorts in Melbourne and Pretoria

    Science.gov (United States)

    Subban, Pearl; Mahlo, Dikeledi

    2017-01-01

    This study explored the attitudes and intentions of pre-service teachers towards inclusive education, across two teacher preparation institutions in Australia and South Africa. There were multiple aims to the study: among these was a need to explore the impact of contextual factors on pre-service teacher attitudes towards inclusive education, and…

  9. TRUST: A Successful Formal-Informal Teacher Education Partnership Designed to Improve and Promote Urban Earth Science Education

    Science.gov (United States)

    Sloan, H.; Drantch, K.; Steenhuis, J.

    2006-12-01

    We present an NSF-funded collaborative formal-informal partnership for urban Earth science teacher preparation and professional development. This model brings together The American Museum of Natural History (AMNH) and Brooklyn and Lehman College of the City University of New York (CUNY) to address science-impoverished classrooms that lack highly qualified teachers by focusing on Earth science teacher certification. Project design was based on identified needs in the local communities and schools, careful analysis of content knowledge mastery required for Earth science teacher certification, and existing impediments to certification. The problem-based approach required partners to push policy envelopes and to invent new ways of articulating content and pedagogy at both intra- and inter-institutional levels. One key element of the project is involvement of the local board of education, teachers, and administrators in initial design and ongoing assessment. Project components include formal Earth systems science courses, a summer institute primarily led and delivered by AMNH scientists through an informal series of lectures coupled to workshops led by AMNH educators, a mechanism for assigning course credit for informal experiences, development of new teaching approaches that include teacher action plans and an external program of evaluation. The principal research strand of this project focuses on the resulting model for formal-informal teacher education partnership, the project's impact on participating teachers, policy issues surrounding the model and the changes required for its development and implementation, and its potential for Earth science education reform. As the grant funded portion of the project draws to a close we begin to analyze data collected over the past 3 years. Third-year findings of the project's external evaluation indicate that the problem-based approach has been highly successful, particularly its impact on participating teachers. In addition

  10. Teachers' attitudes and perceptions about preparation of public schools to assist students with type 1 diabetes.

    Science.gov (United States)

    Carral San Laureano, Florentino; Gutiérrez Manzanedo, José Vicente; Moreno Vides, Pablo; de Castro Maqueda, Guillermo; Fernández Santos, Jorge R; Ponce González, Jesús Gustavo; Ayala Ortega, María Del Carmen

    2018-04-01

    To assess teachers' attitudes and perceptions about preparation of public primary and secondary education schools in the Puerto Real University Hospital (Cádiz, Spain) area to care for students with type 1 diabetes mellitus (T1DM) METHODS: A descriptive observational study where answers to an attitude and perception questionnaire on the preparation of schools to care for pupils with T1DM were analyzed. A total of 765 teachers (mean age, 44.3±8.8 years; 61.7% women) from 44 public schools in the area of the Puerto Real University Hospital were selected by random sampling. Overall, 43.2% of teachers surveyed had or had previously had students with T1DM, but only 0.8% had received specific training on diabetes. 18.9% of teachers reported that one of their students with T1DM had experienced at least one episode of hypoglycemia at school, and half of them felt that their school was not prepared to deal with diabetic emergencies. 6.4% stated that their school had glucagon in its first aid kit, and 46.9% would be willing to administer it personally. Women, physical education teachers, and headmasters had a more positive perception of the school than their colleagues. Teachers with a positive perception of school preparation and with a positive attitude to administer glucagon were significantly younger than those with no positive perception and attitude. The study results suggest that teachers of public schools in our health area have not been specifically trained in the care of patients with T1DM and perceive that their educational centers are not qualified to address diabetic emergencies. Copyright © 2017 SEEN y SED. Publicado por Elsevier España, S.L.U. All rights reserved.

  11. Physical Education Preservice Teachers' Perceptions About Preparation for Comprehensive School Physical Activity Programs.

    Science.gov (United States)

    Kwon, Ja Youn; Kulinna, Pamela Hodges; van der Mars, Hans; Koro-Ljungberg, Mirka; Amrein-Beardsley, Audrey; Norris, Jason

    2018-06-01

    Physical educators may be the responsible people for implementing comprehensive school physical activity programs (CSPAPs) in schools. However, it is unclear whether physical education teacher education (PETE) programs provide the relevant learning opportunities to preservice teachers for CSPAP implementation. The purpose of this study was to understand preservice teachers' perspectives and experiences of CSPAP preparation in their PETE programs. Fourteen PETE students from 6 different universities participated and shared their experiences in PETE programs. Data were collected through a short survey, 1 formal interview, field images, document gathering, and an additional survey to follow up the interview. Descriptive statistics, constant comparison, and analytic induction techniques were used to analyze the data. Participants' familiarity with CSPAPs was related to positive opinions about the role of physical educators in CSPAPs. Three common themes were revealed: (a) introducing CSPAP via courses, (b) the lack of programwide hands-on experiences for CSPAP, and (c) limited preparation for social skills with stakeholders. Participants' perceptions of the role of physical educators as physical activity leaders had been expanded during their training. The participating PETE programs integrated CSPAP components in the existing courses to introduce CSPAP, while there was a lack of sufficient practical opportunities to learn how to implement (aspects of) a CSPAP. Participants felt they were insufficiently prepared to promote and implement expanded physical activity programming beyond physical education classes in schools. The majority of the PETE preservice teachers wanted more practical CSPAP experiences in their programs.

  12. Factors Affecting Teachers' Competence in the Field of Information Technology

    Science.gov (United States)

    Tambunan, Hamonangan

    2014-01-01

    The development of learning technology today, have a direct impact on improving teachers' information technology competence. This paper is presented the results of research related to teachers' information technology competence. The study was conducted with a survey of some 245 vocational high school teachers. There are two types of instrument…

  13. TRAINING OF FUTURE TEACHER OF INFORMATICS TO WORK IN MODERN INFORMATION AND EDUCATIONAL ENVIRONMENT OF SCHOOL

    Directory of Open Access Journals (Sweden)

    V. Shovkun

    2015-05-01

    Full Text Available The article analyzes the impact of new information and communication technologies in formation trends for changes in the education system. An important factor according to specific trends and satisfying the educational needs of students in the school is to create an information and communication environment (ICE. This requires the presence in educational institutions the specialists able to advise the management on the choice of hardware and software, to the design, implementation, configuration programs, serve teaching aid and others. Anonymous survey of teachers of Informatics of Kherson region is conducted and it revealed that in most cases the defined functions are performed exactly by teachers of Informatics. Only a few schools have special workers or appeal to workers or companies that provide related services. Therefore, special importance is the preparation of future teachers of Informatics for continuous tracking trends of educational technologies, self-reliant mastering of new services and applications, finding ways for their implementation in the educational process of the school, consulting colleagues, conducting explanatory work with parents. Also, in the survey we determined the level of equipment and working conditions of teachers of Informatics at school and at home.

  14. Preparation of Teachers of Students with Emotional/Behavioral Disorders. Retrospective Series on Critical Issues in Emotional/Behavioral Disorders.

    Science.gov (United States)

    Bullock, Lyndal M., Ed.; Gable, Robert A., Ed.; Rutherford, Robert B., Jr., Ed.

    The third in a series, this collection of previously published monographs examines the challenges of preparing teachers to work with students who have emotional and behavioral disorders (EBD). Monographs include: (1) "Issues in Training Teachers for the Seriously Emotionally Disturbed" (Frank H. Wood), which discusses preparing regular and special…

  15. Educational Philosophies Adhered by Filipino Preservice Teachers: Basis for Proposing Initiatives for 21st Century Teacher Education Preparation Program

    Directory of Open Access Journals (Sweden)

    Gilbert C. Magulod Jr.

    2017-02-01

    Full Text Available The study endeavoured to ascertain the educational philosophies adhered by Filipino preservice teachers. Descriptive survey research method was employed. The participants of the study were the 76 fourth year Bachelor in Elementary Education (BEED and Bachelor in Secondary Education (BSED of the College of Teacher Education in one state university in the Philippines. Data were gathered with the use of standardized research tool. Research findings showed that the Filipino preservice teachers espoused a very high adherence to progressivism educational philosophy and high orientation to existentialism and reconstructionism. They also showed a moderate adherence to perennialism and existentialism philosophies. These imply that they espoused a high student-centred teaching belief with partial acceptance to teacher-centred teaching belief. Test of difference and Post hoc analysis revealed that course, residence and scholastic standing in high school spelled differences on the educational philosophies of the Filipino preservice teachers. Findings of the study present initiatives for 21st century teacher education preparation program.

  16. Cloud Pedagogy: Utilizing Web-Based Technologies for the Promotion of Social Constructivist Learning in Science Teacher Preparation Courses

    Science.gov (United States)

    Barak, Miri

    2017-10-01

    The new guidelines for science education emphasize the need to introduce computers and digital technologies as a means of enabling visualization and data collection and analysis. This requires science teachers to bring advanced technologies into the classroom and use them wisely. Hence, the goal of this study was twofold: to examine the application of web-based technologies in science teacher preparation courses and to examine pre-service teachers' perceptions of "cloud pedagogy"—an instructional framework that applies technologies for the promotion of social constructivist learning. The study included university teachers ( N = 48) and pre-service science teachers ( N = 73). Data were collected from an online survey, written reflections, and interviews. The findings indicated that university teachers use technologies mainly for information management and the distribution of learning materials and less for applying social constructivist pedagogy. University teachers expect their students (i.e., pre-service science teachers) to use digital tools in their future classroom to a greater extent than they themselves do. The findings also indicated that the "cloud pedagogy" was perceived as an appropriate instructional framework for contemporary science education. The application of the cloud pedagogy fosters four attributes: the ability to adapt to frequent changes and uncertain situations, the ability to collaborate and communicate in decentralized environments, the ability to generate data and manage it, and the ability to explore new venous.

  17. Evaluating training and information to teachers on nuclear energy

    International Nuclear Information System (INIS)

    Le Bail, H.

    1994-01-01

    Teachers in Physics Sciences in French secondary level schools have received, during their formation, little information on radioactivity and nuclear energy; nevertheless, they have a serious knowledge of energy topics and are able to receive any nuclear-related information. INSTN (National Institute for Nuclear technology) provides teachers with annual sessions (two weeks) at Saclay research centre for complementary information on nuclear science with practical works. Information materials are also supplied

  18. Learning from the Learners: Preparing Future Teachers to Leverage the Benefits of Laptop Computers

    Science.gov (United States)

    Grundmeyer, Trent; Peters, Randal

    2016-01-01

    Technology is changing the teaching and learning landscape. Teacher preparation programs must produce teachers who have new skills and strategies to leverage the benefits of laptop computers in their classrooms. This study used a phenomenological strategy to explain first-year college students' perceptions of the effects of a 1:1 laptop experience…

  19. Improving Science Teacher Preparation through the APS PhysTEC and NSF Noyce Programs

    Science.gov (United States)

    Williams, Tasha; Tyler, Micheal; van Duzor, Andrea; Sabella, Mel

    2013-03-01

    Central to the recruitment of students into science teaching at a school like CSU, is a focus on the professional nature of teaching. The purpose of this focus is twofold: it serves to change student perceptions about teaching and it prepares students to become teachers who value continued professional development and value the science education research literature. The Noyce and PhysTEC programs at CSU place the professional nature of teaching front and center by involving students in education research projects, paid internships, attendance at conferences, and participation in a new Teacher Immersion Institute and a Science Education Journal Reading Class. This poster will focus on specific components of our teacher preparation program that were developed through these two programs. In addition we will describe how these new components provide students with diverse experiences in the teaching of science to students in the urban school district. Supported by the NSF Noyce Program (0833251) and the APS PhysTEC Program.

  20. Challenges to Vocational Teacher Education.

    Science.gov (United States)

    Erickson, Richard C.

    1985-01-01

    Challenges to vocational teacher education include technological change that is sending large numbers of adults back to school; increasing numbers of women, minorities, and handicapped individuals who are seeking employment in nontraditional occupations; vocational preparation for jobs in the information economy; teacher recruitment; and creative…

  1. Integrating Technology into Teacher Preparation and Practice: A Two-way Mentoring Model

    Directory of Open Access Journals (Sweden)

    Jim Kerr

    2004-07-01

    Full Text Available This article reports on a pilot case study exploring the opportunity for authentic professional development in the use of technology. Self-selected pre-service and in- service teachers were paired so as to reinforce and enhance, firstly, their computer skill development and, secondly, their ability to integrate these same skills into classroom teaching practices. It was proposed that both groups of participants would derive benefit from these pairings. Results overwhelming support this and suggest (a a model for better preparing teacher candidates to be able to integrate computer skills into classroom programming and (b a new, perhaps more efficient, method of professional development for busy, dedicated classroom teachers.

  2. A physics department's role in preparing physics teachers: The Colorado learning assistant model

    Science.gov (United States)

    Otero, Valerie; Pollock, Steven; Finkelstein, Noah

    2010-11-01

    In response to substantial evidence that many U.S. students are inadequately prepared in science and mathematics, we have developed an effective and adaptable model that improves the education of all students in introductory physics and increases the numbers of talented physics majors becoming certified to teach physics. We report on the Colorado Learning Assistant model and discuss its effectiveness at a large research university. Since its inception in 2003, we have increased the pool of well-qualified K-12 physics teachers by a factor of approximately three, engaged scientists significantly in the recruiting and preparation of future teachers, and improved the introductory physics sequence so that students' learning gains are typically double the traditional average.

  3. Expanding Science Teacher Preparation: the Role of External Funding

    Science.gov (United States)

    Lindberg, John M.; Vokos, S.; Seeley, L.; Close, E.

    2006-12-01

    The Department of Physics and the School of Education at Seattle Pacific University are in the early stages of expanding the scope and reach of our science teacher preparation. We will describe how we are putting the puzzle together and our results to date. * Supported in part by NSF grant #ESI-0455796, NSF grant # DUE-0630460, NSF grant DUE-0310583, The Boeing Corporation, PhysTec and the SPU Science Initiative.

  4. PETE Faculty Beliefs Concerning the Preparation of Preservice Teachers for CSPAP Roles: An Exploratory Study

    Science.gov (United States)

    Webster, Collin A.; Russ, Laura; Webster, Liana; Molina, Sergio; Lee, Hee Su; Cribbs, Jason

    2016-01-01

    The purpose of this study was to examine the perceived effectiveness and attitudes of physical education teacher education (PETE) faculty concerning the preparation of preservice teachers for Comprehensive School Physical Activity Program (CSPAP) roles. Faculty (N = 175) responded to an electronic survey assessing perceived effectiveness and…

  5. Information training for secondary school level teachers

    International Nuclear Information System (INIS)

    Chateau Thierry, A. de

    1994-01-01

    The INSTN (National Institute for Nuclear Sciences and Techniques) in France, organizes each year an information training concerning the nuclear field for secondary school level teachers; created in 1957, the two-weeks session is concerned with radioactivity and nuclear reactor principles and a four-day practical teaching. Since 1968, 1150 teachers assisted to the session

  6. Listening to Country Voices: Preparing, Attracting and Retaining Teachers for Rural and Remote Areas.

    Science.gov (United States)

    Yarrow, Allan; Herschell, Paul; Millwater, Jan

    1999-01-01

    Examines the need for better preparation of teachers to live and work in rural Australia. Uses responses from a rural Queensland community meeting to discuss preparation needs related to multiage classrooms, cultural differences, and school-community involvement. Describes a new internship/mentor program at Queensland University of Technology that…

  7. Activation of a critical attitude in prospective teachers: From research investigations to guidelines for teacher education

    Science.gov (United States)

    Viennot, Laurence; Décamp, Nicolas

    2018-06-01

    This paper is inspired by the widely accepted need to develop critical thinking in physics students and teachers. More specifically, it is focused on the development of a critical attitude in prospective physics teachers. The question of a possible interplay between the development of conceptual comprehension and that of a critical attitude prompted us to conduct a series of investigations with teachers at the end of their preparation. The goal of this paper is to provide a synthesis of five previously published papers on this topic in order to inform discussion about teacher preparation. Each investigation is centered on a particular aspect of physics, and all are based on in-depth interviews with different participants. We focus on prospective teachers' "intellectual dynamics," that is, the way their comprehension of nonobvious topics and their critical attitudes evolve during these interviews, taking into account metacognitive and affective aspects such as intellectual satisfaction and self-esteem. We characterize several types of intellectual dynamics: "early critique," "delayed critique," "unstable critique," and "expert anesthesia" and provide information on their frequency. An overall conclusion is that in this type of context, that is, a guided intellectual pathway of about an hour, the development of conceptual comprehension and critical attitude are most often deeply entangled. We discuss the implications of these results for future research and we advocate new objectives and strategies for physics teachers' preparation.

  8. Preparation Model of Student Teacher Candidate in Developing Integrative Science Learning

    Science.gov (United States)

    Wiyanto; Widiyatmoko, Arif

    2016-01-01

    According to 2013 Curriculum in Indonesia, science learning process in Junior High School is integrally held between physics, chemistry, biology, and earth science. To successfully implementing the 2013 Curriculum in school, the education institution which generates science teacher should prepare the student, so that they can develop integrative…

  9. The Multiple Abilities Paradigm: Integrated General and Special Education Teacher Preparation.

    Science.gov (United States)

    Ellis, Edwin S.; And Others

    1995-01-01

    The Multiple Abilities Program (MAP) at the University of Alabama is a five-semester, competency-based preservice program preparing teachers to teach all students regardless of settings or disability labels. This article outlines the program rationale, organizational framework, and the program feature in which undergraduates spend over 50 percent…

  10. Food Preparation and Service: Cluster Guide.

    Science.gov (United States)

    Central Michigan Univ., Mount Pleasant.

    This teacher's guide is one of a series of publications focusing on the occupational preparation of persons with special education needs. The material was developed and tested by cooperating teachers over a period of three years. Task analysis information is presented using occupational descriptions from the Dictionary of Occupational Titles,…

  11. Reading Comprehension in Test Preparation Classes: An Analysis of Teachers' Pedagogical Content Knowledge in TESOL

    Science.gov (United States)

    Irvine-Niakaris, Christine; Kiely, Richard

    2015-01-01

    This article examines the pedagogical content knowledge which underpins the practices in reading lessons of experienced teachers in test preparation classes. It takes as a starting point the assumption that practice is shaped by teacher cognitions, which are established through professional training and classroom experience. Thus, the study…

  12. Merging Regular and Special Education Teacher Preparation Programs: The Integrated Special Education-English Project (ISEP).

    Science.gov (United States)

    Miller, Darcy E.

    1991-01-01

    Describes the Integrated Special Education-English Project (ISEP) which facilitated the gradual integration of special education and English teacher preparation programs. A description of the ISEP model and a case study are included. The case study indicated student teachers who participated in the ISEP improved special education and English…

  13. Value-Added Models for Teacher Preparation Programs: Validity and Reliability Threats, and a Manageable Alternative

    Science.gov (United States)

    Brady, Michael P.; Heiser, Lawrence A.; McCormick, Jazarae K.; Forgan, James

    2016-01-01

    High-stakes standardized student assessments are increasingly used in value-added evaluation models to connect teacher performance to P-12 student learning. These assessments are also being used to evaluate teacher preparation programs, despite validity and reliability threats. A more rational model linking student performance to candidates who…

  14. Research on College English Teachers' Information Literacy in Information Environment

    Science.gov (United States)

    Du, Yan-xia

    2017-01-01

    The new technology revolution based on Internet, information and communication technology has triggered an upsurge of educational information in the world, including English learning and teaching. The improvement of teacher's information literacy is the key to the success of the current educational informatization reform. From the perspectives of…

  15. Turkish Preservice Science Teachers' Informal Reasoning regarding Socioscientific Issues and the Factors Influencing Their Informal Reasoning

    Science.gov (United States)

    Topcu, Mustafa Sami; Yilmaz-Tuzun, Ozgul; Sadler, Troy D.

    2011-01-01

    The purpose of the study is to explore Turkish preservice science teachers' informal reasoning regarding socioscientific issues and the factors influencing their informal reasoning. The researchers engaged 39 preservice science teachers in informal reasoning interview and moral decision-making interview protocols. Of the seven socioscientific…

  16. Scientists are from Mars, educators are from Venus: Relationships in the ecosystem of science teacher preparation

    Science.gov (United States)

    Duggan-Haas, Don Andrew

    2000-10-01

    Great problems exist in science teaching from kindergarten through the college level (NRC, 1996; NSF, 1996). The problem may be attributed to the failure of teachers to integrate their own understanding of science content with appropriate pedagogy (Shulman, 1986, 1987). All teachers were trained by college faculty and therefore some of the blame for these problems rests on those faculty. This dissertation presents three models for describing secondary science teacher preparation. Two Programs, Two Cultures adapts C. P. Snow's classic work (1959) to describe the work of a science teacher candidate as that of an individual who navigates between two discrete programs: one in college science and the second in teacher education. The second model, Scientists Are from Mars, Educators Are from Venus adapts the popular work of John Gray to describe the system of science teacher education as hobbled by the dysfunctional relationships among the major players and describes the teacher as progeny from this relationship. The third model, The Ecosystem of Science Teacher Preparation reveals some of the deeper complexities of science teacher education and posits that the traditional college science approach treats students as a monoculture when great diversity in fact exists. The three models are described in the context of a large Midwestern university's teacher education program as that program is construed for future biology teachers. Four undergraduate courses typically taken by future biology teachers were observed and described: an introductory biology course; an introductory teacher education course; an upper division course in biochemistry and a senior level science teaching methods course. Seven second semester seniors who were biological Science majors were interviewed. All seven students had taken all of the courses observed. An organization of scientists and educators working together to improve science teaching from kindergarten through graduate school is also

  17. A Collaboration between University and High School in Preparing Physics Teachers: Chicago State University's Teacher Immersion Institute

    Science.gov (United States)

    Sabella, Mel S.; Van Duzor, Andrea G.; Passehl, Jennie; Weisenburger, Kara

    2012-01-01

    Because of the diverse character of colleges and universities throughout the United States, it is naive to believe that a one-size-fits-all model of teacher preparation aligns with specific resources and student population needs. Exploring innovative models that challenge traditional programs is now being encouraged by organizations such as the…

  18. Preparation of future teachers to psychological and pedagogical parental culture improvement in incomplete families

    Directory of Open Access Journals (Sweden)

    Tetiana Strutynska

    2017-03-01

    Full Text Available The article reveals the need for special training of future teachers for improvement ofpsychological and pedagogical parents’ culture who live separately from incomplete families. Efficiency conditions of such training in semantic and technological aspects are highlighted.Key words: incomplete family, psychological and pedagogical culture of a father,efficiency conditions of future teachers preparation for working with a parent from singleparentfamilies.

  19. Preparing Preservice Teachers for 21st Century Classrooms: Transforming Attitudes and Behaviors about Innovative Technology

    Science.gov (United States)

    Williams, Mia Kim; Foulger, Teresa S.; Wetzel, Keith

    2009-01-01

    Keeping-up with progressing technology tools has been a troublesome issue for educational technology instructors for over ten years as they endeavor to prepare beginning teachers to integrate technology in their future classrooms. This paper promotes instructors' ideas about behaviors of 21st century teachers, and explores efforts to support their…

  20. Mentor preparation: A qualitative study of STEM master teacher professional development

    Science.gov (United States)

    Click-Cuellar, Heather Lynn

    The No Child Left Behind Act of 2001 has required districts to staff all classrooms with highly qualified teachers. Yet, retaining certified teachers in the profession has been a national concern, especially among new teachers who leave at alarming rates within their first three years. This comes at a heavy cost to districts financially and in trying to maintain highly qualified status, but also to the continuity and effective education of students. Mentoring has been identified by many researchers as a plausible solution to reducing attrition rates for beginning teachers. In this dissertation, I conducted qualitative research to explore and understand the perceptions of STEM (science, technology, engineering, and mathematics) Master Teachers' mentoring professional development in the context of the Master Teacher Academies program situated at Desert State University (pseudonym), a large institution located on the Texas-Mexico border. Additionally, I examined the reported teaching self-efficacy of STEM Master Teachers (mentors), as well as that of their novice teachers (mentees). Another purpose of the study was to investigate the forms and elements of interactions between these mentors and their mentees. Participants of this study were Texas certified Master Mathematics or Master Science Teachers, and their novice mathematics or science teacher mentees; all of whom teach in a high need U.S. Mexico border city school district serving a student population that is over 93% Hispanic. A grounded theory approach was used in examining and analyzing mentor and mentee perceptions and experiences through case studies. A constructivist framework was utilized to derive findings from interviews and the review of documents and contribute a diverse context and population to the literature. The study reveals conclusions and recommendations that will benefit educators, universities, school districts, and policy makers in regard to teacher mentor preparation.

  1. Tablet Technology in Teacher Preparation: A Case Study--The Nook Initiative

    Science.gov (United States)

    Jordan, Hope; Hunter, Elizabeth; Douglas, Maegan; Wighting, Mervyn

    2015-01-01

    Regent University's Special Education and Reading Specialist Programs introduced the Nook Initiative fall 2013. This paper discusses the implementation, the need for integrated tablet technology in teacher preparation, initial outcomes of the study, and offers suggestions for practice. A second tablet pilot program introducing the iPad mini in the…

  2. An Analytical Study of the Preparation of Community College Physics Teachers.

    Science.gov (United States)

    Ohm, Kenneth Ronald

    Reported is a study of the type and nature of course offerings, student teaching practices, internships, and industrial experiences for the purpose of developing a curriculum necessary for adequate preparation of community college physics teachers. Similar questionnaires were submitted to participants of the 1968 and 1971 summer institutes held at…

  3. Are Elementary Teacher Education Programs the Real Problem of Unqualified Teachers?

    Science.gov (United States)

    Weitman, Catheryn J.; Colbert, Ronald P.

    This paper describes 10 factors that impact misguided perceptions of teacher preparation and teacher quality, especially elementary teachers prepared in highly-structured, university-based teacher preparation programs: (1) the offshoot of P-12 preparation, prior to attending postsecondary programs; (2) alignment of certification tests to state…

  4. Perceptions on the Role of a Pre-Service Primary Teacher Education Program to Prepare Beginning Teachers to Teach Mathematics in Far North Queensland

    Science.gov (United States)

    Chigeza, Philemon; Jackson, Cliff; Neilson, Aaron

    2017-01-01

    This paper employs a collaborative auto-ethnographic method to reflect on perceptions and design of a pre-service primary teacher mathematics education program in a regional university and the role of that program to prepare beginning teachers for classroom mathematics practice in Far North Queensland. A four-phase analysis that reflected on: a…

  5. Preparing Physical and Health Education Teacher Candidates to Create a Culture of Wellness in Schools: New Curriculum, New Message

    Science.gov (United States)

    Brewer, Hannah J.; Nichols, Randall; Leight, Joanne M.; Clark, Gary E.

    2017-01-01

    We live in a dynamic educational world. Physical and health education teacher preparation programs must examine what society needs and consider a new model for teacher preparation that is based on inspiring youth to build healthy behaviors that last a lifetime. One university created a new School Wellness Education (SWE) program that prepares…

  6. Preparing Science Teachers: Strong Emphasis on Science Content Course Work in a Master's Program in Education

    Science.gov (United States)

    Ajhar, Edward A.; Blackwell, E.; Quesada, D.

    2010-05-01

    In South Florida, science teacher preparation is often weak as a shortage of science teachers often prompts administrators to assign teachers to science classes just to cover the classroom needs. This results is poor preparation of students for college science course work, which, in turn, causes the next generation of science teachers to be even weaker than the first. This cycle must be broken in order to prepare better students in the sciences. At St. Thomas University in Miami Gardens, Florida, our School of Science has teamed with our Institute for Education to create a program to alleviate this problem: A Master of Science in Education with a Concentration in Earth/Space Science. The Master's program consists of 36 total credits. Half the curriculum consists of traditional educational foundation and instructional leadership courses while the other half is focused on Earth and Space Science content courses. The content area of 18 credits also provides a separate certificate program. Although traditional high school science education places a heavy emphasis on Earth Science, this program expands that emphasis to include the broader context of astronomy, astrophysics, astrobiology, planetary science, and the practice and philosophy of science. From this contextual basis the teacher is better prepared to educate and motivate middle and high school students in all areas of the physical sciences. Because hands-on experience is especially valuable to educators, our program uses materials and equipment including small optical telescopes (Galileoscopes), several 8-in and 14-in Celestron and Meade reflectors, and a Small Radio Telescope installed on site. (Partial funding provided by the US Department of Education through Minority Science and Engineering Improvement Program grant P120A050062.)

  7. Educational Use of Information and Communications Technology: Teachers' Perspective

    Science.gov (United States)

    Sipilä, Keijo

    2014-01-01

    This study investigated teachers' perceptions about how information and communications technology (ICT) is being incorporated into teaching and learning, the level of teachers' digital competence and what factors, in their opinions, might be hindering the use of ICT in schools. A total of 292 Finnish teachers took part in the survey. Activity…

  8. Sustaining Physics Teacher Education Coalition programs in physics teacher education

    Directory of Open Access Journals (Sweden)

    Rachel E. Scherr

    2017-02-01

    Full Text Available Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC, led by the American Physical Society (APS and the American Association of Physics Teachers (AAPT, has supported transformation of physics teacher preparation programs at a number of institutions around the country for over a decade. In 2012–2013, PhysTEC supported an independent study on the sustainability of its sites after project funding ends. The study sought to measure the extent to which programs have been sustained and to identify what features should be prioritized for building sustainable physics teacher preparation programs. Most of the studied sites have sustained increases in the number of physics teachers educated per year as well as funding for physics teacher preparation. About half of the programs are thriving, in that in the post-award period, they have further increased both the number of physics teachers educated per year and funding for physics teacher preparation. All studied sites that sustained increases in the number of physics teachers educated per year have two features in common: a champion of physics teacher education and institutional commitment. The thriving physics teacher preparation programs in this study implemented different elements of physics teacher preparation according to diverse local priorities and opportunities, including the unique expertise of local personnel.

  9. A Bolman and Deal Framework of Science Teachers' Beliefs on Teacher Preparation and Reform Practices for Diverse Learners

    Science.gov (United States)

    Whitmyer, Charnita P.

    This dissertation uses Bolman and Deal's Four Framework approach to reframing an organization to examine science teachers' beliefs on teacher preparation and reform practices for diverse learners. Despite the national emphasis on "science for all students" in the National Science Education Standards (NRC, 2011), some traditionally underserved groups tend to underperform on standardized measures of science learning (Kober, 2001; Darling-Hammond, 2010; Bracey, 2009; Kozol, 2009, 2007; PCAST, 2012); and teachers struggle to meet the needs of these students (Hira, 2010). The literature is replete with calls for a better understanding of teacher quality as an entry point into increased student achievement in science. In the current study, the 2012 National Survey of Science and Mathematics Education (NSSME) was used to gain an understanding of science teacher quality in the United States, and SPSS 22.0 software was used to evaluate descriptive and inferential statistics, including bivariate correlation analysis, simple linear regression, and a multiple regression of the survey responses. The findings indicated that professional development was the most salient predictor of teachers' preparedness to teach diverse learners. Findings further showed that teachers who held favorable perceptions of preparedness to teach diverse learners were more likely to use reform-oriented practices. This study contributes to an emerging area of research on science teacher quality and its influence on instructional reform for diverse learners. The study concludes with a discussion of supports and obstacles that may enable or inhibit the development of these relationships.

  10. Mapping 21st Century Skills: Investigating the Curriculum Preparing Teachers and Librarians

    Science.gov (United States)

    Witte, Shelbie D.; Gross, Melissa R.; Latham, Don L., Jr.

    2015-01-01

    In the first tier of a multi-tier research project, U.S. faculty from the School of Teacher Education and the School of Library and Information Studies seek to create synergies between teacher education and library initiatives in order to understand the best ways to encourage collaboration between teachers and librarians. This article discusses…

  11. Pre- and in-Service Teachers Reading and Discussing Informational Texts

    Directory of Open Access Journals (Sweden)

    Theresa A. Deeney

    2016-05-01

    Full Text Available This study investigates U.S. elementary (kindergarten-Grade 6, ages 5-12 pre- and in-service teachers’ discussions of informational texts to understand current practices and identify needs with respect to how teachers support students in building knowledge from complex informational text as specified in the grade-level expectations of the Common Core State Standards adopted in many U.S. states. Transcripts and reflections from 17 in-service and 31 pre-service teachers’ informational text discussions were analyzed for teachers’ focus on the text, background knowledge, and text/background knowledge. In addition, transcripts were analyzed for the types of text ideas teachers targeted (details/main ideas, the comprehension demands placed on students, how teachers used follow-up moves to encourage higher level thinking, and how teachers use transcripts of their discussions to analyze and critique their own practice. Findings suggest that both pre- and in-service teachers draw heavily on students’ background knowledge and text details in their questioning; but differences exist in how pre- and in-service teachers use follow-up responses to promote knowledge building. Findings also suggest that both pre- and in-service teachers can use their transcripts to recognize areas of need, and offer themselves suggestions to better support students’ understanding. Implications are offered for teacher education and professional development.

  12. Pedagogical innovation for science teachers training in the information age

    International Nuclear Information System (INIS)

    Horta, L.M.P.

    2009-01-01

    It urges to improve internet skills on the people, for dealing with lots of different global important issues such as health, education, economy, environment, food chemistry, Portuguese Cultural Heritage, sustainable development. The available information in the internet and the interactive resources is immense, but we have to elaborate education strategies for the enriching, discerning and pedagogic use of the internet. We are in the information age, being crucial to get to transform the information in knowledge and to transform knowledge produced in to information, effectively and efficiently. The introduction of new ideas, theories, methodologies, contexts, technological innovations as in students of the basis and secondary education (the new generations), as in science teachers through new practices and knowledge using the science, technology, society and environment perspective present in the Portuguese curricula for motivating students and with strategies that allow them to identify, to observe of to scrutiny on science, technology and society applications, being the internet the privileged vehicle of that whole new knowledge. Can be targeted and developed to Physics and Chemistry teachers; Biology and Geology teachers; Mathematics and Nature Sciences Teachers; Physical Education Teachers. Science teachers training courses design in the information age challenges us to rethink global environment, and many factors (quick examples are how close the interactive virtual lab model is to the real world or the psychological effect of color) present in the web for the human learning must be subject of consideration. (author)

  13. The Mathematics Education Debates: Preparing Students to Become Professionally Active Mathematics Teachers

    Science.gov (United States)

    Munakata, Mika

    2010-01-01

    The Mathematics Education Debate is an assignment designed for and implemented in an undergraduate mathematics methods course for prospective secondary school mathematics teachers. For the assignment, students read and analyze current research and policy reports related to mathematics education, prepare and present their positions, offer…

  14. Mothers as informal science class teachers

    Science.gov (United States)

    Katz, Phyllis

    This study explores the participation of mothers as teachers (termed "Adult Leaders") in the Hands On Science Outreach (HOSO) informal science program for pre-kindergarten through sixth grade children. Since women continue to be underrepresented in the sciences (AAUW, 1992; AAUW 1998), there is a need to probe the nature of mothers' choices in science experiences, in the family context, and as role models. Mothers of school age children who choose to lead informal science activities are in a position to teach and learn not only within this alternative setting, but within their homes where values, attitudes, beliefs and motivations are continually cultivated by daily choices (Gordon, 1972; Tamir, 1990; Gerber, 1997). Policy makers recognize that schools are only one environment from many for learning science (National Science Board, 1983; National Research Council, 1996). Using complementary methodology, this study was conducted in two HOSO sessions that extended over six months. Twelve mothers who were HOSO teachers were case study participants. Primary data collection strategies were interviews, journals, and "draw-a-scientist." A larger sample of HOSO mother-teachers (N = 112) also contributed to a surrey, developed from an analysis of the case studies. Informal learning settings must, by their non-compulsory nature, focus on the affective component of learning as a necessity of participation. The framework for the qualitative analysis was from the affective characteristics described by Simpson et al. (1994). The interpretation is informed by sociobiology, science education and adult education theories. The study finds that the twelve mothers began their HOSO teaching believing in science as a way of knowing and valuing the processes and information from its practice. These women perceive their participation as a likely means to increase the success of their child(ren)'s education and are interested in the potential personal gains of leading an informal science

  15. Texas Agricultural Science Teachers' Attitudes toward Information Technology

    Science.gov (United States)

    Anderson, Ryan; Williams, Robert

    2012-01-01

    The researchers sought to find the Agricultural Science teachers' attitude toward five innovations (Computer-Aided Design, Record Books, E-Mail Career Development Event Registration, and World Wide Web) of information technology. The population for this study consisted of all 333 secondary Agricultural science teachers from Texas FFA Areas V and…

  16. Evaluation of the formation and information received by teachers about nuclear energy

    International Nuclear Information System (INIS)

    Calvo, M.

    1994-01-01

    The secondary school teachers in Spain have not received the necessary training about nuclear energy, so the pupils do not receive the information the teachers cannot transmit. The Spanish Atomic Forum is engaged in the training and information of teachers and provides books, audio-visual tools, seminars, etc. Experience shows that nuclear acceptance or knowledge is based on information and confidence

  17. Preparing Teachers for Technology Integration: Programs, Competencies, and Factors from the Literature

    Science.gov (United States)

    Oliver, Kevin; Townsend, Latricia

    2013-01-01

    This article presents a review of recent literature about preparing teachers for technology integration. The review found six types of training programs are commonly implemented: pre-service training, long-term courses, short-term workshops and institutes, coaching/mentoring, learning communities, and product/assessment approaches. The review…

  18. Current Conditions of Bilingual Teacher Preparation Programs in Public Universities in USA

    Science.gov (United States)

    Johannessen, B. Gloria Guzman; Thorsos, Nilsa; Dickinson, Gail

    2016-01-01

    This study addresses public universities' policies and practices in the USA (United States of America) with a focus on public bilingual teacher preparation in Spanish-English programs (initial credential licensure and Masters of Education programs with, or without, endorsements). We questioned: "What do bilingual programs look like in public…

  19. Improving Science and Literacy Learning for English Language Learners: Evidence from a Pre-service Teacher Preparation Intervention

    Science.gov (United States)

    Shaw, Jerome M.; Lyon, Edward G.; Stoddart, Trish; Mosqueda, Eduardo; Menon, Preetha

    2014-08-01

    This paper present findings from a pre-service teacher development project that prepared novice teachers to promote English language and literacy development with inquiry-based science through a modified elementary science methods course and professional development for cooperating teachers. To study the project's impact on student learning, we administered a pre and post assessment to students (N = 191) of nine first year elementary teachers (grades 3 through 6) who experienced the intervention and who taught a common science unit. Preliminary results indicate that (1) student learning improved across all categories (science concepts, writing, and vocabulary)—although the effect varied by category, and (2) English Language Learner (ELL) learning gains were on par with non-ELLs, with differences across proficiency levels for vocabulary gain scores. These results warrant further analyses to understand the extent to which the intervention improved teacher practice and student learning. This study confirms the findings of previous research that the integration of science language and literacy practices can improve ELL achievement in science concepts, writing and vocabulary. In addition, the study indicates that it is possible to begin to link the practices taught in pre-service teacher preparation to novice teacher practice and student learning outcomes.

  20. Guidelines for preparing IAEA design information questionnaires

    International Nuclear Information System (INIS)

    Swartz, J.M.; Bieber, A.M.

    1980-01-01

    The format of the IAEA Design Information Questionnaires and the SAI prepared guidelines for completing them, is described. The guidelines should assist facility operators in meeting the time constraints set forth in the Subsidiary Arrangements by effectively supplying the information needed by the IAEA and in minimizing resource allocations to the preparation effort. 8 refs

  1. Teachers Should Not Only Inform but Also Entertain

    Science.gov (United States)

    Kubli, Fritz

    2007-01-01

    Teaching is, in many respects, an art. Teachers must strike the right balance between sometimes opposite demands. On the one hand, they should lead students to scientific insights; and on the other hand, their teaching should be attractive. Teachers should not only inform, but also entertain. Experiments and stories can help them to combine these…

  2. Exploring Malaysian Trainee Teachers' Adoption of the Internet as Information Tool

    Science.gov (United States)

    Teck-Chai, Lau; Kim-Hong, Yeoh; Ching-Ching, Choong

    2010-01-01

    This study reports the usage of three commercial Internet search engines in information seeking among trainee teachers at a teacher training institute in Malaysia. It attempts to investigate the information seeking behavior of the trainees via three Internet search engines (Google, Yahoo and MSN) as gateways to information for research in academic…

  3. Generating a Networked Improvement Community to Improve Secondary Mathematics Teacher Preparation: Network Leadership, Organization, and Operation

    Science.gov (United States)

    Martin, W. Gary; Gobstein, Howard

    2015-01-01

    The Mathematics Teacher Education Partnership (MTE-Partnership) was formed to address the undersupply of new secondary mathematics teachers who are well prepared to help their students attain the goals of the Common Core State Standards and other college- and career-ready standards. This national consortium of more than 90 universities and 100…

  4. Teacher Education that Works: Preparing Secondary-Level Math and Science Teachers for Success with English Language Learners Through Content-Based Instruction

    Directory of Open Access Journals (Sweden)

    Margo Elisabeth DelliCarpini

    2014-11-01

    Full Text Available Little research exists on effective ways to prepare secondary mathematics and science teachers to work with English language learners (ELLs in mainstream mathematics and science (subsequently referred to as STEM classrooms. Given the achievement gap that exists between ELLs and their native-speaking counterparts in STEM subjects, as well as the growing numbers of ELLs in US schools, this becomes a critical issue, as academic success for these students depends on the effectiveness of instruction they receive not only in English as a second language classes (ESL, but in mainstream classrooms as well. This article reports on the effects of a program restructuring that implemented coursework specifically designed to prepare pre-service and in-service mathematics, science, and ESL teachers to work with ELLs in their content and ESL classrooms through collaboration between mainstream STEM and ESL teachers, as well as effective content and language integration. We present findings on teachers’ attitudes and current practices related to the inclusion of ELLs in the secondary-level content classroom and their current level of knowledge and skills in collaborative practice. We further describe the rationale behind the development of the course, provide a description of the course and its requirements as they changed throughout its implementation during two semesters, and present findings from the participants enrolled. Additionally, we discuss the lessons learned; researchers’ innovative approaches to implementation of content-based instruction (CBI and teacher collaboration, which we term two-way CBI (DelliCarpini & Alonso, 2013; and implications for teacher education programs.

  5. Preparing culturally and linguistically diverse preservice Early Childhood teachers for field experience

    Directory of Open Access Journals (Sweden)

    Melinda Miller

    2016-07-01

    Full Text Available This article reports on an action research project focussed on preparing culturally and linguistically diverse (CALD preservice early childhood teachers for field experience. A series of targeted workshops delivered over one semester was designed to support the students to develop intercultural competence in relation to knowledge, attitude, skills and behaviours that contribute to success on field placement. Findings indicate that short-term initiatives targeted specifically to students’ identified needs and strengths can help to build intercultural competence for both students and teacher educators. For the participants, access to communication strategies, opportunities for rehearsal of teaching practice, and peer and academic support contributed to shifts in attitude, and the development of skills and new knowledge. New learnings for the teacher educators included challenging assumptions about CALD students’ sense of community and belonging in the university context.

  6. Methodological conception for the preparation of teachers who teach to deaf and hard hearing persons in the local historical contents.

    Directory of Open Access Journals (Sweden)

    Zeida María Montano Rivero

    2013-09-01

    Full Text Available The present work has as an objective: to apply a theoretical-methodological conception for the teacher's preparation in imparting the local historical contents, from an integrative approach in the development of the educational process in the special school for deaf and hard hearing in the Province of Sancti Spiritus, It is designed from the theoretical and methodological mistakes detected in the pedagogical practice. The sample is composed by the 12 teachers that represent 100% of the second cycle; It was used the technical investigative process as: interviews to teachers and observations to classes, which evidenced weaknesses in the theoretical preparation - methodological to carry out the development of these contents. The workshops were applied in the methodological preparation of the cycle community, in the space established by the Direction of the Ministry of Education, twice in every month and during the self preparation by teachers. The practical contribution is concrete in the determination of demands and didactic procedures for the use of the local historical contents with an integrative focus that constitutes the theoretical component of the conception, allowing the improvement of the preparation, in a significant way and in this way to contribute to an integral attention of the educational process.

  7. Preparing "Professional" Science Teachers: Critical Goals.

    Science.gov (United States)

    Dass, Pradeep Maxwell

    This paper focuses on pre-service teacher education and elaborates on the critical importance of three attributes to the development of professional science teachers: (1) science teachers must be reflective practitioners of their profession; (2) all instructional practice and decisions of science teachers must be backed by a research-based…

  8. Prospective teachers information and communication technology metaphors

    Directory of Open Access Journals (Sweden)

    Ömür Akdemir

    2015-04-01

    Full Text Available Determination of the perceptions of the prospective teachers for the Information and Communications Technology (ICT terms have a remarkable potential to provide input for technology integration plans and ICT trainings. Within this context, the purpose of this study is to discover the metaphors constructed by prospective teachers for the ICT terms. Data were gathered from 180 prospective teachers through survey. 977 valid metaphors constructed by the participants were grouped into conceptual categories for the six ICT terms. The most common conceptual categories are “developing and changing” for technology, “making life easy” for computers and search engines, “limitless and endless” for the Internet, “means of communication” for social networks, and “addictive items” for video games. Future research should concentrate on investigating the match and mismatches between intended use of the ICT tools and the perception of the prospective teachers.

  9. ICT Competency Standards for Teachers: Competency Standards Modules

    Science.gov (United States)

    United Nations Educational, Scientific and Cultural Organization (UNESCO), 2008

    2008-01-01

    Both professional development programs for teachers currently in the classroom and programs for preparing future teachers should provide technology-rich experiences throughout all aspects of the training. Standards and resources within the United Nations Educational, Scientific, and Cultural Organization (UNESCO)'s project "Information and…

  10. In-Service Science Teachers' Attitude towards Information Communication Technology

    Science.gov (United States)

    Kibirige, I.

    2011-01-01

    The purpose of this study is to determine the attitude of in-service science teachers towards information communication technology (ICT) in education. The study explores the relationship between in-service teachers and four independent variables: their attitudes toward computers; their cultural perception of computers; their perceived computer…

  11. ICT AND TEACHERS' PERFORMANCE IN TERMS OF LESSON ...

    African Journals Online (AJOL)

    PROF. BARTH EKWEME

    Delivery Questionnaire (ICTTPLIDO) Developed by the researcher. The reliability estimate of ... teachers' performance in lesson preparation and delivery through the use of Information and ... information to accomplish the task, and evaluating ...

  12. What Do Preservice Teachers Think about Teaching Media Literacy? An Exploratory Study Using the Theory of Planned Behavior

    Science.gov (United States)

    Gretter, Sarah; Yadav, Aman

    2018-01-01

    Despite the numerous benefits of media & information literacy for students in today's digital society, the lack of teacher preparation in teaching media and information literacy skills suggests a gap between the societal rationale for students becoming media literate and the sustainable preparation of teachers. The purpose of this exploratory…

  13. 34 CFR 614.1 - What is the purpose of the Preparing Tomorrow's Teachers to Use Technology program?

    Science.gov (United States)

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What is the purpose of the Preparing Tomorrow's Teachers to Use Technology program? 614.1 Section 614.1 Education Regulations of the Offices of the... Use Technology program? (a) This program provides grants to help future teachers become proficient in...

  14. Inclusive, Democratic Family-Professional Partnerships: (Re)Conceptualizing Culture and Language in Teacher Preparation

    Science.gov (United States)

    Beneke, Margaret R.; Cheatham, Gregory A.

    2016-01-01

    Family-professional partnerships are vital to the provision of appropriate and effective special education services for young children. Despite the recognized need, teacher educators in early childhood and early childhood special education have faced challenges in preparing their students to partner with families from diverse cultural and…

  15. FORMATION OF INFORMATIONAL-COMMUNICATIVE COMPETENCE OF SUBJECT TEACHERS

    Directory of Open Access Journals (Sweden)

    Svitlana G. Lytvynova

    2010-08-01

    Full Text Available New ways of the development of the informational competence have been determined in the work. Core general standards for the teachers of subjects have been defined. The definition of informational – communicative competence and its components have been discovered.

  16. How does the high school mathematics teacher prepares the learning process based on the 2013 curriculum 2017 revision

    Science.gov (United States)

    Latif, I. A.; Saputro, D. R. S.; Riyadi

    2018-03-01

    2013 Curriculum (K13) provides an opportunity for students to develop the potential attitudes, knowledge, and skills necessary for life and society and contribute to the welfare of human life. The K13 2017 revision requires teachers to integrate 21st-century skills in the learning process. They are consist of critical thinking and problem-solving, communication, creativity and innovation, and collaboration (4C skills), Higher Order Thinking Skills (HOTS), literacy movement, and character education. This study is a qualitative research that aims to describe the steps performed by a high school mathematics teacher in preparing the Lesson Plan (RPP) in accordance with K13 2017 revision. The subject of this study is a Civil Servant Mathematics teacher at SMAN 1 Wuryantoro, Wonogiri Regency. This study used interview method with time triangulation technique to obtain valid data. Based on the interviews it is concluded that in preparing the RPP in accordance with K13 revision 2017, the teacher is guided by The Minister of Education and Culture Regulation (Permendikbud) Number 22 of 2016 and Pedoman Penyusunan RPP Abad 21. The first step taken by the teacher in preparing and developing RPP is quoting KI from Permendikbud Number 21 2016 and KD from Permendikbud Number 24 of 2016. After that, teacher formulates Indicators of Competency Achievement (IPK) in accordance with KD, learning objectives in accordance with IPK, learning materials in accordance with IPK, learning activities integrating 21st-century skills and in line with learning objectives, learning assessment instruments, and learning reflection activities.

  17. Teacher Preparation for Profit or Prestige: Analysis of a Diverse Market for Teacher Preparation

    Science.gov (United States)

    Lincove, Jane Arnold; Osborne, Cynthia; Mills, Nick; Bellows, Laura

    2015-01-01

    With increasing awareness of the importance of teacher quality for student learning, education policy leaders have turned their attention to the nation's teacher training programs as a potential target for reform. One proposed strategy is to increase competition for university-based programs by encouraging new program types. This study examines…

  18. Making the informal formal: An examination of why and how teachers and students leverage experiences in informal learning environments

    Science.gov (United States)

    Schneider, Barbara P.

    This study was an effort to understand the impact of informal learning environments (museums, aquaria, nature centers, and outdoor education programs) on school groups by developing a picture of why and how teachers and their students leverage experiences in these settings. This work relied on the self-reported visions for science education of formal and informal teachers as a means of creating a portrait or profile of the teacher visitor thus providing a new way to assess the quality of informal visits based on vision elements. Multi-level, year long case studies at six school sites and their partnering informal centers that included multiple interviews, observations (250 hours) of both school based and field trip activities, as well as focus group interviews with students two months past their field trip experience comprised the bulk of data collection activities. In addition to this more intensive work with case study teachers data was gathered from a broader group of participants through surveys (n = 396) and one-time classroom teacher interviews (n = 36) in an effort to validate or confirm case study findings. I discovered that central to informal and formal teachers' visions was a view of education as empowerment. I explored such goals as empowering students to conceive of themselves and their worlds differently, empowering students by sharing responsibility for what and how they learn, and empowering students by creating environments where everyone can contribute meaningfully. Much of what classroom teachers did to leverage the informal experience in supporting their visions of education related to these goals. For example teachers used shared experiences in informal settings as a way for their students to gain better access to and understanding of the classroom curriculum thereby increasing student participation and allowing more students to be successful. They also changed their approach to content by basing the classroom curriculum on students' interests

  19. Enhancing Teachers' Motivation to Apply Humanist Information Technology Innovations

    Science.gov (United States)

    Assor, Avi

    2009-01-01

    This article focuses on the following issue: How can we build a training and support system that would enhance the motivation and capacity of teachers for high-quality implementation of information technology innovations guided by humanist ideas? That is, a system that would not only increase teachers' motivation to apply Humanist Information…

  20. Preparing LGBTQ-Allies and Combating Homophobia in a U. S. Teacher Education Program

    Science.gov (United States)

    Clark, Caroline T.

    2010-01-01

    Interns in a US teacher education program were surveyed regarding their attitudes towards diversity, particularly issues of sexuality, their feelings of "cultural competence" around diversity, and the repertoires of practices and resources they feel prepared to draw on in their work with middle and high schools students (11-18 year…

  1. PROFESSIONAL PREPARATION OF INTERACTIVE MINI-LESSONS USING MULTIMEDIA PRESENTATIONS FOR TEACHERS - PARTICIPANTS OF PEDAGOGICAL MASTERY WORKSHOP BASED ON PRACTICAL SKILLS AND VALUE EXPERIENCE

    Directory of Open Access Journals (Sweden)

    Alla V. Semenova

    2015-04-01

    Full Text Available The article deals with the preparation of interactive mini-lessons using multimedia presentations for teachers – participants of the seminar based on practical skills and value experience, which is considered in the unity of intellectual and emotional-volitional personality characteristics. The article covers the theoretical, methodological and practical approaches to creating presentations using MS PowerPoint in preparing and conducting interactive lessons by teachers based on andragogy approach. The proposed approach takes into account the personal aspects of teachers - participants of the seminar, as well as presents an appropriate planning cycle. That helps turn into reality the idea of vocational training throughout life "teacher to teacher".

  2. The Prehistory of Teacher Trainees and the Consequences for Teacher Education.

    Science.gov (United States)

    Broekman, Harrie G. B.; Weterings, Johan M. J.

    1987-01-01

    Suggestions are provided for teacher educators to improve the initial stages of education for people preparing to be teachers of mathematics. The examples relate specifically to preparing mathematics teachers in Holland. (RH)

  3. Technology Integration Coursework and Finding Meaning in Pre-Service Teachers' Reflective Practice

    Science.gov (United States)

    Kimmons, Royce; Miller, Brant G.; Amador, Julie; Desjardins, Christopher David; Hall, Cassidy

    2015-01-01

    This study seeks to inform teacher preparation programs regarding technology integration by understanding (1) relationships between tasks with specific technologies and pre-service teachers' critical thinking about technology integration and (2) relationships between how pre-service teachers are critically thinking about technology integration and…

  4. Preparing Teachers for Diversity: The Role of Initial Teacher Education. Annex 1 to the Final Report to DG Education, Youth, Sport and Culture of the European Commission

    Science.gov (United States)

    European Commission, 2017

    2017-01-01

    This document, "Annex 1 to the Final Report to DG Education, Youth, Sport and Culture of the European Commission" is intended as a companion piece to European Commission report "Preparing Teachers for Diversity: The Role of Initial Teacher Education. Final Report". It contains country fiches which are overviews of available…

  5. Turkish Preservice Science Teachers' Informal Reasoning Regarding Socioscientific Issues and the Factors Influencing Their Informal Reasoning

    Science.gov (United States)

    Topçu, Mustafa Sami; Yılmaz-Tüzün, Özgül; Sadler, Troy D.

    2011-06-01

    The purpose of the study is to explore Turkish preservice science teachers' informal reasoning regarding socioscientific issues and the factors influencing their informal reasoning. The researchers engaged 39 preservice science teachers in informal reasoning interview and moral decision-making interview protocols. Of the seven socioscientific issues, three issues were related to gene therapy, another three were related to human cloning, and one was related to global warming. The data were analyzed using an interpretive qualitative research approach. The characteristic of informal reasoning was determined as multidimensional, and the patterns of informal reasoning emerged as rationalistic, emotive, and intuitive reasoning. The factors influencing informal reasoning were: personal experiences, social considerations, moral-ethical considerations, and technological concerns.

  6. A phenomenological case study concerning science teacher educators' beliefs and teaching practices about culturally relevant pedagogy and preparing K-12 science teachers to engage African American students in K-12 science

    Science.gov (United States)

    Underwood, Janice Bell

    Due to the rising diversity in today's schools, science teacher educators (STEs) suggest that K-12 teachers must be uniquely prepared to engage these students in science classrooms. Yet, in light of the increasing white-black science achievement gap, it is unclear how STEs prepare preservice teachers to engage diverse students, and African Americans in particular. Therefore, the purpose of this study was to find out how STEs prepare preservice teachers to engage African American students in K-12 science. Thus, using the culturally relevant pedagogy (CRP) framework, this phenomenological case study explored beliefs about culturally relevant science teaching and the influence of reported beliefs and experiences related to race on STEs' teaching practices. In the first phase, STE's in a mid-Atlantic state were invited to participate in an electronic survey. In the second phase, four participants, who were identified as exemplars, were selected from the survey to participate in three semi-structured interviews. The data revealed that STEs were more familiar with culturally responsive pedagogy (CResP) in the context of their post-secondary classrooms as opposed to CRP. Further, most of the participants in part one and two described modeling conventional ways they prepare their preservice teachers to engage K-12 students, who represent all types of diversity, without singling out any specific race. Lastly, many of the STEs' in this study reported formative experiences related to race and beliefs in various manifestations of racism have impacted their teaching beliefs and practices. The findings of this study suggest STEs do not have a genuine understanding of the differences between CRP and CResP and by in large embrace CResP principles. Secondly, in regards to preparing preservice teachers to engage African American students in science, the participants in this study seemed to articulate the need for ideological change, but were unable to demonstrate pedagogical changes

  7. Informal Learning and Meta-Pedagogy in Initial Teacher Education in England

    Science.gov (United States)

    Finney, John; Philpott, Chris

    2010-01-01

    How do student teachers learn to use informal learning and pedagogy in their teaching? Through focusing on Initial Teacher Education (ITE) in England, this paper will explore the possibility of developing a meta-pedagogy which embraces informal learning and pedagogy in music. The paper is in two parts, the first of which examines the background to…

  8. Preparing teachers to create a mainstream science classroom conducive to the needs of English-language learners: A feminist action research project

    Science.gov (United States)

    Buck, Gayle; Mast, Colette; Ehlers, Nancy; Franklin, Elizabeth

    2005-11-01

    A feminist action research team, which consisted of a science educator, an English-language learner (ELL) educator, a first-year science teacher, and a graduate assistant, set a goal to work together to explore the process a beginning teacher goes through to establish a classroom conducive to the needs of middle-level ELL learners. The guiding questions of the study were answered by gathering a wealth of data over the course of 5 months and taken from the classroom, planning sessions, and researchers and students. These data were collected by observations, semistructured interviews, and written document reviews. The progressive analysis ultimately revealed that: (a) successful strategies a beginning teacher must utilize for teaching middle-level ELL children in a mainstream classroom involve complex structural considerations that are not part of the teacher's preparation; (b) learning increases for all children, but there are differences in learning achievement between ELL and non-ELL children; and (c) student and peer feedback proved to be an effective means of enhancing the growth of a beginning teacher seeking to increase her skills in teaching ELL learners. The experiences and findings from this project have implications for teacher preparation programs committed to preparing educators to teach science to all children.

  9. Developing HALM Teaching Competencies in PETE Teacher Candidates

    Science.gov (United States)

    Wilkinson, Carol; Prusak, Keven; Zanandrea, Maria

    2018-01-01

    The lifetime activities approach, which grew out of the lifetime physical activity model, has informed the practice of one physical education teacher education (PETE) program as it prepares teacher candidates to teach K-12 students about the importance of health, health-related fitness, and physical activity. Health-enhancing behaviors such as…

  10. A Community of Peer Interactions as a Resource to Prepare Music Teacher Educators

    Science.gov (United States)

    Shin, Jihae

    2013-01-01

    The purpose of this study was to investigate interactions between two doctoral students and their colleagues in a graduate music education program and determine how a community of peer interactions functions as a resource to prepare music teacher educators. Results of this study showed that peer interactions between two participants and other…

  11. Sustaining Physics Teacher Education Coalition programs in physics teacher education

    OpenAIRE

    Rachel E. Scherr; Monica Plisch; Renee Michelle Goertzen

    2017-01-01

    Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the American Association of Physics Teachers (AAPT), has supported transformation of physics teacher preparation programs at a number of institutions aro...

  12. Preparing student teachers to integrate ICT in classroom practice: a synthesis of qualitative evidence

    NARCIS (Netherlands)

    Tondeur, J.; van Braak, J.; Guoyuan, S.; Voogt, Joke; Fisser, Petra; Ottenbreit-Leftwich, A.S.

    2012-01-01

    This study reviewed qualitative studies that focused on strategies to prepare pre-service teachers to integrate technology into their lessons. A meta-ethnography approach was utilized to locate, critically appraise, and synthesize the results of these studies. Based on an extensive search in the Web

  13. PREPARING STUDENTS FOR THE TREATMENT OF A NEW TEACHER CONTENT, AN IMPORTANT PREREQUISITE FOR THE SUCCESSFUL IMPLEMENTATION OF THE TASK OF TEACHING

    Directory of Open Access Journals (Sweden)

    Zvezdan Arsić

    2013-12-01

    Full Text Available Success in any type of activity depends on thorough preparation. Processing of new teaching facilities, or the acquisition of new knowledge in the whole course of the educational process is one of the most important prerequisites for success in the implementation of the tasks of teaching. When it comes to this problem, the analysis of available pedagogical-psychological and didactic and methodical literature, indicates that it mainly talks about the preparation of teachers, which is certainly needed. However, the implementation of teaching together and actively participating teachers and students , and the modern conception of school based on the students' activities. The above observations lead us to the conclusion that preparing students for teaching is equally important as the preparation of teachers, although it is somewhat more specific, given their status in the classroom.

  14. Improving English Language Arts and Mathematics Teachers' Capabilities for Teaching Integrated Information Literacy Skills

    Science.gov (United States)

    Ballard, Kevin

    2013-01-01

    Teachers in a large Illinois suburban school district will soon have to integrate the teaching of the Common Core State Standards into their content classes and may not feel prepared to do this effectively. Stephenson's definition of capability was used as the conceptual framework for this study, which holds that capable teachers are those who…

  15. Experienced teachers' informal workplace learning and perceptions of workplace conditions

    NARCIS (Netherlands)

    Hoekstra, A.; Korthagen, F.; Brekelmans, M.; Beijaard, D.; Imants, J.

    2009-01-01

    Purpose: The purpose of this paper is to explore in detail how teachers' perceptions of workplace conditions for learning are related to their informal workplace learning activities and learning outcomes. Design/methodology/approach: From a sample of 32 teachers, a purposeful sampling technique of

  16. An alternative path to improving university Earth science teaching and developing the geoscience workforce: Postdoctoral research faculty involvement in clinical teacher preparation

    Science.gov (United States)

    Zirakparvar, N. A.; Sessa, J.; Ustunisik, G. K.; Nadeau, P. A.; Flores, K. E.; Ebel, D. S.

    2013-12-01

    preparation in that postdoctoral research scientists are directly involved in the clinical preparation of the teacher candidates7. In this program, professional educators and senior scientists guide and work closely with the postdoctoral scientists in developing lessons and field experiences for the teacher candidates. This exposes the postdoctoral scientists to pedagogical techniques. Furthermore, postdoctoral scientists make regular visits to partner schools and share their research interests with high school science students8. Regular assessments about the quality of the postdoctoral scientist's teaching, in the form of course evaluations and informal discussions with the teacher candidates and professional educators, further augments the postdoctoral scientists teaching skills. These experiences can ultimately improve university level science teaching, should the postdoctoral scientists find positions within a university setting. Here, five postdoctoral researchers present self-studies of changing instructional practice born of their involvement in clinical teacher preparation in the AMNH-MAT program.

  17. The Disintegration of Teacher Preparation

    Science.gov (United States)

    Baines, Lawrence A.

    2010-01-01

    The disintegration of teacher certification programs in the united States holds an eerie similarity to the recent meltdown of American financial institutions. Similarly, the No Child Left Behind Act of 2001, whose purported purpose was to ensure that all students get highly qualified teachers (HQT), has had an unintentionally devastating effect on…

  18. Is There a Teacher in This Class? Information Processing, Multimedia and Education

    Science.gov (United States)

    Muralikrishnan, T. R.; Sanjayan, T. S.

    2009-01-01

    This paper proposes to discuss the concept of multimedia using information processing theory in ICT enabled teacher education in the context of a knowledge society. The Information and communication technology (ICT) competencies required of teachers related to content, pedagogy, technical issues, social issues, collaboration and networking remain…

  19. Relationship between Lifelong Learning Levels and Information Literacy Skills in Teacher Candidates

    Science.gov (United States)

    Solmaz, Dilek Yaliz

    2017-01-01

    This study aims to examine the relationship between lifelong learning levels and information literacy skills in teacher candidates. The research group consists of 127 physical education and sports teacher candidates. Data were collected by means of "Lifelong Learning Scale (LLL)" and "Information Literacy Scale". In the data…

  20. Teachers' Information and Communication Technology (ICT) Skills and Practices of Using ICT.

    Science.gov (United States)

    Hakkarainen, Kai; Muukkonen, Hanni; Lipponen, Lasse; Ilomaki, Liisa; Rahikainen, Marjaana; Lehtinen, Erno

    2001-01-01

    Describes a study of Finnish elementary and secondary school teachers that analyzed relations between teachers' skills in using the new information and communication technology (ICT), their pedagogical thinking, and their self-reported practices. Topics include technical ICT skills; access to computers; information technology use; and age and…

  1. Experienced teachers' informal learning from classroom teaching

    NARCIS (Netherlands)

    Hoekstra, A.; Beijaard, D.; Brekelmans, M.; Korthagen, F.

    2007-01-01

    The purpose of this paper is to explore how experienced teachers learn informally, and more specifically, how they learn through the activities they undertake when teaching classes. Regarding these activities we studied four aspects: behaviour, cognition, motivation and emotion. During one year,

  2. Primary School Teachers and Outdoor Education: Varying Levels of Teacher Leadership in Informal Networks of Peers

    Science.gov (United States)

    Hovardas, Tasos

    2016-01-01

    The study concentrated on an area in Greece with a multiplicity of sites for outdoor education. Informal networks of teachers were detected through a snowball technique and data were collected by means of a questionnaire and semi-structured interviews. A typology was first enriched to account for teacher interaction. This typology was then…

  3. Information, Vol. 1, Number 4. Teacher Corps Dissemination Project Bulletin.

    Science.gov (United States)

    Rosenau, Fred S., Ed.

    Guidelines are provided for disseminating information on teacher corps projects. Information is given on experienced disseminators such as existing networks that are available to help in planning. Suggestions are made on targeting information and marketing. (JD)

  4. Professional Development across the Teaching Career: Teachers' Uptake of Formal and Informal Learning Opportunities

    Science.gov (United States)

    Richter, Dirk; Kunter, Mareike; Klusmann, Uta; Ludtke, Oliver; Baumert, Jurgen

    2011-01-01

    This study examined teachers' uptake of formal and informal learning opportunities across the career cycle. Analyses were based on data from 1939 German secondary teachers in 198 schools. Results showed that formal learning opportunities (in-service training) were used most frequently by mid-career teachers, whereas informal learning opportunities…

  5. Preparing Culturally Responsive Teachers: Effective Practices in Teacher Education

    Science.gov (United States)

    Ellerbrock, Cheryl R.; Cruz, Bárbara C.; Vásquez, Anete; Howes, Elaine V.

    2016-01-01

    Despite the growing diversity in our nation's schools, many teacher educators avoid discussions on diversity issues for myriad reasons. As a result, numerous preservice teachers lack quality learning opportunities to become well versed on issues of diversity in meaningful ways that can translate to P-12 practice. This article elaborates on…

  6. Mapping Pre-Service Teachers' Evolving Information and Communication Technologies Pedagogy

    Science.gov (United States)

    Savage, Moira

    2016-01-01

    The research examined the nature and scope of e-portfolio reflective writing by primary pre-service teachers about their classroom implementation of information and communication technologies. Familiar and new technologies require a teacher to be able to confidently identify the pedagogical potential for effective learning and teaching. With the…

  7. Preparing culturally responsive teachers of science, technology, engineering, and math using the Geophysical Institute Framework for Professional Development in Alaska

    Science.gov (United States)

    Berry Bertram, Kathryn

    2011-12-01

    The Geophysical Institute (GI) Framework for Professional Development was designed to prepare culturally responsive teachers of science, technology, engineering, and math (STEM). Professional development programs based on the framework are created for rural Alaskan teachers who instruct diverse classrooms that include indigenous students. This dissertation was written in response to the question, "Under what circumstances is the GI Framework for Professional Development effective in preparing culturally responsive teachers of science, technology, engineering, and math?" Research was conducted on two professional development programs based on the GI Framework: the Arctic Climate Modeling Program (ACMP) and the Science Teacher Education Program (STEP). Both programs were created by backward design to student learning goals aligned with Alaska standards and rooted in principles of indigenous ideology. Both were created with input from Alaska Native cultural knowledge bearers, Arctic scientists, education researchers, school administrators, and master teachers with extensive instructional experience. Both provide integrated instruction reflective of authentic Arctic research practices, and training in diverse methods shown to increase indigenous student STEM engagement. While based on the same framework, these programs were chosen for research because they offer distinctly different training venues for K-12 teachers. STEP offered two-week summer institutes on the UAF campus for more than 175 teachers from 33 Alaska school districts. By contrast, ACMP served 165 teachers from one rural Alaska school district along the Bering Strait. Due to challenges in making professional development opportunities accessible to all teachers in this geographically isolated district, ACMP offered a year-round mix of in-person, long-distance, online, and local training. Discussion centers on a comparison of the strategies used by each program to address GI Framework cornerstones, on

  8. Preparing Secondary Stem Teachers for High-Need Schools: Challenges of an Urban Residency Program

    Science.gov (United States)

    Garza, Rubén; Duchaine, Ellen L.; Reynosa, Raymond

    2013-01-01

    Teaching residency programs that blend coursework with clinical experiences have emerged nationwide to prepare aspiring teachers for the demanding reality of teaching in high-need urban schools. The Teaching Residency Program for Critical Shortage Areas was created to help urban school districts with the challenge of recruiting and retaining…

  9. Creating Next Generation Teacher Preparation Programs to Support Implementation of the Next Generation Science Standards and Common Core State Standards in K-12 Schools: An Opportunity for the Earth and Space Sciences

    Science.gov (United States)

    Geary, E. E.; Egger, A. E.; Julin, S.; Ronca, R.; Vokos, S.; Ebert, E.; Clark-Blickenstaff, J.; Nollmeyer, G.

    2015-12-01

    A consortium of two and four year Washington State Colleges and Universities in partnership with Washington's Office of the Superintendent of Public Instruction (OSPI), the Teachers of Teachers of Science, and Teachers of Teachers of Mathematics, and other key stakeholders, is currently working to improve science and mathematics learning for all Washington State students by creating a new vision for STEM teacher preparation in Washington State aligned with the Next Generation Science Standards (NGSS) and the Common Core State Standards (CCSS) in Mathematics and Language Arts. Specific objectives include: (1) strengthening elementary and secondary STEM Teacher Preparation courses and curricula, (2) alignment of STEM teacher preparation programs across Washington State with the NGSS and CCSS, (3) development of action plans to support implementation of STEM Teacher Preparation program improvement at Higher Education Institutions (HEIs) across the state, (4) stronger collaborations between HEIs, K-12 schools, government agencies, Non-Governmental Organizations, and STEM businesses, involved in the preparation of preservice STEM teachers, (5) new teacher endorsements in Computer Science and Engineering, and (6) development of a proto-type model for rapid, adaptable, and continuous improvement of STEM teacher preparation programs. A 2015 NGSS gap analysis of teacher preparation programs across Washington State indicates relatively good alignment of courses and curricula with NGSS Disciplinary Core Ideas and Scientific practices, but minimal alignment with NGSS Engineering practices and Cross Cutting Concepts. Likewise, Computer Science and Sustainability ideas and practices are not well represented in current courses and curricula. During the coming year teams of STEM faculty, education faculty and administrators will work collaboratively to develop unique action plans for aligning and improving STEM teacher preparation courses and curricula at their institutions.

  10. TADALURING Microteaching Learning Model (TMLM: Preparing Professional Teacher by Pre-Service Training

    Directory of Open Access Journals (Sweden)

    Arifmiboy

    2018-01-01

    Full Text Available As a certified professional, teacher forms indispensable roles in achieving the learning objectives. The complexity of teacher’s profession decidedly requires the teacher to master a number of competencies and skills. One of them is to master the basic teaching skills. Realizing the complexities of the teacher’s profession and the requirement of teacher’s profession, LPTK –Faculty of Teacher Training and Education– which produces professional teacher, requires enhancing the teacher’s quality and creativity through pre-service teaching and training. Microteaching is one of the efforts to prepare the candidate for a professional teacher in higher education. The growth of a number of students being served with the availability of micro teaching laboratories is, however, disproportionate. Consequently, the problems faced are the time management, the laboratory utilization, the availability of sufficient microteaching infrastructures as well as the implementation of micro teaching itself. One of the ways to solve the problems is to develop a microteaching model adapting the force driving sophisticated ICT named TADALURING Microteaching Learning Model (TMLM. The Instructional Systems Design (ISD made use of developing the model is Borg and Gall procedures. The cyclical phases of conducting the research were preliminary research, development, field-testing, and dissemination. The research finding indicates that the trial-tested model is stated valid, practical, and effective. The TADALURING Microteaching Learning Model (TMLM is essentially accentuated on a face-to-face classroom, online and offline practices.

  11. Using Innovative Resources and Programs to Prepare Pre- and In-Service Teachers for New Science Standards

    Science.gov (United States)

    Kinzler, R. J.; Short, J.; Contino, J.; Cooke-Nieves, N.; Howes, E.; Kravitz, D.; Randle, D.; Trowbridge, C.

    2014-12-01

    Leveraging the Rose Center for Earth and Space and active research departments in Earth and Planetary Science, Astrophysics, and Paleontology, the Education Department at the American Museum of Natural History (AMNH) offers an MAT program to prepare new Earth Science teachers (~100 new teachers by 2018) as well as a range of professional development (PD) opportunities for over 3,000 K-12 teachers annually, providing opportunities to learn with scientists; inquiry-based experiences; and standards-aligned resources. The AMNH produces innovative geoscience and other STEM resources supporting teacher and student science investigations with data visualizations and analysis tools, teaching case materials and other resources that provide rich nonfiction reading and writing opportunities for use in Earth and space science curricula that are integrated in the MAT and PD programs. Museum resources and the MAT and PD programs are aligned to support the recently released Next Generation Science Standards (NGSS) and the Common Core State Standards. The NGSS is a set of science and engineering practices, crosscutting concepts and disciplinary core ideas to help cultivate teachers' and K-12 students' scientific habits of mind, develop their knowledge and abilities to engage in scientific investigations, and teach them how to reason in context; goals that closely align with those of the AMNH's teacher preparation and professional development programs. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC, 2012) is a required text for the MAT program, and this text as well as the NGSS Performance Expectations guide the PD programs as well. Researchers working with Museum scientists and educators find it is not enough for programs for pre- and in-service teachers to provide access to resources. Research suggests that these programs need to engage pre- and in-service teachers in using and reflecting on these types of resources, as well as take

  12. Technology Integration in a Science Classroom: Preservice Teachers' Perceptions

    Science.gov (United States)

    Rehmat, Abeera P.; Bailey, Janelle M.

    2014-01-01

    The challenge of preparing students for the information age has prompted administrators to increase technology in the public schools. Yet despite the increased availability of technology in schools, few teachers are integrating technology for instructional purposes. Preservice teachers must be equipped with adequate content knowledge of technology…

  13. Knowledge Base of Mathematics Teacher Educators: A Goals-Knowledge-Practice Approach

    Science.gov (United States)

    Veselovsky, Aleksandra

    2017-01-01

    Critical analysis of the literature reveals that many questions about the knowledge and practice of mathematics teacher educators (MTEs) remain in need of further research: how do they know what to teach; how do they learn how to teach teachers; how do they prepare to teach their courses; how does the research on teacher education inform their…

  14. Preparing Teachers for Diversity: The Role of Initial Teacher Education. Annexes 3-6 to the Final Report to DG Education, Youth, Sport and Culture of the European Commission

    Science.gov (United States)

    European Commission, 2017

    2017-01-01

    Research in initial teacher education (ITE) usually focuses on the policies and practices that shape the professional preparation of candidate teachers. There is a wide range of such policies and practices in Europe. One of the main reasons for such heterogeneity is that there is no agreement on what ITE curricula should particularly emphasise…

  15. A Different Kind of Kid, a Different Kind of Teacher Education: Middle Grades Teachers Reflect on Their Preparation to Teach Young Adolescents

    Science.gov (United States)

    Ochanji, Moses K.; Chen, Rong-Ji; Daniels, Erika; Deringer, Marlene L.; McDaniel, Janet; Stowell, Laurie; Cambra-Adamson, Christina

    2016-01-01

    Good teaching at the middle grades comes out of a deep understanding of the unique cognitive, physical, social, emotional, and moral needs of young adolescents. Specialized preparation therefore is necessary to help teacher candidates understand how to operationalize the intersection of young adolescent development and the effective pedagogy that…

  16. Development and Validation of Information Technology Mentor Teacher Attitude Scale: A Pilot Study

    Science.gov (United States)

    Saltan, Fatih

    2015-01-01

    The aim of this study development and validation of a teacher attitude scale toward Information Technology Mentor Teachers (ITMT). ITMTs give technological support to other teachers for integration of technology in their lessons. In the literature, many instruments have been developed to measure teachers' attitudes towards the technological tools…

  17. Investigating the Availability of Quality Assurance Standards of Academic Programs in the Music Teacher Preparation Program- University of Jordan, from the Students’ Perspective

    Directory of Open Access Journals (Sweden)

    Nedal M. Nsairat

    2017-08-01

    Full Text Available This study aimed to find out how far quality assurance standards were applied in the music teacher preparation program at the University of Jordan, from the viewpoint of the students enrolled in the same program. The population of this study consisted of all the students (53 enrolled in the program , and majoring in music education and music performance. The study followed a descriptive analytical approach to collect the data. The study results revealed the extent of relevance of the BA program of preparing music teachers in the University of Jordan, which came as a result of applying each quality assurance standard in the program except the standard of facilities and equipment. In light of the findings, the study recommended that all those in charge of the educational process should pay more heed to certification programs of music teacher education. This should be done by designing and implementing programs to support this type of program, so as to be in conformity with quality assurance standards of music teacher education. Keywords: Preparation , Music teacher education , Standard , Quality assurance.

  18. Information and Communication Technology Literacy among Student-Teachers in Universities in Nigeria

    Science.gov (United States)

    Daramola, Florence Olutunu; Yusuf, Mudasiru Olalere; Oyelekan, Oloyede Solomon

    2015-01-01

    The use of information and communication technology (ICT) in the school system is becoming increasingly prominent. This study was conducted to find out the information and communication technology literacy levels among student-teachers in the universities in North-Central Nigeria. The study involved a total of 638 student-teachers out of which 360…

  19. Initial Teacher Training: South Asian Approaches. Quality in Basic Education: Professional Development of Teachers. Papers Prepared for a South Asian Colloquium on Teacher Training in Bangladesh, India, Pakistan, and Sri Lanka (Colombo, Sri Lanka, April 1992).

    Science.gov (United States)

    Commonwealth Secretariat, London (England).

    This publication is one of two prepared for a South Asian Colloquium on issues related to teacher training in Bangladesh, India, Pakistan, and Sri Lanka. The papers in this volume focus on innovations and alternative strategies designed to improve quality in teacher education at preservice phase. The publication is in five sections. The first four…

  20. Twitter as an informal learning space for teachers!? : The role of social capital in Twitter conversations among teachers

    NARCIS (Netherlands)

    Rehm, Martin; Notten, Ad

    2016-01-01

    Twitter can contribute to the continuous professional development of teachers by initiating and fostering informal learning. Social capital theory can aid to analyze the underlying communication processes and outcomes. Yet, previous research has largely neglected teachers and the role of social

  1. Experienced Teachers' Informal Learning from Classroom Teaching

    Science.gov (United States)

    Hoekstra, Annemarieke; Beijaard, Douwe; Brekelmans, Mieke; Korthagen, Fred

    2007-01-01

    The purpose of this paper is to explore how experienced teachers learn informally, and more specifically, how they learn through the activities they undertake when teaching classes. Regarding these activities we studied four aspects: behaviour, cognition, motivation and emotion. During one year, data were collected through observations of and…

  2. Qualifying online teachers

    DEFF Research Database (Denmark)

    Levinsen, Karin

    2007-01-01

    Worldwide there is an increasing demand for educational institutions to offer part of their educations online and mixed mode. For institutions to comply with these demands, it is necessary to prepare teachers (and other members of the staff), to fulfil their responsibilities within the virtual...... environment. Teachers must be able to organize their courses pedagogically according to different conditions, i.e., subject domains, group sizes, variations within communication and interaction. Teachers must acquire knowledge and skills in handling Information and Communication Techniques (ICT) as well...... as pedagogical possibilities and constraints inherited in the software available. Several studies demonstrate that technical obstacles are easier to overcome than lack of communication skills. Also the consequenses of communication breakdowns tend to create serious problems that technology cannot solve...

  3. Preparing Teachers to Deliver Gender-Focused Sexuality/HIV Education: A Case Study from Nigeria

    Science.gov (United States)

    Wood, Susan Y.; Rogow, Deborah; Stines, Frederica

    2015-01-01

    Evidence shows that a focus on gender and power in sexuality/HIV education increases the likelihood of achieving positive sexual health outcomes, and international agencies have called for a shift to a gender-focused approach. However, questions remain about the implementation of such programmes, including how best to prepare teachers to deliver…

  4. Preparing Pre-Service Teachers to Integrate Technology in Education: A Synthesis of Qualitative Evidence

    Science.gov (United States)

    Tondeur, Jo; van Braak, Johan; Sang, Guoyuan; Voogt, Joke; Fisser, Petra; Ottenbreit-Leftwich, Anne

    2012-01-01

    This study reviewed qualitative studies that focused on strategies to prepare pre-service teachers to integrate technology into their lessons. A meta-ethnography approach was utilized to locate, critically appraise, and synthesize the results of these studies. Based on an extensive search in the Web of Science, 19 articles were included in this…

  5. Preparing informal science educators perspectives from science communication and education

    CERN Document Server

    2017-01-01

    This book provides a diverse look at various aspects of preparing informal science educators. Much has been published about the importance of preparing formal classroom educators, but little has been written about the importance, need, and best practices for training professionals who teach in aquariums, camps, parks, museums, etc. The reader will find that as a collective the chapters of the book are well-related and paint a clear picture that there are varying ways to approach informal educator preparation, but all are important. The volume is divided into five topics: Defining Informal Science Education, Professional Development, Designing Programs, Zone of Reflexivity: The Space Between Formal and Informal Educators, and Public Communication. The authors have written chapters for practitioners, researchers and those who are interested in assessment and evaluation, formal and informal educator preparation, gender equity, place-based education, professional development, program design, reflective practice, ...

  6. Teacher Prep 3.0: A Vision for Teacher Education to Impact Social Transformation

    Science.gov (United States)

    Kretchmar, Kerry; Zeichner, Ken

    2016-01-01

    Teacher education in the USA is composed of both defenders and critics of the current system of teacher preparation. Some critics of college and university-based teacher education who describe themselves as "reformers" have referred to the non-university programmes as "teacher preparation 2.0" in order to emphasise the…

  7. Information Environment is an Integral Element of Informational Space in the Process of Professional Development of Future Teacher of Physical Culture

    Directory of Open Access Journals (Sweden)

    Yuri V. Dragnev

    2012-04-01

    Full Text Available The article examines information environment as an integral element of information space in the process of professional development of future teacher of physical culture, notes that the strategic objective of the system of higher education is training of competent future teacher of physical culture in the field of information technologies, when information competence and information culture are major components of professionalism in modern information-oriented society

  8. INFORMATION AND COMMUNICATION TECHNOLOGIES IN TEACHER TRAINING AND PROFESSIONAL DEVELOPMENT IN NIGERIA

    Directory of Open Access Journals (Sweden)

    Felix Kayode OLAKULEHIN

    2007-01-01

    Full Text Available This paper examined the contemporary teacher training and professional development in Nigeria as an example of the experiences in developing countries of the world. Against the background of the ascendancy of information and communications technologies in all aspects of human life this study attempted to situate the concept of Information and Communication technology at the centre of the pre-service training and continuing professional development of the Nigerian teacher. A review of some of the major challenges confronting the nation in terms of adopting a technology driven teacher education model was carried out. It also explored the potentials of ICTs for and in teachers’ professional development in Nigeria and developing countries of the world. Consequently, proposing a model of a sustainable teacher training and professional development for Nigeria and other developing countries, within the functional framework of the Information and Communication Technologies was developed to indicate how ICTs could be gradually introduced into the school systems. The study conclude by further highlighting the benefits that Nigeria and other developing countries stand to gain by adopting an ICT driven approach for the pre-service and in-service training and professional development of teachers.

  9. Election '88: Teacher Packet.

    Science.gov (United States)

    North Carolina State Dept. of Public Instruction, Raleigh. Div. of Social Studies Education.

    This materials packet contains information on teaching about the electoral process and the elections of 1988, and on participation in a mock election for students whose schools would take part in the 1988 North Carolina Mock Election. Suggestions for teachers' preparations are given, including a classroom skit and a mock candidates' election…

  10. A description of a staff development program: Preparing the elementary school classroom teacher to lead environmental field trips and to use an integrated subject approach to environmental education

    Science.gov (United States)

    Egana, John Joseph

    This study of the Field Trip Specialist Program (FTS) described how a professional development plan fostered change in the traditional roles of third and fourth grade teachers. Teachers that volunteered were prepared to become interpretive guides for their class on environmental field trips, integrate their basic subject areas lessons into an environmental science context, and develop their self-perception as professional educators. This qualitative study made use of quantitative data and drew on information collected over four years from surveys, interviews, classroom observations, field trip and workshop observations, focus groups, journals and assessments performed in Florida. The FTS Program attracted teachers who thought it was important for all students to understand environmental issues, and these teachers believed in integrated instruction. These beliefs were inconsistent with many aspects of school culture. FTS invited the participation of these teachers and encouraged them to take control of the program by serving as instructors and program developers. Teachers described themselves as prepared to deliver the FTS Program with a high level of motivation and relevance. They also credited the program as beneficial in preparation for the Florida Comprehensive Assessment Tests (FCAT). Teachers reported that their responsibility as field trip leaders was the primary factor motivating them to provide conscientious presentation of pre- and post-field trip lessons and thorough integration of environmental topics in basic subject area instruction. Despite the impact of the field trip leadership factor, I could not find another program in the State of Florida that required teachers to lead their own field trips. Other influential factors specific to this program were: Voluntary participation, on-site field instruction, peer instructors and program developers, high quality and task specific materials, and pre- and post-assessments for students. Factors were identified

  11. INFORMATION SECURITY OF CHILDREN IN LAY THINKING OF PARENTS AND TEACHERS

    Directory of Open Access Journals (Sweden)

    I B Bovina

    2016-12-01

    Full Text Available The problem of the information security of children is discussed in the presented paper. A special attention is paid to the Internet as a risk source. The article gives evidence to the importance of the analysis of the so called lay thinking about the information security of children. The presented study is based on the social representations theory proposed by S.Moscovici. The total of the study is 136 people (parents and teachers, aged from 21 to 62 years old. We supposed that the lay thinking about the information security in groups of parents and teachers was formed on two main themes - about the threats and about the ways to manage these threats. Also we supposed that parents and teachers had similar thinking about the threats but differed in their thinking about the way to manage the threat. The suppositions got partial empirical support.

  12. Field Studies in Science Teacher Preparation Programs: Examples of Research-Oriented Earth and Environmental Science Field Projects for Pre-service and In-service Teachers

    Science.gov (United States)

    O'Neal, M. L.

    2005-12-01

    Science teaching reforms of the past 10 to 20 years have focused on a pedagogical shift from verification-style laboratory exercises, toward hands-on and inquiry-based constructivist teaching methods. Such methods, however, require teachers to be proficient in more than just basic content and teaching strategies. To be effective teachers, these professionals must also be skilled in the design and implementation of research-style investigations. At Loyola College in Maryland, topics in the earth and environmental sciences are used as the basis for field research projects that teach our students science content, along with how to design age-appropriate investigative activities and how to implement them in a stimulating, inquiry-based learning environment. Presented here are examples of three projects, demonstrating how these themes are woven throughout our pre- and in-service teacher preparation programs, at both undergraduate and graduate levels. 1. Watershed Studies - In our undergraduate, pre-service, elementary education teacher preparation program, students design and implement a water quality study in a local watershed. In the classroom, students use topographic maps and aerial photographs to delineate the watersheds' boundaries, to identify current land use patterns, and to select appropriate locations on the trunk stream for testing. Water testing at these sites is conducted during field trips, with data analysis and interpretation performed on-site. On-site work allows students to make connections between stream water quality and adjacent land use practices. Students then relate the content and research results to science teaching standards, in order to develop a unit-plan for use in their future classrooms. 2. Land Use Assessment - In our graduate, in-service, elementary and middle school science program, a local stream valley is used as the basis for an analysis of potential land use changes. Students first construct a topographic base map of the area, and

  13. Teacher perspectives on whole-task information literacy instruction

    NARCIS (Netherlands)

    Wopereis, Iwan; Frerejean, Jimmy; Brand-Gruwel, Saskia

    2017-01-01

    This paper presents results of an explorative study on perceived merits of contemporary holistic approaches to designing information literacy instruction in a university setting. Seven teachers in educational sciences evaluated their premaster’s course on conducting a literature review designed

  14. Teacher perspectives on whole-task information literacy instruction

    NARCIS (Netherlands)

    Wopereis, Iwan; Frerejean, Jimmy; Brand-Gruwel, Saskia

    2018-01-01

    This paper presents results of an explorative study on perceived merits of contemporary holistic approaches to designing information literacy instruction in a university setting. Seven teachers in educational sciences evaluated their premaster’s course on conducting a literature review designed

  15. Microteaching Lesson Study: An Approach to Prepare Teacher Candidates to Teach Science through Inquiry

    Science.gov (United States)

    Zhou, George; Xu, Judy

    2017-01-01

    Inquiry-based teaching has become the most recommended approach in science education for a few decades; however, it is not a common practice yet in k-12 school classrooms. In order to prepare future teachers to teach science through inquiry, a Microteaching Lesson Study (MLS) approach was employed in our science methods courses. Instead of asking…

  16. FEATURES OF ORGANIZATION OF BLENDED LEARNING IN PREPARATION OF FUTURE TEACHERS OF INFORMATICS

    Directory of Open Access Journals (Sweden)

    Inna Stoliarenko

    2015-10-01

    Full Text Available The term "blended learning" described by domestic and foreign scientists is considered in the article. A number of advantages of blended learning have been marked out in comparison with traditional one: flexibility, learning personification, increase of motivation of students to training, variety of forms of arrangement of educational process and forms of presentation of teaching material and increase of efficiency of activity of the teacher. A set of key competencies a teacher should possess to support effective activity in the mixed educational environment has been analyzed. The scientists of the Learning Accelerator organization engaged in support of introduction of blended learning in American schools presented it. It is determined that its main difference from a teacher who uses traditional methods and training forms – desire to experiment, introducing various innovative pedagogical technologies in educational process to achieve maximum result. There is also a desire to create favorable conditions for successful learning of each student considering strong and weak sides. The scientists of Clayton Christensen Institute designed the models of organization of blended learning. These models were analyzed. Two expedient models for implementation in higher school, in particular, in preparation of future teachers of informatics have been defined: station rotation and "flipped classroom".

  17. Preservice Science Teachers' Epistemological Beliefs and Informal Reasoning Regarding Socioscientific Issues

    Science.gov (United States)

    Ozturk, Nilay; Yilmaz-Tuzun, Ozgul

    2017-12-01

    This study investigated preservice elementary science teachers' (PSTs) informal reasoning regarding socioscientific issues (SSI), their epistemological beliefs, and the relationship between informal reasoning and epistemological beliefs. From several SSIs, nuclear power usage was selected for this study. A total of 647 Turkish PSTs enrolled in three large universities in Turkey completed the open-ended questionnaire, which assessed the participants' informal reasoning about the target SSI, and Schommer's (1990) Epistemological Questionnaire. The participants' epistemological beliefs were assessed quantitatively and their informal reasoning was assessed both qualitatively and quantitatively. The findings revealed that PSTs preferred to generate evidence-based arguments rather than intuitive-based arguments; however, they failed to generate quality evidence and present different types of evidence to support their claims. Furthermore, among the reasoning quality indicators, PSTs mostly generated supportive argument construction. Regarding the use of reasoning modes, types of risk arguments and political-oriented arguments emerged as the new reasoning modes. The study demonstrated that the PSTs had different epistemological beliefs in terms of innate ability, omniscient authority, certain knowledge, and quick learning. Correlational analyses revealed that there was a strong negative correlation between the PSTs' certain knowledge and counterargument construction, and there were negative correlations between the PSTs' innate ability, certain knowledge, and quick learning dimensions of epistemological beliefs and their total argument construction. This study has implications for both science teacher education and the practice of science education. For example, PST teacher education programs should give sufficient importance to training teachers that are skillful and knowledgeable regarding SSIs. To achieve this, specific SSI-related courses should form part of science

  18. Teacher students experiences of the educations ability to prepare them for the challenges with second language students : an interview study with future teachers in social sciences

    OpenAIRE

    Ekedahl, Nils

    2015-01-01

    This study aims to investigate how a number of students who are at the end of a teachers’ educations program in social studies, geography, religion and history interpret that the national curriculums states that every teacher is responsible for students language development and should be supportive of language backgrounds. In the light of the curriculums the study explores how the teacher education students feel that the education has prepared them for teaching children with Swedish as a seco...

  19. Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness.

    OpenAIRE

    Linda Darling-Hammond; Deborah J. Holtzman; Su Jin Gatlin; Julian Vasquez Heilig

    2005-01-01

    Recent debates about the utility of teacher education have raised questions about whether certified teachers are, in general, more effective than those who have not met the testing and training requirements for certification, and whether some candidates with strong liberal arts backgrounds might be at least as effective as teacher education graduates. This study examines these questions with a large student-level data set from Houston, Texas that links student characteristics and achievement ...

  20. Ways to prepare future teachers to teach science in multicultural classrooms

    Science.gov (United States)

    Billingsley, Berry

    2016-06-01

    Roussel De Carvalho uses the notion of superdiversity to draw attention to some of the pedagogical implications of teaching science in multicultural schools in cosmopolitan cities such as London. De Carvalho makes the case that if superdiverse classrooms exist then Science Initial Teacher Education has a role to play in helping future science teachers to become more knowledgeable and reflective about how to teach school students with a range of worldviews and religious beliefs. The aim of this paper is to take that proposition a step further by considering what the aims and content of a session in teacher education might be. The focus is on helping future teachers develop strategies to teach school students to think critically about the nature of science and what it means to have a scientific worldview. The paper draws on data gathered during an interview study with 28 students at five secondary schools in England. The data was analysed to discover students' perceptions of science and their perceptions of the way that science responds to big questions about being human. The findings are used to inform a set of three strategies that teachers could use to help young people progress in their understanding of the nature of science. These strategies together with the conceptual framework that underpins them are used to develop a perspective on what kinds of pedagogical content knowledge teacher education might usefully provide.

  1. Informal Music Learning, Improvisation and Teacher Education

    Science.gov (United States)

    Wright, Ruth; Kanellopoulos, Panagiotis

    2010-01-01

    This paper explores firstly the sense in which improvisation might be conceived of as an informal music education process and, secondly, the effects of a course in free improvisation on student teachers' perceptions in relation to themselves as musicians, music as a school subject and children as musicians. The results of a study conducted in two…

  2. An Inquiry of How Art Education Policies Are Reflected in Art Teacher Preparation: Examining the Standards for Visual Arts and Art Teacher Certification

    Science.gov (United States)

    Lim, Kyungeun

    2017-01-01

    Policy changes influence various aspects of art education such as K-12 art education curricula, state licensure systems, and contexts of art teacher preparation. Despite strong relationships between art education policy and practical fields, few studies have attempted to understand art education from the perspective of policy analysis. This study…

  3. Physics Teachers' Views on Their Initial Teacher Education

    Science.gov (United States)

    Buabeng, Isaac; Conner, Lindsey; Winter, David

    2016-01-01

    This paper explores New Zealand (NZ) physics teachers' and physics educators' views about Initial Teacher Education (ITE). Perspectives of physics teachers nationally indicated that in general, teachers considered themselves not well-prepared in some content areas including electronics, modern physics, and atomic and nuclear physics. This may be…

  4. Information Activities and Appropriation in Teacher Trainees' Digital, Group-Based Learning

    Science.gov (United States)

    Hanell, Fredrik

    2016-01-01

    Introduction: This paper reports results from an ethnographic study of teacher trainees' information activities in digital, group-based learning and their relation to the interplay between use and appropriation of digital tools and the learning environment. Method: The participants in the present study are 249 pre-school teacher trainees in…

  5. Beginning science teachers' strategies for communicating with families

    Science.gov (United States)

    Bloom, Nena E.

    Science learning occurs in both formal and informal spaces. Families are critical for developing student learning and interest in science because they provide important sources of knowledge, support and motivation. Bidirectional communication between teachers and families can be used to build relationships between homes and schools, leverage family knowledge of and support for learners, and create successful environments for science learning that will support both teaching and student learning. To identify the communication strategies of beginning science teachers, who are still developing their teaching practices, a multiple case study was conducted with seven first year secondary science teachers. The methods these teachers used to communicate with families, the information that was communicated and shared, and factors that shaped these teachers' continued development of communication strategies were examined. Demographic data, interview data, observations and documentation of communication through logs and artifacts were collected for this study. Results indicated that the methods teachers had access to and used for communication impacted the frequency and efficacy of their communication. Teachers and families communicated about a number of important topics, but some topics that could improve learning experiences and science futures for their students were rarely discussed, such as advancement in science, student learning in science and family knowledge. Findings showed that these early career teachers were continuing to learn about their communities and to develop their communication strategies with families. Teachers' familiarity with their school community, opportunities to practice strategies during preservice preparation and student teaching, their teaching environment, school policies, and learning from families and students in their school culture continued to shape and influence their views and communication strategies. Findings and implications for

  6. Preparing teachers for the performance and evaluation of gaming-simulation in experiential learning climates.

    Science.gov (United States)

    Barber, P; Norman, I

    1989-02-01

    Gaming-simulation exercises have become an established teaching strategy for nursing education. This paper suggests that nurse educators must now attempt to evaluate their effect on learning. Problems of evaluation are discussed and alternative approaches critically considered. The dominant 'classical' approach is rejected in favour of 'illuminative' evaluation and the approach of 'new paradigm research'. Nurse teachers are encouraged to apply the principles of therapeutic community practice and 'gestalt awareness' to the learning environment to enhance gains from experiential approaches. Finally the need to prepare teachers is examined. It is suggested that personal and interpersonal sensitivity, plus the ability to meaningfully facilitate groupwork are necessary prerequisites for effective gaming-simulation and its qualitative evaluation.

  7. A Collaborative Approach to Helping Teacher Education Faculty Model Technology Integration in Their Courses: An Informal Case.

    Science.gov (United States)

    Zachariades, Iacovos; Roberts, Sherron Killingsworth

    1995-01-01

    Describes an innovative and collaborative approach to helping teacher educators better prepare preservice teachers to utilize technology for effective instruction. A mentoring program that paired graduate students in instructional technology with interested faculty members is discussed, and attitudes of the mentors and the faculty members are…

  8. Predictors of Cyberloafing among Preservice Information Technology Teachers

    Science.gov (United States)

    Dursun, Ozcan Ozgur; Donmez, Onur; Akbulut, Yavuz

    2018-01-01

    The current mixed-method study investigated the extent of involvement in cyberloafing within classroom settings among preservice information technology teachers. Thirteen state universities were picked randomly from hierarchical clusters, which were determined according to the national university rankings. Then, a recent five-factor cyberloafing…

  9. Teacher Preparation: Not an Either-Or

    Science.gov (United States)

    Shuls, James V.; Ritter, Gary W.

    2013-01-01

    In the teacher education debate, one camp argues for more traditional, college of education training, contending that teachers need to understand child psychology, pedagogy and practice before being left alone with students. The other side argues for bringing in people who have deeper content knowledge and less experience. Perhaps these opposing…

  10. Reflections of Preservice Information Technology Teachers Regarding Cyberbullying

    Directory of Open Access Journals (Sweden)

    Yavuz Akbulut

    2011-03-01

    Full Text Available The current phenomenological study addressed the reflections of preservice information technology (IT teachers regarding their cyberbullying or victimization experiences. Fifty five preservice IT teachers at a Turkish teacher training institution were offered a lecture with the purpose of awareness-raising on cyberbullying, which was followed by the assignment of take-home reflection papers. Document analysis on reflection papers led researchers to find out underlying themes regarding participants’ cyberbullying or victimization experiences. Findings revealed that females were more likely to be victims than males. Instant messaging programs, e-mail, cell phones and online social networks were used as means to cyberbully. Varying psychological consequences of victimization incidents were reported. Noted reactions to incidents were discontinuing interaction with bullies, and seeking family, peer and legal support. Findings further implied that awareness raising activities regarding cyberbullying were likely to reduce cyberbullying instances and increase preservice teachers’ action competence

  11. Reflections of Preservice Information Technology Teachers Regarding Cyberbullying

    Directory of Open Access Journals (Sweden)

    Yavuz Akbulut

    2011-07-01

    Full Text Available The current phenomenological study addressed the reflections of preservice information technology (IT teachers regarding their cyberbullying or victimization experiences. Fifty five preservice IT teachers at a Turkish teacher training institution were offered a lecture with the purpose of awareness-raising on cyberbullying, which was followed by the assignment of take-home reflection papers. Document analysis on reflection papers led researchers to find out underlying themes regarding participants’ cyberbullying or victimization experiences. Findings revealed that females were more likely to be victims than males. Instant messaging programs, e-mail, cell phones and online social networks were used as means to cyberbully. Varying psychological consequences of victimization incidents were reported. Noted reactions to incidents were discontinuing interaction with bullies, and seeking family, peer and legal support. Findings further implied that awareness raising activities regarding cyberbullying were likely to reduce cyberbullying instances and increase preservice teachers’ action competence.

  12. THE CRITERIA, INDEXES AND LEVELS OF TEACHER'S OF NATURAL AND MATHEMATICS SUBJECTS INFORMATION COMPETENCE DEVELOPMENT

    Directory of Open Access Journals (Sweden)

    Petro Grabovskiy

    2015-10-01

    Full Text Available Submitted research depends on an actual problem – how is necessary to identify means of teacher's of general education information competence evaluation. In particular, there developed on an evaluation criteria of teacher's of Natural and Mathematics subjects information competence – motivational, cognitive-operating, reflexive; and decomposition to appropriated performance criterion made in this research too. With the help of empirical research methods, in particular the method of expert evaluations, using methods of relative frequency selection, determing by an expert's performance and relevant criteria, proved significance when evaluation of teacher's of Natural and Mathematics subjects information competence development is appropriated. Based on the grounded and developed criteria and relevant indicators where four levels of studing teacher's information competence development were describing – low, middle, sufficient and high levels. According to an author opinion, the further research may be concern with the help of mathematical tools development to determine the level of teacher's of Natural and Mathematics subjects information competence development based on the selected criteria and relevant indicators

  13. Sources of training and of information for the teachers: the situation in France

    International Nuclear Information System (INIS)

    Marty, D.

    1994-01-01

    The best for an efficient communication is to stimulate the teachers' demand for information about nuclear energy. CEA, seen as the best information source for teachers, tries to apply this method (books, exhibitions, conferences, workshops). It is necessary to communicate following its legitimacy, to take into account the various sources of information, to communicate to these various sources and finally to help the citizen to detect the exaggerations of all kinds. In brief, inspire confidence

  14. Science Teachers' Information Processing Behaviours in Nepal: A Reflective Comparative Study

    Science.gov (United States)

    Acharya, Kamal Prasad

    2017-01-01

    This study examines the investigation of the information processing behaviours of secondary level science teachers. It is based on the data collected from 50 secondary level school science teachers working in Kathmandy valley. The simple random sampling and the Cognitive Style Inventory have been used respectively as the technique and tool to…

  15. Stakeholders' Perceptions of Effective EFL Teachers

    Science.gov (United States)

    Kwangsawad, Thooptong

    2017-01-01

    Teacher preparation is important as the component of teachers' ongoing learning and development. Well-designed teacher preparation can also be a powerful vehicle for preparing the next generation of teachers to implement new curriculum and innovative teaching methods. The rationale for this quantitative study was to explore stakeholders'…

  16. Preparing new Earth Science teachers via a collaborative program between Research Scientists and Educators

    Science.gov (United States)

    Grcevich, Jana; Pagnotta, Ashley; Mac Low, Mordecai-Mark; Shara, Michael; Flores, Kennet; Nadeau, Patricia A.; Sessa, Jocelyn; Ustunisik, Gokce; Zirakparvar, Nasser; Ebel, Denton; Harlow, George; Webster, James D.; Kinzler, Rosamond; MacDonald, Maritza B.; Contino, Julie; Cooke-Nieves, Natasha; Howes, Elaine; Zachowski, Marion

    2015-01-01

    The Master of Arts in Teaching (MAT) Program at the American Museum of Natural History is a innovative program designed to prepare participants to be world-class Earth Science teachers. New York State is experiencing a lack of qualified Earth Science teachers, leading in the short term to a reduction in students who successfully complete the Earth Science Regents examination, and in the long term potential reductions in the number of students who go on to pursue college degrees in Earth Science related disciplines. The MAT program addresses this problem via a collaboration between practicing research scientists and education faculty. The faculty consists of curators and postdoctoral researchers from the Departments of Astrophysics, Earth and Planetary Sciences, and the Division of Paleontology, as well as doctoral-level education experts. During the 15-month, full-time program, students participate in a residency program at local urban classrooms as well as taking courses and completing field work in astrophysics, geology, earth science, and paleontology. The program targets high-needs schools with diverse populations. We seek to encourage, stimulate interest, and inform the students impacted by our program, most of whom are from traditionally underrepresented backgrounds, about the rich possibilities for careers in Earth Science related disciplines and the intrinsic value of the subject. We report on the experience of the first and second cohorts, all of whom are now employed in full time teaching positions, and the majority in high needs schools in New York State.

  17. Preparing Teachers to Train the Next Generation of Scientists with the AMS DataStreme Project

    Science.gov (United States)

    Abshire, W. E.; Geer, I. W.; Weinbeck, R. S.; Mills, E. W.; Nugnes, K. A.; Stimach, A. E.

    2016-12-01

    K-12 teacher professional development rich in content and pedagogical methods and materials for implementation of STEM concepts in the classroom will enhance teacher preparation and practice, and ultimately student learning is the purpose of the American Meteorological Society (AMS) DataStreme Project. DataStreme Atmosphere, Ocean, and Earth's Climate System (ECS) are offered each fall and spring semester by Local Implementation Teams across the country in coordination with AMS Education Program scientists and educators. Participants may receive 3 tuition-free graduate credits through State University of New York's The College at Brockport upon completion of each course and construction of a Plan of Action for peer-training. Peer training is a key focus of DataStreme. Based on survey results, a DataStreme participant impacts an average of up to 10 other teachers and over 350 students within two years of training. Therefore, the 220 teachers who completed a DataStreme course in fall 2015 will likely reach over 2000 teachers and close to 77,000 students within two years. Further, DataStreme improves teachers' pedagogical abilities. According to the fall 2015 pre-survey of DataStreme ECS participants, approximately 15% of participants rated their pedagogical abilities in the Superior or Exemplary levels (highest rankings). On the post-survey, 59% of participants fell in these categories, clearly highlighting the positive shift. This survey also revealed teachers' ability to use climate-science content to stimulate student interests. The AMS looks to further this success with redevelopment of a previously offered K-12 teacher professional development course focused on water. From 2001-2008, AMS offered DataStreme Water in the Earth System, training 3145 teachers on the global water cycle. AMS is eager to continue helping teachers and students improve their understanding of water processes and overall environmental science literacy.

  18. Stakeholders’ Perceptions of Effective EFL Teachers

    OpenAIRE

    Thooptong Kwangsawad

    2017-01-01

    Teacher preparation is important as the component of teachers’ ongoing learning and development. Well-designed teacher preparation can also be a powerful vehicle for preparing the next generation of teachers to implement new curriculum and innovative teaching methods. The rationale for this quantitative study was to explore stakeholders’ perceptions of effective EFL teachers in the EFL pre-service education program at Mahasarakham University, Thailand. The questionnair...

  19. Fostering Technology-Rich Service-Learning Experiences between School Librarians and Teacher Education Programs

    Science.gov (United States)

    Shepherd, Craig E.; Dousay, Tonia; Kvenild, Cassandra; Meredith, Tamara

    2015-01-01

    School libraries are untapped resources for fieldwork by preservice teachers. Many school librarians have expertise in pedagogy and standards-based curriculum development, both for information literacy and for technology integration. By forging partnerships with teacher-preparation programs, school librarians can provide fieldwork sites rich in…

  20. An Investigation into Information Needs and Information Seeking Behavior of Elementary and Middle School Teachers Teaching Indigenous Courses

    Directory of Open Access Journals (Sweden)

    Shan-Ju L. Chang

    2006-12-01

    Full Text Available The purpose of this research is to systematically study the information need, seeking, and use behavior of middle school teachers of Taiwan historical resources, and to explore the implications of the findings for digital library system design. This research employs multiple methods, first by qualitative approach followed by quantitative approach. The study investigated elementary and high school teachers, and compared the findingswith those of the scholar user group, using literature analysis, deep interview, and questionnaire survey as the methods for data collection, and content analysis, case study, and statistic analysis for data analysis. The results lead to (1 a better understanding of information seeking and use behavior of primary and middle school teachers of Taiwan historical archives; (2 deeper knowledge and empirical data for developing theory on human information behavior of Taiwan local people; (3 identification of important teaching and learning resources on Taiwan and the salient characteristics of those resources; (4 development of information organization guideline for localized digital library and museum systems. [Article content in Chinese

  1. Teachers Use Of Information And Communication Technologies (Icts ...

    African Journals Online (AJOL)

    The introduction of Information and Communication Technologies (ICTs) in the secondary school system facilitates the process of teaching and learning. The objective of this study was to identify the availability and use of ICTs by teachers in the Owerri Municipal Council area. Nine secondary schools were purposively ...

  2. A Mental Model of the Learner: Teaching the Basic Science of Educational Psychology to Future Teachers

    Science.gov (United States)

    Willingham, Daniel T.

    2017-01-01

    Although most teacher education programs include instruction in the basic science of psychology, practicing teachers report that this preparation has low utility. Researchers have considered what sort of information from psychology about children's thinking, emotion, and motivation would be useful for teachers' practice. Here, I take a different…

  3. Mapping Geographical Knowledge and Skills Needed for Pre-Service Teachers in Teacher Education

    Directory of Open Access Journals (Sweden)

    Terri Bourke

    2015-03-01

    Full Text Available In Australia, for more than two decades, a “social science” integrated framework was the favored approach for delivering subjects such as history and geography. However, such interdisciplinary approaches have continued to attract criticism from various parts of the academic and public spheres, and since 2009, a return to teaching the disciplines has been heralded as the “new” way forward. Using discourse analysis techniques associated with Foucauldian archeology, the purpose of this article is to examine the Australian Curriculum: Geography document to ascertain the discourses necessary for pre-service teachers to enact effective teaching of geography in a primary setting. Then, based on pre-service teachers’ online survey responses, the article investigates whether such future teachers have the knowledge and skills to interpret, deliver, and enact the new geography curriculum in primary classrooms. Finally, as teacher educators, our interest lies in preparing pre-service teachers effectively for the classroom, so that the findings are used to inform the content of a teacher education course for pre-service primary teachers.

  4. Perceptions of the use of intelligent information access systems in university level active learning activities among teachers of biomedical subjects.

    Science.gov (United States)

    Aparicio, Fernando; Morales-Botello, María Luz; Rubio, Margarita; Hernando, Asunción; Muñoz, Rafael; López-Fernández, Hugo; Glez-Peña, Daniel; Fdez-Riverola, Florentino; de la Villa, Manuel; Maña, Manuel; Gachet, Diego; Buenaga, Manuel de

    2018-04-01

    approaches in both the preparation and the effective use of these activities in the classroom. Specifically, the themes highlighted by a greater number of teachers after analyzing the responses to the open-ended questions were the usefulness of BioAnnote system to provide reliable sources of medical information and the usefulness of the bilingual nature of CLEiM system for learning medical terminology in English. Three intelligent information access systems were successfully used to evaluate the teacher's perceptions regarding the utility of these systems in learning activities. The results of this study showed that integration of reliable sources of information, bilingualism and selective annotation of concepts were the most valued features by the teachers, who also considered the incorporation of these systems into learning activities to be potentially very useful. In addition, in the context of our experimental conditions, our work provides useful insights into the way to appropriately integrate this type of intelligent information access systems into learning activities, revealing key themes to consider when developing such approaches. Copyright © 2017 The Authors. Published by Elsevier B.V. All rights reserved.

  5. The Effects of Secondary Special Education Preparation in Reading: Research to Inform State Policy in a New Era

    Science.gov (United States)

    Knackstedt, Kimberly M.; Leko, Melinda M.; Siuty, Molly Baustien

    2018-01-01

    In this study, the authors present findings from a survey of 577 secondary special educators in a large Midwestern state regarding their reading pre-service and in-service teacher preparation and its effect on teachers' sense of preparedness for teaching reading to adolescents with disabilities. Six models were fitted using multinomial logistic…

  6. The Effect of Information Literacy on Teachers' Critical Thinking Disposition

    Science.gov (United States)

    Saglam, Aycan Çiçek; Çankaya, Ibrahim; Üçer, Hakan; Çetin, Muhammet

    2017-01-01

    The concepts of information literacy and critical thinking are two important concepts of today's information and technology age closely related to each other and sometimes used interchangeably. The purpose of the current study is to explore the relationship between the secondary school teachers' critical thinking disposition and information…

  7. Early Childhood Teacher Preparation: A Tale of Authors and Multimedia, A Model of Technology Integration Described.

    Science.gov (United States)

    Wetzel, Keith; McLean, S. V.

    1997-01-01

    Describes collaboration of two teacher educators, one in early childhood language arts and one in computers in education. Discusses advantages and disadvantages and extensions of this model, including how a college-wide survey revealed that students in teamed courses are better prepared to teach and learn with technology. (DR)

  8. THE PROBLEM OF PREPARATION OF FUTURE TEACHERS OF HUMANITARIAN CYCLE SUBJECTS TO THE USE OF EDUCATIONAL PROGRAMMATIC FACILITIES

    Directory of Open Access Journals (Sweden)

    Olena S. Tselykh

    2010-08-01

    Full Text Available The actual questions related to the development of methods and receptions of improvement of preparation of future teachers of humanitarian cycle subjects to application the educational programmatic facilities (EPF in their professional activity are examined in the article. On the basis of the conducted research the level of readiness of students of humanitarian faculties of the South Ukrainian National Pedagogical University by K. D. Ushinskogo is analyzed the noted activity. It is set that application of educational programmatic facilities considerably intensifies professional preparation of future teachers of humanitarian cycle subjects. It is well-proven that teaching technologies which oriented on application of EPF in professional activity can considerably facilitate and improve teacher’s work to high-quality level, increase the level of knowledge and abilities of students.

  9. 'Mapping Backward' and 'Looking Forward' by the 'Invisible Educators'--Reimagining Research Seeking 'Common Features of Effective Teacher Preparation'

    Science.gov (United States)

    Crawley, Jim

    2018-01-01

    Evidence is growing that the quality of teachers and teaching are significant factors in enhancing student learning, so research into teacher education could make a major contribution to preparing our future teachers. Post-compulsory teacher education research lacks recognition almost to the point of invisibility. Post-Compulsory Education (PCE)…

  10. Framing Teacher Education: Conceptions of Teaching, Teacher Education, and Justice in Chilean National Policies

    Science.gov (United States)

    Fernández, M. Beatriz

    2018-01-01

    Chile shows high inequity and socioeconomic stratification in both K-12 education and teacher preparation. Drawing on the notion of frames, this critical policy analysis examines how teaching, teacher education, and justice were conceptualized in Chile's teacher preparation policies between 2008-2015. It also analyzes the narrative stories…

  11. Factors affecting the actions and emotional reactions of nursing teachers following encounters with students who present them with Internet information.

    Science.gov (United States)

    Itzhaki, Michal; Bluvstein, Irit; Raz, Shai; Barnoy, Sivia

    2013-08-01

    The Internet is a preferred source of information for nursing students. The purpose of the research was to identify teachers' reactions towards students who present them with information retrieved from the Internet. A total of 137 nursing teachers from 15 nursing schools in Israel were surveyed by a questionnaire. The dependent variable was nursing teachers' actions following encounters with students who present them with information from the Internet. Independent variables were: teacher's emotional reactions, teachers' Internet efficacy, Internet anxiety, and perceived student Internet efficacy. The intensity of positive emotional reactions was the only predictor of teachers' actions towards Internet information retrieved by students. When teachers perceived students as having higher Internet efficacy, their emotional reactions were more positive and they took more actions. Teachers' Internet anxiety was negatively correlated with their positive emotional reactions and actions. No correlation was found between nursing teachers' Internet self efficacy and their reactions or actions following an encounter with students presenting Internet information. Positive emotional reactions mediated correlations between teachers' Internet anxiety, perceived student Internet efficacy, and teachers' actions. Nursing teachers' positive emotions foster openness and acceptance of Internet information retrieved by students. Copyright © 2012 Elsevier Ltd. All rights reserved.

  12. The Relationship between Teacher Attitudes toward the Common Core State Standards and Informational Text

    Science.gov (United States)

    Estruch, Marcie Jane

    2018-01-01

    This study sought to determine the relationship between teachers' attitudes toward the Common Core State Standards and three predetermined factors. These factors were (1) teachers' attitudes toward the practicality of pedagogical shift three, balancing informational and literary texts, (2) teachers' attitudes toward school support with the…

  13. 2011 State Teacher Policy Yearbook. Hawaii

    Science.gov (United States)

    National Council on Teacher Quality, 2011

    2011-01-01

    For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher…

  14. An Evaluative Case Study on Professional Competency of Preservice Information Technology Teachers

    Science.gov (United States)

    Kabakci Yurdakul, Isil

    2011-01-01

    The purpose of this study is to evaluate preservice Information Technology (IT) teachers' professional competency in the teaching process. The study was designed on the basis of evaluative case study. The participants of the study consisted of seven preservice IT teachers attending the department of Computer Education and Instructional…

  15. The creation of science projects in the physics teachers preparation

    Science.gov (United States)

    Horváthová, Daniela; Rakovská, Mária; Zelenický, Ľubomír

    2017-01-01

    Terms - project, projecting and the method of projecting - are nowadays frequently used in different relations. Those terms, especially as methods (of a cognitive process), are also transferred to the educational process. Before a new educational method comes to practice, the teacher should be familiar with it and preferably when it is done so during his university studies. An optional subject called Physics in a system of science subjects has been included into physics curricula for students of the fourth year of their studies at the Faculty of Science of Constantine the Philosopher University in Nitra. Its task is to make students aware of ways how to coordinate knowledge and instructions presented in these subjects through analysis of curricula and textbooks. As a part of their seminars students are asked to create integrated tasks and experiments which can be assessed from the point of view of either physics or chemistry or biology and which can motivate pupils and form their complex view on various phenomena in the nature. Therefore the article discusses theoretical and also practical questions related to experience that originates from placing the mentioned method and the subject Physics in a system of science subjects into the preparation of a natural sciences teacher in our workplace.

  16. Relationship between Teacher Candidates’ Literacy of Science and Information Technology

    OpenAIRE

    Orhan Karamustafaoğlu; Recep Çakır; Mert Kaya

    2013-01-01

    This study aims to determine the science teacher candidates’ literacy levels of science and information technology and intends to find out the relationship between them. In the study, correlational research methodology was used in the scope of correlational screening model. Research sample consists of totally 264 teacher candidates who are in their 3rd and 4th years and studying at the Department of Science and Technology Education in Amasya University. As the data collection instruments, the...

  17. Removing Our Masks: Using the Visual and Performing Arts to Promote Deep Reflection in Pre-Service Teachers

    Science.gov (United States)

    McHattan, Patty Alvarez; McCray, Erica D.

    2009-01-01

    The role of reflection is central to teacher preparation. As individuals integrate new information within their existing schema, they refine their practice. Through reflection pre-service teachers examine, evaluate, and adjust. Yet, the practice of reflection is rarely explicitly taught. Often teacher educators found their students aligning their…

  18. Professionality of Junior High School (SMP) Science Teacher in Preparing Instructional Design of Earth and Space Sciences (IPBA)

    Science.gov (United States)

    Marlina, L.; Liliasari; Tjasyono, B.; Hendayana, S.

    2017-02-01

    The teacher is one important factor in the provision of education in schools. Therefore, improving the quality of education means we need to enhance the quality and the professionalism of teachers. We offer a solution through education and training of junior high school science teachers in developing the instructional design of Earth and Space Sciences (IPBA). IPBA is part of the science subjects which is given to students from elementary school to college. This research is a preliminary study of junior high school science teacher professionalism in creating instructional design IPBA. Mixed method design is used to design the research. Preliminary studies conducted on junior high school science teacher in one MGMPs in South Sumatera, and the respondent are 18 teachers from 13 schools. The educational background of science teachers who teach IPBA not only from physical education but also biology and agriculture. The result of preliminary study showed that the ratio of teachers who teach IPBA are 56% from physic education, 39% from biology, and 5% from agriculture. The subjects of IPBA that considered difficult by teachers are the distribution of sun, moon, and satellite motion; specific processes in lithosphere and atmosphere; and the correlation between lithosphere and atmosphere with the environment. The teachers also face difficulty in preparing media, choosing the right methods in teaching IPBA.

  19. Preparing Digital Stories through the Inquiry-Based Learning Approach: Its Effect on Prospective Teachers' Resistive Behaviors toward Research and Technology-Based Instruction

    Science.gov (United States)

    Yavuz Konokman, Gamze; Yanpar Yelken, Tugba

    2016-01-01

    The purpose of the study was to determine the effect of preparing digital stories through an inquiry based learning approach on prospective teachers' resistive behaviors toward technology based instruction and conducting research. The research model was convergent parallel design. The sample consisted of 50 prospective teachers who had completed…

  20. Kindergarten Teachers' Understanding of the Elements of Implementing Inquiry-Based Science Instruction

    Science.gov (United States)

    Blevins, Kathryn

    The purpose of this basic qualitative research study was to identify the extent to which kindergarten teachers understand and implement inquiry-based instruction in their science classrooms. This study was conducted in response to the indication that traditional didactic teaching methods were not enough to adequately prepare American students to compete in the global economy. Inquiry is a teaching method that could prepare students for the critical thinking skills needed to enter society in the 21st century. It is vital that teachers be sufficiently trained in teaching using the necessary components of inquiry-based instruction. This study could be used to inform leaders in educational administration of the gaps in teachers' understanding as it pertains to inquiry, thus allowing for the delivery of professional development that will address teachers' needs. Existing literature on inquiry-based instruction provides minimal information on kindergarten teachers' understanding and usage of inquiry to teach science content, and this information would be necessary to inform administrators in their response to supporting teachers in the implementation of inquiry. The primary research question for this study was "To what extent do kindergarten teachers understand the elements of implementing inquiry-based lessons in science instruction?" The 10 participants in this study were all kindergarten teachers in a midsized school district in the Mid-Atlantic region of the United States. Data were collected using face-to-face semistructured interviews, observations of the teachers implementing what they perceived to be inquiry-based instruction, and the analysis of lesson plans to indicate the components used to plan for inquiry-instruction. The findings of this study indicated that while teachers believed inquiry to be a beneficial method for teaching science, they did not understand the components of inquiry and tended to implement lesson plans created at the district level. By

  1. Reframing Research on Methods Courses to Inform Mathematics Teacher Educators' Practice

    Science.gov (United States)

    Kastberg, Signe E.; Tyminski, Andrew M.; Sanchez, Wendy B.

    2017-01-01

    Calls have been made for the creation of a shared knowledge base in mathematics teacher education with the power to inform the design of scholarly inquiry and mathematics teacher educators' (MTEs) scholarly practices. Focusing on mathematics methods courses, we summarize and contribute to literature documenting activities MTEs use in mathematics…

  2. Teacher Enhancement Institute

    Science.gov (United States)

    Marshall-Bradley, Tina

    1994-01-01

    During the 1980's, a period of intense concern over educational quality in the United States, few indicators of U.S. student achievement garnered the interest of policy makers and pundits as successfully as the results of international testing in mathematics and science. This concern was so great that as a part of the Goals 2000 initiative, President George Bush indicated that 'By the year 2000, U.S. students should be first in the world in mathematics and science.' The Clinton Administration is placing a major emphasis, not only on rigorous academic standards and creating a new system for assessing students' progress, but also including professional development as a major focus. The argument being that teachers need more sustained, intensive training to prepare them to teach to higher standards. Executive order 12821 mandates that national laboratories 'assist in the mathematics and science education of our Nation's students, teachers, parents and the public by establishing programs at their agency to provide for training elementary and secondary school teachers to improve their knowledge of mathematics and science'. These and other issues led to the development of ideas for a project that addresses the need for excellence in mathematics, science and technology instruction. In response to these initiatives the NASA/LaRC Teacher Enhancement Institute was proposed. The TEI incorporated systemic reform perspectives, enhanced content knowledge for teachers, and teacher preparation. Emphasis was also placed on recruiting those educators who teach in impoverished urban school districts with at-risk student populations who have been traditionally under represented in science, mathematics, technology and engineering. Participants in the Teacher Enhancement Institute were 37 teachers from grades K-8, teaching in Region 2 in the state of Virginia, as well as 2 preservice teachers from Norfolk State University and one teacher from Dublin, Virginia, where a Science

  3. Preparing Net Gen pre-service teachers for digital native classrooms

    Directory of Open Access Journals (Sweden)

    Valentin Ekiaka Nzai

    2014-09-01

    Full Text Available This paper explored Net Gen Bilingual pre-service teachers’ perspectives future digital native classrooms based on the National Education Technology Plan (2010 postulates. Participants were Seven Net Gen bilingual future teachers enrolled at a semester – long laboratory of practices project for Literacy Development for English Language Learners. Data were collected using Ginsburg’s (1989 narrative strategy, which consisted of analyzing information from participants’ life stories produced during two audiotaped focus group conversations. Findings showed that pre-service teachers had positive perceptions and beliefs toward the laboratory of practices built upon the experimental cyberlearning workstation frame designed by the authors. The hands-on experiences helped them enhance their digital native-like citizenship in order to meet future students’ individual abilities and learning styles, and stimulate teaching with digital technologies. Some recommendations and limitations are also addressed.

  4. Where Have All the Teachers Gone?

    Directory of Open Access Journals (Sweden)

    Mark Fetler

    1997-01-01

    Full Text Available A rising need for teachers is projected for California and the nation during the next decade. Sound policy for teacher preparation should not only foster a capable workforce, it should also assure that the supply of qualified teachers balances with employment demand. A conceptual model is proposed to describe the flow of individuals through teacher preparation programs and the workplace. In California the workforce is projected to grow by thirty percent over the next ten years, stimulating the demand for teachers. At present the number of newly credentialed teachers exceeds the number hired. However, the apparent abundance masks an oversupply of teachers in some curricular and geographic areas and shortages elsewhere. Evidence for a lack of balance between supply and demand is found in an upward trend of emergency hiring of teachers who do not meet all requirements for a credential and low employment rates for first-time college and university prepared teachers. The asymmetry between supply and demand could be redressed partly through better retention of working teachers and closer coordination of preparation programs with the needs of schools in their service areas.

  5. Perceptions of Teachers about Information and Communication Technologies (ICT): A Study of Metaphor Analysis

    Science.gov (United States)

    Bas, Gokhan

    2017-01-01

    This study aimed to examine metaphorical conceptions of high school teachers (n = 224) in Turkey about information and communication technologies (ICT). Phenomenological research design was adopted to examine teachers' perceptions about ICT in the current study. The results of the study showed that teachers produced a total of 46 valid metaphors…

  6. Technological Pedagogical Content Knowledge in Teacher Education: In Search of a New Curriculum

    Science.gov (United States)

    Tondeur, Jo; Roblin, Natalie Pareja; van Braak, Johan; Fisser, Petra; Voogt, Joke

    2013-01-01

    The aim of this study was to explore the ways in which teacher education institutions (TEI) prepare pre-service teachers for integrating information and communication technology (ICT) in their classroom practise. Specifically, a multiple case study was conducted to examine the ways in which the development of technological pedagogical content…

  7. Novice Teachers' Perspectives on Learning in Lesson Rehearsals in Second Language Teacher Preparation

    Science.gov (United States)

    Troyan, Francis John; Peercy, Megan Madigan

    2016-01-01

    Although scholars working in core practices have put forth lesson rehearsals as central to novice teachers' learning and development, there is little work on how novice teachers experience rehearsals. This qualitative research investigated learning opportunities for novice teachers of language learners during rehearsals. The analysis examines two…

  8. Pre-Service Teachers Critically Evaluate Scientific Information on the World-Wide Web: What Makes Information Believable?

    Science.gov (United States)

    Iding, Marie; Klemm, E. Barbara

    2005-01-01

    The present study addresses the need for teachers to critically evaluate the credibility, validity, and cognitive load associated with scientific information on Web sites, in order to effectively teach students to evaluate scientific information on the World Wide Web. A line of prior research investigating high school and university students'…

  9. Professional Feedback Loop: How Can Practising Teachers’ Reflection Inform English Language Teacher Education?

    Directory of Open Access Journals (Sweden)

    Mona Evelyn Flognfeldt

    2016-04-01

    . The teacher reports were in connection with a year’s further-education course in English, which included a pedagogical development project at their own school. This study provides insights into what aspects of the subject the practising teachers defined as their main instructional challenges in the classroom and what their main learning outcomes were. The data for this article are critical reflections articulated by the teachers at the end of their projects. Based on qualitative content analysis, I identified salient language-pedagogical features and commonalities in the teachers’ conceptualisations of their role and priorities with respect to student learning. This kind of language teacher research can have important implications for the way English is taught in initial teacher education. Relevant teacher cognitions can be channelled back to student teachers to mediate their professional preparation in the teacher education programme and their future work as English teachers. The central language-pedagogical issues identified in their research can be used as analytical and reflective tools for student teachers in their preparation for the complex practicalities of the classroom. Exploring the research that practising teachers have conducted into challenges they identified can help students connect theory with practice as well as contribute to lowering the affective filter of novice teachers. This article ends with a discussion of possible forms that this professional feedback loop can take.Keywords: english language teacher education, professional development, teacher research and development, teacher learning, language pedagogy

  10. How the Formal and Informal Social Networks of Special Education Teachers Shape Their Practice

    Science.gov (United States)

    Wong, Amie

    2016-01-01

    Teacher collaboration has long been considered to be a vehicle for educational improvement. Meanwhile, some teachers find themselves disconnected and isolated from their colleagues, in part due to the roles they serve in schools. There is little research information on the social networks of special education teachers. This study is intended to…

  11. The Culture of Family: How a Model Early Childhood Teacher Preparation Program Navigates a Limited Context

    Science.gov (United States)

    Nitecki, Elena

    2012-01-01

    This article examines an extraordinarily successful early childhood education teacher preparation program at an urban 2-year college struggling with retention. The Early Childhood Education Program in this case study is able to maintain a graduation rate that is over four times greater than that of the college average and has a reputation for…

  12. The Independent Music Teacher: Practice and Preparation.

    Science.gov (United States)

    Uszler, Marienne

    1996-01-01

    Provides a concise overview of the working conditions and challenges faced by independent music teachers (IMT). Most IMTs function in a number of capacities, as performer, teacher, and entrepreneur. Discusses changing trends in employment, including computer technology and the move for national certification. (MJP)

  13. Preparing Urban Teachers: Uncovering Communities. A Community Curriculum for Interns and New Teachers.

    Science.gov (United States)

    Shakespear, Eileen; Beardsley, Linda; Newton, Anne

    The Urban Teacher Training Collaborative (UTTC) is a school-university, school-based, Master of Arts in Teaching Program developed by Tufts University and three small Boston Public Schools. The program reflects partners' understanding of the needs of urban students and teachers. It presents an innovative model for teacher training similar to the…

  14. A Competency Model for Determining the Professional Profiles of Faculty at Teacher Preparation Schools in Southern Mexico

    Science.gov (United States)

    Mijangos-Noh, Juan Carlos; Canto-Herrera, Pedro J.; Cisneros-Cohernour, Edith J.

    2006-01-01

    In this paper we present the preliminary findings of a study focused on determining the demographic and professional profiles and competencies of professors teaching at the Normal Schools that prepare elementary school teachers in the Southeast of Mexico. Data collection involves multiple methods of data collection including focus group…

  15. Developing Trainee Teacher Practice with Geographical Information Systems (GIS)

    Science.gov (United States)

    Walshe, Nicola

    2017-01-01

    There is general agreement that geographical information systems (GIS) have a place within the geography classroom; they offer the potential to support geographical learning, exploring real-world problems through student-centred learning, and developing spatial thinking. Despite this, teachers often avoid engaging with GIS and research suggests…

  16. Engaging Preservice Primary and Preprimary School Teachers in Digital Storytelling for the Teaching and Learning of Mathematics

    Science.gov (United States)

    Istenic Starcic, Andreja; Cotic, Mara; Solomonides, Ian; Volk, Marina

    2016-01-01

    A significant criticism made of preservice teacher education is that it fails to prepare teachers in such a way that they would feel confident in the use of information and communication technology (ICT) in teaching, despite the assumed digital literacy of student-teachers and the children they will eventually teach. New technologies have enabled…

  17. 77 FR 76400 - Disclosure or Use of Information by Preparers of Returns

    Science.gov (United States)

    2012-12-28

    ... for solicitation of tax return preparation business. (o) Producing statistical information in... A's tax return preparation business. The statistical compilation included an aggregate figure... information related to lists for solicitation of tax return [[Page 76401

  18. Knowledge and Attitudes towards Biotechnology of Elementary Education Preservice Teachers: The First Spanish Experience

    Science.gov (United States)

    Casanoves, Marina; González, Ángel; Salvadó, Zoel; Haro, Juan; Novo, Maite

    2015-01-01

    Due to the important impact that biotechnology has on current Western societies, well-informed critical citizens are needed. People prepared to make conscious decisions about aspects of biotechnology that relate to their own lives. Teachers play a central role in all education systems. Thus, the biotechnological literacy of preservice teachers is…

  19. The Integration of Synchronous Communication Technology into Service Learning for Pre-Service Teachers' Online Tutoring of Middle School Students

    Science.gov (United States)

    Chen, Chao-Hsiu; Liao, Chen-Hung; Chen, Yi-Chieh; Lee, Chen-Feng

    2011-01-01

    To well prepare pre-service teachers for their future teaching, researchers and teacher-educators have been employing information and communication technology to improve pre-service teachers' learning of subject-matter knowledge, pedagogies, classroom-management skills, and so on. This study illustrates a service-learning project we conducted to…

  20. Bodie State Historic Park. Teacher's Guide.

    Science.gov (United States)

    California State Dept. of Parks and Recreation, Sacramento.

    This guide is intended to assist teachers in organizing and preparing a field trip to Bodie State Historic Park (California). Although it is intended to assist in the trip to Bodie, it also provides information for organizing group tours or family outings to other areas. Activities include before, during, and after visit exercises focusing on the…

  1. Acculturation among Latino Bilingual Education Teacher Candidates: Implications for Teacher Preparation Institutions

    Science.gov (United States)

    Flores, Belinda Bustos; Clark, Ellen Riojas; Guerra, Norma S.; Sanchez, Serafin V.

    2008-01-01

    This study examined acculturation among Latino bilingual education teacher candidates to identify psychosocial distinctions among 3 identified groups: 1st-generation college students, 2nd-generation paraprofessionals, and immigrant "normalistas" (normal school foreign-trained teachers). Using acculturation scales, we observed overall group and…

  2. STAR: Preparing future science and math teachers through authentic research experiences at national laboratories

    Science.gov (United States)

    Keller, John; Rebar, Bryan

    2012-11-01

    The STEM Teacher and Researcher (STAR) Program provides 9-week paid summer research experiences at national research laboratories for future science and math teachers. The program, run by the Cal Poly Center for Excellence in Science and Mathematics Education (CESaME) on behalf of the entire California State University (CSU) System, has arranged 290 research internships for 230 STEM undergraduates and credential candidates from 43 campuses over the past 6 years. The program has partnered with seven Department of Energy labs, four NASA centers, three NOAA facilities, and the National Optical Astronomy Observatory (NOAO). Primary components of the summer experience include a) conducting research with a mentor or mentor team, b) participating in weekly 2-3 hour workshops focused on translating lessons learned from summer research into classroom practice, and c) presenting a research poster or oral presentation and providing a lesson plan linked to the summer research experience. The central premise behind the STAR Program is that future science and math teachers can more effectively prepare the next generation of science, math, and engineering students if they themselves have authentic experiences as researchers.

  3. Preparation and Support for Teachers in Public Schools: Reflections on the First Year of Teaching. Stats in Brief. NCES 2018-143

    Science.gov (United States)

    Bowsher, Amanda; Sparks, Dinah; Hoyer, Kathleen Mulvaney

    2018-01-01

    This Statistics in Brief adds to existing research on early-career teachers by presenting findings on their preparation and supports from data from the 2011-12 Schools and Staffing Survey (SASS). This brief, like past research, investigates several specific areas of preparation and types of support. For the purposes of this brief, early-career…

  4. Defining Academic Dishonesty Behaviors According to Pre-Service Teachers

    Directory of Open Access Journals (Sweden)

    Muhammet ÖZDEN

    2015-04-01

    Full Text Available The aim of this study is to determine academic dishonesty behaviors based on the opinions of pre-service elementary and social studies teachers. This study was designed using a student self-report survey questionnaire. The sample of this study consisted of 445 pre-service teachers. The research data was collected using “the academic dishonesty behaviors opinion survey” developed for this research. The research data was analyzed using descriptive statistical techniques and chi-square test. Results indicated 23 items that pre-service teachers agreed on were about academic dishonesty. Of these 10 items were about academic cheating and 13 items were about plagiarism in assignments. The top three academic dishonesty behaviors based on participants opinion were respectively having another person take the test on behalf, stealing exam materials and handing in someone else's essay with his/her name on it. Most pre-service teachers did not accept 4 items as an academic dishonest behavior. These items were using old exam questions in order to prepare an exam, using someone else's notes in order to prepare an exam, to give information to other class students after taking the exam, and taking an exam after receiving information from students who already took the exam. In this study, another important finding was about gender differences; female preservice teachers showed more concern than male pre-service teachers about academic dishonesty behaviors. There were also a few limited significant differences both in grade and class level in all academic dishonesty behaviors.

  5. Could Practicum Placements in Contrasting Contexts Support the Preparation of Pre-Service Teachers for an Envisaged Inclusive Education System? A South African Study

    Science.gov (United States)

    Rusznyak, Lee; Walton, Elizabeth

    2017-01-01

    In contexts where inclusive education is nascent, teacher educators face the challenge of preparing pre-service teachers for a system that does not yet exist. While this might be possible through university-based coursework, difficulties arise when so few sites that model inclusive pedagogies are available for practicum placements. This article…

  6. Teachers as Informal Learners: Workplace Professional Learning in the United States and Lithuania

    Science.gov (United States)

    Jurasaite-Harbison, Elena; Rex, Lesley A.

    2013-01-01

    This study demonstrates the understandings that result from teachers' explanations of how they learn when they encounter everyday situations that evoke their learning. The study renders these explanations as a framework for further research on teacher workplace learning in informal settings. The framework emerged from a constant-comparative…

  7. Blank Canvas and Glass Ceiling: Using Visual Metaphors and Narratives to Examine Preservice Teacher Development

    Science.gov (United States)

    Gosselin, Colette; Meixner, Emily

    2015-01-01

    When preparing college-age teacher candidates to teach in diverse contexts, knowing how they reconcile knowledge, self-author, and negotiate social relationships can enhance pedagogy and inform program design. In this article, the authors use a developmental framework they created to examine how teacher candidates' visual metaphors about White…

  8. Analysis of preservice science teacher information literacy towards research skills

    Science.gov (United States)

    Subekti, H.; Purnomo, A. R.; Susilo, H.; Ibrohim; Suwono, H.

    2018-04-01

    Information literacy is an important component for university students necessary to support personal development both in academic and real-life setting. This research aimed to analyze the drawing picture of information literacy ability among preservice science teacher in Universitas Negeri Surabaya related to research skills. Purposive sampling was used to determine the amount of participants, thereby involving 208 participants from class year 2014, 2015, and 2016. For gathering the data, the instruments being applied were questionnaire based information literacy test. The data then were analyzed in descriptive manner. The results indicated that the male students outperformed the female students by which they obtained 51.1% correct answer, 2% higher than the female students. Based on the duration of the study, the percentage of correct answers varies among students of class year 2014, 2015, and 2016; 56.2%, 45.1%, and 48.4% respectively. When looked at the average percentage of all students, however, most of items were scored in low category (below 50%) except for type of notification, strategy to accessing information, mastery of terminologies used in research and the essence of the copyright . To conclude, the literacy ability of preservice science teachers is still relatively low and the tendency of information literacy possessed by male students is relatively higher than female students.

  9. Information Security of Children and Adolescents According to Parents and Teachers (Part 2: The Results of an Empirical Study

    Directory of Open Access Journals (Sweden)

    Budykin S.V.

    2016-03-01

    Full Text Available In this paper we present a second part of the study on information security of children and adolescents according to parents and teachers. This part of the study focuses at empirical research results aimed in studying the so-called "naive theories" about information security. 136 people (aged 21 to 62 years attended the study. We based on the following hypotheses : 1 the group of parents and teachers understand similarly the issue of information threat for children and adolescents, yet they have different understandings of the dangerous effects of information on children and adolescents: parents underestimate the seriousness of the effects compared with teachers; 2 according to parents and teachers, the formers are primarily responsible for information security of children; while teachers expect parents to monitor, prohibit, restrict the access to information for children and adolescents. Parents, in turn, expect teachers to train children and teenagers to observe the safety procedures, as well as use Internet safely. Our assumptions are confirmed partly, and study results are discussed in terms of the theory of social representations.

  10. Science teachers and docents as mentors to science and mathematics undergraduates in formal and information settings. Final report

    Energy Technology Data Exchange (ETDEWEB)

    Koran, J.J. Jr. [Florida Museum of Natural History, Gainesville, FL (United States)

    1993-10-15

    Twenty-four undergraduate science and mathematics majors who were juniors and seniors in the colleges of Liberal Arts and Sciences and Engineering were recruited, and paid, to participate in an orientation seminar and act as teacher aides in regional schools and the Florida Museum of Natural History. Aides worked with teachers in the schools one semester and as docents in the natural history museum a second semester. Mentoring took place by the principal investigator and participating teachers and docents throughout the program. Success of the program was measured by a specially prepared attitude instrument which was administered to participants before the mentoring started and when it ended each semester. Written logs (field notes) were also prepared and submitted by participants at the end of each semester. Further, a tally was kept of the number of participants who decided to go into science or mathematics teaching as a result of the experience.

  11. INFORMATION SYSTEM OF AUTOMATION OF PREPARATION EDUCATIONAL PROCESS DOCUMENTS

    Directory of Open Access Journals (Sweden)

    V. A. Matyushenko

    2016-01-01

    Full Text Available Information technology is rapidly conquering the world, permeating all spheres of human activity. Education is not an exception. An important direction of information of education is the development of university management systems. Modern information systems improve and facilitate the management of all types of activities of the institution. The purpose of this paper is development of system, which allows automating process of formation of accounting documents. The article describes the problem of preparation of the educational process documents. Decided to project and create the information system in Microsoft Access environment. The result is four types of reports obtained by using the developed system. The use of this system now allows you to automate the process and reduce the effort required to prepare accounting documents. All reports was implement in Microsoft Excel software product and can be used for further analysis and processing.

  12. Information Flow in Teachers' Organizations in Israel During Confrontations with Employers: I

    Science.gov (United States)

    Glasman, Naftaly S.

    1975-01-01

    First part of an article examining the content of information flow; the amount of information released; the mechanism of the flow; the factors affecting the content, amount, and mechanism; and the corollaries of information flow and the characteristics of the school system. Includes the questions put to the teachers. (Author/IRT)

  13. What Influences Geography Teachers' Usage of Geographic Information Systems? A Structural Equation Analysis

    Science.gov (United States)

    Lay, Jinn-Guey; Chi, Yu-Lin; Hsieh, Yeu-Sheng; Chen, Yu-Wen

    2013-01-01

    Understanding the usage of the geographic information system (GIS) among geography teachers is a crucial step in evaluating the current dissemination of GIS knowledge and skills in Taiwan's educational system. The primary contribution of this research is to further our understanding of the factors that affect teachers' GIS usage. The structural…

  14. Using Facebook to Support Novice Teachers

    Science.gov (United States)

    Staudt, Denise; St. Clair, Norman; Martinez, Elda E.

    2013-01-01

    Providing quality support for novice teachers as they enter the profession has been an ongoing concern of educator preparation programs. This article describes the efforts of one teacher preparation program in addressing this matter by utilizing Facebook[R] to provide sustained support and professional development for its beginning teachers. We…

  15. Preservice Teachers Connecting Mathematics and Drumming

    Science.gov (United States)

    Marshall, Anne Marie

    2014-01-01

    Increasingly, elementary classroom teachers are being called to teach a myriad of subjects, including visual art, dance, and music. Preservice teachers must be prepared to teach and integrate multiple subjects. To that end, preservice teachers will need experiences in their preparation that help them to see connections across content areas and…

  16. Innovation in Teacher Education.

    Science.gov (United States)

    Turney, C., Ed.

    This document presents a study of directions, processes, and problems of innovation in teacher preparation with special reference to the Australian context and to the role of cooperating schools in the Australian teacher preparation program. The study emerged from two national research projects sponsored by the Australian Government--one seeking…

  17. The Level of Diagnostic Tests' Preparation Skills among the Teachers of the First Three Elementary Grades' Teachers at the Directorate of Education of Bani Kinana District

    Science.gov (United States)

    Yaghmour, Kholoud Subhi; Obaidat, Luai Taleb; Hamadneh, Qaseem Mohammad

    2016-01-01

    This study aimed at exploring the level of Diagnostic Tests' Preparation Skills among the teachers of the first Three Elementary Grades at the Directorate of Education of Bani Kinana District, and its relationship to the variables of gender, academic qualification, and years of experience. The sample of the study consisted of (264) male and female…

  18. Preparing Teachers to Integrate Web 2.0 in School Practice: Toward a Framework for Pedagogy 2.0

    Science.gov (United States)

    Jimoyiannis, Athanassios; Tsiotakis, Panagiotis; Roussinos, Dimitrios; Siorenta, Anastasia

    2013-01-01

    Web 2.0 has captured the interest and the imagination of both educators and researchers while it is expected to exert a significant impact on instruction and learning, in the context of the 21st century education. Hailed as an open collaborative learning space, many questions remain unanswered regarding the appropriate teacher preparation and the…

  19. Merging Expertise: Preparing Collaborative Educators

    Science.gov (United States)

    Altieri, Elizabeth M.; Colley, Kenna M.; Daniel, Leslie S.; Dickenson, Kathie W.

    2015-01-01

    In this article, teacher education faculty of a medium-size university, historically grounded in teacher preparation within a rural context, describe their ongoing work to transform their practice in order to prepare special and general educators who co-plan, co-teach, and co-assess with their counterparts in the field. Follow-up research with…

  20. The Evolution of Research and Information Services at the American Federation of Teachers.

    Science.gov (United States)

    Nelson, F. Howard; Bailey, Bernadette

    2002-01-01

    Provides a history of the American Federation of Teachers (AFT) union and its information services and research functions. Examines the research department and the influence of technology, shifting from collecting information to using information from the Internet and online databases that has made access easier. Analyzes information services with…

  1. Sustaining Physics Teacher Education Coalition Programs in Physics Teacher Education

    Science.gov (United States)

    Scherr, Rachel E.; Plisch, Monica; Goertzen, Renee Michelle

    2017-01-01

    Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the…

  2. Teacher quality: a comparison of National Board-certified and non-Board-certified teachers of deaf students.

    Science.gov (United States)

    Scheetz, Nanci A; Martin, David S

    2006-01-01

    THE STUDY was designed to identify specific components of teacher excellence, focusing initially on the characteristics of the small number of teachers of the deaf who are certified by the National Board for Professional Teaching Standards (NBPTS), then comparing those with the characteristics of other teachers identified as master teachers by university faculty in teacher preparation in deafness. Classroom observation, written lesson plans, teacher questionnaires on beliefs, and content analysis of interactive electronic focus groups were used to compare the two groups of teachers. Results indicated similarities between Board-certified and non-Board-certified master teachers in regard to teacher behaviors and commitment to well-founded pedagogical principles. Differences were found in classroom priorities and in the greater level of interconnectivity expressed by Board-certified teachers as the result of becoming Board certified. Recommendations are made for preparing teachers of deaf students.

  3. Training and informing teachers

    International Nuclear Information System (INIS)

    Gunnell, B.J.

    1994-01-01

    Nuclear Electric operates 12 nuclear plants in England and Wales. Through the Visitors Centres attached to these power stations and complementary national initiatives, the company is able to provide a broad ranging educational programme for teachers and pupils. The company's policy and its education programme (books, visits, conference, events,...) are detailed from the perspective of both teachers and pupils. An evaluation of the education programme at Visitor Centres is under way and is already identifying new initiatives for the company to explore

  4. Recruiting and Retaining Black Teachers to Work in Urban Schools

    Directory of Open Access Journals (Sweden)

    Brian R. Evans

    2013-09-01

    Full Text Available The purpose of this article is to examine teacher preparation from the perspective of novice Black teachers. While all teachers, regardless of race, can be trained to be effective teachers of Black students, Black teachers can be more adept at motivating and engaging students of color. Six Black teachers were interviewed to determine their experiences during teacher preparation and induction. Findings revealed the teachers believed their programs were high quality and prepared them well to teach in urban spaces, but some expressed concern about the swift immersion into the classroom.

  5. Information and Communication Technology Literacy among Student-Teachers in Universities in Nigeria

    Directory of Open Access Journals (Sweden)

    Florence Olutunu Daramola

    2015-10-01

    Full Text Available The use of Information and Communications Technology (ICT in the school system is becoming increasingly prominent. This study was conducted to find out the ICT literacy levels among student-teachers in the universities in North-Central Nigeria. The study involved a total of 638 student-teachers consisting of 360 males and 248 females. The instrument used for the study was a researcher-designed questionnaire with a reliability index of .74. The results indicated that student-teachers in North-central Nigeria have an average ICT literacy level. No significant difference was established in the level of ICT literacy between male and female student-teachers {t(636=1.672 >.05} and there was no significant difference in the level of ICT literacy by student-teachers in the Arts, Sciences, and Social Sciences {F(2,635 = 0.935 > 0.05}. It was recommended that universities make available more ICT equipment and facilitate the student-teachers in adopting the culture of integrating ICT into pedagogy and educational administration since they have an average ICT literacy level.

  6. Prepare Your Child For Reading Tests: Tips for Parents = Prepare a sus hijos para tomar pruebas de lectura: Ideas para padres.

    Science.gov (United States)

    Bachman, Tori Mello

    Parents can help their children prepare for reading tests in a number of ways, not only just before the test, but also with everyday activities. There are generally two types of reading tests given to students: tests given by teachers throughout the year to see what information students have retained, and more formal, often standardized, tests…

  7. Examining Professional Learning and the Preparation of Professionally Competent Teachers in Initial Teacher Education

    Science.gov (United States)

    Tang, Sylvia Y. F.; Wong, Angel K. Y.; Cheng, May M. H.

    2016-01-01

    The relative contributions of higher education and schools, and hence the conceptual and practical aspects of ITE, to student teachers' professional learning have been an issue of concern in teacher education. This article reports a mixed-methods study showing the relationship between student teachers' engagement with the practical and conceptual…

  8. Communications and Informational Technologies: professional preparation of the Informatics professor

    Directory of Open Access Journals (Sweden)

    Adrian Robaina Valdés

    2017-09-01

    Full Text Available The development of the society it is sign by the development of the techniques and the science that has challenges the educational system in the formation of the new generation. The Cuban Educational politics had defined the social mission to each subsystem of education, in the particular case of the professional polytechnic education, belongs to the professors of Informatics, the accomplish of this mission, develop an important role in the educational use of the communication and informational technologies that requires and an adequate professional preparation. The aim of this article is to based form the theoretical and methodological point, the process of the professional preparation of the professors of informatics in the technical schools while they apply the communication and informational technologies, the theorical bases offered the historical past and tendencies of the professional preparation while they apply the communication and information technologies, the educative use of information technologies in the pedagogical process and the theoretical support in this process, using revision methods bibliography and systematizing . We may say that the research work concludes that the preparation of the professors had passed for different stages that had point to the need of the formation of professor to give answers to the introduction of the informatics subject at school, using different ways, the postgraduate updates and all the variety of ways to upgrade the professors will use. Form the educative point of view a part from the study as a subject must be use as an intermediate in the pedagogical process, also, to determine the characteristic that distinguish the professional preparation process.

  9. A Strategic Approach to Curriculum Design for Information Literacy in Teacher Education--Implementing an Information Literacy Conceptual Framework

    Science.gov (United States)

    Klebansky, Anna; Fraser, Sharon P.

    2013-01-01

    This paper details a conceptual framework that situates curriculum design for information literacy and lifelong learning, through a cohesive developmental information literacy based model for learning, at the core of teacher education courses at UTAS. The implementation of the framework facilitates curriculum design that systematically,…

  10. Geoscience Information for Teachers (GIFT) Workshops at the European Geoscience Union General Assembly

    Science.gov (United States)

    Macko, S. A.; Arnold, E. M.; Laj, C. E.; Barnikel, F.; Berenguer, J. L.; Schwarz, A.; Cifelli, F.; Smith, P.; Funiciello, F.; Summesberger, H.

    2017-12-01

    GIFT workshops are teacher enhancement workshops organized by the EGU Committee on Education and held in conjunction with the EGU annual General Assembly. The program focuses on a different general theme each year. Past themes have included, for example, "Energy and Sustainable Development", "The Carbon Cycle", "Mineral Resources", "The Solar System And Beyond" and "The Mediterranean". These workshops combine scientific presentations on current research in Earth and Space Sciences, given by prominent scientists attending EGU General Assemblies, with hands-on, inquiry-based activities that can be used by the teachers in their classrooms to explain related scientific principles or topics. Participating teachers are also invited to present their own classroom activities to their colleagues, regardless of the scientific topic. The main objective of these workshops is to communicate first-hand scientific information to teachers in primary and secondary schools, significantly shortening the time between discovery and textbook. The GIFT workshop provides the teachers with materials that can be directly incorporated into their classroom, as well as those of their colleagues at home institutions. In addition, the full immersion of science teachers in a truly scientific context (EGU General Assemblies) and the direct contact with leading geoscientists stimulates curiosity towards research that the teachers can transmit to their pupils. In addition to their scientific content, the GIFT workshops are of high societal value. The value of bringing teachers from many nations together includes the potential for networking and collaborations, the sharing of experiences and an awareness of science education as it is presented in other countries. Since 2003, the EGU GIFT workshops have brought together more than 700 teachers from more than 25 nations. At all previous EGU GIFT workshops teachers mingled with others from outside their own country and informally interacted with the

  11. Impressions of Milgram's obedient teachers: situational cues inform inferences about motives and traits.

    Science.gov (United States)

    Reeder, Glenn D; Monroe, Andrew E; Pryor, John B

    2008-07-01

    The research investigated impressions formed of a "teacher" who obeyed an experimenter by delivering painful electric shocks to an innocent person (S. Milgram, 1963, 1974). Three findings emerged across different methodologies and different levels of experimenter-induced coercion. First, contrary to conventional wisdom, perceivers both recognized and appreciated situational forces, such as the experimenter's orders that prompted the aggression. Second, perceivers' explanations of the teacher's behavior focused on the motive of obedience (i.e., wanting to appease the experimenter) rather than on hurtful (or evil) motivation. Despite this overall pattern, perceptions of hurtful versus helpful motivation varied as a function of information regarding the level of coercion applied by the experimenter. Finally, theoretically important relationships were revealed among perceptions of situations, motives, and traits. In particular, situational cues (such as aspects of the experimenter's behavior) signaled the nature of the teacher's motives, which in turn informed inferences of the teacher's traits. Overall, the findings pose problems for the lay dispositionism perspective but fit well with multiple inference models of dispositional inference.

  12. Preparing Teachers for Prison Schools: A Case Study of the Challenges, Attitudes, and Motivations of Correctional Educators

    Science.gov (United States)

    Lawton, Lucile

    2012-01-01

    The purpose of this case study using a mixed method approach was to examine the role of that correctional educators in an Arizona state prison based on their challenges, attitudes, and motivations in order to learn how best to prepare people for that role. Although the research on public school teachers and teaching in adult education practices in…

  13. An Observatory to Enhance the Preparation of Future California Teachers

    Science.gov (United States)

    Connolly, L.; Lederer, S.

    2004-12-01

    With a major grant from the W. M. Keck Foundation, California State University, San Bernardino is establishing a state-of-the-art teaching astronomical observatory. The Observatory will be fundamental to an innovative undergraduate physics and astronomy curriculum for Physics and Liberal Studies majors and will be integrated into our General Education program. The critical need for a research and educational observatory is linked to changes in California's Science Competencies for teacher certification. Development of the Observatory will also complement a new infusion of NASA funding and equipment support for our growing astronomy education programs and the University's established Strategic Plan for excellence in education and teacher preparation. The Observatory will consist of two domed towers. One tower will house a 20" Ritchey-Chretien telescope equipped with a CCD camera in conjunction with either UBVRI broadband filters or a spectrometer for evening laboratories and student research projects. The second tower will house the university's existing 12" Schmidt-Cassegrain optical telescope coupled with a CCD camera and an array of filters. A small aperture solar telescope will be attached to the 12" for observing solar prominences while a milar filter can be attached to the 12" for sunspot viewing. We have been very fortunate to receive a challenge grant of \\600,000 from the W. M. Keck Foundation to equip the two domed towers; we continue to seek a further \\800,000 to meet our construction needs. Funding also provided by the California State University, San Bernardino.

  14. Changing the Epistemology of Teacher Education

    Science.gov (United States)

    Zeichner, Kenneth M.

    2009-01-01

    In this article, the author explores one issue that he believes is central to the preparation of teachers to teach in democratic societies: the question of who should prepare teachers to do this important work. Currently, there are basically two general approaches to the preservice education of teachers in the United States despite all the program…

  15. Teacher educators' competences in fostering student teachers' proficiency in teaching and learning with technology : An overview of relevant research literature

    NARCIS (Netherlands)

    Dana Uerz; Monique Volman; Marijke Kral

    2018-01-01

    Teacher educators play an important role in preparing student teachers to integrate technology into their classrooms. This article presents an overview of research literature on teacher educators' competences in preparing their students to teach with technology. A literature search yielded 26

  16. Science teachers in deaf education: A national survey of K-8 teachers

    Science.gov (United States)

    Shaw, Cynthia

    A survey was conducted with 67 science teachers who taught deaf children at the elementary school level. Teacher background variables, information about teacher preparation and certification, preferred teaching methods, communication methodologies, curriculum, and the use of technology were gathered. A purposeful, convenience sampling technique was employed. Utilizing a non-experimental, basic research design and survey methodology, the researcher reviewed both quantitative and qualitative data. The majority of science teachers in this survey at the elementary school level are female and hearing. More than half have deaf education masters degrees. Few have science degrees. The majority of teachers had less than 10 years teaching experience with deaf students. Sixty percent were highly qualified in science; only forty percent were certified in science. They were equally employed at either a state residential school or a public day school. Two-way chi-square analyses were carried out. Hearing teachers preferred to observe other teachers teaching science compared to deaf teachers chi2 (1, N = 67) = 5.39, p translanguaging than hearing teachers (chi2 (1, N = 67) = 4.54, p < .05). Hearing teachers used the computer more often in the classroom than deaf teachers (chi 2 (1, N = 67) = 4.65, p < .01). Hearing teachers had their students use the computer more regularly than deaf teachers (chi2 (1, N = 67) = 11.49, p < .01). Teachers who worked in residential schools compared to working in public schools attended more state department of education science workshops chi2 (1, N = 67) = 6.83, p < .01, attended national or state science meetings chi2 (1, N = 67) = 7.96, p < .01, were familiar with the Star Schools program chi2 (1, N=67) = 13.23, p < .01, and participated more in Star Schools programs chi 2 (1, N = 67) = 15.96, p < .01. Compared to hearing teachers, the deaf teachers used web-based science materials (chi2 (1, N = 67) = 4.65, p < .01), used codeswitching chi2 (1, N

  17. IMPACT OF THE ADOPTION OF THE SNC ACCORDING TO FINANCIAL INFORMATION PREPARERS

    Directory of Open Access Journals (Sweden)

    Catarina Filipa Reis Pinheiro

    2014-03-01

    Full Text Available The objective in this article is to study the impact of the Sistema de Normalização Contabilística (SNC – the new Portuguese accounting regulation – on the financial information model, on the profession of Chartered Accountants (CA and on the companies, from the perspective of the preparers of the financial information. It starts with a literature review of the most significant studies about the impacts and implications of accounting regulation transitions in a harmonization process and about the change in the accounting framework as perceived by the information preparers. For this purpose, a qualitative method is used, based on documentary analysis about the study theme and about accounting degrees. To develop our empirical study, a questionnaire was applied to the financial information preparers in order to collect their opinions about the impacts of the adoption of the new accounting model as specified above. The preparers are very confident in the new regulation, given that it responds to the current financial reporting needs, considers the characteristics and reality of the Portuguese companies, permits comparability at different levels, is more beneficial in terms of information preparation costs, more demanding and modern, improves the quality of information disclosure and entails benefits for the reputation of the chartered accounting profession. Nevertheless, there is a risk of comprehension difficulties among the information users, difficulties for the managers to perceive the consequences of the SNC in their financial statements (FS. Furthermore, the evolution in the reporting model may not be accompanied by changes in business management.

  18. Problem-Based Learning: A Promising Pathway for Empowering Pre-Service Teachers for ICT-Mediated Language Teaching

    Science.gov (United States)

    Kharade, Kalpana; Peese, Hema

    2014-01-01

    Information and communication technology (ICT) has become a prominent part of education and offers numerous means of improving teaching and learning in the classroom. However, the tendency to take the teacher education curriculum for granted and the assumption that it adequately prepares teachers for the integration of ICT into their teaching…

  19. Education for Australia's Information Future

    Science.gov (United States)

    Burford, Sally; Partridge, Helen; Brown, Sarah; Hider, Philip; Ellis, Leonie

    2015-01-01

    Digital disruption and an increasingly networked society drive rapid change in many professions and a corresponding need for change in tertiary education. Across the world, information education has, to date, prepared graduates for employment in discrete professions, such as librarianship, records management, archives and teacher librarianship.…

  20. ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana. Education and information technologies

    NARCIS (Netherlands)

    Agyei, D.D.; Agvei, Douglas D.; Voogt, Joke

    2011-01-01

    Included in the contemporary mathematics curricula in Ghana is the expectation that mathematics teachers will integrate technology in their teaching. However, importance has not been placed on preparing teachers to use ICT in their instruction. This paper reports on a study conducted to explore the

  1. Who Are the Science Teachers That Seek Professional Development in Research Experience for Teachers (RET's)? Implications for Teacher Professional Development

    Science.gov (United States)

    Saka, Yavuz

    2013-01-01

    To address the need to better prepare teachers to enact science education reforms, the National Science Foundation has supported a Research Experience for Teachers (RET's) format for teacher professional development. In these experiences, teachers work closely with practicing scientists to engage in authentic scientific inquiry. Although…

  2. Diagnostic and Prescriptive Skills of Teachers and Related Specialists.

    Science.gov (United States)

    Banks, Karen Vlahos; Nolen, Patricia

    In light of criticisms that teacher preparation programs do not adequately prepare prospective reading teachers and specialists for actual classroom problems, a study was conducted to determine the accuracy of teacher diagnoses and planning for reading difficulties and to examine differences in coursework preparation and classroom experience.…

  3. Informing the teachers on nuclear energy issues. A nationwide information service in Germany

    International Nuclear Information System (INIS)

    Koelzer, W.

    1994-01-01

    The IK (Nuclear Information Group), founded in 1975, was given the task to broaden the knowledge of and to strengthen the public acceptance on nuclear energy, with the basic principles of nationwide activity and limitation to selected target groups. Documentary books, periodical publications and audio-visual media for teachers and pupils are developed to argue clearly and frankly and to win the interest for the topics. 1 fig

  4. Experience in presenting short courses in waste management technologies for secondary science and mathematics teachers

    International Nuclear Information System (INIS)

    Toth, W.J.; Smith, T.H.; Garcia, M.M.; Ferguson, J.E.

    1991-01-01

    The Department of Energy (DOE) and its Idaho National Engineering Laboratory (INEL) are developing educational programs that will help avert projected shortages in scientific and engineering manpower. One approach to this end is to help teachers become better prepared to teach topics that enthuse more students. INEL developed and offered a Short Course in Waste Management Technologies for Secondary Science and Mathematics Teachers. Short Course has two purposes: (1) to provide secondary-level science and mathematics teachers with training and information that will be useful to them in the classroom, and (2) to provide information on a topic of widespread interest in today's society, i.e., the management of hazardous and radioactive wastes and the restoration and preservation of the environment. This paper describes the development of the Short Course and summarizes some of the lessons learned in the preparation and presentation of such courses. 2 refs., 2 tabs

  5. Teaching Music in Our Time: Student Music Teachers' Reflections on Music Education, Teacher Education and Becoming a Teacher

    Science.gov (United States)

    Georgii-Hemming, E.; Westvall, M.

    2010-01-01

    This article concerns students of music education in Sweden. It investigates the student teachers' perceptions of their ongoing music teacher education, with a particular focus on the task of teaching music today. It considers whether they believe their teacher education prepares them for this undertaking, and in that case, how. Their various…

  6. Concerns of Teachers about the Implementation of Information and Communication Technology Curriculum in Basic Education in Ghana

    Science.gov (United States)

    Sarfo, Frederick Kwaku; Amankwah, Francis; Baafi-Frimpong, Stephen; Asomani, Joseph

    2017-01-01

    Research findings in the literature show that teachers' concern about change process is extremely personal and it influences the implementation of innovation. This study aimed at assessing information and communication technology teachers' stages of concern regarding the implementation of information and communication technology (ICT) curriculum…

  7. Individual Stress Management Coursework in Canadian Teacher Preparation Programs

    Science.gov (United States)

    Harris, Gregory E.

    2011-01-01

    Teacher stress is a significant issue facing the teaching profession. The current paper explores individual stress management as a viable option to address stress in this profession. Specifically, Canadian teacher education programs are examined to identify the prevalence of pre-service teacher education courses focused on individual stress…

  8. Teacher Informal Collaboration for Professional Improvement: Beliefs, Contexts, and Experience

    Directory of Open Access Journals (Sweden)

    Beatrice Avalos-Bevan

    2017-01-01

    Full Text Available The article presents results of a study on teachers’ views, beliefs, and experience on school-based informal collaboration for professional improvement. It explores the relationship of teacher beliefs in the collective efficacy of their colleagues and school’s capital and culture with their beliefs and experience in school-based collaborative learning. The key source of evidence used is a survey of 1025 primary and secondary teachers in three geographical regions of Chile. Main results show that teachers hold positive beliefs about the collective efficacy of their colleagues and students in their schools but more negative ones regarding the contribution of parents. In terms of collaboration, teachers hold positive beliefs in general about its role for professional learning but indeed engage more in the “weaker” types of collaboration such as “sharing ideas” and “talking about teaching problems” and less in the more demanding ones such as “mutual lesson observation” and “team teaching.” Differences in teachers’ views, beliefs, and experience were examined in terms of level of teaching (primary/secondary, urban/rural location, school type (public and private, and school size.

  9. Geosciences Information for Teachers (GIFT) in Catalonia

    Science.gov (United States)

    Camerlenghi, Angelo; Cacho, Isabel; Calvo, Eva; Demol, Ben; Sureda, Catalina; Artigas, Carme; Vilaplana, Miquel; Porbellini, Danilo; Rubio, Eduard

    2010-05-01

    CATAGIFT is the acronym of the project supported by the Catalan Government (trough the AGAUR agency) to support the activities of the EGU Committee on Education in Catalonia. The objective of this project is two-fold: 1) To establish a coordinated action to support the participation of three Catalan science teachers of primary and secondary schools in the GIFT Symposium, held each year during the General Assembly of the European Geosciences Union (EGU). 2) To produce a video documentary each year on hot topics in geosciences. The documentary is produced in Catalan, Spanish and English and is distributed to the Catalan science teachers attending the annual meeting organized by the Institute of Education Sciences and the Faculty of Geology of the University together with the CosmoCaixa Museum of Barcelona, to the international teachers attending the EGU GIFT Workshop, and to other schools in the Spanish territory. In the present-day context of science dissemination through documentaries and television programs there is a dominance of products of high technical quality and very high costs sold and broadcasted world wide. The wide spread of such products tends to standardize scientific information, not only in its content, but also in the format used for communicating science to the general public. In the field of geosciences in particular, there is a scarcity of products that combine high scientific quality and accessible costs to illustrate aspects of the natural life of our planet Earth through the results of the work of individual researchers and / or research groups. The scientific documentaries produced by CATAGIFT pursue the objective to support primary and secondary school teachers to critically interpret scientific information coming from the different media (television, newspapers, magazines, audiovisual products), in a way that they can transmit to their students. CataGIFT has created a series of documentaries called MARENOSTRUM TERRANOSTRA designed and

  10. Technology and Changing Lifestyles. Teacher's Guide. Preparing for Tomorrow's World.

    Science.gov (United States)

    Iozzi, Louis A.

    "Technology and Changing Lifestyles" is one of the "Preparing for Tomorrow's World" (PTW) program modules. PTW is an interdisciplinary, future-oriented program incorporating information from the sciences and social sciences and addressing societal concerns which interface science/technology/society. The program promotes…

  11. TEACHERS’ PREPARATION TO THE INFORMATION AND COMMUNICATION TECHNOLOGIES USAGE WITHIN POSTGRADUATE PEDAGOGICAL EDUCATION SYSTEM

    OpenAIRE

    Stepan P. Labudko

    2011-01-01

    Nowadays the question about teachers’ preparation to the information and communication technologies usage during the postgraduate period is actual. Some aspects of academic teachers’ preparation to the information and communication technologies usage during the postgraduate period in the teaching and educational activity are examined in the article, as well as some peculiarities of teachers’ preparation to the effective usage of modern tutorials and information and communication technologies ...

  12. Construction of teacher knowledge in context: Preparing elementary teachers to teach mathematics and science

    Science.gov (United States)

    Lowery, Maye Norene Vail

    1998-12-01

    The purposes of this study were to further the understanding of how preservice teacher construct teacher knowledge and pedagogical content knowledge of elementary mathematics and science and to determine the extent of that knowledge in a school-based setting. Preservice teachers, university instructors, inservice teachers, and other school personnel were involved in this context-specific study. Evidence of the preservice teachers' knowledge construction (its acquisition, its dimensions, and the social context) was collected through the use of a qualitative methodology. Collected data included individual and group interviews, course documents, artifacts, and preservice teaching portfolios. Innovative aspects of this integrated mathematics and science elementary methods course included standards-based instruction with immediate access to field experiences. Grade-level teams of preservice and inservice teachers planned and implemented lessons in mathematics and science for elementary students. An on-site, portable classroom building served as a mathematics and science teaching and learning laboratory. A four-stage analysis was performed, revealing significant patterns of learning. An ecosystem of learning within a constructivist learning environment was identified to contain three systems: the university system; the school system; and the cohort of learners system. A mega system for the construction of teacher knowledge was revealed in the final analysis. Learning venues were discovered to be the conduits of learning in a situated learning context. Analysis and synthesis of data revealed an extensive acquisition of teacher knowledge and pedagogical content knowledge through identified learning components. Patience, flexibility, and communication were identified as necessities for successful teaching. Learning components included: collaboration with inservice teachers; implementation of discovery learning and hands-on/minds-on learning; small groupwork; lesson planning

  13. THE STATUS OF INFORMATION SECURITY COMPETENCE FORMEDNESS OF FUTURE COMPUTER SCIENCE TEACHERS

    Directory of Open Access Journals (Sweden)

    Vasyl P. Oleksiuk

    2017-12-01

    Full Text Available In the article there are explored the concepts of cybersecurity and information security. It is proved that cybersecurity can’t be fully ensured without teaching to principles and rules of information security. The authors have analyzed the specificity of the future computer science teachers' study in the context of developing of their competences necessary for safe students’ activity in the computer networks and Internet. Particular attention is paid to the threats arising after introduction cloud technologies various service models into the educational process. The article focuses on methods and stages of the pedagogical investigation of correlation between the operational and reflective components of the professional competencies of future computer science teachers.

  14. Professional Problems Experienced by Information Technology Teachers and Suggested Solutions: Longitudinal Survey

    Directory of Open Access Journals (Sweden)

    Hafize Keser

    2013-02-01

    Full Text Available The study aimed to determine the opinions of teacher candidates in the fourth year of Computer Education & Instructional Technologies department (CEIT on the Problems Experienced by Information Technology (IT Teachers and Suggested Solutions and it has been designed in case study routine taking place within qualitative research tradition and in a longitudinal survey model. The final year IT teacher candidates receiving education in Ankara University Educational Sciences Faculty CEIT department in academic years 2011-2012 and 2012-2013 have formed the study group of the research (N=123. The data obtained in the research by open-end questionnaire have been analysed and interpreted by inductive encoding technique, freuency analysis and descriptive content analysis. At the end of the study carried out, it has been determined that the IT teacher candidates have handled in two sub-dimensions the problems experienced by the IT teachers, these being, problems towards the courses the IT teachers attend and problems regarding the professional lives of IT teachers and suggested solutions in line with these. The leading problems towards the courses the IT teachers attend are that the courses are optional, the courses are grade-free, the course hours are few, the significance of IT not being comprehended very well by the executives, teachers, parents and students, inadequacy of physical means of IT classes and references of the course. And, the main problems regarding professional lives of IT course teachers are the duty, power and responsibility of IT teachers not made clear enough, difficulties in formative teacher practice, course hours which have to be completed by IT teachers not being able to be completed and problem of permanent staff, the courses that must be attended by IT teachers being taugth by teachers from other branches, lack of executives and experts trained from a field to supervise IT and formative teachers. And, the suggested leading

  15. Technology Use in Rwandan Secondary Schools: An Assessment of Teachers' Attitudes towards Geographic Information Systems (GIS)

    Science.gov (United States)

    Akinyemi, Felicia O.

    2016-01-01

    Technology use is evident in all spheres of human endeavour. Focusing on technology use in education, this paper examines teachers' attitudes towards geographic information system (GIS). An assessment was made of GIS teachers in Rwandan secondary schools. Key areas covered include how GIS is implemented in schools, teachers' attitudes and…

  16. Preparing Soups. Learning Activity Pack and Instructor's Guide 5.10b. Commercial Foods and Culinary Arts Competency-Based Series. Section 5: Basic Food Preparation.

    Science.gov (United States)

    Florida State Univ., Tallahassee. Center for Studies in Vocational Education.

    This document consists of a learning activity packet (LAP) for the student and an instructor's guide for the teacher. The LAP is intended to acquaint occupational home economics students with preparing and serving soups. Illustrated information sheets and learning activities are provided in these areas: thin soups, thick soups, convenience soups,…

  17. ESSENCE AND PRINCIPLES OF THE PRAXEOLOGICAL APPROACH FOR METHODICAL PREPARATION OF A FUTURE TEACHER OF TECHNOLOGY

    Directory of Open Access Journals (Sweden)

    Андрій Малихін

    2014-10-01

    Full Text Available The article deals with the problem of using the ideas of praxeology in methodical preparation of future teachers of technology. The author explores the theoretical and practical aspects of praxeological approach for the training of a future teacher of education branch «Technology», a description of the system, the activityrelated, competence, personality directed, technological and thesaurus functions of praxeological approach are given that ensure effective communication of objective and subjective factors that contribute to successful mastery of the methodical knowledge and skills by students. Also in the article the essence of the principles of praxeology is revealed: diagnosticity of objectives and learning outcomes; stimulating and motivating the students a positive attitude to learning, focus on their needs and interests; choice of effective methods, means and forms of activity; relationship of stages of training; the importance of learning results; support for the creation of conditions for individual self-regulation of cognitive activity of subjects of training, compliance with which can effectively realize the praxeological approach to methodical training of future teachers of technology.

  18. Mathematics Teachers' Use of Information and Communication Technologies: An International Comparison

    Science.gov (United States)

    Kiru, Elisheba W.

    2018-01-01

    There is an urgent need to understand how often teachers use information and communication technologies (ICT) in mathematics instruction. This information can provide vital links that can help stakeholders make connections about ICT use in mathematics instruction and student learning experiences with ICT. Scholars in the field have reported on the…

  19. New Teachers' Perspectives of Informal Mentoring: Quality of Mentoring and Contributors

    Science.gov (United States)

    Du, Fengning; Wang, Qi

    2017-01-01

    As an individual socialization initiative, informal mentoring has often been lauded as an effective tool to provide spontaneous and immediate social-emotional and career-related assistance to new teachers. Little is known about how informal mentoring is perpetuated in workplace. Through the conceptual lens of dynamic process theory of mentoring,…

  20. Digital Technology and Teacher Preparation: The Instructional Role of Social Media Among Pre-Service Teachers

    Science.gov (United States)

    Trytten, Bria Klotz

    As social media use becomes more prevalent among teachers, it becomes vital to understand how teachers are using social media and what effects it has, if any, on teaching practices in the classroom. This study sought to explore the relationship between pre-service teachers' use of social media and their perceptions of inquiry-based science education, an important teaching best practice. This study is unique in that it explores pre-service teachers' use of three social media platforms--Twitter, Facebook, and Pinterest--and how pre-service teachers plan to apply them to classroom education. Previous studies focused on only one social media platform, usually Twitter or Facebook. This study surveyed 113 pre-service teachers in their 3rd or 4th year of school at one of two teacher colleges. The survey employed multiple choice, open-ended, and Likert-type questions to assess pre-service teachers' use of social media as well as their attitudes surrounding inquiry-based instruction. In order to better explain and analyze survey results, fourteen survey participants were interviewed with follow-up questions to elaborate on both social media use and inquiry attitudes. Findings indicated that the pre-service teachers used social media, and overwhelmingly Pinterest, to find lesson plans and classroom organizational ideas. Cited reasons for this practice included convenience, variety of lesson planning, and easily searchable databases. The study found statistical significance in that teachers who aspire to teach lower grade levels will turn to social media to find lesson plans more frequently than those who aspire to teach higher grade levels. The study found social media use had no statistically significant effect on the level of inquiry-based teaching that the participants aimed to achieve in their future classrooms.

  1. Preparing for the Plunge: Preservice Teachers' Assessment Literacy

    Science.gov (United States)

    Siegel, Marcelle A.; Wissehr, Cathy

    2011-01-01

    Using a framework of assessment literacy that included principles, tools, and purposes, this study explored the assessment literacy of 11 secondary preservice teachers. Participants' journals, teaching philosophies, and inquiry-based science units served as data sources. We examined how the preservice teachers understood assessment tools as well…

  2. Bureaucratic discretion and alternative teacher certification: understanding program variation in Missouri.

    Directory of Open Access Journals (Sweden)

    Ethan B. Heinen

    2007-06-01

    Full Text Available Alternative teacher certification literature has contributed significantly to our understanding of this approach to teacher preparation. However, this literature has more often than not treated alternative teacher certification programs (ATCPs as a black box, thus ignoring program heterogeneity. The present study examines how and why five ATCPs in Missouri have evolved in different ways. To understand this variation and its potential significance for researchers and practitioners, we use political science literature on bureaucratic discretion to understand programs' varied responses within the same state policy context. Using a multiple case study design, we present two key findings. First, external factors such as the state's regulatory approach, programs' relationships with school districts, and programs' relationship with external partners shape program coordinators' perceptions of their discretionary authority. Second, within an environment of limited regulation, programs responded to these external factors in ways that shaped programs in dramatically different ways. These approaches ranged from formal partnerships with large urban school districts and philanthropic funders to alternative certification programs that were at least partially blended with existing undergraduate and post baccalaureate teacher preparation programs. In our discussion, we explore how state attempts to widen the discretionary space between the rules may have allowed external interests (e.g., school districts, and external funders to backfill that space in ways that limit the potential for programs to provide high quality preparation experiences. This study explores these consequences and trade offs in order to inform policy makers and practitioners who are concerned with fostering innovative and creative ways to prepare high quality teachers.

  3. Geoscience Information for Teachers (GIFT) Workshops at the European Geoscience Union General Assembly

    Science.gov (United States)

    Arnold, Eve; Barnikel, Friedrich; Berenguer, Jean-Luc; Cifelli, Francesca; Funiciello, Francesca; Laj, Carlo; Macko, Stephen; Schwarz, Annegret; Smith, Phil; Summesberger, Herbert

    2016-04-01

    GIFT workshops are a two-and-a-half-day teacher enhancement workshops organized by the EGU Committee on Education and held in conjunction with the EGU annual General Assembly. The program of each workshop focuses on a different general theme each year. Past themes have included, for example, "Mineral Resources", "Our changing Planet", "Natural Hazards", "Water", "Evolution and Biodiversity" and "Energy and Sustainable Development". These workshops combine scientific presentations on current research in the Earth and Space Sciences, given by prominent scientists attending EGU General Assemblies, with hands-on, inquiry-based activities that can be used by the teachers in their classrooms to explain related scientific principles or topics. Participating teachers are also invited to present their own classroom activities to their colleagues, even when not directly related to the current program. The main objective of these workshops is to communicate first-hand scientific information to teachers in primary and secondary schools, significantly shortening the time between discovery and textbook. The GIFT workshop provides the teachers with materials that can be directly incorporated into their classroom, as well as those of their colleagues at home institutions. In addition, the full immersion of science teachers in a truly scientific context (EGU General Assemblies) and the direct contact with leading geoscientists stimulates curiosity towards research that the teachers can transmit to their pupils. In addition to their scientific content, the GIFT workshops are of high societal value. The value of bringing teachers from many nations together includes the potential for networking and collaborations, the sharing of experiences and an awareness of science education as it is presented in other countries. Since 2003, the EGU GIFT workshops have brought together more than 700 teachers from more than 25 nations. At all previous EGU GIFT workshops teachers mingled with others

  4. Geoscience Information for Teachers (GIFT) Workshops of the European Geoscience Union General Assembly

    Science.gov (United States)

    Arnold, Eve; Barnikel, Friedrich; Berenguer, Jean-Luc; Cifelli, Francesca; Funiciello, Francesca; King, Chris; Laj, Carlo; Macko, Stephen; Schwarz, Annegret; Smith, Phil; Summesberger, Herbert

    2017-04-01

    GIFT workshops are a two-and-a-half-day teacher enhancement workshops organized by the EGU Committee on Education and held in conjunction with the EGU annual General Assembly in Vienna, and also elsewhere in the world usually associated with large geoscience conferences. The program of each workshop focuses on a different general theme each year. Past themes have included, for example, "The solar system and beyond", "Mineral Resources", "Our changing Planet", "Natural Hazards", "Water" and "Evolution and Biodiversity". These workshops combine scientific presentations on current research in the Earth and Space Sciences, given by prominent scientists, with hands-on, inquiry-based activities that can be used by the teachers in their classrooms to explain related scientific principles or topics. Participating teachers are also invited to present their own classroom activities to their colleagues, even when not directly related to the current program. The main objective of these workshops is to communicate first-hand scientific information to teachers in primary and secondary schools, significantly shortening the time between discovery and textbook. The GIFT workshop provides the teachers with materials that can be directly incorporated into their classroom, as well as those of their colleagues at home institutions. In addition, the full immersion of science teachers in a truly scientific context (EGU General Assemblies) and the direct contact with leading geoscientists stimulates curiosity towards research that the teachers can transmit to their pupils. In addition to their scientific content, the GIFT workshops are of high societal value. The value of bringing teachers from many nations together includes the potential for networking and collaborations, the sharing of experiences and an awareness of science education as it is presented in other countries. Since 2003, the EGU GIFT workshops have brought together more than 800 teachers from more than 25 nations. At all

  5. A five year study of the attitudes, perceptions, and philosophies of five secondary science education teachers prepared in the constructivist teaching methodology advanced at the University of Iowa

    Science.gov (United States)

    Hollenbeck, James Edward

    1999-11-01

    The present study researched the attitudes, Perceptions, and philosophies of five secondary education science teachers prepared in the constructivist teaching methodology advanced at the University of Iowa. This study is a continuation of a three-year study---the Salish I Project supported by the US Department of Education. The teachers studied are five 1993 University of Iowa Science Education Center graduates who have taught for five years. The main objective of the present study was finding answers to four questions aiming at further understanding of the impact and importance of the preservice education in I the constructivist teaching methodology of new teachers, and the changes they experience in the first five years of teaching. The instruments used in the study are various as they cover a wide range of different categories of beliefs I in terms of teaching, learning, teacher performance and view of school. The following trends came out on reviewing all of the data: in the first year of teaching three of the five teachers studied taught as constructivist teachers. in the third year of teaching, the classroom practices of the teachers converged more closely to their beliefs and preservice preparation. In the fifth year, all five teachers were ranked as constructivist in their teaching methodology in the classroom. Using the Wilcoxson test, significant, positive relationships were revealed between the teacher's philosophy of teaching and learning, with their actual practice. Teacher's philosophy and teaching practice were compared with selected standards set forth by the National Science Education Standards and were found to be in close alignment in their fifth year of teaching. Teachers prepared in the constructivist methodology are concerned about their subject content and value student input and reflection. The teachers reported using student-initiated ideas, alternative assessment strategies and being receptive to alternatives. Other important factors

  6. Undergraduate Teacher Education that Cultivates Political Knowledge and Action in Future Teachers

    Science.gov (United States)

    Chavez-Reyes, Christina

    2011-01-01

    Teacher education is charged with the goal of training teachers who will prepare the next generation of citizens. Since Horace Mann's common schools, teachers have been the purveyors of political education, often through teaching patriotic songs and celebrated historical events and individuals. Through liberal education and critical pedagogy,…

  7. THE CONCEPT OF VOCATIONAL TRAINING OF FUTURE ELEMENTARY SCHOOL TEACHER TO INFORMATICS TRAINING

    Directory of Open Access Journals (Sweden)

    Olena Sagan

    2016-09-01

    Full Text Available In the article the problem of professional training of future elementary school teacher to teach Informatics of junior schoolchild is revealed. Rapid development of information and communication technologies actualizes the high-quality requirements to informational competent members of society. Transformation of content of primary education, namely putting Informatics in the curricula, exerted impact on a social request of the elementary school teacher who doesn’t only thoroughly use means of information technologies, but also teaches Informatics as invariant discipline of elementary school. In work it is designed the methodical model of training of future elementary school teacher for teaching Informatics, its purpose is forming of methodology informational competence at future elementary school teacher, which is based on theoretical and practical readiness for teaching Informatics of junior schoolchild and is shown in abilities to organize of the teaching and educational process. Finding of a ratio of essential results of training in higher education institution and general and professional competences which were determined by means of expert evaluations became a basis of a substantial component of system. We design the expected result in the form of competence-based model of future elementary school teacher in a perspective of its preparation for the decision the informational and the methodology-informational tasks of elementary school.

  8. Prospective Teachers' Lifelong Learning Tendencies and Information Literacy Self-Efficacy

    Science.gov (United States)

    Demirel, Melek; Akkoyunlu, Buket

    2017-01-01

    The purpose of this study is to determine the correlations between prospective teachers' lifelong learning tendencies and their information literacy self-efficacy. It is also to find out if such properties differed significantly in terms of gender, grade, computer usage skills, achievement perception, and willingness to pursue an academic career…

  9. PARADIGM CHANGE THE EDUCATION THE TEACHERS OF PRIMARY CLASSES IN THE CONDITIONS OF INFORMATION SOCIETY DEVELOPMENT

    Directory of Open Access Journals (Sweden)

    Nataliya Kushnir

    2016-12-01

    Full Text Available The emergence and wide dissemination of new digital technologies in all spheres of life significantly changes the structure of the labor market (there are new profession is changing dramatically professional activities existing and the requirements of employers (the ability to learn independently throughout their lives, to critically evaluate information, team work becomes more important, Maturity than a specific set of knowledge and skills. At the same time, today's children live in crowded information space, which highlights the issue of formation of information culture of their bases from an early age and quality of development needed for successful self-realization in the information society. This leads to changes in the entire education system, in particular the training of future elementary school teachers. A retrospective analysis of the use of information and communication technologies in education confirms the occurrence of such technologies for the development of children, which at different times dreamed of teachers and psychologists. Analysis of practice of training future elementary school teachers shows insufficient level of awareness of modern ICT capabilities, which are mainly used to support the traditional educational process, not the implementation of new learning approaches. The article analyzes the impact of the development of modern information and communication technologies for education in the context of professional training of future elementary school teachers.

  10. THE RELEVANCE OF THE VISUAL ARTS CURRICULUM IN THE PREPARATION OF PRE-SERVICE VISUAL ARTS TEACHERS IN UGANDA

    Directory of Open Access Journals (Sweden)

    Julius Ssegantebuka

    2017-08-01

    Full Text Available The research examined the relevance of the visual arts curriculum content with the view of assessing the extent to which it equips pre-service visual arts teachers with the knowledge and skills required for effective teaching. The study adopted a descriptive case study design. Data were collected from three purposively selected National Teacher Colleges (NTCs, six tutors and 90 final year pre-service visual arts teachers participated in this study. The research findings showed that teacher education institutions are inadequately preparing pre-service visual arts teachers because of the gaps in the Visual Arts Curriculum (VAC used in NTCs. Some of these gaps are attributed to the structure of the visual arts curriculum tutors use in NTCs. The visual arts curriculum lacks explicit visual arts assessment strategies; it has wide and combined visual arts content to be covered within a short period of two years and the limited knowledge of the available art materials, tools and equipment. The research recommended the restructuring of the VAC to accommodate more practical; and the introduction of specialized knowledge in the visual arts education (VAE to enable tutors decipher practical knowledge from the theory studied so as to adopt an integrated approach in VAE curriculum.

  11. 'You need to have some guts to teach': Teacher preparation and characteristics for the teaching of sexuality and HIV/AIDS education in South African schools.

    Science.gov (United States)

    Francis, Dennis A; DePalma, Renée

    2015-01-01

    Using in-depth interviews, we asked sexuality educators in South Africa about their own professional preparation and what they believed were necessary educator characteristics for teaching Sexuality Education. Our findings show that our teachers taught Sexuality Education without any appropriate qualification or preparation, but because they had a lighter teaching load and had room to take on more teaching hours. Nevertheless, they all mention that 'not anybody can teach Sexuality Education'. Drawing on Shulman's taxonomy of knowledge and Freire's concept of critical consciousness, we attempt to make meaning of the teachers' responses and their relevance for the teaching of Sexuality Education.

  12. Making Maths Useful: How Two Teachers Prepare Adult Learners to Apply Their Numeracy Skills in Their Lives outside the Classroom

    Science.gov (United States)

    Brooks, Carolyn

    2015-01-01

    This pilot case study of two teachers and their learner groups from Adult and Community settings, investigates how numeracy teachers, working with adult learners in discrete numeracy classes, motivate and enable learners to build on their informal skills and apply new learning to their own real-life contexts. Teachers used a range of abstract and…

  13. Collaboration between students and teachers to accumulate a collection of anatomical preparations of high quality in order to loan them to students

    Directory of Open Access Journals (Sweden)

    Friker, Jutta

    2005-04-01

    Full Text Available In 2002 the Veterinary Medicine Faculty of Munich University (Ludwig-Maximilians-Universität a project was started to involve students to build up a collection of anatomical preparations. The goal of this plan was to obtain long term preserved preparations for storage in boxes of plastic in order to loan them to students. The question to solve was whether it is possible and efficient to engage students. The cadavers were provided from the section hall. We used only material from animals without clinical symptoms. The students were provided with a list of themes to choose from, or they could submit a proposal. Before starting the preparation, as a first step, the basic material was conserved in a special non-toxic solution, developed at the institute of anatomy. Students could perform the preparations during the semester as well as in semester holidays. Scientific assistants helped the students throughout the project. The period specified to assemble the preparations was one semester plus semester holiday. Over the last two years we have received preparations of different quality. About one third of the preparations were of high quality and suitable for long term preservation. Approximately thirty percent of the students required two semesters to finish their preparations. The remaining preparations had to be rejected because students did not complete their project or the preparations were unsuitable for use. Students are very fascinated with this project. Every semester we accept only half of the applicants due to the overwhelming student interest. In summary, it is shown that the collaboration between the students and teachers can help to expand the learning and teaching tools. Students and teachers benefit from this teamwork. Although some preparations have to be eliminated, the students are able to apply their knowledge while gaining experience with the scalpel and tweeters.

  14. A teacher preparation course in the social representation construction concerning being teacher of Chemistry

    Directory of Open Access Journals (Sweden)

    Camila Lima Miranda

    2015-08-01

    Full Text Available The role of a pre-service teacher education in a construction of social representation about being teacher is the topic of this study, which included the participation of 44 first year and 27 last year undergraduate students from a course of chemistry. The theoretical lens used was Theory of Social Representation. Open questionnaires in which students had to write about their personal view about working as Chemistry teacher were used. In their answers were observed two categories: characteristics and vision of teaching. Comparing the characteristics that those students propose to the achievement of teaching and learning processes was perceived that the attitudes and pedagogical practices were suggest by both groups, what reinforces the many representations about teaching built even before start pre-service teacher education. In the social representation of last year students was observed that the characteristics and vision of teaching no longer centered on the teacher. In addition, was identified the expansion of the components of representation, by adding speeches and contents related to chemistry teaching (particularly the use of everyday life, the understanding phenomena, approached during graduation.

  15. Development and Validation of a Novice Teacher and Supervisor Survey

    Science.gov (United States)

    Finster, Matthew

    2017-01-01

    This brief presents initial evidence about the reliability and validity of a novice teacher survey and a novice teacher supervisor survey. The novice teacher and novice teacher supervisor surveys assess how well prepared novice teachers are to meet the job requirements of teaching. The surveys are designed to provide educator preparation programs…

  16. "Wow! Look at That!": Discourse as a Means to Improve Teachers' Science Content Learning in Informal Science Institutions

    Science.gov (United States)

    Holliday, Gary M.; Lederman, Judith S.; Lederman, Norman G.

    2014-12-01

    Currently, it is not clear whether professional development staff at Informal Science Institutions (ISIs) are considering the way exhibits contribute to the social aspects of learning as described by the contextual model of learning (CML) (Falk & Dierking in The museum experience. Whalesback, Washington, 1992; Learning from museums: visitor experiences and the making of meaning. Altamira Press, New York, 2000) and recommended in the reform documents (see Cox-Peterson et al. in Journal of Research in Science Teaching 40:200-218, 2003). In order to move beyond only preparing science teachers for field trips, while necessary, it is also important to understand the role exhibits play in influencing teachers' content-related social interactions while engaged in ISI professional development. This study looked at a life science course that was offered at and taught by education staff of a large science and technology museum located in the Midwest, USA. The course was offered to three sections of teachers throughout the school year and met six times for a full day. The courses met approximately once a month from September through the beginning of June and provided 42 contact hours overall. Elementary and middle school teachers ( n = 94) were audio- and videotaped while participating in the content courses and interacting with the museum's exhibits. When considering the two factors within the sociocultural context of CML: within-group sociocultural mediation and facilitated mediation by others, the use of exhibits during both courses generally did not fully take into account these elements. In this study, it seemed that teachers' talk always had a purpose but it is argued that it did not always have a direction or connection to the desired content or exhibit. When freely exploring the museum, teachers often purely reacted to the display itself or the novelty of it. However, when PD staff made explicit connections between exhibits, content, and activities, participants were

  17. Informal Learning in Music: Emerging Roles of Teachers and Students

    Science.gov (United States)

    Rodriguez, Carlos

    2009-01-01

    In her new book "Music, Informal Learning and the School" (2008), Lucy Green consolidates many ideas presented in her previous writings. There is little doubt of the significance of her approach, but it raises epistemological and pedagogical issues that must be addressed to better understand where music teachers go next with informal…

  18. Effects of Information Access Cost and Accountability on Medical Residents' Information Retrieval Strategy and Performance During Prehandover Preparation: Evidence From Interview and Simulation Study.

    Science.gov (United States)

    Yang, X Jessie; Wickens, Christopher D; Park, Taezoon; Fong, Liesel; Siah, Kewin T H

    2015-12-01

    We aimed to examine the effects of information access cost and accountability on medical residents' information retrieval strategy and performance during prehandover preparation. Prior studies observing doctors' prehandover practices witnessed the use of memory-intensive strategies when retrieving patient information. These strategies impose potential threats to patient safety as human memory is prone to errors. Of interest in this work are the underlying determinants of information retrieval strategy and the potential impacts on medical residents' information preparation performance. A two-step research approach was adopted, consisting of semistructured interviews with 21 medical residents and a simulation-based experiment with 32 medical residents. The semistructured interviews revealed that a substantial portion of medical residents (38%) relied largely on memory for preparing handover information. The simulation-based experiment showed that higher information access cost reduced information access attempts and access duration on patient documents and harmed information preparation performance. Higher accountability led to marginally longer access to patient documents. It is important to understand the underlying determinants of medical residents' information retrieval strategy and performance during prehandover preparation. We noted the criticality of easy access to patient documents in prehandover preparation. In addition, accountability marginally influenced medical residents' information retrieval strategy. Findings from this research suggested that the cost of accessing information sources should be minimized in developing handover preparation tools. © 2015, Human Factors and Ergonomics Society.

  19. The teacher understanding of probability using scientific approach

    Science.gov (United States)

    Fajar Gumilang, Taufik; Usodo, Budi; Pramudya, Ikrar

    2017-12-01

    The purpose of curriculum 2013 preparing Indonesian people to have the ability to live as individuals and citizens who are faithful, productive, creative, innovative and affective is the objective. The subject of this research is the teacher of mathematics class XI SMA Al Islam 1 Surakarta with the criteria have received training on curriculum 2013. How teachers can integrate between knowledge, skills, and attitudes related to character. The results of this study are as follows asking students to hear the explanation given by the teacher is observing, asking questions to students about the material being studied is questioning activity, students read books is activities collect information, teachers instill an attitude of cooperation and responsibility to the students is association activities, asking students to write down the results of group discussions in front of the class is communicating activities.

  20. TESOL Teacher Education: Novice Teachers' Perceptions of Their Preparedness and Efficacy in the Classroom

    Science.gov (United States)

    Faez, Farahnaz; Valeo, Antonella

    2012-01-01

    This study examined the teacher education of novice teachers of English to speakers of other languages (ESOL). A survey and follow-up interviews were employed to investigate novice teachers' perceptions about four aspects of their teacher preparation: (a) degree of preparedness to teach after graduating from a teaching English to speakers of other…

  1. Current status of training and informing teachers on nuclear energy education

    International Nuclear Information System (INIS)

    Ondo, T.

    1994-01-01

    In Japan, school education is conducted under a national unified system and the subject of nuclear energy is dealt with at lower and upper secondary level in social studies and science lessons. However, since opposition to nuclear energy is strong in Japan, the Ministry of Education does not provide any education on the subject for teachers. Some organizations, not related to the Ministry of Education, provide information for teachers (experiments, computer-assisted instruction, forums, conferences). A survey of awareness on energy and environment, carried out by JAERO amongst Japanese and European upper secondary school students, is presented

  2. Using Online Case Studies to Enhance Teacher Preparation

    Science.gov (United States)

    Richman, Laila

    2015-01-01

    The purpose of this study was to assess the impact interactive, online case studies have on learning for preservice teachers. More specifically, it evaluated whether the use of online case studies in instruction could enhance the level of knowledge the preservice teacher gained from the content material. This study utilized a nonequivalent group,…

  3. Digital Technology and Teacher Preparation: The Instructional Role of Social Media among Pre-Service Teachers

    Science.gov (United States)

    Trytten, Bria Klotz

    2017-01-01

    As social media use becomes more prevalent among teachers, it becomes vital to understand how teachers are using social media and what effects it has, if any, on teaching practices in the classroom. This study sought to explore the relationship between pre-service teachers' use of social media and their perceptions of inquiry-based science…

  4. Developing a Scale for Teacher Integration of Information and Communication Technology in Grades 1-9

    Science.gov (United States)

    Hsu, S.

    2010-01-01

    There is no unified view about how teachers' integration of information and communication technology (ICT) should be measured. While many instruments have focused on the technological aspects, recent studies have suggested teachers' pedagogical considerations, professional development, and emerging ethical and safety issues should be included when…

  5. Exploring the use of student perspectives to inform topics in teacher education

    Directory of Open Access Journals (Sweden)

    Katy Arnett

    2008-04-01

    Full Text Available Abstract As FSL teacher educators look to respond to teachers’ concerns about the increasingly diverse student population in K-12 settings, empirical research may not always hold the answers—simply because there has not been much research on the topic. In an attempt to at least identify issues worthy of such empirical consideration and discussion within teacher education programs, this article explores the views of seven Grade 8 core French students who were members of an effective inclusive classroom. Drawing on the individual and focus group interview data from a larger case study of their teacher’s classroom, this article will identify two key themes that the students described as instrumental in the teacher’s attempts to be an effective, inclusive core French teacher. It is the goal of this article that these themes will help inform the decisions FSL teacher educators make about this topic within their programs.

  6. Enhancing Information Literacy for Preservice Elementary Teachers: A Case Study from the United States

    Science.gov (United States)

    Ruppel, Margie; Fry, Sara Winstead; Bentahar, Adil

    2016-01-01

    Through this study, a librarian and faculty team aimed to determine the extent to which a one-credit information literacy course deepened preservice teachers' understanding of information literacy. We employed a treatment and control group design; treatment participants received 15 hours of information literacy instruction while control…

  7. University digital libraries in Spain and TIC as paradigms of the information needs for teachers and students

    Directory of Open Access Journals (Sweden)

    Carlos Oliva Marañón

    2012-11-01

    Full Text Available The university digital libraries have experienced an improvement in recent years, allowing easy retrieval of information in different media. The objectives of this research are to verify the suitability of online catalogs to meet the information needs of teachers and students in the area of Library and Information by evaluating a sample of 23 University digital libraries, and raise the necessary improvements. The results verify the suitability of online catalogs to solve the information needs of teachers, researchers and students, being the University libraries of Barcelona, Granada and Sevilla the most relevant in the area of documentation, as well as the professionalism of librarians to heed the needs of users. Among other improvements, raised teacher education and students in using electronic resources and the creation of online help to improve user interfaces-Web in order to retrieve information quickly and efficiently.

  8. The Time Is Now! Creating Technology Competencies for Teacher Educators

    Science.gov (United States)

    Foulger, Teresa S.; Graziano, Kevin J.; Slykhuis, David; Schmidt-Crawford, Denise; Trust, Torrey

    2016-01-01

    The way preservice teachers learn to use technology within their practice varies widely depending on the learning opportunities available (e.g., technology-infused teacher preparation program vs. standalone education technology course), and the knowledge, skills, and attitudes of the teacher educators within their teacher preparation programs.…

  9. Cognitive dissonance of science and religion in pre-service elementary school teachers

    Science.gov (United States)

    Malloy, Robert Earl, Sr.

    Throughout history science and religion have been in conflict. Many of the theories of science do not agree with the religious beliefs of pre-service teachers. Those teachers who will be teaching in the science classroom, must be able to present science without prejudice of personal religious beliefs. Are pre-service teachers prepared for science/religion conflicts? How much conflict do pre-service teachers have between science and religion? This study suggests that pre-service teachers may have a high degree of conflict between science and religion, and that they have received no educational experience on how to deal with this conflict. Such conflict poses a potential problem when presenting science in the classroom, in that non-science information may not be separated from the science presented.

  10. Perceptions of preparedness of LBS I teachers in the state of Illinois and graduates of Illinois State University's LBS I program to collaborate in teaching grade 7--12 math, science, and social science

    Science.gov (United States)

    Caldwell, Janet E.

    The expectations for no child to be left behind are leading to increased emphasis on teaching math, science, and social science effectively to students with disabilities. This study utilized information collected from online surveys to examine how current LBS I teachers and individuals graduating from the Illinois State University teacher certification program in LBS I perceive their preparedness to teach these subjects. Participants provided information about coursework and life experiences, and they made suggestions about teacher preparation and professional development programs. Six key items forming the composite variable focused on level of preparation in (a) best practices, (b) selecting materials, (c) selecting objectives, (d) adapting instructional strategies, (e) planning lessons, and (f) and evaluating outcomes. Only 30 LBS I teachers of the 282 contacted by e-mail completed surveys. Of 115 graduates contacted, 71 participated in the original survey and 23 participated in a follow-up survey. Data were analyzed to learn more about the teachers' self-perceptions regarding preparedness to teach math, science, or social science. There was a correlation between perceived level of knowledge and the composite preparation variable for all subjects, but no correlation with length of teaching. Both groups indicated high school content courses were important in preparation to teach. Teachers also indicated collaboration and graduates indicated grade school learning. The most frequent recommendation for both teacher preparation and professional development was additional methods courses. A survey distributed to math, science, and social science teachers of Grades 7--12 asked about their perceptions of the preparedness of LBS I teachers to teach their area of content. Few surveys were completed for each subject so they were examined qualitatively. There was variability among participants, but generally the content area teachers rated themselves as more prepared than

  11. Teacher Educator Technology Competencies

    Science.gov (United States)

    Foulger, Teresa S.; Graziano, Kevin J.; Schmidt-Crawford, Denise A.; Slykhuis, David A.

    2017-01-01

    The U.S. National Educational Technology Plan recommends the need to have a common set of technology competencies specifically for teacher educators who prepare teacher candidates to teach with technology (U.S. Department of Education, Office of Educational Technology, 2017). This study facilitated the co-creation of the Teacher Educator…

  12. Teacher expertise

    DEFF Research Database (Denmark)

    Rasmussen, Jens

    Teacher Expertise: How to improve the relationship between Theory and Practice in Teacher Education Jens Rasmussen, Department of Education, Aarhus University In several studies and reports it has been nailed over and over that teachers’ matter. So this is not the question in this study. The ques......Teacher Expertise: How to improve the relationship between Theory and Practice in Teacher Education Jens Rasmussen, Department of Education, Aarhus University In several studies and reports it has been nailed over and over that teachers’ matter. So this is not the question in this study....... The question is how teacher preparation leads to effective teachers. The study Expert in Teaching paid special attention to the intention of connecting coursework more directly to practice in pre-service teacher education. The overall objective of the study was to strengthen the relationship between theory...... that the three parties (college teachers, practice teachers and teacher students) found it difficult to perform and maintain their different roles....

  13. Primary Teacher Education in Malaysia

    Science.gov (United States)

    Ching, Chin Phoi; Yee, Chin Peng

    2012-01-01

    In Malaysia the training of primary school teachers is solely carried out by teacher training institutes which offer the Bachelor of Teaching with Honors (Primary education) program and was first launched in 2007. This program prepares primary school teachers specializing in various subjects or major and is carried out in 27 teacher training…

  14. TPACK in teacher education: are we preparing teachers to use technology for early literacy?

    NARCIS (Netherlands)

    Voogt, Joke; McKenney, Susan

    2017-01-01

    This study examines if and how five teacher education institutes are helping students to develop the technological pedagogical content knowledge needed to effectively use technology for early literacy. Focus group discussions were held with teacher educators in which their responses to expert

  15. Teacher's Professional Use of Information and Communication Technology in Secondary Schools in Tamil Nadu, India

    Science.gov (United States)

    Nagamani, Deepa; Muthuswamy, Prema

    2013-01-01

    The purpose of the study is to evaluate secondary school teachers' abilities to use Information and Communication Technology (ICT) in schools in Tamil Nadu, India. Questionnaires method was used for data collection. Around 200 questionnaires were distributed to secondary school teachers and headmasters, in which 157 were completed and returned.…

  16. Getting It Together in Teacher Education: A "Problem-Centered" Curriculum.

    Science.gov (United States)

    Kleinfeld, Judith; Noordhoff, Karen

    1988-01-01

    This article describes the Teachers for Alaska program, University of Alaska. This fifth-year certification program is a response to the teacher education reform movement and is designed to prepare high quality secondary teachers. The program emphasizes preparation of teachers for small high schools in remote Eskimo and Indian villages. (IAH)

  17. Origin of the Species: An Epistemological Tale of Classroom Management Theory and the Evolution of a Teacher Preparation Course Syllabus

    Science.gov (United States)

    Hertel, Nichole L.

    2012-01-01

    This dissertation dually explores the topics of classroom management theory as it occurs in teacher preparation programs in American colleges of education and of curriculum syllabus design of undergraduate education classes teaching such. It begins with the classroom management and teaching pedagogical knowledges gained through my experience as a…

  18. Pedagogical Decision Making through the Lens of Teacher Preparation Program

    Science.gov (United States)

    Prachagool, Veena; Nuangchalerm, Prasart; Subramaniam, Ganakumaran; Dostal, Jirí

    2016-01-01

    Pedagogical decision making is very important for professional teachers, it concerns belief, self-efficacy, and actions that teachers expose to classroom. This paper employed theoretical lens and education policy in Thailand to examine the preservice teachers' views about pedagogical decision making. Discussion helps school mentors understand…

  19. Innovative Noyce Program for Preparing High School Physics Teachers.

    Science.gov (United States)

    Hagedorn, Eric; Kosheleva, Olga; Wagler, Amy; Wagler, Ron

    2011-10-01

    The ``Robert Noyce Scholarships for Teaching Miners'' program at the University of Texas at El Paso currently consists of 14 mathematics majors minoring in secondary education, most of whom are preparing for the Mathematics-Physics Certification. From the time of their selection (junior year), till after they begin teaching, participants in this program will have financial support consisting of a 10,000 per year scholarship during the last two years in college. Programmatic support during these two years consists of four, half-day workshops emphasizing: 1) inquiry-based teaching, 2) mathematics & science integration, and 3) actual inquiry in the form of a senior research project. The workshops are facilitated by a team of university faculty and school district partners (EPISD and YISD). These district partners help with the workshops, but also mentor the scholars when placed at their classroom observation and student teacher sites. Once the scholars graduate and receive certification, they will experience unique induction year support: being hired in pairs or small groups and placed together in the same school. This placement with classmates combined with the mentoring of the same district personnel with whom they are familiar is hypothesized to be uniquely effective.

  20. "Community of Practice" as a Framework for Supporting Tertiary Teachers' Informal Workplace Learning

    Science.gov (United States)

    Viskovic, Alison R.

    2005-01-01

    This article discusses aspects of the informal learning of tertiary teachers in a polytechnic, a wananga (Maori tertiary institution) and a university in New Zealand. Case studies showed that they gained their teaching knowledge and skills mainly on the job, through informal, experiential learning, and much less through formal courses,…

  1. Moving towards Effective Physical Education Teacher Education for Generalist Primary Teachers: A View from Cyprus

    Science.gov (United States)

    Tsangaridou, Niki

    2016-01-01

    The preparation of effective teachers continues to be a critical issue in the literature since what teachers know and are able do is the most significant influence on what students learn. Teacher education programmes are considered to be the best places for teacher candidates to learn the knowledge, skills and attitudes they need to educate…

  2. One Year Later: Beginning Teachers Revisit Their Preparation Program Experiences.

    Science.gov (United States)

    Housego, Billie E.; Badali, Salvador J.

    1996-01-01

    Survey of 48 beginning teachers elicited assessment of their experiences in the elementary teacher education program at the University of British Columbia. Teachers assessed the importance of teaching particular knowledge, skills, and understandings and the program's potential and success in doing so. As in similar studies, findings indicate the…

  3. Crossing the Primary and Secondary School Divide in Teacher Preparation

    Science.gov (United States)

    Knipe, Sally

    2012-01-01

    Teacher education courses at universities qualify graduates to teach in age-related contexts of primary/early childhood/secondary that reflect the organisational structure of schools. In terms of teacher employment, for some considerable time, these longstanding organisational divisions have been by-passed whereby a shortage of teachers in…

  4. Teaching as Designing: Preparing Pre-Service Teachers for Adaptive Teaching

    Science.gov (United States)

    Jordan, Michelle E.

    2016-01-01

    This conceptual article explores teaching as design work, arguing that a critical thing teachers do is design systems that enable their students to learn. Designing occurs when teachers generate new learning activities or modify curricular programs to create coherence for themselves and their students. Nonetheless, few teacher education programs…

  5. INFORMATION AND COMMUNICATION PEDAGOGICAL ENVIRONMENT AS MEANS OF FORMING OF MOTIVATION TO PROFESSIONAL ACTIVITY OF PRIMARY SCHOOL TEACHERS

    Directory of Open Access Journals (Sweden)

    I.V. Onishchenko

    2014-04-01

    Full Text Available In terms of education informatization the formation of motivation to professional activity of the future primary school teacher most effectively takes place in information and communication pedagogical environment that provides new ways of presenting information, promotes the development of needs and readiness of students to perform professional activities with application of information and communication technologies. Information and communication pedagogical environment is a complex, multi-element pedagogical system, which accumulates information, organizational, intellectual, methodological, technical, program resources and promotes information and educational interaction in the model «teacher – student – environment». This environment creates favorable terms for forming of the expressed interest in the profession of primary school teacher, motivational-valued attitude toward pedagogical activity, promotes the education of students in information and pedagogical culture and creative activity in the independent capture of professional disciplines. Forming of interest in the profession of primary school teacher is assisted by bringing in of future specialist to the creative searches by the decision of the research tasks, creative nature, creation of own electronic products, creative projects. Information and communication pedagogical environment provides the realization of the potential of students by bringing them to self-education, which in terms of the environment acquires creative and research direction and promotes for non-standard decision of professional tasks on innovative bases.

  6. Buying, Preparing, and Cooking Shellfish. Learning Activity Pack and Instructor's Guide 5.13c. Commercial Foods and Culinary Arts Competency-Based Series. Section 5: Basic Food Preparation.

    Science.gov (United States)

    Florida State Univ., Tallahassee. Center for Studies in Vocational Education.

    This document consists of a learning activity packet (LAP) for the student and an instructor's guide for the teacher. The LAP is intended to acquaint occupational home economics students with the various market forms of shellfish and how to clean, prepare, and cook them. Illustrated information sheets and learning activities are provided in these…

  7. TPACK in Teacher Education: Are We Preparing Teachers to Use Technology for Early Literacy?

    Science.gov (United States)

    Voogt, Joke; McKenney, Susan

    2017-01-01

    This study examines if and how five teacher education institutes are helping students to develop the technological pedagogical content knowledge needed to effectively use technology for early literacy. Focus group discussions were held with teacher educators in which their responses to expert recommendations were probed. Findings indicate that,…

  8. Secondary Mathematics Teacher Differences: Teacher Quality and Preparation in a New York City Alternative Certification Program

    Science.gov (United States)

    Evans, Brian R.

    2011-01-01

    Providing students in urban settings with quality teachers is important for student achievement. This study examined the differences in content knowledge, attitudes toward mathematics, and teacher efficacy among several different types of alternatively certified teachers in a sample from the New York City Teaching Fellows program in order to…

  9. Adoption of Information and Communication Technologies (ICTs) by Agricultural Science and Extension Teachers in Abuja, Nigeria

    Science.gov (United States)

    Alabi, Olugbenga Omotayo

    2016-01-01

    This study examined adoption of Information and Communication Technologies (ICTs) by agricultural science and extension teachers in Abuja, Nigeria. Specifically, the objectives are to: identify the background and demographic characteristics of agricultural science and extension teachers in the study area; examine the factors influencing adoption…

  10. Trends in Teacher Certification: Equipping Teachers to Prepare Proficient Readers

    Science.gov (United States)

    Rowland, Julie

    2015-01-01

    Ensuring that students are reading proficiently by third grade is a key component of keeping students on track to graduate high school and pursue college and careers. Because of the magnitude of this academic milestone, states typically pursue policies that promote early identification and intervention for struggling readers. However, teachers are…

  11. State preparation for quantum information science and metrology

    International Nuclear Information System (INIS)

    Samblowski, Aiko

    2012-01-01

    The precise preparation of non-classical states of light is a basic requirement for performing quantum information tasks and quantum metrology. Depending on the assignment, the range of required states varies from preparing and modifying squeezed states to generating bipartite entanglement and establishing multimode entanglement networks. Every state needs special preparation techniques and hence it is important to develop the experimental expertise to generate all states with the desired degree of accuracy. In this thesis, the experimental preparation of different kinds of non-classical states of light is demonstrated. Starting with a multimode entangled state, the preparation of an unconditionally generated bound entangled state of light of unprecedented accuracy is shown. Its existence is of fundamental interest, since it certifies an intrinsic irreversibility of entanglement and suggests a connection with thermodynamics. The state is created in a network of linear optics, utilizing optical parametric amplifiers, operated below threshold, beam splitters and phase gates. The experimental platform developed here afforded the precise and stable control of all experimental parameters. Focusing on the aspect of quantum information networks, the generation of suitable bipartite entangled states of light is desirable. The optical connection between atomic transitions and light that can be transmitted via telecommunications fibers opens the possibility to employ quantum memories within fiber networks. For this purpose, a non-degenerate optical parametric oscillator is operated above threshold and the generation of bright bipartite entanglement between its twin beams at the wavelengths of 810 nm and 1550 nm is demonstrated. In the field of metrology, quantum states are used to enhance the measurement precision of interferometric gravitational wave (GW) detectors. Recently, the sensitivity of a GW detector operated at a wavelength of 1064 nm was increased using squeezed

  12. State preparation for quantum information science and metrology

    Energy Technology Data Exchange (ETDEWEB)

    Samblowski, Aiko

    2012-06-08

    The precise preparation of non-classical states of light is a basic requirement for performing quantum information tasks and quantum metrology. Depending on the assignment, the range of required states varies from preparing and modifying squeezed states to generating bipartite entanglement and establishing multimode entanglement networks. Every state needs special preparation techniques and hence it is important to develop the experimental expertise to generate all states with the desired degree of accuracy. In this thesis, the experimental preparation of different kinds of non-classical states of light is demonstrated. Starting with a multimode entangled state, the preparation of an unconditionally generated bound entangled state of light of unprecedented accuracy is shown. Its existence is of fundamental interest, since it certifies an intrinsic irreversibility of entanglement and suggests a connection with thermodynamics. The state is created in a network of linear optics, utilizing optical parametric amplifiers, operated below threshold, beam splitters and phase gates. The experimental platform developed here afforded the precise and stable control of all experimental parameters. Focusing on the aspect of quantum information networks, the generation of suitable bipartite entangled states of light is desirable. The optical connection between atomic transitions and light that can be transmitted via telecommunications fibers opens the possibility to employ quantum memories within fiber networks. For this purpose, a non-degenerate optical parametric oscillator is operated above threshold and the generation of bright bipartite entanglement between its twin beams at the wavelengths of 810 nm and 1550 nm is demonstrated. In the field of metrology, quantum states are used to enhance the measurement precision of interferometric gravitational wave (GW) detectors. Recently, the sensitivity of a GW detector operated at a wavelength of 1064 nm was increased using squeezed

  13. Moving the Needle: The Effect of Faculty Development on Part-Time Teachers at a Technical College

    Science.gov (United States)

    Proeber, Helen R.

    2012-01-01

    In the business division of the technical college in which this study occurred, there was a need to change the way part-time faculty prepared course syllabi. The implementation of a professional development workshop that focused on the components and necessity of the syllabus provided the teachers new information they needed to be prepared for the…

  14. Immigration and Teacher Education: The Crisis and the Opportunity

    Science.gov (United States)

    Jenlink, Patrick M.

    2012-01-01

    This article draws into specific relief current perspectives of teacher education and the ongoing debates over how best to prepare teachers for the integration of immigrant children into society--in particular, into schools and classrooms. Equally important is preparing teachers for working with undocumented populations that enter society and are…

  15. Preservice Teachers' Video Simulations and Subsequent Noticing: A Practice-Based Method to Prepare Mathematics Teachers

    Science.gov (United States)

    Amador, Julie M.

    2017-01-01

    The purpose of this study was to implement a Video Simulation Task in a mathematics methods teacher education course to engage preservice teachers in considering both the teaching and learning aspects of mathematics lesson delivery. Participants anticipated student and teacher thinking and created simulations, in which they acted out scenes on a…

  16. Evaluation of teaching skills displayed by student – teachers during ...

    African Journals Online (AJOL)

    Teaching is a process of informing or educating a learner. It entails equipping the learner with new knowledge to facilitate learner's skills and performance. Teaching is concerned with passing on knowledge value and values to learners to prepare them to be useful to themselves and to the society. A teacher is trained to ...

  17. Feedback from the Field: What Novice PreK-12 ESL Teachers Want to Tell TESOL Teacher Educators

    Science.gov (United States)

    Baecher, Laura

    2012-01-01

    Programs in the United States that certify PreK-12 teachers in English as a second language (ESL) must meet high and consistent standards in their preservice preparation. However, there is little empirical evidence on the degree to which such preparation actually meets the needs of teachers once they begin their careers. Teaching English to…

  18. Using Torey Hayden's Teacher Stories to Teach Relationship Skills in Special Education Teacher Preparation

    Science.gov (United States)

    Hoffman, Elin Meyers; Marlowe, Michael J.; Scharf, Kate Hoffman; Disney, Gayle H.; Macer, Alison; Poling, Daniel; Queen, Amber

    2015-01-01

    Torey Hayden's teacher stories are first-person accounts of being a teacher in classrooms for students with emotional and behavioral disorders. Hayden's books offer readers a real-world look at the joys and challenges of teaching children whose lives are marked by emotional and behavioral disorders, child abuse and trauma, anger and defeat.…

  19. Preservice Teachers' Perceptions of Challenging Behavior

    Science.gov (United States)

    Butler, Anne; Monda-Amaya, Lisa

    2016-01-01

    Challenging behavior can have adverse effects on both students and teachers, and preservice teachers often report feeling ill prepared to manage this behavior. The purpose of this study was to examine (a) preservice teacher perceptions of student and teacher behavior during scenarios of challenging behavior, (b) alternative solutions or strategies…

  20. Evidence, explanations, and recommendations for teachers' field trip strategies

    Science.gov (United States)

    Rebar, Bryan

    Field trips are well recognized by researchers as an educational approach with the potential to complement and enhance classroom science teaching by exposing students to unique activities, resources, and content in informal settings. The following investigation addresses teachers' field trip practices in three related manuscripts: (1) A study examining the details of teachers' pedagogical strategies intended to facilitate connections between students' experiences and the school curricula while visiting an aquarium; (2) A study documenting and describing sources of knowledge that teachers draw from when leading field trips to an aquarium; (3) A position paper that reviews and summarizes research on effective pedagogical strategies for field trips. Together these three pieces address key questions regarding teachers' practices on field trips: (1) What strategies are teachers employing (and not employing) during self-guided field trips to facilitate learning tied to the class curriculum? (2) What sources of knowledge do teachers utilize when leading field trips? (3) How can teachers be better prepared to lead trips that promote learning? The Oregon Coast Aquarium served as the field trip site for teachers included in this study. The setting suited these questions because the aquarium serves tens of thousands of students on field trips each year but provides no targeted programming for these students as they explore the exhibits. In other words, the teachers who lead field trips assume much of the responsibility for facilitating students' experience. In order to describe and characterize teachers' strategies to link students' experiences to the curriculum, a number of teachers (26) were observed as they led their students' visit to the public spaces of the aquarium. Artifacts, such as worksheets, used during the visit were collected for analysis as well. Subsequently, all teachers were surveyed regarding their use of the field trip and their sources of knowledge for