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Sample records for preparing rural preservice

  1. A Curriculum Infusion Approach to Preservice Rural Teacher Preparation: Strategies and Resources.

    Science.gov (United States)

    Sarachan-Deily, Ann Beth; And Others

    Collaborative strategies were used by The College of Saint Rose (CSR) and 15 rural school districts in upstate New York to implement preservice teacher training and programming to better meet the needs of handicapped learners in rural settings. Through meetings and questionnaires, rural administrative teams identified relevant skills and issues…

  2. Why Rural Schools Are Important for Pre-Service Teacher Preparation

    Science.gov (United States)

    Blanks, Brooke; Robbins, Holly; Rose, Dana; Beasley, Loren; Greene, Michelle; Kile, Melissa; Broadus, Allison

    2013-01-01

    Rural schools are often overlooked in educational research. At least one in five children in the United States attends a rural school and one-third of all public schools are located in rural areas. Research on the effects of teacher education in rural schools on teacher candidates and the rural schools themselves is almost nonexistent. This…

  3. 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…

  4. A Review of the Literature on Rural and Remote Pre-Service Teacher Preparation with a Focus on Blended and E-Learning Models

    Science.gov (United States)

    Eaton, Sarah Elaine; Dressler, Roswita; Gereluk, Dianne; Becker, Sandra

    2015-01-01

    The purpose of this literature review was to review literature related to pre-service teacher education offered in an online or blended format. Scholarly articles, policy papers and other works were consulted. The results are organized into seven (7) themes, using an annotated bibliography format, with an executive summary for each theme. [This…

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

    Science.gov (United States)

    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…

  7. 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.

  8. 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…

  9. 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.

  10. 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…

  11. Enhancing Pre-Service Special Educator Preparation through Combined Use of Virtual Simulation and Instructional Coaching

    Science.gov (United States)

    Peterson-Ahmad, Maria

    2018-01-01

    To meet the ever-increasing teaching standards, pre-service special educators need extensive and advanced opportunities for pedagogical preparation prior to entering the classroom. Providing opportunities for pre-service special educators to practice such strategies within a virtual simulation environment offers teacher preparation programs a way…

  12. 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…

  13. 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

  14. 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…

  15. Pre-service teachers' professional learning experiences during rural ...

    African Journals Online (AJOL)

    The concept of student teaching practice is globally rooted in training pre-service teachers to work within diverse schools and learner populations, in dissimilar contexts. It is also a drive towards the development of knowledge, professionalism, sense of efficacy, and flexibility in their performance and interactions. There is ...

  16. 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…

  17. 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…

  18. Preparing White Preservice Art Educators to Teach in Urban Classrooms

    Science.gov (United States)

    Briggs, Judith

    2012-01-01

    Within a two-year mixed method action research study, two cohorts of White senior preservice Art Educators reflected on anti-racist and anti-classist course materials and attended field experiences within urban schools. A majority of both cohorts identified systemic racism within social systems and language after engaging in course materials.…

  19. 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…

  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. 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…

  2. 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…

  3. 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

  4. 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.

  5. 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

  6. 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…

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

    Science.gov (United States)

    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…

  8. 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…

  9. 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…

  10. "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…

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

    Directory of Open Access Journals (Sweden)

    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.

  12. 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.

  13. Two Sides of the Same Coin: Preservice Teachers' Dispositions towards Critical Pedagogy and Social Justice Concerns in Rural and Urban Teacher Education Contexts

    Science.gov (United States)

    Han, Keonghee Tao; Madhuri, Marga; Scull, W. Reed

    2015-01-01

    This paper describes preservice teachers' (PTs) dispositions toward diversity, social justice education, and critical pedagogy (CP). PTs were enrolled in elementary Literacy Methods courses in two geographic locations, one rural and the other urban. We employed CP (Darder et al. in "Critical pedagogy: an introduction." In: Darder A,…

  14. 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.

  15. How Prepared Are Our Pre-Service Teachers to Integrate Technology? A Pilot Study

    Science.gov (United States)

    Sweeney, Trudy; Drummond, Aaron

    2013-01-01

    This study examines pre-service teachers' technological, pedagogical and content knowledge and the relationships between the factors influencing the development of this knowledge. It concludes with a discussion about the major implications of these findings for the improvement of pre-service teacher education courses. The participants were…

  16. Teacher Preparation for Movement Education: Increasing Pre-Service Teachers' Competence for Working with Young Children

    Science.gov (United States)

    Sevimli-Celik, Serap; Johnson, James E.

    2016-01-01

    This study explores pre-service teachers' perceptions of movement education, the benefits they perceive from participating in a 12-week movement education module in a course on play, and the module's effects on their confidence and competence in regard to incorporating movement into a curriculum. Findings suggest that the pre-service teachers…

  17. 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…

  18. Technological, Pedagogical, and Content Knowledge (TPACK) Competencies of Preservice Teachers at a Small Rural University

    Science.gov (United States)

    Holland, Denise D.

    2014-01-01

    Some members of the Millennial generation entered postsecondary education at the end of the first decade of the 21st century. From 1980-2009, the importance of technology training for preservice teachers was increasingly recognized. During this same time period, administrators and educators of teacher education programs were urged to prepare…

  19. Urban and Rural Preservice Special Education Teachers' Computer Use and Perceptions of Self-Efficacy

    Science.gov (United States)

    Almeida, Conceicao M.; Jameson, J. Matt; Riesen, Tim; McDonnell, John

    2016-01-01

    Despite the rapid and ongoing increase in the use and availability of computers and technology in and outside of public school classrooms, there is relatively little literature that has examined preservice special education teachers' perceptions of their own computer use and self-efficacy with new technologies or how these perceptions may impact…

  20. 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.

  1. Rural health service managers' perspectives on preparing rural health services for climate change.

    Science.gov (United States)

    Purcell, Rachael; McGirr, Joe

    2018-02-01

    To determine health service managers' (HSMs) recommendations on strengthening the health service response to climate change. Self-administered survey in paper or electronic format. Rural south-west of New South Wales. Health service managers working in rural remote metropolitan areas 3-7. Proportion of respondents identifying preferred strategies for preparation of rural health services for climate change. There were 43 participants (53% response rate). Most respondents agreed that there is scepticism regarding climate change among health professionals (70%, n = 30) and community members (72%, n = 31). Over 90% thought that climate change would impact the health of rural populations in the future with regard to heat-related illnesses, mental health, skin cancer and water security. Health professionals and government were identified as having key leadership roles on climate change and health in rural communities. Over 90% of the respondents believed that staff and community in local health districts (LHDs) should be educated about the health impacts of climate change. Public health education facilitated by State or Federal Government was the preferred method of educating community members, and education facilitated by the LHD was the preferred method for educating health professionals. Health service managers hold important health leadership roles within rural communities and their health services. The study highlights the scepticism towards climate change among health professionals and community members in rural Australia. It identifies the important role of rural health services in education and advocacy on the health impacts of climate change and identifies recommended methods of public health education for community members and health professionals. © 2017 National Rural Health Alliance Inc.

  2. Possibilities and Limits of Integrating Science and Diversity Education in Preservice Elementary Teacher Preparation

    Science.gov (United States)

    Bravo, Marco A.; Mosqueda, Eduardo; Solís, Jorge L.; Stoddart, Trish

    2014-08-01

    In this paper we present findings from a project that documented the development of preservice teachers' beliefs and practices in delivering science instruction that considers issues of language and culture. Teacher candidates in the intervention group ( n = 65) received a science methods course and teaching practicum experience that provided guidance in teaching science in culturally and linguistically responsive ways. Comparisons between a control group of preservice teachers ( n = 45) and those involved in the intervention yielded stronger beliefs about the efficacy in promoting collaboration in science teaching than the intervention group. Observations of these preservice teachers during their teaching practicum revealed differences in favor of the intervention group in: (a) implementing science instruction that addressed the language and literacy involved in science; (b) using questions that elicited higher order thinking and; (c) providing scaffolds (e.g., purposeful feedback, probing student background knowledge) when confronting abstract scientific concepts. Implications for preservice teacher education are addressed.

  3. 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.

  4. 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.

  5. Preparing for Rural Ministry: A Qualitative Analysis of Curriculum Used in Theological Education to Prepare Clergy for Ministry in a Rural Context

    Science.gov (United States)

    Sherin, Kenneth Mark

    2012-01-01

    Increasing the capacity of rural clergy through their educational preparation is important. Unfortunately, there is lack of research and understanding about the educational preparation of clergy to work in rural communities. This qualitative content analysis of course descriptions, goals and objectives and an analysis of the content covered in the…

  6. 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.

  7. Preparing pre-service teachers to integrate technology into inquiry-based science education: Three case studies in The Netherlands

    International Nuclear Information System (INIS)

    Tran, Trinh-Ba; Ed van den Berg, Ed; Beishuizen, Jos; Ellermeijer, Ton

    2015-01-01

    Integration of technology (e.g. measuring with sensors, video measurement, and modeling) into secondary-school science teaching is a need globally recognized. A central issue of incorporating these technologies in teaching is how to turn manipulations of equipment and software into manipulations of ideas. Therefore, preparation for pre-service teachers to apply ICT tools should be combined with the issues of minds-on inquiring and meaning-making. From this perspective, we developed a course within the post-graduate teacher-education program in the Netherlands. During the course, pre-service teachers learnt not only to master ICT skills but also to design, teach, and evaluate an inquiry-based lesson in which the ICT tool was integrated. Besides three life sessions, teachers’ learning scenario also consisted of individual tasks which teachers could carry out mostly in the school or at home with support materials and online assistance. We taught three iterations of the course within a design-research framework in 2013, 2014 and collected data on the teacher learning processes and outcomes. The analyses of these data from observation, interviews, questionnaires, and documents were to evaluate implementation of the course, then suggest for revisions of the course set-up, which was executed and then assessed again in a subsequent case study. Main outcomes of the three case studies can be summarized as follows: within a limited time (3 life sessions spread over 2–3 months), the heterogeneous groups of pre-service teachers achieved a reasonable level of competence regarding the use of ICT tools in inquiry-based lessons. The blended set-up with support materials, especially the Coach activities and the lesson-plan form for an ICT-integrated inquiry-based lesson, contributed to this result under the condition that the course participants really spent considerable time outside the life sessions. There was a need for more time for hands-on, in-group activities in life

  8. Preparing pre-service teachers to integrate technology into inquiry-based science education: Three case studies in The Netherlands

    Science.gov (United States)

    Tran, Trinh-Ba; van den Berg, Ed; Ellermeijer, Ton; Beishuizen, Jos

    2016-05-01

    Integration of technology ( e.g. measuring with sensors, video measurement, and modeling) into secondary-school science teaching is a need globally recognized. A central issue of incorporating these technologies in teaching is how to turn manipulations of equipment and software into manipulations of ideas. Therefore, preparation for pre-service teachers to apply ICT tools should be combined with the issues of minds-on inquiring and meaning-making. From this perspective, we developed a course within the post-graduate teacher-education program in the Netherlands. During the course, pre-service teachers learnt not only to master ICT skills but also to design, teach, and evaluate an inquiry-based lesson in which the ICT tool was integrated. Besides three life sessions, teachers' learning scenario also consisted of individual tasks which teachers could carry out mostly in the school or at home with support materials and online assistance. We taught three iterations of the course within a design-research framework in 2013, 2014 and collected data on the teacher learning processes and outcomes. The analyses of these data from observation, interviews, questionnaires, and documents were to evaluate implementation of the course, then suggest for revisions of the course set-up, which was executed and then assessed again in a subsequent case study. Main outcomes of the three case studies can be summarized as follows: within a limited time (3 life sessions spread over 2-3 months), the heterogeneous groups of pre-service teachers achieved a reasonable level of competence regarding the use of ICT tools in inquiry-based lessons. The blended set-up with support materials, especially the Coach activities and the lesson-plan form for an ICT-integrated inquiry-based lesson, contributed to this result under the condition that the course participants really spent considerable time outside the life sessions. There was a need for more time for hands-on, in-group activities in life

  9. Possibilities and Limits of Integrating Science and Diversity Education in Preservice Elementary Teacher Preparation

    Science.gov (United States)

    Bravo, Marco A.; Mosqueda, Eduardo; Solís, Jorge L.; Stoddart, Trish

    2014-01-01

    In this paper we present findings from a project that documented the development of preservice teachers' beliefs and practices in delivering science instruction that considers issues of language and culture. Teacher candidates in the intervention group (n = 65) received a science methods course and teaching practicum experience that provided…

  10. How Is My Child Doing?: Preparing Pre-Service Teachers to Engage Parents through Assessment

    Science.gov (United States)

    Mehlig, Lisa M.; Shumow, Lee

    2013-01-01

    The aim of this study was to help pre-service teachers develop basic knowledge and skill for partnering with families on assessment-related issues. An assessment class for teacher educators (experimental group) participated in role-playing activities designed to expand their understanding and skill in a way that would help them learn how to…

  11. 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…

  12. Jumping through "Loops": A Reflective Study on Preparing Generalist Pre-Service Teachers to Teach Music

    Science.gov (United States)

    Heyworth, John

    2011-01-01

    Generalist classroom teachers are being given more responsibility for music education in their schools. How confident and competent are they to do this? I find myself in a position where I am expected to train pre-service generalist teachers to be able to facilitate music in their future classrooms within one unit of music study over a four year…

  13. 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.

  14. 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.

  15. 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…

  16. 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…

  17. 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…

  18. Preparing Pre-Service School Librarians for Science-Focused Collaboration with Pre-Service Elementary Teachers: The Design and Impact of a Cross-Class Assignment

    Science.gov (United States)

    Rawson, Casey H.

    2015-01-01

    Numerous authors in the library and information science (LIS) field have called for more authentic collaborative experiences for students in school librarian education programs, particularly experiences that partner school library students with pre-service teachers to collaboratively design instruction. The first-iteration, design-based study…

  19. Pre-Service Chemistry Teachers' Competencies in the Laboratory: A Cross-Grade Study in Solution Preparation

    Science.gov (United States)

    Karatas, F. O.

    2016-01-01

    One of the prerequisites for chemistry teacher candidates is to demonstrate certain laboratory skills. This article aims to determine and discuss the competencies of pre-service chemistry teachers in a chemistry laboratory context working with solution chemistry content. The participants in this study consisted of a group of pre-service chemistry…

  20. Preparing Pre-Service Teachers to Teach Primary Science: An Integrated Approach Using the Theme of Sustainability

    Science.gov (United States)

    King, Donna

    2014-01-01

    An integrated approach to assessment afforded pre-service teachers the opportunity to learn about a local sustainability issue through three learning areas: science and technology, the arts and studies of society and environment (SOSE). Three sustainability issues chosen by the pre-service teachers are presented in this paper highlighting the…

  1. Preparing Preservice Teachers for Inclusive Classrooms: Does Completing Coursework on Managing Challenging Behaviours Increase Their Classroom Management Sense of Efficacy?

    Science.gov (United States)

    O'Neill, Sue C.

    2015-01-01

    Preservice teacher education courses provide an opportunity for the development of knowledge, skills, and confidence in classroom and behaviour management. This study reports the change in classroom management sense of efficacy (CMSE) of a small cohort of Australian preservice primary teachers at 4 time points (precoursework, preprofessional…

  2. Pre-Service Teachers' Professional Learning Experiences during Rural Teaching Practice in Acornhoek, Mpumalanga Province

    Science.gov (United States)

    Nkambule, Thabisile; Mukeredzi, Tabitha Grace

    2017-01-01

    The concept of student teaching practice is globally rooted in training pre-service teachers to work within diverse schools and learner populations, in dissimilar contexts. It is also a drive towards the development of knowledge, professionalism, sense of efficacy, and flexibility in their performance and interactions. There is seemingly little…

  3. The Rural Special Education Project: A School-Based Program That Prepares Special Educators to Teach Native American Students.

    Science.gov (United States)

    Prater, Greg; And Others

    1996-01-01

    A Northern Arizona University program prepares preservice special education teachers to work with Native American children and families. University students live on the Navajo reservation and receive practical classroom experience at Kayenta Unified School District (Arizona). Anglo students are paired with Navajo students who act as "cultural…

  4. Preparing Pre-Service Students to Teach Entrepreneurship and Small Business Management.

    Science.gov (United States)

    Husted, Stewart W.

    1983-01-01

    Examines a teacher education course used at Indiana State University that prepares students to teach entrepreneurship and small business management. (Managing Editor, 323 Wirtz, Northern Illinois University, DeKalb, IL 60115) (JOW)

  5. Preparing for success: Readiness models for rural telehealth

    Directory of Open Access Journals (Sweden)

    Jennett P

    2005-01-01

    Full Text Available Background: Readiness is an integral and preliminary step in the successful implementation of telehealth services into existing health systems within rural communities. Methods and Materials: This paper details and critiques published international peer-reviewed studies that have focused on assessing telehealth readiness for rural and remote health. Background specific to readiness and change theories is provided, followed by a critique of identified telehealth readiness models, including a commentary on their readiness assessment tools. Results: Four current readiness models resulted from the search process. The four models varied across settings, such as rural outpatient practices, hospice programs, rural communities, as well as government agencies, national associations, and organizations. All models provided frameworks for readiness tools. Two specifically provided a mechanism by which communities could be categorized by their level of telehealth readiness. Discussion: Common themes across models included: an appreciation of practice context, strong leadership, and a perceived need to improve practice. Broad dissemination of these telehealth readiness models and tools is necessary to promote awareness and assessment of readiness. This will significantly aid organizations to facilitate the implementation of telehealth.

  6. Is Peru Prepared for Large-Scale Sustainable Rural Electrification?

    Directory of Open Access Journals (Sweden)

    Sarah Feron

    2018-05-01

    Full Text Available Peru has historically been among the Latin-American countries with a low rural electrification rate. Aiming to improve this situation, the country conducted several electrification efforts in the last few decades that included off-grid photovoltaic (PV solutions for remote areas (where the grid expansion was unviable. More recently, the government has also sponsored a ‘massive program’ that aims to deploy a minimum of 150,000 off-grid PV solutions in the upcoming years. In this paper, we assess the sustainability of rural electrification programs in Peru, paying special attention to the ongoing “massive program”. Our assessment considers four dimensions of sustainability (institutional, economic, environmental, and socio-cultural and is based on an exhaustive qualitative document analysis complemented by semi-structured expert interviews. We found that the lack of strong formal institutions with a flexible and decentralized structure seriously compromises the sustainability of rural electrification efforts in Peru. Staff rotation and overlapping competences have caused disturbing changes and inhibited following a strategic line, while widespread outsourcing combined with weak controls have often affected the reliability of the deployed systems. Although cross subsidies have made off-grid PV systems affordable for users, systems often fell short of energy demand. Notably, we found that Peruvian officials appear to be unaware of the importance of local participation, and there is a significant mistrust between the government and the rural population (especially in areas where mining is extensive. As a consequence, most of the projects are still designed without the participation and engagement of the communities, which has frequently led to project failures, payment defaults, and inhibited seizing opportunities regarding productive uses of off-grid PV systems. We expect that our findings may help Peruvian institutions to address the most

  7. Preparing the Successful Urban Music Educator: The Need for Preservice and In-Service Development

    Science.gov (United States)

    Anderson, Steven Armon; Denson, Gregory Lamar

    2015-01-01

    The January 1970 Music Educators Journal's "Special Report: Facing the Music in Urban Education" included the article "Recommendations for Teacher Education Programs." This article contained seven recommendations to prepare successful future urban music educators. As two urban music educators, we examine how "MEJ"…

  8. 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…

  9. 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…

  10. 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…

  11. A new inter-professional course preparing learners for life in rural communities.

    Science.gov (United States)

    Medves, Jennifer; Paterson, Margo; Chapman, Christine Y; Young, John H; Tata, Elizabeth; Bowes, Denise; Hobbs, Neil; McAndrews, Brian; O'Riordan, Anne

    2008-01-01

    The 'Professionals in Rural Practice' course was developed with the aim of preparing students enrolled in professional programs in Canada to become better equipped for the possible eventuality of professional work in a rural setting. To match the reality of living and working in a rural community, which by nature is interprofessional, the course designers were an interprofessional teaching team. In order to promote group cohesiveness the course included the participation of an interprofessional group of students and instructors from the disciplines of medicine, nursing, occupational therapy, physical therapy, teacher education, and theology. The format of the course included three-hour classes over an eight-week period and a two-day field experience in a rural community. The course utilized various experiential and interactive teaching and learning methods, along with a variety of assessment methods. Data were collected from student participants over two iterations of the course using a mixed methods approach. Results demonstrate that students value the interprofessional and experiential approach to learning and viewed this course as indispensable for gaining knowledge of other professions and preparation for rural practice. The data reveal important organizational and pedagogical considerations specific to interprofessional education, community based action research, and the unique interprofessional nature of training for life and work in a rural community. This study also indicates the potential value of further longitudinal study of participants in this course. Key words: Canada, community based action research, education, interdisciplinary, interprofessional.

  12. The Power of One-to-One Coaching: Preparing Pre-Service Teachers for the Early Childhood Literacy Classroom

    Science.gov (United States)

    Morphis, Elizabeth A

    2018-01-01

    This article focuses on a shift in the author's approach to teaching a literacy course to a coaching-based model after observing pre-service teachers "struggle" to implement the teaching practices during on-site fieldwork with a kindergarten, first-, or second-grade child partner. The author discusses how she provided more timely…

  13. Pre-Service Science Teachers' Opinions about Using the Feedback Process in the Preparation of Teaching Materials

    Science.gov (United States)

    Koray, Özlem

    2016-01-01

    Practical courses are very important in teachers' professional training. It is important that teachers learn professional knowledge and skills by personal experience, and it can increase the quality of their teaching. The accuracy of the practice should be considered for the practical studies of pre-service teachers. When the practices do not…

  14. Preparing Pre-Service Teachers to Integrate Technology into K-12 Instruction: Evaluation of a Technology-Infused Approach

    Science.gov (United States)

    Admiraal, Wilfried; van Vugt, Felix; Kranenburg, Frans; Koster, Bob; Smit, Ben; Weijers, Sanne; Lockhorst, Ditte

    2017-01-01

    The quality of how technology is addressed in teacher education programmes is conditional for how student teachers apply technology in secondary schools after their graduation. Two technology-infused courses of one teacher education programme were evaluated. In line with studies on the development of pre-service teachers' technological,…

  15. The School-Community Integrated Learning Pathway: Exploring a New Way to Prepare and Induct Final-Year Preservice Teachers

    Science.gov (United States)

    Hudson, Suzanne; Hudson, Peter; Adie, Lenore

    2015-01-01

    Universities and teacher employment bodies seek new, cost-effective ways for graduating classroom-ready teachers. This study involved 32 final-year preservice teachers in an innovative school--university partnership teacher education programme titled, the School-Community Integrated Learning (SCIL) pathway. Data were collected using a five-part…

  16. 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…

  17. Art Education as a Means of Promoting Democracy: Preparing Pre-Service Art Teachers for Social Justice Education

    Science.gov (United States)

    Alazmi, Fatemah M.

    2017-01-01

    The purpose of this qualitative study was to investigate the use of art as a pedagogical tool with pre-service art teachers in a graduate-level art education class. A curriculum was developed focusing on educational social justice theories and their application in regard to gender inequity and diversity issues. The goal was to lead students to…

  18. How Well Prepared Are Pre-Service Teachers to Teach Early Reading? A Systematic Review of the Literature

    Science.gov (United States)

    Meeks, Linda; Stephenson, Jennifer; Kemp, Coral; Madelaine, Alison

    2016-01-01

    This review examined studies that had addressed opinions of pre-service teachers (PSTs) concerning their preparedness for teaching early reading skills to all students, the extent of their content knowledge, and their attitudes towards code-based and/or meaning-based approaches to early reading. From the limited amount of research available, it…

  19. Taenia solium metacestode preparation in rural areas of sub ...

    African Journals Online (AJOL)

    Background: Taenia solium metacestodes/cysts obtained from pig carcasses constitute a primary source for diagnostic tools used for the detection of human cysticercosis. Data on T. solium cyst preparation in Africa is still scarce but required to establish independent reference laboratories. Objectives: The aim of the present ...

  20. 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…

  1. Do the pre-service education programmes for midwives in India prepare confident ‘registered midwives’? A survey from India

    Directory of Open Access Journals (Sweden)

    Bharati Sharma

    2015-12-01

    Full Text Available Objective: The graduates of the diploma and degree programmes of nursing and midwifery in India are considered skilled birth attendants (SBAs. This paper aimed to assess the confidence of final-year students from pre-service education programmes (diploma and bachelor's in selected midwifery skills from the list of midwifery competencies of the International Confederation of Midwives (ICM. Design: A cross-sectional survey was conducted in Gujarat, India, involving 633 final-year students from 25 educational institutions (private or government, randomly selected, stratified by the type of programme (diploma and bachelor's. Students assessed their confidence on a four-point scale, in four midwifery competency domains – antepartum, intrapartum, postpartum, and newborn care. Explorative factor analysis was used to reduce skill statements into separate subscales for each domain. Results: Overall, 25–40% of students scored above the 75th percentile and 38–50% below the 50th percentile of confidence in all subscales for antepartum, intrapartum, postpartum, and newborn care. The majority had not attended the required number of births prescribed by the Indian Nursing Council. Conclusions: The pre-service education offered in the diploma and bachelor's programmes in Gujarat does not prepare confident SBAs, as measured on selected midwifery competencies of the ICM. One of the underlying reasons was less clinical experience during their education. The duration, content, and pedagogy of midwifery education within the integrated programmes need to be reviewed.

  2. Teaching Primary Science in Rural and Regional Australia: Some Challenges Facing Practicing and Pre-Service Teachers

    Science.gov (United States)

    Laidlaw, Kristy-Rebecca; Taylor, Neil; Fletcher, Peter

    2009-01-01

    The teaching of science has long been viewed as problematic within primary classrooms across Australia. This study explores the teaching of primary science in an area of rural and regional Australia (the New England Region of New South Wales) where small populations, remote settings and isolation can make the teaching of science and other Key…

  3. 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…

  4. Pre-Service Teachers' Conceptions of Probability

    Science.gov (United States)

    Odafe, Victor U.

    2011-01-01

    Probability knowledge and skills are needed in science and in making daily decisions that are sometimes made under uncertain conditions. Hence, there is the need to ensure that the pre-service teachers of our children are well prepared to teach probability. Pre-service teachers' conceptions of probability are identified, and ways of helping them…

  5. General surgery graduates may be ill prepared to enter rural or community surgical practice.

    Science.gov (United States)

    Gillman, Lawrence M; Vergis, Ashley

    2013-06-01

    Rural/community surgery presents unique challenges to general surgeons. Not only are they required to perform "classic" general surgery procedures, but they are also often expected to be competent in other surgical disciplines. Final-year Canadian-trained residents in general surgery were asked to complete the survey. The survey explored chief residents' career plans for the following year and whether or not they would independently perform various procedures, some general surgical, and others now considered within the domain of the subspecialties. Sixty-four residents (71%) completed the survey. Twenty percent planned to undertake a rural surgical practice, 17% an urban community practice, and 55% had confirmed fellowships. Most residents (>90%) expressed comfort with basic general surgical procedures. However, residents were less comfortable with subspecialty procedures that are still performed by general surgeons in many rural practices. More than half of graduating general surgery residents are choosing subspecialty fellowship training over proceeding directly to practice. Those choosing a rural or community practice are likely to feel ill prepared to replace existing surgeons. Copyright © 2013 Elsevier Inc. All rights reserved.

  6. Getting Started for Preparing Pre-Service Early Childhood Teachers in Terms of Sustainable Food Consumption: The Current Situation at a Public University in Turkey

    Science.gov (United States)

    Alacam, Nur; Sahin, Elvan

    2017-01-01

    This study investigated the food consumption and nutrition perceptions of pre-service early childhood teachers using a mixed method research design. Data was gathered from 37 pre-service early childhood teachers through survey consisting of items in rating scale and open-ended questions. Descriptive analyses were conducted to report pre-service…

  7. Sociodemographic and economic characteristics of susceptibility to rubella among women preparing for pregnancy in rural China.

    Science.gov (United States)

    Liu, Fangchao; Zhang, Shikun; Liu, Jue; Wang, Qiaomei; Shen, Haiping; Zhang, Yiping; Liu, Min

    2017-09-01

    Infection with rubella virus during pregnancy can result in congenital defects and adverse pregnancy outcomes. The risk of rubella infection is greatly determined by the level of rubella antibodies in the serum. A survey of rubella antibody seronegativity rates was conducted in 780 000 women in rural China who were planning a pregnancy, in order to evaluate the herd susceptibility in different age groups and by high, middle, and low GDP per capita regions. In order to evaluate the herd susceptibility to rubella, a nationwide population-based study of rural Chinese women who were planning to have a baby and who were aged 21-49 years was instigated. As a part of the National Free Pre-conception Health Examination Project covering 29 provinces in 2012, a physical check-up program was provided to women who planned to become pregnant within the next 6 months. All medical data were from serological samples tested by ELISA, and the participants' immunity status was categorized based on levels of rubella antibodies. Economic data were also collected to explore the association between herd susceptibility and socioeconomic characteristics in the women of childbearing age. A total 264 306 of 782 293 recruited women preparing for pregnancy tested susceptible to rubella (33.79%). The seronegativity rate in women with a history of vaccination was significantly lower than that in women who had not received the vaccination or did not know their vaccination history (23.76%, 33.70%, and 35.68%, respectively). The seronegativity rates were 26.89%, 37.86%, and 32.61% in high, middle, and low GDP per capita areas, respectively. After stratified analysis and adjusting for other factors by multiple logistic regression, the lower seronegativity rates in women in high GDP per capita regions compared to women in middle and low GDP per capita regions remained in the different age groups and subgroups of immunization history. There is a clear difference in rubella-specific susceptibility

  8. Integrating Science Content and Pedagogy in the Earth, Life, and Physical Sciences: A K-8 Pre-Service Teacher Preparation Continuum at the University of Delaware

    Science.gov (United States)

    Madsen, J.; Allen, D.; Donham, R.; Fifield, S.; Ford, D.; Shipman, H.; Dagher, Z.

    2007-12-01

    University of Delaware faculty in the geological sciences, biological sciences, and the physics and astronomy departments have partnered with faculty and researchers from the school of education to form a continuum for K- 8 pre-service teacher preparation in science. The goal of the continuum is to develop integrated understandings of content and pedagogy so that these future teachers can effectively use inquiry-based approaches in teaching science in their classrooms. Throughout the continuum where earth science content appears an earth system science approach, with emphasis on inquiry-based activities, is employed. The continuum for K-8 pre-service teachers includes a gateway content course in the earth, life, or physical sciences taken during the freshman year followed by integrated science content and methods courses taken during the sophomore year. These integrated courses, called the Science Semester, were designed and implemented with funding from the National Science Foundation. During the Science Semester, traditional content and pedagogy subject matter boundaries are crossed to stress shared themes that teachers must understand to teach standards-based science. Students work collaboratively on multidisciplinary problem-based learning (PBL) activities that place science concepts in authentic contexts and build learning skills. They also critically explore the theory and practice of elementary science teaching, drawing on their shared experiences of inquiry learning during the Science Semester. The PBL activities that are the hallmark of the Science Semester provide the backdrop through which fundamental earth system interactions can be studied. For example in a PBL investigation that focuses on kids, cancer, and the environment, the hydrologic cycle with emphasis on surface runoff and ground water contamination is studied. Those students seeking secondary certification in science will enroll, as a bridge toward their student teaching experience, in an

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

    Science.gov (United States)

    Azano, Amy Price; Stewart, Trevor Thomas

    2016-01-01

    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…

  10. Pre-Service Teachers in Second Life: Are Digital Natives Prepared for a Web 2.0 Experience?

    Science.gov (United States)

    Inman, Christopher T.

    2010-01-01

    Today's college students, "digital natives," have had digital technology at their fingertips (Rushkoff, 1996; Prensky, 2001a). Technology habits and expectations of young people are changing; the educational and business worlds have placed a focus on skills called "21st century skills," to prepare students for the digital age (Lemke, 2002). Skills…

  11. A Case Study of a Rural Iowa School Preparing to Meet New State Guidelines for School Libraries

    Science.gov (United States)

    Krueger, Karla Steege

    2009-01-01

    A qualitative case study highlighting one rural Iowa elementary school provided insight into the issue of small schools without library programs as they are preparing to meet the Iowa reinstatement of the requirement for school library programs. The site was purposefully chosen because it has been operating without a school library program or…

  12. The Role of Rural Communities in the Postsecondary Preparation of Low-Income Students

    Science.gov (United States)

    Alleman, Nathan F.; Holly, L. Neal

    2014-01-01

    In the past decade, rural education has been critiqued for contributing to brain drain and social stratification that saps the human, social, and economic resources of rural communities. This article, based on an investigation of six small rural school districts in the same state, offers an alternative view of the role of community groups and…

  13. Examination of Pre-Service Science Teachers' Activities Using Problem Based Learning Method

    Science.gov (United States)

    Ekici, Didem Inel

    2016-01-01

    In this study, both the activities prepared by pre-service science teachers regarding the Problem Based Learning method and the pre-service science teachers' views regarding the method were examined before and after applying their activities in a real class environment. 69 pre-service science teachers studying in the 4th grade of the science…

  14. Initiating Opportunities to Enhance Preservice Teachers' Pedagogical Knowledge: Perceptions about Mentoring At-Risk Adolescents

    Science.gov (United States)

    Garza, Ruben

    2012-01-01

    Providing preservice teachers in urban settings with authentic educational experiences may be an effective approach in preparing them to teach diverse students. Therefore, this investigation examined preservice teachers' perceptions of mentoring at-risk high school students. Data analysis reflected preservice teachers' positive experiences and…

  15. How Do Preservice Teacher Education Students Move from Novice to Expert Assessors?

    Science.gov (United States)

    Grainger, Peter R.; Adie, Lenore

    2014-01-01

    Despite the acknowledged importance of assessment in education, there has been minimal research into the preparation of preservice teachers for the important role of involving preservice teachers in marking, grading, moderating and providing feedback on student work. This article reports on a pilot project in which preservice teachers participated…

  16. Preservice teachers' perceived confidence in teaching school violence prevention.

    Science.gov (United States)

    Kandakai, Tina L; King, Keith A

    2002-01-01

    To examine preservice teachers' perceived confidence in teaching violence prevention and the potential effect of violence-prevention training on preservice teachers' confidence in teaching violence prevention. Six Ohio universities participated in the study. More than 800 undergraduate and graduate students completed surveys. Violence-prevention training, area of certification, and location of student- teaching placement significantly influenced preservice teachers' perceived confidence in teaching violence prevention. Violence-prevention training positively influences preservice teachers' confidence in teaching violence prevention. The results suggest that such training should be considered as a requirement for teacher preparation programs.

  17. 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

  18. Community-Based Service-Learning as a Source of Personal Self-Efficacy: Preparing Preservice Elementary Teachers to Teach Science for Diversity

    Science.gov (United States)

    Cone, Neporcha

    2009-01-01

    Bandura (1997) contends that when compared to other sources of efficacy, mastery experiences, when presented appropriately, have the most powerful influence on self-efficacy. The purpose of this study was to investigate the effects of community-based service learning (CBSL) experiences on preservice elementary teachers' personal self-efficacy…

  19. How well does pre-service education prepare midwives for practice : competence assessment of midwifery students at the point of graduation in Ethiopia

    NARCIS (Netherlands)

    Yigzaw, Tegbar; Ayalew, Firew; Kim, Young-Mi; Gelagay, Mintwab; Dejene, Daniel; Gibson, Hannah; Teshome, Aster; Broerse, Jacqueline; Stekelenburg, Jelle

    2015-01-01

    Background: Midwifery support and care led by midwives is the most appropriate strategy to improve maternal and newborn health. The Government of Ethiopia has recently improved the availability of midwives by scaling up pre-service education. However, the extent to which graduating students acquire

  20. How well does pre-service education prepare midwives for practice: competence assessment of midwifery students at the point of graduation in Ethiopia

    NARCIS (Netherlands)

    Yigzaw, T; Ayalew, F; Kim, Y.M.; Gelagay, M; Dejene, D; Gibson, H; Teshome, A; Broerse, J.E.W.; Stekelenburg, J.

    2015-01-01

    Background: Midwifery support and care led by midwives is the most appropriate strategy to improve maternal and newborn health. The Government of Ethiopia has recently improved the availability of midwives by scaling up pre-service education. However, the extent to which graduating students acquire

  1. Examination of Pre-Service Teacher's Training through Tutoring Approach

    Science.gov (United States)

    Wu, Hsiao-ping; Guerra, Myriam Jimena

    2017-01-01

    Pre-service teacher preparation in the United States is becoming progressively more challenging with respect to the demands on teachers. This study examined the impact of tutoring approach on pre-service teachers? skills to work with English language learners through a qualitative research design. Content analysis was used at the thematic level on…

  2. Evaluation of a Cultural Competence Assessment for Preservice Teachers

    Science.gov (United States)

    Bustamante, Rebecca M.; Skidmore, Susan T.; Nelson, Judith A.; Jones, Brandolyn E.

    2016-01-01

    Globally, public schools enroll culturally and linguistically diverse student populations and teacher preparation programs must assess the cultural competence of preservice teachers. Yet, few adequately tested measures of teacher cultural competence are available. In this research study, a sample of 396 preservice teachers were surveyed to…

  3. Inclusion in Early Childhood Education: Pre-Service Teachers Voices

    Science.gov (United States)

    Majoko, Tawanda

    2016-01-01

    This study examined pre-service teachers' understanding, attitudes, preparation and concerns regarding inclusion in early childhood education (ECE) in Zimbabwe. Entrenched within inclusive pedagogy, this descriptive study draws on a sample of 24 pre-service teachers purposively selected from the largest teachers' college with the oldest…

  4. Changing Pre-Service Elementary Teachers' Beliefs about Mathematical Knowledge

    Science.gov (United States)

    Stohlmann, Micah; Moore, Tamara; Cramer, Kathleen; Maiorca, Cathrine

    2015-01-01

    Studies have reported that pre-service teachers often enter teacher preparation programs with beliefs and attitudes not conducive to teaching the subject conceptually. In the USA, the Common Core State Standards for Mathematics have brought a renewed focus on procedural and conceptual understanding. However, many U.S. pre-service teachers have…

  5. Preparing Special Educators Highly Qualified in Content: Alternative Route Certification for Unlicensed Teachers in Rural Georgia

    Science.gov (United States)

    Childre, Amy L.

    2014-01-01

    The shortage of highly qualified special educators is most pronounced in rural schools serving populations characterized by poverty, low achievement, disability, and cultural diversity. The result is often untrained teachers serving students with the greatest education needs. This article describes efforts by a university in rural middle Georgia…

  6. Preparing for an "Insured" Old Age: Insurance Purchase and Self-Support in Old Age in Rural China.

    Science.gov (United States)

    Shi, Lihong

    2018-05-21

    This article explores an emerging trend among young and middle-aged rural couples in Northeast China who have purchased recently marketized commercial insurance as a way to prepare for self-support in old age. It discusses how the commercial insurance industry has created a rural elder-care market among a population that traditionally relied on family for support in old age. It also delves into the ways in which the transformations of intergenerational exchange and family structure and a lack of health care access have contributed to the preparation for self-support in old age and have thus fostered the creation of a rural elder-care market for the insurance industry. This emerging trend reveals a transition from traditional family support to a combination of multiple ways of elder care, in particular self-support in old age. It also suggests that while the Chinese state is facing a pressing issue of supporting an increasing aging population and the Chinese family is coping with the burden of elder care, the insurance industry is playing an increasing role in elder care in China.

  7. University-School Partnerships: Pre-Service and In-Service Teachers Working Together to Teach Primary Science

    Science.gov (United States)

    Kenny, John Daniel

    2012-01-01

    This paper reports on a partnership approach preparing pre-service primary teachers to teach science. Partnerships involving pre-service teachers and volunteer in-service colleagues were formed to teach science in the classroom of the colleague, with support from the science education lecturer. Each pre-service teacher collaboratively planned and…

  8. Preparing Social Work Students for Rural Child Welfare Practice: Emerging Curriculum Competencies

    Science.gov (United States)

    Riebschleger, Joanne; Norris, Debra; Pierce, Barbara; Pond, Debora L.; Cummings, Cristy

    2015-01-01

    Multiple issues that are unique to child welfare social work practice in rural areas markedly affect workforce recruitment and retention, yet little attention is given to the proficiencies needed to equip emerging social workers for this growing area of the field. Curriculum content is needed that provides students with the opportunity to master…

  9. PETOM: Preservice Education for Teachers of Minorities.

    Science.gov (United States)

    Kamehameha Journal of Education, 1993

    1993-01-01

    The paper presents an overview of a two-year program called PETOM (Preservice Education for Teachers of Minorities), which receives funding from the Kamehameha Schools and the University of Hawaii to prepare teachers of underachieving minority children. The program educates teachers who can make school successful for Hawaii's minority students.…

  10. Preservice Teacher Application of Differentiated Instruction

    Science.gov (United States)

    Dee, Amy Lynn

    2011-01-01

    Successfully implementing the practice of inclusion by differentiating instruction depends on both the skills and attitudes of general education teachers. New general education teachers who are entering the field are particularly vulnerable to the demands and stress of the profession, and teacher education programs must prepare preservice teachers…

  11. Problems Facing Rural Schools.

    Science.gov (United States)

    Stewart, C. E.; And Others

    Problems facing rural Scottish schools range from short term consideration of daily operation to long term consideration of organizational alternatives. Addressed specifically, such problems include consideration of: (1) liaison between a secondary school and its feeder primary schools; (2) preservice teacher training for work in small, isolated…

  12. Writing Shapes Thinking: Investigative Study of Preservice Teachers Reading, Writing to Learn, and Critical Thinking

    Science.gov (United States)

    Sanchez, Bernice; Lewis, Katie D.

    2014-01-01

    Teacher Preparation Programs must work towards not only preparing preservice teachers to have knowledge of classroom pedagogy but also must expand preservice teachers understanding of content knowledge as well as to develop higher-order thinking which includes thinking critically. This mixed methods study examined how writing shapes thinking and…

  13. A Survey of Professional Training and Certification of Rural Administrators and Rural Teachers in New Mexico.

    Science.gov (United States)

    Tingley, Wayne

    Teachers and administrators in rural New Mexico schools and preservice teachers at New Mexico State University were surveyed to determine components that could be included in teacher education programs to augment prospective rural teachers' skills and to ease problems of recruitment/retention of certified personnel in rural schools. Questionnaires…

  14. Pre-service teachers’ challenges in presenting mathematical problems

    Science.gov (United States)

    Desfitri, R.

    2018-01-01

    The purpose of this study was to analyzed how pre-service teachers prepare and assigned tasks or assignments in teaching practice situations. This study was also intended to discuss about kind of tasks or assignments they gave to students. Participants of this study were 15 selected pre-service mathematics teachers from mathematics education department who took part on microteaching class as part of teaching preparation program. Based on data obtained, it was occasionally found that there were hidden errors on questions or tasks assigned by pre-service teachers which might lead their students not to be able to reach a logical or correct answer. Although some answers might seem to be true, they were illogical or unfavourable. It is strongly recommended that pre-service teachers be more careful when posing mathematical problems so that students do not misunderstand the problems or the concepts, since both teachers and students were sometimes unaware of errors in problems being worked on.

  15. Home-prepared soymilk: Potential to alleviate protein-energy malnutrition in low-income rural communities in South Africa?

    Directory of Open Access Journals (Sweden)

    Gabriel N. Medoua

    2013-10-01

    Full Text Available Research findings reported pronounced protein and some energy shortfalls for school-aged children and female caregivers in rural communities in Qwa-Qwa, South Africa. The household gardening project was expanded to include soy cultivation. Subsequently, a process was developed for home-preparation of soymilk to support macronutrient consumption. The limited explorative experimental approach included chemical analysis for total protein (Kjeldahl digestion, spectrophotometric determination, total carbohydrate (Anthone method and total lipid content (extraction, Gravimetric method, separation. Total energy content was calculated. All results were benchmarked against equivalents. Duplicate analysis of samples, respectively prepared from 1:2 (n= 6 and 1:4 (n = 4 volume ratios of rehydrated minced soybeans : water for cooking of soy mash, indicated statistically-significant differences for reported nutrients (p ≤ 0.05. Comparison between sourced commercial soymilk products for drinking indicated no statistical differences (p > 0.05. Although statistically-significant shortfalls were indicated for nearly all such values for home-prepared soymilk (1:4 ratio against industrial ‘SoyCow’ soymilk and values reported in the South African database for standardised nutrient composition of food (p ≤ 0.05, a much-needed contribution will be made to protein (and energy intake through consumption of the product. More efficient extraction (possibly double mincing of rehydrated soybeans and more efficient pressing of cooked soy mash should be explored, followed by an intervention study to evaluate the impact of daily consumption of home-prepared soymilk on the nutritional status of children in low-income communities. The development of recipes to promote the inclusion of undissolved fibre from the soymilk extraction process (okara in dishes prepared at household level, such as bread, is recommended.

  16. Postsecondary Education Preparation/Career Exploration: Designing a Pilot Educational Counseling Program for Rural Counties

    Science.gov (United States)

    Gill, Rajinder S.

    2010-01-01

    American students accustomed to standardization in secondary education have experience with fulfilling the requirements imposed upon them, but often these students require further assistance to facilitate their personal decisions about education after high school. Postsecondary education and career preparation programs, educators, and educational…

  17. The Pennsylvania Academy for the Profession of Teaching; Rural Fellowship Program: A Science Curriculum Development Partnership. Project "Prepare Them for the Future."

    Science.gov (United States)

    Beisel, Raymond W.

    This report describes development of the "Prepare Them for the Future" project, a K-3 activity-oriented science curriculum. The program, funded through two grants, was driven by the need to boost the distressed labor-based economy in rural western Pennsylvania. Data showed a drop of 1,100 coal-mining jobs between 1980 and 1986 in Indiana…

  18. A Rural Special Education Teacher Training Program: Successful Adaptations.

    Science.gov (United States)

    Prater, Greg; And Others

    The Rural Special Education Program (RSEP), a partnership between Northern Arizona University (NAU) and Kayenta Unified School District (KUSD), provides training for preservice special education teachers to work with Native American students and their families. To date, the program has provided training for 63 preservice special education…

  19. Evaluation of the Vocational Preparation and Success of Handicapped Individuals Who Reside in Rural Areas of Florida. Florida Rural Research Project. Final Report.

    Science.gov (United States)

    Budd, Diane M.

    Phase 2 of a three-phase project examined the secondary education background and employment adjustment of handicapped youth in rural counties in Florida. (Phase 1 was a pilot study.) Subjects were former special education students in five rural project counties who had been identified as needing services in the area of educable mental retardation,…

  20. Pre-service teachers' metaphorical perceptions of "physics" as a concept

    Science.gov (United States)

    Aykutlu, Isil; Bayrak, Celal; Bezen, Sevim

    2018-02-01

    In this study, the aim is to reveal pre-service biology, chemistry and mathematics teachers' metaphorical perceptions for physics. This study was patterned by employing phenomenology, which is one of the qualitative research methods. Sampling of the study consists of 90 pre-service teachers enrolled at the departments of biology, chemistry, and mathematics education at the faculty of education of a state university in Ankara. A metaphor form was prepared to determine pre-service teachers' mental metaphors for the physics concept. Then, it was determined that a total of 80 pre-service teachers generated 34 different metaphors for physics concept. As a result of the study, 34 metaphors generated by pre-service teachers for "physics" concept were gathered under seven different categories. Also, it was determined that pre-service teachers express most frequently "life" (26,25%) and "a difficult to solve problem"(21,25%) which take place in conceptual categories.

  1. Developing Technological Pedagogical Content Knowledge in pre-service science teachers: Support from blended learning

    NARCIS (Netherlands)

    Alayyar, G.; Fisser, Petra; Voogt, Joke

    2012-01-01

    The Technological Pedagogical Content Knowledge (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an

  2. Developing Technological Pedagogical Content Knowledge in Pre-Service Science Teachers: Support from Blended Learning

    Science.gov (United States)

    Alayyar, Ghaida M.; Fisser, Petra; Voogt, Joke

    2012-01-01

    The "Technological Pedagogical Content Knowledge" (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an authentic problem they faced during in-school…

  3. The Embeddedness of White Fragility within White Pre-Service Principals' Reflections on White Privilege

    Science.gov (United States)

    Hines, Mack T., III

    2016-01-01

    This study analyzes the prevalence of white fragility within the six white, pre-service principals' online responses to readings about white privilege. Six white, pre-service principals were asked to provide commentary to class readings on the relevance of white privilege to their preparation for future positions as principals. The findings showed…

  4. Pre-Service Teachers' Self-Efficacy Beliefs towards Educational Technologies Integration in Tanzania

    Science.gov (United States)

    Raphael, Christina; Mtebe, Joel S.

    2017-01-01

    This study examines pre-service teachers' (N = 386) self-efficacy beliefs towards educational technologies integration in the classroom at the two colleges in Tanzania that prepare secondary education teachers. Using regression analysis, the study found out that the determinants of self-efficacy beliefs among pre-service teachers towards…

  5. It's Time to Turn the Digital Page: Preservice Teachers Explore E-Book Reading

    Science.gov (United States)

    Larson, Lotta C.

    2013-01-01

    This article describes what happened when 49 preservice teachers participated in an e-book reading experience in order to prepare them to teach with e-books in K-12 classrooms. In addition to examining the preservice teachers' digital reading behaviors and dispositions, this manuscript also examines reader factors and text factors of digital texts…

  6. Teamwork--Teach Me, Teach Me Not: A Case Study of Three Australian Preservice Teachers

    Science.gov (United States)

    Main, Katherine

    2010-01-01

    Explicit training in teaming skills (both preservice and inservice) has been identified as a key means of facilitating the effective functioning of teaching teams (Main, 2007). This case study explored how groupwork tasks within university coursework can prepare preservice education students to work effectively in teaching teams. Three students in…

  7. Impact of a Faith-Based Social Justice Course on Pre-Service Teachers

    Science.gov (United States)

    Critchfield, Meredith

    2018-01-01

    Rapid demographic shifts are occurring around the country. United States' public schools are more diverse than any time in history. To help prepare pre-service teachers for these shifts, this small-scale qualitative case study explored the impact of a required social justice course for pre-service educators at a large private Christian university…

  8. 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…

  9. Preservice Educators' Perceptions of Teaching in an Urban Middle School Setting: A Lesson from the Amistad

    Science.gov (United States)

    Hill, Pixita del Prado; Phelps, Stephen; Friedland, Ellen S.

    2007-01-01

    Preparing European-American preservice teachers for diverse urban school settings pose multiple challenges. Of primary concern are the differences in race, culture, and community between teachers and students. Because new teachers prefer to work where they grew up, most preservice teachers want to teach students who are like themselves in familiar…

  10. Mapping the Social Side of Pre-Service Teachers: Connecting Closeness, Trust, and Efficacy with Performance

    Science.gov (United States)

    Liou, Yi-Hwa; Daly, Alan J.; Canrinus, Esther T.; Forbes, Cheryl A.; Moolenaar, Nienke M.; Cornelissen, Frank; Van Lare, Michelle; Hsiao, Joyce

    2017-01-01

    This exploratory study foregrounds the important, but often understudied social side of pre-service teacher development and its relation to teaching performance in one university-based teacher preparation program in the US. We examine the extent to which pre-service elementary teachers' social relationships and perceptions of peer trust and…

  11. Wikis: Developing Pre-Service Teachers' Leadership Skills and Knowledge of Content Standards

    Science.gov (United States)

    Reid-Griffin, Angelia; Slaten, Kelli M.

    2016-01-01

    In this initial phase of our multi-year research study we set out to explore the development of leadership skills in our pre-service secondary teachers after using an online wiki, Wikispaces. This paper presents our methods for preparing a group of 13 mathematics and 3 science secondary pre-service teachers to demonstrate the essential knowledge,…

  12. 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…

  13. Developing Technological Pedagogical Content Knowledge in pre-service science teachers : Support from blended learning

    NARCIS (Netherlands)

    Alayyar, G.; Fisser, Petra; Voogt, Joke

    2012-01-01

    The Technological Pedagogical Content Knowledge (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an

  14. Mapping the social side of pre-service teachers : connecting closeness, trust, and efficacy with performance

    NARCIS (Netherlands)

    Liou, Yi Hwa; Daly, Alan J.; Canrinus, Esther T.; Forbes, Cheryl A.; Moolenaar, Nienke M.|info:eu-repo/dai/nl/304352802; Cornelissen, Frank; Van Lare, Michelle; Hsiao, Joyce

    2017-01-01

    This exploratory study foregrounds the important, but often understudied social side of pre-service teacher development and its relation to teaching performance in one university-based teacher preparation program in the US. We examine the extent to which pre-service elementary teachers’ social

  15. Effect of Robotics on Elementary Preservice Teachers' Self-Efficacy, Science Learning, and Computational Thinking

    Science.gov (United States)

    Jaipal-Jamani, Kamini; Angeli, Charoula

    2017-01-01

    The current impetus for increasing STEM in K-12 education calls for an examination of how preservice teachers are being prepared to teach STEM. This paper reports on a study that examined elementary preservice teachers' (n = 21) self-efficacy, understanding of science concepts, and computational thinking as they engaged with robotics in a science…

  16. Reflective Practice as "Enrichment": How New Early Childhood Teachers Enact Preservice Values in Their Classrooms

    Science.gov (United States)

    Recchia, Susan L.; Beck, Lisa M.

    2014-01-01

    This article is part of a larger exploratory study that followed preservice early childhood teachers through their program and into their first year of practice, giving voice to their understandings of quality teaching and learning, and insight into the ways their preservice program prepared them for the challenges of teaching in diverse settings.…

  17. An integrative review and evidence-based conceptual model of the essential components of pre-service education.

    Science.gov (United States)

    Johnson, Peter; Fogarty, Linda; Fullerton, Judith; Bluestone, Julia; Drake, Mary

    2013-08-28

    With decreasing global resources, a pervasive critical shortage of skilled health workers, and a growing disease burden in many countries, the need to maximize the effectiveness and efficiency of pre-service education in low-and middle-income countries has never been greater. We performed an integrative review of the literature to analyse factors contributing to quality pre-service education and created a conceptual model that shows the links between essential elements of quality pre-service education and desired outcomes. The literature contains a rich discussion of factors that contribute to quality pre-service education, including the following: (1) targeted recruitment of qualified students from rural and low-resource settings appears to be a particularly effective strategy for retaining students in vulnerable communities after graduation; (2) evidence supports a competency-based curriculum, but there is no clear evidence supporting specific curricular models such as problem-based learning; (3) the health workforce must be well prepared to address national health priorities; (4) the role of the preceptor and preceptors' skills in clinical teaching, identifying student learning needs, assessing student learning, and prioritizing and time management are particularly important; (5) modern, Internet-enabled medical libraries, skills and simulation laboratories, and computer laboratories to support computer-aided instruction are elements of infrastructure meriting strong consideration; and (6) all students must receive sufficient clinical practice opportunities in high-quality clinical learning environments in order to graduate with the competencies required for effective practice. Few studies make a link between PSE and impact on the health system. Nevertheless, it is logical that the production of a trained and competent staff through high-quality pre-service education and continuing professional development activities is the foundation required to achieve the

  18. The preparation of soy-bean foods for use in rural communities of the developing world.

    Science.gov (United States)

    Kay, T

    1998-08-01

    Since the beginning of 1970, there has been a great breakthrough in the popularization of soy-bean-based food in Nigeria and in many parts of the developing world, especially for use in the prevention of kwashiorkor. Since 1975, soy bean has become a main source of daily dietary protein in many parts of Nigeria as a result of the successful incorporation of soy-bean products into almost all traditional Nigerian foods. This is a review of previous work in Nigeria on eliminating the beany flavour, bitter taste, and flatus factors in soy-bean milk and cooked soy-bean paste preparations.

  19. Attitudes of Saudi Arabian secondary preservice teachers toward teaching practices in science: The adequacy of preparation to use teaching strategies in classrooms

    Science.gov (United States)

    Aljabber, Jabber M.

    The purpose of this study was to investigate the attitudes of Saudi Arabian secondary preservice science teachers (SPSTs) toward a variety of science teaching practices. An ultimate, essential goal of this study was to use generated information and findings to improve the current secondary science education programs in Saudi Arabia and to develop better science teacher practices. The selected practices were posted by the National Research Council in 1999. These indicated that students learn science best through understanding of science rather than memorization of scientific facts and concepts, building new knowledge and understanding on what is already known and believed, formulating new knowledge by modifying and refining current concepts and by adding new concepts to what is already known, taking care of their own learning, social learning environments and interactions, and application of knowledge to novel situations. The study's sample consisted of all (147) SPSTs enrolled in the spring semester of 2003 in four Teachers' Colleges: Riyadh, Makkah, Taif, and Dammam. All participants were performing student teaching in secondary schools. This study used quantitative and qualitative data collection methods. Only three SPSTs were purposefully selected from each college for seven semi-structured interview questions, lasting an hour per interview. They were asked to complete a 58-item questionnaire survey and respond to four open-ended survey questions. To assess their attitudes toward the above science teaching practices, data was analyzed using the Rasch analysis model, other parametric tests (e.g., a one-way analysis of variance (ANOVA) and independent-samples t-test), and non-parametric tests (e.g., a chi-square of independent test). Furthermore, qualitative procedures were also used to assess SPSTs' views of some specific aspects about science teaching and the current secondary science education programs in Saudi Arabia. This was achieved through a careful

  20. Home-prepared soymilk: Potential to alleviate protein-energy malnutrition in low-income rural communities in South Africa?

    Directory of Open Access Journals (Sweden)

    Sara S. Duvenage

    2013-10-01

    Full Text Available Research findings reported pronounced protein and some energy shortfalls for school-aged children and female caregivers in rural communities in Qwa-Qwa, South Africa. The household gardening project was expanded to include soy cultivation. Subsequently, a process was developed for home-preparation of soymilk to support macronutrient consumption. The limited explorative experimental approach included chemical analysis for total protein (Kjeldahl digestion, spectrophotometric determination, total carbohydrate (Anthone method and total lipid content (extraction, Gravimetric method, separation. Total energy content was calculated. All results were benchmarked against equivalents. Duplicate analysis of samples, respectively prepared from 1:2 (n = 6 and 1:4 (n = 4 volume ratios of rehydrated minced soybeans : water for cooking of soy mash, indicated statistically-significant differences for reported nutrients (p ≤ 0.05. Comparison between sourced commercial soymilk products for drinking indicated no statistical differences (p > 0.05. Although statistically-significant shortfalls were indicated for nearly all such values for home-prepared soymilk (1:4 ratio against industrial ‘SoyCow’ soymilk and values reported in the South African database for standardised nutrient composition of food (p ≤ 0.05, a much-needed contribution will be made to protein (and energy intake through consumption of the product. More efficient extraction (possibly double mincing of rehydrated soybeans and more efficient pressing of cooked soy mash should be explored, followed by an intervention study to evaluate the impact of daily consumption of home-prepared soymilk on the nutritional status of children in low-income communities. The development of recipes to promote the inclusion of undissolved fibre from the soymilk extraction process (okara in dishes prepared at household level, such as bread, is recommended. Navorsing het beduidende proteïen en minder ernstige

  1. Are recent graduates enough prepared to perform obstetric skills in their rural and compulsory year? A study from Ecuador

    Science.gov (United States)

    Sánchez del Hierro, Galo; Remmen, Roy; Verhoeven, Veronique; Van Royen, Paul; Hendrickx, Kristin

    2014-01-01

    Objectives The aim of this study was to assess the possible mismatch of obstetrical skills between the training offered in Ecuadorian medical schools and the tasks required for compulsory rural service. Setting Primary care, rural health centres in Southern Ecuador. Participants A total of 92 recent graduated medical doctors during their compulsory rural year. Primary and secondary outcomes measures A web-based survey was developed with 21 obstetrical skills. The questionnaire was sent to all rural doctors who work in Loja province, Southern Ecuador, at the Ministry of Health (n=92). We measured two categories ‘importance of skills in rural practice’ with a five-point Likert-type scale (1= strongly disagree; 5= strongly agree); and ‘clerkship experience’ using a nominal scale divided in five levels: level 1 (not seen, not performed) to level 5 (performed 10 times or more). Spearman's rank correlation coefficient (r) was used to observe associations. Results A negative correlation was found in the skills: ‘episiotomy and repair’, ‘umbilical vein catheterisation’, ‘speculum examination’, ‘evaluation of cervical dilation during active labour’, ‘neonatal resuscitation’ and ‘vacuum-assisted vaginal delivery’. For instance ‘Episiotomy and repair’ is important (strongly agree and agree) to 100% of respondents, but in practice, only 38.9% of rural doctors performed the task three times and 8.3% only once during the internship, similar pattern is seen in the others. Conclusions In this study we have noted the gap between the medical needs of populations in rural areas and training provided during the clerkship experiences of physicians during their rural service year. It is imperative to ensure that rural doctors are appropriately trained and skilled in the performance of routine obstetrical duties. This will help to decrease perinatal morbidity and mortality in rural Ecuador. PMID:25082424

  2. Are recent graduates enough prepared to perform obstetric skills in their rural and compulsory year? A study from Ecuador.

    Science.gov (United States)

    Sánchez Del Hierro, Galo; Remmen, Roy; Verhoeven, Veronique; Van Royen, Paul; Hendrickx, Kristin

    2014-07-31

    The aim of this study was to assess the possible mismatch of obstetrical skills between the training offered in Ecuadorian medical schools and the tasks required for compulsory rural service. Primary care, rural health centres in Southern Ecuador. A total of 92 recent graduated medical doctors during their compulsory rural year. A web-based survey was developed with 21 obstetrical skills. The questionnaire was sent to all rural doctors who work in Loja province, Southern Ecuador, at the Ministry of Health (n=92). 'importance of skills in rural practice' with a five-point Likert-type scale (1= strongly disagree; 5= strongly agree); and 'clerkship experience' using a nominal scale divided in five levels: level 1 (not seen, not performed) to level 5 (performed 10 times or more). Spearman's rank correlation coefficient (r) was used to observe associations. A negative correlation was found in the skills: 'episiotomy and repair', 'umbilical vein catheterisation', 'speculum examination', 'evaluation of cervical dilation during active labour', 'neonatal resuscitation' and 'vacuum-assisted vaginal delivery'. For instance 'Episiotomy and repair' is important (strongly agree and agree) to 100% of respondents, but in practice, only 38.9% of rural doctors performed the task three times and 8.3% only once during the internship, similar pattern is seen in the others. In this study we have noted the gap between the medical needs of populations in rural areas and training provided during the clerkship experiences of physicians during their rural service year. It is imperative to ensure that rural doctors are appropriately trained and skilled in the performance of routine obstetrical duties. This will help to decrease perinatal morbidity and mortality in rural Ecuador. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  3. Enhancing Moral and Ethical Judgment through the Use of Case Histories: An Ethics Course for Pre-Service Teachers

    Science.gov (United States)

    Mc Danel de García, Mary Anne

    2013-01-01

    This article refers to an action research project involving pre-service teachers. The purpose of this study was to determine if specific learning outcomes could be successfully employed as objectives for an ethics course for preservice teacher preparation. Real life case histories were used by students to identify and reflect upon moral and…

  4. Elementary Education Pre-Service Teachers' Development of Mathematics Technology Integration Skills in a Technology Integration Course

    Science.gov (United States)

    Polly, Drew

    2015-01-01

    Preparing pre-service teachers to effectively integrate technology in the classroom requires rich experiences that deepen their knowledge of technology, pedagogy, and content and the intersection of these aspects. This study examined elementary education pre-service teachers' development of skills and knowledge in a technology integration course…

  5. Examining the Impact of Educational Technology Courses on Pre-Service Teachers' Development of Technological Pedagogical Content Knowledge

    Science.gov (United States)

    Hsu, Pi-Sui

    2012-01-01

    The purpose of this qualitative study was to examine the impact of educational technology courses on pre-service teachers' development of knowledge of technology integration in a teacher preparation program in the USA. The present study was conducted with eight pre-service teachers enrolled in the elementary teacher education program at a large…

  6. Hopes and Fears for Science Teaching: The Possible Selves of Preservice Teachers in a Science Education Program

    Science.gov (United States)

    Hong, Ji; Greene, Barbara

    2011-01-01

    Given the high attrition rate of beginning science teachers, it is imperative to better prepare science preservice teachers, so that they can be successful during the early years of their teaching. The purpose of this study was to explore science preservice teachers' views of themselves as a future teacher, in particular their hopes and fears for…

  7. 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…

  8. MULTIMODAL FEEDBACK PROVISION IN IMPROVING PRE-SERVICE TEACHERS’ COMPETENCE

    Directory of Open Access Journals (Sweden)

    Fazri Nur Yusuf

    2017-09-01

    Full Text Available Studies on potentials of feedback over English language teaching seem not to have not been well-revealed, including studies on the use of feedback to improve English pre-service teachers’ competence. The present study investigates to what extent a multimodal feedback can influence pre-service teachers’ teaching, and which teaching aspects are influenced. Twenty five pre-service teachers taking Microteaching Course served as respondents supervised by a course advisor. The data were collected by teacher observation in a rating-scale form, self-appraisal, and interviews. The data were analyzed by using correlated sample t-test and the eight teaching components proposed by Brown (2001. The results showed that after multimodal feedback provision, pre-service teachers indicated an improvement significantly in seven out of eight teaching aspects. The provision of multimodal feedback could improve their teaching competence on preparation, instructional objective elicitation, mastery of instructional materials, use of media, and classroom management, including classroom language. But, the results do not indicate that they perform well on reflection and follow-up due to some reasons. In addition, the results evince that multimodal feedback provision could improve pre-service teachers’ pedagogical competence when the multimodal feedback is integrated with content, interpersonal relationship, and management.

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

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    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.

  10. Virtual Mentoring of Preservice Teachers

    Science.gov (United States)

    Reese, Jill

    2016-01-01

    The purpose of the study was to describe music teachers' perceptions of the benefits and challenges they experienced as virtual mentors of preservice music teachers. Each mentor was assigned a cohort of preservice teachers who were enrolled in an elementary general music methods course. Cohorts observed their mentor's teaching via Skype. Mentors…

  11. Evolution in the Southeastern USA: Factors Influencing Acceptance and Rejection in Pre-Service Science Teachers

    Science.gov (United States)

    Glaze, Amanda L.; Goldston, M. Jenice; Dantzler, John

    2015-01-01

    Evolution continues to be a controversial topic around the world but nowhere is this more apparent locally than in the Southeastern region of the USA. In this study, we explored acceptance and rejection of evolution among pre-service science teachers in a teaching college in the rural Southeast and sought to determine (1) what relationships exist…

  12. Exploring Pre-Service Physical Education Teacher Technology Use during Student Teaching

    Science.gov (United States)

    Jones, Emily M.; Baek, Jun-hyung; Wyant, James D.

    2017-01-01

    Purpose: The purpose of this study was to investigate the factors influencing preservice teachers' (PST) experiences integrating technology within a guided action-based research project in the context of student teaching. Methods: Participants were enrolled at a rural, mid-Atlantic university (N = 80, 53 male; 27 female). Researchers retrieved…

  13. Pre-Service Teachers’ Attitudes Toward Teaching Science and Their Science Learning at Indonesia Open University

    OpenAIRE

    Nadi SUPRAPTO; Ali MURSID

    2017-01-01

    This study focuses on attitudes toward (teaching) science and the learning of science for primary school among pre-service teachers at the Open University of Indonesia. A three-year longitudinal survey was conducted, involving 379 students as pre-service teachers (PSTs) from the Open University in Surabaya regional office. Attitudes toward (teaching) science’ (ATS) instrument was used to portray PSTs’ preparation for becoming primary school teachers. Data analyses were used, including descrip...

  14. Developing pre-service science teachers' pedagogical content knowledge by using training program

    Science.gov (United States)

    Udomkan, Watinee; Suwannoi, Paisan

    2018-01-01

    A training program was developed for enhancing pre-service science teachers' pedagogical content knowledge (PCK). The pre-service science teachers are able to: understand science curriculum, knowledge of assessment in science, knowledge of students' understanding of science, instructional strategies and orientations towards science teaching, which is conceptualized as PCK [5]. This study examined the preservice science teachers' understandings and their practices which include five pre-service science teachers' PCK. In this study, the participants demonstrated their PCK through the process of the training program by writing content representations (CoRes), preparing the lesson plans, micro-teaching, and actual teaching respectively. All pre-service science teachers' performs were collected by classroom observations. Then, they were interviewed. The results showed that the pre-service science teachers progressively developed knowledge components of PCK. Micro-teaching is the key activities for developing PCK. However, they had some difficulties in their classroom teaching. They required of sufficient ability to design appropriate instructional strategies and assessment activities for teaching. Blending content and pedagogy is also a matter of great concern. The implication of this study was that science educators can enhance pre-service science teachers' PCK by fostering their better understandings of the instructional strategies, assessment activities and blending between content and pedagogy in their classroom.

  15. Use of Elements of Theatre as Teaching Strategies to Increase Preservice Teacher Self-Efficacy and Proficiency in the Art, Science, and Business of Teaching

    Science.gov (United States)

    Davidson, Maaike T.

    2013-01-01

    This sequential, mixed method, QUAN-QUAL study redefines the craft of teaching into the science ("what"), art ("how"), and the business of teaching to assess and prepare preservice teachers. It also measures the effectiveness of using theatrical elements as teaching strategies to effectively develop preservice teachers in the…

  16. Wikis: Developing pre-service teachers’ leadership skills and knowledge of content standards

    Directory of Open Access Journals (Sweden)

    Angelia Reid-Griffin

    2016-03-01

    Full Text Available In this initial phase of our multi-year research study we set out to explore the development of leadership skills in our pre-service secondary teachers after using an online wiki, Wikispaces. This paper presents our methods for preparing a group of 13 mathematics and 3 science secondary pre-service teachers to demonstrate the essential knowledge, skills and dispositions of beginning teacher leaders. Our findings indicate the pre-service teachers' overall satisfaction with demonstrating leadership through collaborative practices. They were successful in these new roles as teacher/collaborator within the context of communication about content standards. Though the candidates participated in other collaborative tasks, this effort was noted for bringing together technology, content standards and leadership qualities that are critical for beginning teachers. Implications for addressing the preservice teachers' development of leadership skills, as they become professional teachers will be shared.

  17. 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.

  18. What do preservice teachers from the USA and the UK know about dyslexia?

    Science.gov (United States)

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

    2014-02-01

    The purpose of the study was to examine the knowledge base of preservice teachers from the USA and the UK of dyslexia as a language-based learning disability. A survey (both US and UK versions) was constructed using current research-based understandings of dyslexia as a language-based learning disability. One hundred and one preservice teachers from the USA and 70 preservice teachers from the UK were administered the survey. Results indicated that participants in the two groups demonstrated some similar accurate knowledge about dyslexia as well as displaying some common misunderstandings about dyslexia. Recommendations concerning preservice teacher preparation and professional development for in-service teachers about dyslexia as well as future research directions are discussed. Copyright © 2013 John Wiley & Sons, Ltd.

  19. The Urban Teaching Cohort: Pre-Service Training to Support Mental Health in Urban Schools

    Science.gov (United States)

    Schwartz, Tammy; Dinnen, Hannah; Smith-Millman, Marissa K.; Dixon, Maressa; Flaspohler, Paul D.

    2017-01-01

    Supporting students' mental health needs is critical in high-poverty urban school districts where many students are at risk for mental health problems. Although teacher-student relationships are at the core of student mental health promotion in the classroom, many teacher preparation programmes do not adequately prepare pre-service teachers…

  20. Taenia solium metacestode preparation in rural areas of sub-Saharan Africa: a source for diagnosis and research on cysticercosis.

    Science.gov (United States)

    Schmidt, V; Sikasunge, C S; Odongo-Aginya, E; Simukoko, C; Mwanjali, G; Alarakol, S; Ovuga, E; Matuja, W; Kihamia, C; Löscher, T; Winkler, A S; Bretzel, G

    2015-03-01

    Taenia solium metacestodes/cysts obtained from pig carcasses constitute a primary source for diagnostic tools used for the detection of human cysticercosis. Data on T. solium cyst preparation in Africa is still scarce but required to establish independent reference laboratories. The aim of the present study is a) to present the likely yield of T. solium cyst material by the use of two different preparation methods in the field and b) to investigate its suitability for immunodiagnosis of human cysticercosis. In Zambia, Uganda and Tanzania 670 pigs were screened for T. solium infection. Cysts were prepared by 'shaking method' and 'washing method'. Generated crude antigens were applied in a standard western blot assay. 46 out of 670 pigs (6.9%) were found positive for T. solium (Zambia: 12/367, 3.3%; Uganda: 11/217, 5.1%; Tanzania 23/86, 26.7%). Mean values of 77.7 ml whole cysts, 61.8 ml scolices/membranes and 10.9 ml cyst fluid were obtained per pig. Suitability of collected material for the use as crude antigen and molecular diagnostic techniques was demonstrated. This study clearly shows that T. solium cyst preparation in African settings by simple field methods constitutes an effective way to obtain high quality material as source for diagnostic tools and research purposes.

  1. Preservice elementary teachers' actual and designated identities as teachers of science and teachers of students

    Science.gov (United States)

    Canipe, Martha Murray

    stories and enactments in order to determine which storytellers were significant narrators for the preservice teachers' identities. The findings from this study show that significant narrators vary among the preservice teachers and include artifacts such as curriculum materials and instructional models in addition to people who are expected to be significant narrators. Furthermore, differences between preservice teachers' actual and designated identities influence opportunities to learn about what it means to be a teacher of science and students. This took different forms with each preservice teacher. In one case the preservice teacher worked to enact aspects of her designated identity and reflected about how she was not quite able to be the teacher of science she wanted to be as a novice teacher. Another case showed how the gap between actual and designated identities could limit opportunities to learn when the preservice teacher's strong actual identity as a novice led her to consider certain aspects of her designated identity as things which could not even be tried at this point. Finally, in the third case the preservice teacher's strong actual identity limited opportunities to develop a designated identity because she did not see herself as being a different kind of teacher of science in the future than she was right now as a student teacher. These findings suggest that supporting preservice elementary teacher identity development as teachers of science is an important part of preparing them to teach science in ways that engage students in scientific practices. Additionally, it is essential to examine identity stories and enactments in concert with each other in order to gain deeper understandings of how identities are developed and put into practice in classrooms.

  2. Pre-Service and Mentor Teachers' Perceptions Regarding the Level of Technology Integration in the Curriculum

    Science.gov (United States)

    Moye, Gatsy A.

    2017-01-01

    The purpose of this phenomenological qualitative study was to explore perceptions of pre-service and mentor teachers regarding the level of integrating technology in the curriculum of 21 selected classrooms in eight rural school districts in Southeast Texas. The following research questions guided this phenomenological study: 1. What are…

  3. PRE-SERVICE TEACHERS’ TRAINING IN INFORMATION COMMUNICATION AND TECHNOLOGY FOR THE ESL CLASSROOMS IN MALAYSIA

    Directory of Open Access Journals (Sweden)

    Chan Yuen FOOK

    2011-07-01

    Full Text Available Today there is sufficient evidence that Information and Communication Technologies (ICT henceforth has a significant influence on the teaching and learning process that takes places in the classroom. Therefore, this study sought to investigate the ESL pre-service teachers’ attitudes, competency and preparation in integrating ICT in their teaching and learning activities. The study employed a quantitative survey method and involved a total of 70 pre-service Teaching English as Second Language (TESL teachers in the Faculty of Education from a public university in Malaysia. These pre-service teachers, who had undergone 12 weeks of practicum teaching in secondary schools, were given a set of questionnaire and the data gathered from the questionnaires were statistically analyzed. The results indicated that the pre-service teachers do possess positive attitudes, moderate level of competency and are adequately prepared in integrating ICT in the classroom. The study also highlighted that the lack of facilities and technical malfunction in schools as the biggest obstacle for the pre-service teachers in their efforts to integrate ICT in the classroom. These result suggested that teachers must be well prepared for ICT use in the classroom. Therefore continuous training and ICT courses should be seen as solution in assisting teachers strengthen their ICT skills and in encouraging them to keep up to date with newer technologies.

  4. Pre-service Home Economics Teachers’ Attitudes on Selected Aspects of Practical Teaching

    Directory of Open Access Journals (Sweden)

    Francka Lovšin Kozina

    2016-09-01

    Full Text Available This paper presents the results of a study conducted among pre-service home economics teachers from the Faculty of Education of the University of Ljubljana with different levels of practical experience in teaching. The pre-service Home Economics teachers in the 3rd year of their studies had just completed their first class of teaching experience in contrast to the pre-service teachers from the 4th year of their faculty studies, who had conducted more teaching lessons. The results showed that the 4th-year pre-service teachers had fewer doubts and problems concerning the planning and conducting of a lesson. They also statistically significantly agreed that they are sufficiently prepared to teach than the 3rd-year pre-service teachers are. The results showed that the majority of the pre-service teachers agreed that the feedback from their colleagues was helpful for their professional development. The results suggest the importance of practical teaching experience in the context of professional development and the intention to continue a career in education. However, the results also revealed some critical points in the teacher’s development of competency. The results suggest problems related to the application of theoretical knowledge on the children’s development in practice and problems related to classroom management in specific situations.

  5. Prepared to react? Assessing the functional capacity of the primary health care system in rural Orissa, India to respond to the devastating flood of September 2008

    Directory of Open Access Journals (Sweden)

    Michael Marx

    2012-03-01

    Full Text Available Background: Early detection of an impending flood and the availability of countermeasures to deal with it can significantly reduce its health impacts. In developing countries like India, public primary health care facilities are frontline organizations that deal with disasters particularly in rural settings. For developing robust counter reacting systems evaluating preparedness capacities within existing systems becomes necessary. Objective: The objective of the study is to assess the functional capacity of the primary health care system in Jagatsinghpur district of rural Orissa in India to respond to the devastating flood of September 2008. Methods: An onsite survey was conducted in all 29 primary and secondary facilities in five rural blocks (administrative units of Jagatsinghpur district in Orissa state. A pre-tested structured questionnaire was administered face to face in the facilities. The data was entered, processed and analyzed using STATA® 10. Results: Data from our primary survey clearly shows that the healthcare facilities are ill prepared to handle the flood despite being faced by them annually. Basic utilities like electricity backup and essential medical supplies are lacking during floods. Lack of human resources along with missing standard operating procedures; pre-identified communication and incident command systems; effective leadership; and weak financial structures are the main hindering factors in mounting an adequate response to the floods. Conclusion: The 2008 flood challenged the primary curative and preventive health care services in Jagatsinghpur. Simple steps like developing facility specific preparedness plans which detail out standard operating procedures during floods and identify clear lines of command will go a long way in strengthening the response to future floods. Performance critiques provided by the grass roots workers, like this one, should be used for institutional learning and effective preparedness

  6. Minority Pre-service Teachers' and Faculty Training on Climate Change Education in Delaware State University

    Science.gov (United States)

    Ozbay, G.; Fox-Lykens, R.; Veron, D. E.; Rogers, M.; Merrill, J.; Harcourt, P.; Mead, H.

    2015-12-01

    Delaware State University is working toward infusing undergraduate education with climate change science and enhancing the climate change learning content of pre-service teacher preparation programs as part of the MADE-CLEAR project (www.madeclear.org). Faculty development workshops have been conducted to prepare and educate a cadre of faculty from different disciplines in global climate science literacy. Following the workshops, the faculty participants have integrated climate literacy tenets into their existing curriculum. Follow up meetings have helped the faculty members to use specific content in their curriculum such as greenhouse gases, atmospheric CO2, sea level rise, etc. Additional training provided to the faculty participants in pedagogical methods of climate change instruction to identify common misconceptions and barriers to student understanding. Some pre-service teachers were engaged in summer internships and learned how to become messenger of climate change science by the state parks staff during the summer. Workshops were offered to other pre-service teachers to teach them specific climate change topics with enhanced hands-on laboratory activities. The participants were provided examples of lesson plans and guided to develop their own lesson plans and present them. Various pedagogical methods have been explored for teaching climate change content to the participants. The pre-service teachers found the climate content very challenging and confusing. Training activities were modified to focus on targeted topics and modeling of pedagogical techniques for the faculty and pre-service teachers. Program evaluation confirms that the workshop participant show improved understanding of the workshop materials by the participants if they were introduced few climate topics. Learning how to use hands-on learning tools and preparing lesson plans are two of the challenges successfully implemented by the pre-service teachers. Our next activity includes pre-service

  7. Preservice Teachers' Understanding of Variable

    Science.gov (United States)

    Brown, Sue; Bergman, Judy

    2013-01-01

    This study examines the research on middle school students' understanding of variables and explores preservice elementary and middle school teachers' knowledge of variables. According to research studies, middle school students have limited understanding of variables. Many studies have examined the performance of middle school students and offered…

  8. Practicing Improvisation: Preparing Multicultural Educators

    Science.gov (United States)

    Hull, Karla

    2015-01-01

    Preparing competent multicultural educators involves a dynamic process requiring constant self-reflection and assisting pre-service teachers to sharpen their cultural vision as they learn to be responsive educators. Reflections on lessons learned as a teacher educator are shared through personal experiences that are identified as keys to prepare…

  9. Preservice science teachers' experiences with repeated, guided inquiry

    Science.gov (United States)

    Slack, Amy B.

    The purpose of this study was to examine preservice science teachers' experiences with repeated scientific inquiry (SI) activities. The National Science Education Standards (National Research Council, 1996) stress students should understand and possess the abilities to do SI. For students to meet these standards, science teachers must understand and be able to perform SI; however, previous research demonstrated that many teachers have naive understandings in this area. Teacher preparation programs provide an opportunity to facilitate the development of inquiry understandings and abilities. In this study, preservice science teachers had experiences with two inquiry activities that were repeated three times each. The research questions for this study were (a) How do preservice science teachers' describe their experiences with repeated, guided inquiry activities? (b) What are preservice science teachers' understandings and abilities of SI? This study was conducted at a large, urban university in the southeastern United States. The 5 participants had bachelor's degrees in science and were enrolled in a graduate science education methods course. The researcher was one of the course instructors but did not lead the activities. Case study methodology was used. Data was collected from a demographic survey, an open-ended questionnaire with follow-up interviews, the researcher's observations, participants' lab notes, personal interviews, and participants' journals. Data were coded and analyzed through chronological data matrices to identify patterns in participants' experiences. The five domains identified in this study were understandings of SI, abilities to conduct SI, personal feelings about the experience, science content knowledge, and classroom implications. Through analysis of themes identified within each domain, the four conclusions made about these preservice teachers' experiences with SI were that the experience increased their abilities to conduct inquiry

  10. Profesional Competencies among Pre-Service Teachers in Special Education from Their Perspectives

    Science.gov (United States)

    Theeb, Raied Sheikh; Muhaidat, Mohammad Ali; Al-Zboon, Eman Khleif

    2014-01-01

    Due to the contemporary educational reform, the movement of teachers' preparation based on the competencies became the most prominent field of study. The current study aimed at exploring Professional Competencies among special education pre-service teachers (N = 112) and the level of their competencies' practice from their perspectives.…

  11. The Role of Mobile Technologies in Pre-Service Foreign Language Teacher Education

    Science.gov (United States)

    Tolosa, Constanza

    2017-01-01

    Pre-service teacher education plays a pivotal role in ensuring that future teachers are prepared to integrate technology effectively to their teaching. One way of improving readiness in future teachers is integrating mobile technologies to discipline-specific teacher education courses. This article presents three case studies drawn from…

  12. Promoting School Mental Health Competencies: Exploring the Utility of Decision Cases for Pre-Service Learning

    Science.gov (United States)

    Iachini, Aidyn L.; Wolfer, Terry A.

    2015-01-01

    Preparation of the school mental health (SMH) workforce is an important priority. Significant gaps remain, however, in our understanding of which pre-service training strategies may be most effective for promoting essential cross-disciplinary SMH competencies. In response, this paper describes the case method of teaching and provides pilot…

  13. 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…

  14. Preservice Teachers' Views about E-Book and Their Levels of Use of E-Books

    Science.gov (United States)

    Yalman, Murat

    2014-01-01

    Currently, using technological tools in education has made it compulsory to learn about these tools. For preservice teachers, who are students at education faculties at universities, it seems very important that they make use of these tools in their professional lives and teach them to their pupils. The teaching materials designed and prepared in…

  15. Learning to Notice Mathematics Instruction: Using Video to Develop Preservice Teachers' Vision of Ambitious Pedagogy

    Science.gov (United States)

    van Es, Elizabeth A.; Cashen, Mary; Barnhart, Tara; Auger, Anamarie

    2017-01-01

    Video is used extensively in teacher preparation, raising questions about what and how preservice teachers learn through video observation and analysis. We investigate the development of candidates' noticing of ambitious mathematics pedagogy in the context of a video-based course designed to cultivate ways of seeing and interpreting classroom…

  16. Case-Based Pedagogy Using Student-Generated Vignettes: A Pre-Service Intercultural Awareness Tool

    Science.gov (United States)

    Cournoyer, Amy

    2010-01-01

    This qualitative study investigated the effectiveness of case-based pedagogy as an instructional tool aimed at increasing cultural awareness and competence in the preparation of 18 pre-service and in-service students enrolled in an Intercultural Education course. Each participant generated a vignette based on an instructional challenge identified…

  17. Teacher Education: The Application of Fisher's LSD Matrix in the Evaluation of Preservice Teachers.

    Science.gov (United States)

    Stolworthy, Reed L.

    The degrees of variance among three groups of evaluators relative to their assessments of the teaching competencies of preservice teacher education students were studied. Subjects included groups of 23 and 32 undergraduates who were certified to teach by the teacher preparation program at Washburn University in Topeka (Kansas) in 1987 and in 1988,…

  18. The Principle-Practical Discourse Edge: Elementary Preservice and Mentor Teachers Working Together on Colearning Tasks

    Science.gov (United States)

    Gunckel, Kristin L.; Wood, Marcy B.

    2016-01-01

    A major challenge in preparing elementary teachers to teach inquiry-based science is finding qualified mentor teachers who use research-based approaches to teach science in their classrooms. This situation means preservice teachers often see few connections between the research-based principles for teaching science they learn in university-based…

  19. Using Citizen Science to Engage Preservice Elementary Educators in Scientific Fieldwork

    Science.gov (United States)

    Scott, Catherine M.

    2016-01-01

    Preservice elementary teachers' lack of confidence in teaching science is an ongoing concern. Only 29% of elementary teachers in the field felt "very well prepared to teach life science," according to the National Survey of Science and Mathematics Education. Research has suggested that bridging informal and formal science education can…

  20. 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…

  1. Bringing Digital Storytelling to the Elementary Classroom: Video Production for Preservice Teachers

    Science.gov (United States)

    Shelton, Catharyn C.; Archambault, Leanna M.; Hale, Annie E.

    2017-01-01

    This study presents and evaluates a 7-week learning experience embedded in a required content-area course in a teacher preparation program, in which 31 preservice elementary teachers produced digital storytelling videos and considered how this approach may apply to their future classrooms. Qualitative and quantitative data from preservice…

  2. Web 2.0 Technologies: The Best-Fit Model for Preservice Teachers

    Science.gov (United States)

    Amundson, Lisa

    2017-01-01

    Web 2.0 technologies facilitate teacher partnerships in today's diverse classrooms. Teacher preparation programs are seeking the factors to support their students desire to use these technologies. A total of 590 preservice teachers reported the factors that lead to their behavioral intentions to use Web 2.0 technologies. Using the theoretical…

  3. Preparedness of Pre-Service Teachers for Inclusive Education in the Solomon Islands

    Science.gov (United States)

    Sharma, Umesh; Simi, Janine; Forlin, Chris

    2015-01-01

    Recent policy changes in the Pacific Islands have seen a strong emphasis on implementing inclusive education. Preparing teachers for this change in education will be essential if they are to have the knowledge, skills and understandings so that they can become inclusive practitioners. Pre-service teacher education will play a critical role in…

  4. Does Classroom Management Coursework Influence Pre-service Teachers' Perceived Preparedness or Confidence?

    Science.gov (United States)

    O'Neill, Sue; Stephenson, Jennifer

    2012-01-01

    There has been conjecture that completing focused coursework units on classroom management during pre-service teacher preparation might lead to increased feelings of preparedness and confidence. This study reports the preparedness in managing specific problem behaviours, familiarity, and confidence in using management strategies and models of…

  5. Factors That Predict Pre-Service Teachers' Teaching Performance

    Science.gov (United States)

    Corcoran, Roisin P.; O'Flaherty, Joanne

    2018-01-01

    Understanding the factors that contribute to an effective teacher has the potential to influence selection and preparation of pre-service teachers and may influence student outcomes. Prior research suggests a relationship between teacher characteristics (academic achievement, verbal ability, gender) and teacher effectiveness, however, these…

  6. Mathematical Investigations for Supporting Pre-Service Primary Teachers Repeating a Mathematics Education Course

    Science.gov (United States)

    Bailey, Judy

    2014-01-01

    Preparing to become an effective primary school mathematics teacher is a challenging and complex task; and is influenced by one's past experiences, personal knowledge of, and beliefs and attitudes towards mathematics. This paper examines the experiences of a small group of pre-service teachers who did not pass their first year mathematics…

  7. Examining Technology and Teaching Efficacy of Preservice Teacher Candidates: A Deliberate Course Design Model

    Science.gov (United States)

    Willis, Jana M.

    2015-01-01

    Training programs that improve technology self-efficacy of teacher candidates will better prepare candidates to overcome technology challenges with greater levels of confidence. The purpose of this study was to examine self-efficacy levels of preservice teacher candidates who participated in scaffolded technology training designed to establish and…

  8. Help! They Don't Speak English: Partnering Preservice Teachers with Adult English Language Learners

    Science.gov (United States)

    Hooks, Laura M.

    2008-01-01

    It is well documented that parent and family involvement in children's education correlates with success in school. The increasing number of English Language Learners in public schools has created a need for teacher educators to prepare preservice teachers to be able to work with families who have limited English. This study examined the outcomes…

  9. Searching for Mirrors: Preservice Teachers' Journey toward More Culturally Relevant Pedagogy

    Science.gov (United States)

    Christ, Tanya; Sharma, Sue Ann

    2018-01-01

    Culturally relevant text selection and pedagogy support students' motivation, engagement, literacy outcomes, and positive identity formation. Nevertheless, there is limited research on teacher preparation that fosters these outcomes. We explore 17 preservice teachers' challenges and successes with culturally relevant text selection and pedagogy…

  10. Developing Mathematical Content Knowledge for Teaching: One Preservice Teacher and Her Planning

    Science.gov (United States)

    Wilson, Susanna

    2016-01-01

    This paper describes how a new pre-service teacher engaged with mathematical content in order to learn it for teaching, during practicum. The results show that the PST learned mathematical content by initiating and carrying out a preparation phase prior to planning. This phase involved searching through internet sites and making notes that were…

  11. Family Mathematics Nights: An Opportunity to Improve Preservice Teachers' Understanding of Parents' Roles and Expectations

    Science.gov (United States)

    Bofferding, Laura; Kastberg, Signe; Hoffman, Andrew

    2016-01-01

    Providing preservice teachers with opportunities to engage with parents and begin to see them as collaborators in their children's education is a persistent challenge in mathematics methods courses and teacher preparation programs more broadly. We describe the use of family mathematics nights as a model for engaging parents and preservice…

  12. Shifting Preservice Teachers' Beliefs and Understandings to Support Pedagogical Change in Mathematics

    Science.gov (United States)

    Letwinsky, Karim Medico; Cavender, Monica

    2018-01-01

    Many preservice teacher (PST) programs throughout the world are preparing students to implement the Core Standards, which require deeper conceptual understandings of mathematics and an informed approach for teaching. In this qualitative multi-case study, researchers explored the teaching methods for two university instructors and changes in PSTs…

  13. Use of Creative Drama in Science and Mathematics by Preservice Elementary Teachers

    Science.gov (United States)

    Ozdemir, Pinar; Akkus Cikla, Oylum

    2005-01-01

    The purpose of this study is to analyse science and mathematics lesson plans prepared in the light of drama based instruction by preservice elementary teachers. For this purpose, 12 female participants were chosen volunteerly. They gained basic knowledge and experience about creative drama by involving sample creative drama activities and lesson…

  14. Evaluation of Mathematical Game Design Skills of Pre-Service Classroom Teachers

    Science.gov (United States)

    Pilten, Pusat; Pilten, Gülhiz; Divrik, Ramazan; Divrik, Fatma

    2017-01-01

    The purpose of the research is to evaluate the games prepared by pre-service classroom teachers within the scope of "Mathematics Teaching 1" and "Mathematics Teaching 2" courses, which are included in the undergraduate classroom teaching programs in Turkey, and to make predictions on the game design skills of pre-service…

  15. Attitudes of Pre-Service Music Teachers towards Value Education in Turkey

    Science.gov (United States)

    Egilmez, Özgür; Egilmez, Hatice Onuray; Engür, Doruk

    2018-01-01

    In the music education curriculum, which is implemented from 2017-2018 academic year, the directive for teaching values was prepared for the first time. In this context, the research was conducted by comparing the attitudes of pre-service music teachers towards values education in terms of some variables, which will be included in the courses of…

  16. Connecting Attitudes toward Teaching and Pedagogical Formation Courses: A Study of Turkish Pre-Service Teachers

    Science.gov (United States)

    Parylo, Oksana; Süngü, Hilmi; Ilgan, Abdurrahman

    2015-01-01

    This quantitative study aimed to examine (1) the pre-service teachers' attitudes toward the teaching profession and (2) whether their attitudes are impacted by the pedagogical formation courses that are part of teacher preparation. The findings of the pre-test showed that participants had positive attitudes toward teaching as a profession.…

  17. Examining Preservice Elementary Teachers' Technology Self-Efficacy: Impact of Mobile Technology-Based Physics Curriculum

    Science.gov (United States)

    Menon, Deepika; Chandrasekhar, Meera; Kosztin, Dorina; Steinhoff, Douglas

    2017-01-01

    While iPads and other mobile devices are gaining popularity in educational settings, challenges associated with teachers' use of technology continue to hold true. Preparing preservice teachers within teacher preparation programs to gain experience learning and teaching science using mobile technologies is critical for them to develop positive…

  18. Academic gender stereotypes of pre-service teachers

    Directory of Open Access Journals (Sweden)

    Ćirović Ivana

    2013-01-01

    Full Text Available This research was aimed at studying the content of academic gender stereotypes of pre-service teachers who are being prepared for working in different cycles of education. The sample included 408 students of teaching programmes of the Teacher Training College, Faculty of Mathematics and Faculty of Philology in Belgrade. It has been established that future class and subject teachers have gender stereotypes about the interests and achievements of students in different school subjects. pre-service teachers from both groups are of the opinion that girls get interested more easily than boys in the majority of school subjects, as well as that girls are more talented for the subjects in the field of humanities and languages, while boys are more talented for the subjects in the field of sciences. Pre-service teachers estimate that boys typically have a low achievement in languages, arts and music, while girls have a low achievement in physics, computer science, technical sciences and physical education. Since teachers’ gender stereotypes can affect students’ achievement, educational and career choices, it is important to raise awareness about the content and consequences of such beliefs in teachers and focus on certain actions towards their altering. [Projekat Ministarstva nauke Republike Srbije, br. 179034: Od podsticanja inicijative, saradnje, stvaralaštva u obrazovanju do novih uloga i identiteta u društvu i br. 47008: Unapređivanje kvaliteta i dostupnosti obrazovanja u procesima modernizacije Srbije

  19. Pre-Service Elementary Teachers’ Scientific Literacy and Self-Efficacy in Teaching Science

    Directory of Open Access Journals (Sweden)

    Adam Al Sultan

    2018-02-01

    Full Text Available Many educators and educational institutions worldwide have agreed that the main goal of science education is to produce a scientifically literate community. Science teachers are key to the achievement of scientific literacy at all levels of education because of the essential role they play in preparing scientifically literate individuals. Studies show that pre-service elementary teachers need to build more confidence in teaching science and scientific literacy during their teacher education programs in order for them to successfully teach science knowledge to their students. Therefore, the purpose of this study is threefold. First, pre-service elementary teachers' scientific literacy levels were examined. Second, pre-service teachers' self-efficacy beliefs were measured by distinguishing between their personal and subject-specific self-efficacy beliefs. Third, the extent to which pre-service elementary teachers' scientific literacy levels and self-efficacy levels are related was investigated. Participants were 49 pre-service elementary teachers registered in two science methods courses (introductory and advanced at a mid-sized university in the United States. Quantitative data were collected using the Test of Basic Scientific Literacy, the Science Teaching Efficacy Belief Instrument-Preservice, and Beliefs about Teaching. Results showed that participants had a satisfactory level of scientific literacy. However, pre-service teachers had borderline scores on the Nature of Science scale. Regarding self-efficacy, findings showed that both groups had the highest self-efficacy in teaching biology and the lowest in teaching physics. Participants in the advanced science methods course exhibited a moderate preexisting positive relationship between scientific literacy and subject-specific self-efficacy in teaching science.

  20. The Pain and Ecstasy: Pre-service Teacher Perceptions On Changing Teacher Roles and Technology

    Directory of Open Access Journals (Sweden)

    Dean Dyer

    2000-01-01

    Full Text Available Are pre-service teachers really open to change? Are they prepared for the shifts in their roles that are likely to occur over the next few decades? Are they developing a critical consciousness, to better assume leadership roles in educational change? These questions framed this exploration which qualitatively investigated pre-service teachers' perceptions of their role as educators in relation to advanced technologies. Pre-service teachers were asked to respond to a reading identifying (via an open ended think paper assignment what they liked and did not like about the future vision of education offered in the reading. Their responses indicate a strong conflict between the desire to work with motivated, responsible students who are actively engaged in their own learning and their notion of what a teacher should be, based on their own experiences in schools.

  1. "Over the Hill" Is Not so Far Away: Crossing Teaching Contexts to Create Benefits for All through Rural Teaching Experiences

    Science.gov (United States)

    Hudson, Suzanne; Millwater, Jan

    2009-01-01

    Attracting and retaining quality teachers to rural and remote areas has been a challenge over the last decade. Many preservice teachers are reluctant to experience a rural and remote practicum and may not consider applying to teach in such areas when they graduate. Education departments and universities need to explore innovative ways that will…

  2. The efficacy beliefs of preservice science teachers in professional development school and traditional school settings

    Science.gov (United States)

    Newsome, Demetria Lynn

    Teachers' efficacy beliefs have been shown to correlate positively with to the successful implementation of science reform measures (National Research Council, 1996) and are context specific (Koul & Rubba, 1999). Studies on teacher efficacy in specific contexts have been conducted including the availability of resources and parent support (Tschannen-Moran & Hoy, 2002), classroom management (Emmer & Hickman, 1990; Raudenbush, Rowen, & Cheong, 1992); and institutional climate and behavior of the principal (Hoy & Woolfolk, 1993). The purpose of this study was to compare the science teaching efficacy beliefs of teacher interns prepared in professional development schools with those of student teachers prepared in traditional school settings. Other variables examined included academic level, academic major, and area of science concentration. Preservice science teacher efficacy beliefs were measured using the Science Teaching Efficacy Beliefs Instrument for Preservice Science Teachers, STEBI Form B (Enoch & Riggs, 1990) with demographic information being collected by an accompanying questionnaire. Analyses included scoring the surveys on two scales, Personal Science Teaching Efficacy Beliefs Scale and the Outcome Expectancy Scale, calculating descriptive statistics, as well as performing MANOVAS and correlations. Results indicate that preservice science teachers working in professional development schools exhibit higher personal science teaching efficacy beliefs. This finding corroborates previous studies on the efficacy beliefs of preservice teachers working in PDS schools (Long, 1996; Sandholtz & Dadlez, 2000). Results also show a strong correlation between the personal science teaching efficacy beliefs and the setting where student teaching takes place. In addition, significant differences were found in the personal science teaching efficacy beliefs between elementary education majors and science majors, science education majors, and secondary education majors

  3. 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.…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. Effective Communication between Preservice and Cooperating Teachers

    Science.gov (United States)

    Lawley, Ji Ji; Moore, Jenifer; Smajic, Almir

    2014-01-01

    This article reviews research on communication between preservice and cooperating teachers during a teacher internship. The research reveals that poor communication between preservice teachers and cooperating teachers can cause barriers to planning lessons, feedback, and teaching experiences. Additionally, research indicates that…

  9. Slovenian Pre-Service Teachers' Prototype Biography

    Science.gov (United States)

    Lipovec, Alenka; Antolin, Darja

    2014-01-01

    In this article we apply narrative methodology to the study of pre-service elementary teachers' school-time memories connected to mathematics education. In the first phase of our empirical study we asked 214 Slovenian pre-service teachers to write their mathematical autobiographies. On the basis of the mathematical autobiographies we constructed a…

  10. Preservice Agricultural Education Teachers' Mathematics Ability

    Science.gov (United States)

    Stripling, Christopher T.; Roberts, T. Grady

    2012-01-01

    The purpose of this study was to examine the mathematics ability of the nation's preservice agricultural education teachers. Based on the results of this study, preservice teachers were not proficient in solving agricultural mathematics problems, and agricultural teacher education programs require basic and intermediate mathematics as their…

  11. Marginalizing TESOL: Preservice Teacher Training in Arizona

    Science.gov (United States)

    Diniz de Figueiredo, Eduardo H.; Hammill, Matthew J.; Fredricks, Daisy E.

    2011-01-01

    This pilot study investigated the attitudes of preservice teachers at a major university in Arizona concerning the Structured English Immersion (SEI) program that is now being used with English language learners (ELLs). Using a survey, we examined how preservice teachers feel about potentially working with ELLs in this SEI context. We focused on…

  12. Preservice Science Teachers' Beliefs about Astronomy Concepts

    Science.gov (United States)

    Ozkan, Gulbin; Akcay, Hakan

    2016-01-01

    The purpose of this study was to investigate preservice science teachers' conceptual understanding of astronomy concepts. Qualitative research methods were used. The sample consists of 118 preservice science teachers (40 freshmen, 31 sophomores, and 47 juniors). The data were collected with Astronomy Conceptual Questionnaire (ACQ) that includes 13…

  13. Preservice Science Teachers' Attitudes toward Environment

    Science.gov (United States)

    Koc, Isil; Kuvac, Meltem

    2016-01-01

    The purpose of this study was to determine preservice science teachers' attitudes toward environment and to investigate whether their environmental attitudes differ in terms of gender and grade level. A total of 197 preservice science teachers participated in the study. Personal Information Form and the Environmental Attitudes Inventory (EAI)…

  14. Developing Pre-service Teachers' Technology Integration ...

    African Journals Online (AJOL)

    Developing Pre-service Teachers' Technology Integration Competencies in Science and Mathematics Teaching: Experiences from Tanzania and Uganda. ... This study investigated the ICT integration practices in pre-service teacher education in the School of Education at Makerere University (College of Education and ...

  15. Preservice Secondary Mathematics Teachers' Knowledge of Students

    Science.gov (United States)

    Kilic, Hulya

    2011-01-01

    The aim of this paper is to present the nature of preservice secondary mathematics teachers' knowledge of students as emerged from a study investigating the development of their pedagogical content knowledge in a methods course and its associated field experience. Six preservice teachers participated in the study and the data were collected in the…

  16. Cyberbullying in schools: An examination of preservice teachers’ perception

    Directory of Open Access Journals (Sweden)

    Qing Li

    2009-03-01

    Full Text Available Please note: This article contains some text used by the author in other publications. This study examines preservice teachers’ perceptions about cyberbullying. Specifically, the following questions guide the research: (i To what extent are preservice teachers concerned about cyberbullying? (ii How confident are preservice teachers in managing cyberbullying problems? (iii To what extent do preservice teachers feel prepared to deal with cyberbullying? (iv To what extent do preservice teachers think that school commitment is important? Survey data were collected from 154 preservice teachers enrolled in a two-year post-degree program in a Canadian university. The results show that although a majority of the preservice teachers understand the significant effects of cyberbullying on children and are concerned about cyberbullying, most of them do not think it is a problem in our schools. In addition, a vast majority of our preservice teacher have little confidence in handling cyberbullying, even though the level of concern is high. Résumé : La présente étude examine la perception des futurs enseignants à l’égard de la cyberintimidation. Plus précisément, les questions suivantes ont orienté la recherche : (i Dans quelle mesure les futurs enseignants sont-ils préoccupés par la cyberintimidation ? (ii À quel point les futurs enseignants sont-ils confiants dans leur capacité de gérer des problèmes de cyberintimidation ? (iii Dans quelle mesure les futurs enseignants se sentent-ils prêts à faire face à la cyberintimidation ? (iv Dans quelle mesure les futurs enseignants pensent-ils que l’engagement de l’école est important ? Les données de l’enquête ont été recueillies auprès de 154 enseignants non encore à l’emploi inscrits dans un programme de deux ans aux cycles supérieurs dans une université canadienne. Les résultats montrent que bien que la majorité des futurs enseignants comprennent les effets

  17. Implementation and outcomes of inquiry-based learning in mathematics content courses for pre-service teachers

    Science.gov (United States)

    Laursen, Sandra L.; Hassi, Marja-Liisa; Hough, Sarah

    2016-02-01

    This mixed-methods study describes classroom characteristics and student outcomes from university mathematics courses that are based in mathematics departments, targeted to future pre-tertiary teachers, and taught with inquiry-based learning (IBL) approaches. The study focused on three two-term sequences taught at two research universities, separately targeting elementary and secondary pre-service teachers. Classroom observation established that the courses were taught with student-centred methods that were comparable to those used in IBL courses for students in mathematics-intensive fields at the same institutions. To measure pre-service teachers' gains in mathematical knowledge for teaching, we administered the Learning Mathematics for Teaching (LMT) instrument developed by Hill, Ball and Schilling for in-service teacher professional development. Results from the LMT show that pre-service teachers made significant score gains from beginning to end of their course, while data from interviews and from surveys of learning gains show that pre-service teachers viewed their gains as relevant to their future teaching work. Measured changes on pre-/post-surveys of attitudes and beliefs were generally supportive of learning mathematics but modest in magnitude. The study is distinctive in applying the LMT to document pre-service teachers' growth in mathematical knowledge for teaching. The study also suggests IBL is an approach well suited to mathematics departments seeking to strengthen their pre-service teacher preparation offerings in ways consistent with research-based recommendations.

  18. Moving Into Communities: Developing Cultural Competence with Pre-service Educators through Community Service-Learning Experiences

    Directory of Open Access Journals (Sweden)

    Heather Coffey

    2012-04-01

    Full Text Available Research in teacher education suggests that field experiences in community settings can offer pre-service teachers a context for understanding the link between theory and practice. This paper documents the experiences of pre-service educators who participated in service-learning partnerships for thirty hours in multiple community settings in the southeast United States. Pre-service teachers not only volunteered in the community, but they also engaged in critically reflective journal writing and participated in evaluative class discussions. Students praised the benefits of a service experience in both school and community placements and discussed how interactions with the community agencies gave them the insight into how community organizations often play a significant role in the lives of the underserved students they will eventually teach. The author argues that the inclusion of a service-learning component in early pre-service teacher education field experiences has the potential to facilitate the examination of the relationships between community organizations and schools and encourage development of cultural competence among pre-service teachers. KEYWORDSservice-learning, pre-service teacher preparation, community partnerships

  19. A study of the effectiveness of a four semester preservice Secondary Science Teacher Education program regarding changes in teacher perceptions and practices

    Science.gov (United States)

    Yakar, Zeha

    The purpose of this study was to investigate the development and change in constructivist behaviors of preservice science teachers of the Iowa-Secondary Science Teacher Education Program (SSTEP) over the four semester sequence. Constructivist behaviors were investigated from four perspectives; including actual classroom performances as viewed from videotapes, teacher perceptions of teacher use of constructivist teaching practices, and teacher beliefs as gained from open-ended questions, and written artifacts. The participants of the study included a total of 41 secondary science preservice teachers in four different semesters of their teacher preparation program. Three instruments were used to generate the main data to answer the research questions. The three instruments were: (1) Constructivist Learning Environment Survey (CLES), (2) Philosophy of Teaching and Learning (PTL), and (3) videotape portfolio evaluated with the Reformed Teaching Observation Protocol (RTOP). Major findings include the following: (1) Preservice teachers' perceptions regarding constructivist approaches become significantly and increasingly more student-centered in terms of Personal Relevance, Critical Voice, Shared Control, and Student Negotiation as they prepare through the four semester sequence. (2) Preservice teachers' conceptions concerning teaching and learning become significantly and increasingly more student-centered in terms of what students need to do to improve their understanding of science concepts. (3) Preservice teachers conceptions and their perceptions about actual classroom practices rarely align with observed teaching practices in their classrooms. Although preservice teachers hold student-centered beliefs and perceptions, their actual classroom teaching practices were "transitional constructivist". (4) Preservice teachers' constructivist practices of teaching and learning began to decline in the third semester with preservice teachers moving towards more teacher

  20. Verbal Autopsies in Rural Tanzania

    African Journals Online (AJOL)

    Maternal mortality rates in rural Tanzania are high. In preparation for the introduction of an intervention to reduce maternal deaths by distribution of misoprostol and erythromycin to women living in rural Rorya District, Mara Region, Tanzania, we conducted a limited verbal autopsy by surveying family members of women ...

  1. Novice-Service Language Teacher Development: Bridging the Gap between Preservice and In-Service Education and Development

    Science.gov (United States)

    Farrell, Thomas S. C.

    2012-01-01

    One reason for teacher attrition is that a gap exists between pre-service teacher preparation and in-service teacher development, in that most novice teachers suddenly have no further contact with their teacher educators, and from the very first day on the job, must face the same challenges as their more experienced colleagues, often without much…

  2. Impact of Structured Group Activities on Pre-Service Teachers' Beliefs about Classroom Motivation: An Exploratory Study

    Science.gov (United States)

    Mansfield, Caroline F.; Volet, Simone E.

    2014-01-01

    Pre-service teachers' beliefs about classroom motivation, and how these beliefs may be developed during initial teacher preparation, is a relatively new aspect of enquiry in the fields of motivation and teacher education. An empirical study, grounded in a social constructivist perspective, was designed to examine the impact of providing…

  3. 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…

  4. Far Away, so Close: Preservices School Library Media Specialists' Perceptions of AASL's "Standards for the 21st-Century Learner"

    Science.gov (United States)

    Mardis, Marcia A.; Dickinson, Gail K.

    2009-01-01

    Preservice school library media specialists will implement the AASL Standards for the "21st Century Learner" in their new roles. Drafted in 2007, the Standards reflect principles which school library media specialist must impart to learners to prepare them to be knowledge consumers, producers, and communicators in global environments.…

  5. Our Lives as Writers: Examining Preservice Teachers' Experiences and Beliefs about the Nature of Writing and Writing Instruction

    Science.gov (United States)

    Norman, Kimberly A.; Spencer, Brenda H.

    2005-01-01

    Since instruction in writing theory and pedagogy for preservice teachers is often limited, it is essential that teacher educators provide learning experiences that are supported by research in effective teacher preparation and make maximum impact in the time available. One of the experiences that has been identified as holding promise for…

  6. 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…

  7. Uncovering the Skills That Preservice Teachers Bring to Teacher Education: The Practice of Eliciting a Student's Thinking

    Science.gov (United States)

    Shaughnessy, Meghan; Boerst, Timothy A.

    2018-01-01

    Although teacher education is the formal means by which novices are prepared for teaching, they come having already had significant experience in schools. Preservice teachers have formed habits of "teaching" which influence their learning to teach. This article reports a study of the specific knowledge of and skills with teaching…

  8. A Hermeneutic Phenomenological Study of Pre-Service Physical Educators' Perceptions of Their Professional Preparedness

    Science.gov (United States)

    Hampson, Geoffrey Martin

    2017-01-01

    The purpose of this hermeneutic phenomenological study was to capture the essence of the perceptions of 11 pre-service physical educators in the final field placement and clinical practices of their undergraduate degree program at the University of Redbank, the University of Peters, and Ina University where they prepared to become professional…

  9. What Factors Support or Inhibit Secondary Mathematics Pre-Service Teachers' Implementation of Problem-Solving Tasks during Professional Experience?

    Science.gov (United States)

    Little, Jake; Anderson, Judy

    2016-01-01

    There is an acknowledged gap between the theory presented in university preparation programmes and the reality of classroom practice that has resulted in many secondary mathematics pre-service teachers failing to implement university-endorsed teaching strategies. Using responses to a questionnaire and interviews, this qualitative study examined…

  10. A Study of Pre-Service Elementary Teachers' Mathematical Sophistication in a Reform-Oriented Calculus Course

    Science.gov (United States)

    Ritter, Carrie Lineberry

    2015-01-01

    Calls for better preparation of STEM teachers have been prominent in educational communities and among the public for the past several years (e.g. American Association of Colleges for Teacher Education, 2007). Some research suggests one way to improve mathematics instruction is to increase elementary pre-service teachers' "mathematical…

  11. Knowledge, Skills, and Training in Second Language Acquisition: A Comparative Study of Preservice Teachers' Perceptions

    Science.gov (United States)

    Wilson, Christine

    2017-01-01

    Preservice teachers must have opportunities in their university teaching programs to apply theories of second language learning. Courses in second language acquisition and English as a second language methodology are essential to prepare mainstream teachers for teaching culturally and linguistically diverse learners. Additionally, creating a…

  12. Preservice Secondary Teachers Perceptions of College-Level Mathematics Content Connections with the Common Core State Standards for Mathematics

    Science.gov (United States)

    Olson, Travis A.

    2016-01-01

    Preservice Secondary Mathematics Teachers (PSMTs) were surveyed to identify if they could connect early-secondary mathematics content (Grades 7-9) in the Common Core State Standards for Mathematics (CCSSM) with mathematics content studied in content courses for certification in secondary teacher preparation programs. Respondents were asked to…

  13. Multilingual Pedagogies and Pre-Service Teachers: Implementing "Language as a Resource" Orientations in Teacher Education Programs

    Science.gov (United States)

    Catalano, Theresa; Hamann, Edmund T.

    2016-01-01

    While Ruiz's (1984) influential work on language orientations has substantively influenced how we study and talk about language planning, few teacher education programs today actually embed his framework in the praxis of preparing pre-service and practicing teachers. Hence, the primary purpose of this article is to demonstrate new understandings…

  14. An Analysis on Usage Preferences of Learning Objects and Learning Object Repositories among Pre-Service Teachers

    Science.gov (United States)

    Yeni, Sabiha; Ozdener, Nesrin

    2014-01-01

    The purpose of the study is to investigate how pre-service teachers benefit from learning objects repositories while preparing course content. Qualitative and quantitative data collection methods were used in a mixed methods approach. This study was carried out with 74 teachers from the Faculty of Education. In the first phase of the study,…

  15. Preservice Secondary Mathematics Teachers’ Knowledge of Students

    OpenAIRE

    Kılıç, Hülya

    2011-01-01

    The aim of this paper is to present the nature of preservice secondary mathematics teachers’ knowledge of students as emerged from a study investigating the development of their pedagogical content knowledge in a methods course and its associated field experience. Six preservice teachers participated in the study and the data were collected in the forms of observations, interviews and written documents. Knowledge of students is defined as teachers’ knowledge of what mathematical concepts are ...

  16. 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…

  17. 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…

  18. Pre-service teachers' professional learning experiences during rural ...

    African Journals Online (AJOL)

    teachers, as “a good teacher education programme must seek to assist individual ... more with less; issues of hard to staff, harder to stay; remotely located schools serving high poverty ...... https://www.researchgate.net/profile/Hilda_Borko/.

  19. Literary and Personal Criticism for Preservice Teachers: A Pedagogical Imperative.

    Science.gov (United States)

    Roberts, Sherron Killingsworth

    1998-01-01

    Provides a theoretical framework for designing a children's literature course that requires preservice teachers to critically analyze literature in ways that are personally meaningful. Suggests how preservice teachers can read children's literature intensively rather than extensively. (PA)

  20. Elementary Pre-Service Teacher Perceptions of the Greenhouse Effect.

    Science.gov (United States)

    Groves, Fred H.; Pugh, Ava F.

    1999-01-01

    Expands on earlier work to examine pre-service teachers' views on environmental issues, especially global warming and the related term "greenhouse effect." Suggests that pre-service elementary teachers hold many misconceptions about environmental issues. (DDR)

  1. 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.

  2. 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

    2015-11-01

    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 an important consideration as they will become an influential collective as future teachers of the next generation of children. The attitudes toward science (and biotechnology) that teachers have affect their behavior and influence the way they implement their daily practice of science teaching in school. This study analyzes the attitudes and knowledge of Spanish preservice teachers toward biotechnology. We designed a new survey instrument that was completed by 407 university students who were taking official degree programs in preschool and primary education. Our results point out that although they are aware of biotechnology applications, topics concerning the structure of DNA, management of genetic information inside the cell, genetically modified organism technology and the use of microorganisms as biotechnological tools were not correctly answered. According to our attitude analysis, Spanish preservice teachers could be defined as opponents of genetically modified product acquisition, supporters of biotechnology for medical purposes and highly interested in increasing their knowledge about biotechnology and other scientific advances. Our results show a positive correlation between better knowledge and more positive attitudes toward biotechnology. A Spanish preservice teacher with positive attitudes toward biotechnology tends to be a student with a strong biology background who scored good marks in our knowledge test.

  3. Pre-service elementary teachers' understanding of scientific inquiry and its role in school science

    Science.gov (United States)

    Macaroglu, Esra

    The purpose of this research was to explore pre-service elementary teachers' developing understanding of scientific inquiry within the context of their elementary science teaching and learning. More specifically, the study examined 24 pre-service elementary teachers' emerging understanding of (1) the nature of science and scientific inquiry; (2) the "place" of scientific inquiry in school science; and (3) the roles and responsibilities of teachers and students within an inquiry-based learning environment. Data sources consisted primarily of student-generated artifacts collected throughout the semester, including pre/post-philosophy statements and text-based materials collected from electronic dialogue journals. Individual data sources were open-coded to identify concepts and categories expressed by students. Cross-comparisons were conducted and patterns were identified. Assertions were formed with these patterns. Findings are hopeful in that they suggest pre-service teachers can develop a more contemporary view of scientific inquiry when immersed in a context that promotes this perspective. Not surprisingly, however, the prospective teachers encountered a number of barriers when attempting to translate their emerging ideas into practice. More research is needed to determine which teacher preparation experiences are most powerful in supporting pre-service teachers as they construct a framework for science teaching and learning that includes scientific inquiry as a central component.

  4. Formação dos profissionais das áreas de ciências agrárias em segurança do trabalho rural Preparation of professionals in the area of agrarian sciences regarding safety in rural work

    Directory of Open Access Journals (Sweden)

    Adilson Luiz Seifert

    2009-08-01

    were conscious of safety in rural labor. Therefore, we suggest the inclusion of the course Safety and Hygiene in Rural Labor in the core curriculum for the preparation of crop science students. It is also necessary to put into practice the rules of occupation accident prevention for rural labor and a permanent recycling of professionals working in this area through training program and access to current information to be alternatives in preventing accidents become a necessity.

  5. Tell Me About It! How Preservice Teachers Interpret U.S. History

    OpenAIRE

    Lucey, Thomas; Hatch, Doug; Giannangelo, Duane M.

    2010-01-01

    The design and delivery of programs that prepare social studies teachers to meet the needs of diverse learners should (a) interpret teachers’ understandings of history; (b) clarify and remedy these understandings where necessary; and (c) facilitate their awareness of methods enabling their students’ understandings. This research paper presents the interpretations of five aspects of pre-1877 U.S. history (1492-1877) by early childhood, elementary education, and middle level preservice teachers...

  6. Development of Socioscientific Issues-Based Teaching for Preservice Science Teachers

    OpenAIRE

    Prasart Nuangchalerm

    2009-01-01

    Problem statement: In the context of science education reform in Thailand, we need to prepare science teachers who can face science and social issues controversial; teachers can response the question socioscientific issues and let their students to meet the goal of science education. This study investigated the conception leading preservice science teachers approaching socioscientific issues-based teaching. The activities in classroom emphasized on peer discussion about science and social ref...

  7. A typological analysis: understanding pre-service teacher beliefs and how they are transformed

    Science.gov (United States)

    Lloyd, Mary Elizabeth Riley

    2018-04-01

    This article describes the beliefs and their transformations of members of a cohort of early-childhood, elementary and middle-level pre-service teachers (PSTs) as they professionally develop. A typological analysis of both quantitative and qualitative data collected between August 2011 and May 2013 was utilized to categorize how 40 PSTs' beliefs transformed throughout their formal teacher preparation. Five typologies were identified, showing variation in how PST beliefs transform or remain static.

  8. Where Do I Look? Preservice Teachers' Classroom Observation Patterns

    Science.gov (United States)

    Young, Teresa; Bender-Slack, Delane

    2011-01-01

    During field experiences, preservice teachers are typically required to observe mentor teachers in schools, but what exactly are they seeing? This research examined the patterns and variations that existed with regard to preservice teachers' classroom observations during recent field experiences. Data were collected from 24 preservice teachers…

  9. Preservice Teachers’ Conceptual and Procedural Knowledge of Fraction

    Science.gov (United States)

    Lin, Cheng-Yao; Becker, Jerry; Byun, Mi-Ran; Yang, Der-Ching; Huang, Tsai-Wei

    2013-01-01

    This study examined (a) the differences in preservice teachers’ procedural knowledge in four areas of fraction operations in Taiwan and the United States, (b) the differences in preservice teachers’ conceptual knowledge in four areas of fraction operations in Taiwan and the United States, and (c) correlation in preservice teachers’ conceptual…

  10. Pre-Service Science and Mathematics Teachers' Thoughts about Technology

    Science.gov (United States)

    Aran, Özge Can; Derman, Ipek; Yagci, Esed

    2016-01-01

    This study aims to investigate pre-service teachers' opinions about the technology. In this respect, the opinions of pre-service science and mathematics teachers were taken. The study was carried out at a university, located in the capital of Turkey. The data were collected from 20 pre-service teachers in the department of secondary school science…

  11. Preservice Teachers' Belief Systems toward Curricular Outcomes for Physical Education

    Science.gov (United States)

    Kulinna, Pamela Hodges; Brusseau, Timothy; Ferry, Matthew; Cothran, Donetta

    2010-01-01

    This study was grounded in the belief systems and physical activity literature and investigated preservice teachers' belief systems toward curricular outcomes for physical education programs. Preservice teachers (N = 486; men = 62%, women = 38%) from 18 U.S. colleges/universities shared their beliefs about curricular outcomes. Preservice teachers…

  12. Preservice Elementary Teachers and the Fundamentals of Probability

    Science.gov (United States)

    Dollard, Clark

    2011-01-01

    This study examined how preservice elementary teachers think about situations involving probability. Twenty-four preservice elementary teachers who had not yet studied probability as part of their preservice elementary mathematics coursework were interviewed using a task-based interview. The participants' responses showed a wide variety of…

  13. Preservice Teachers' Perceptions about Teaching Mathematics through Music

    Science.gov (United States)

    An, Song A.; Tillman, Daniel; Shaheen, Andrea; Boren, Rachel

    2014-01-01

    This study examined preservice teachers' perceptions about teaching elementary level mathematics lessons integrated with music. It also sought to determine how preservice teachers would strategize the integration of music activities when introducing elementary level mathematics lessons. The participants, 53 undergraduate preservice teachers at a…

  14. Rural Airports

    Data.gov (United States)

    Department of Transportation — The Rural Airports database is the list of rural airports compiled annually by BTS for the Treasury Department/IRS. It is used by airlines to assist in establishing...

  15. Pre-Service Teachers: An Analysis of Reading Instruction in High Needs Districts Dual Language Classrooms

    Directory of Open Access Journals (Sweden)

    Michael Whitacre

    2013-01-01

    Full Text Available Pre-service teachers need opportunities to apply theory and connect to best practices as they teach in classroom settings be it, whole or small group. For many pre-service teachers often times their experience is limited to simply watching instruction or working with small groups of students (Pryor & Kuhn, 2004. The student teaching experience is a critical component of the teacher preparation program. Through the use of the English Language Learner Classroom Observation Instrument (ELLCOI, and researcher observation the hope is that these will aid in bringing to light the instructional activities used by pre-service teachers during reading instruction with ELLs. This study explores how pre-service bilingual teachers connect theory into practice by examining their instruction in the following categories: Instructional Practices, Interactive Teaching, English-Language Development, and Content Specific to Reading as listed in The English Language Learner Classroom Observation Instrument (ELLCOI developed by Haager, Gersten, Baker, and Graves (2003. To capture these instructional events video tape recordings of eight South Texas pre-service teachers were taken during a reading language arts lesson in order to observe instruction in high need districts’ dual language/bilingual classrooms. Data were compiled to capture the nature and quality of instruction on key essential elements, as well as reading instructional practices specific to the teaching/learning process in the dual language classroom. The findings portray the results of the ELLCOI with bilingual/ESL pre- service teachers and how they make sense of their instructional practices as a means to instruction in one-way dual language public school classrooms.

  16. How prepared are young, rural women in India to address their sexual and reproductive health needs? a cross-sectional assessment of youth in Jharkhand.

    Science.gov (United States)

    Banerjee, Sushanta K; Andersen, Kathryn L; Warvadekar, Janardan; Aich, Paramita; Rawat, Amit; Upadhyay, Bimla

    2015-10-17

    Young, rural Indian women lack sexual and reproductive health (SRH) information and agency and are at risk of negative sexual and reproductive health outcomes. Youth-focused interventions have been shown to improve agency and self-efficacy of young women to make decisions regarding their sexual and reproductive health. The objectives of this study were to assess young women's sexual and reproductive health knowledge; describe their health-seeking behaviors; describe young women's experiences with sexual and reproductive health issues, including unwanted pregnancy and abortion; and identify sources of information, including media sources. A cross-sectional survey with a representative sample of 1381 married and unmarried women young women (15-24 years) from three rural community development blocks in Jharkhand, India was conducted in 2012. Participants were asked a series of questions related to their SRH knowledge and behavior, as well as questions related to their agency in several domains related to self-efficacy and decision-making. Linear regression was used to assess factors associated with greater or less individual agency and to determine differences in SRH knowledge and behavior between married and unmarried women. Despite national policies, participants married young (mean 15.7 years) and bore children early (53 % with first birth by 17 years). Women achieved low composite scores on knowledge around sex and pregnancy, contraception, and abortion knowledge. Around 3 % of married young women reported experiencing induced abortion; 92 % of these women used private or illegal providers. Married and unmarried women also had limited agency in decision-making, freedom of mobility, self-efficacy, and financial resources. Most of the women in the sample received SRH information by word of mouth. Lack of knowledge about sexual and reproductive health in this context indicates that young rural Indian women would benefit from a youth-friendly SRH intervention to

  17. Elementary science education: Dilemmas facing preservice teachers

    Science.gov (United States)

    Sullivan, Sherry Elaine

    Prospective teachers are involved in a process of induction into a culture of teaching that has rules, or codes of conduct for engaging in teaching practice. This same culture of teaching exists within a larger culture of schooling that also has values and norms for behaviors, that over time have become institutionalized. Teacher educators are faced with the challenging task of preparing preservice teachers to resolve dilemmas that arise from conflicts between the pressure to adopt traditional teaching practices of schooling, or to adopt inquiry-based teaching practices from their university methods classes. One task for researchers in teacher education is to define with greater precision what factors within the culture of schooling hinder or facilitate implementation of inquiry-based methods of science teaching in schools. That task is the focus of this study. A qualitative study was undertaken using a naturalistic research paradigm introduced by Lincoln and Guba in 1985. Participant observation, interviews, discourse analysis of videotapes of lessons from the methods classroom and written artifacts produced by prospective teachers during the semester formed the basis of a grounded theory based on inductive analysis and emergent design. Unstructured interviews were used to negotiate outcomes with participants. Brief case reports of key participants were also written. This study identified three factors that facilitated or hindered the prospective teachers in this research success in implementing inquiry-based science teaching in their field placement classrooms: (a) the culture of teaching/teacher role-socialization, (b) the culture of schooling and its resistance to change, and (c) the culture of teacher education, especially in regards to grades and academic standing. Some recommendations for overcoming these persistent obstacles to best practice in elementary science teaching include: (a) preparing prospective teachers to understand and cope with change

  18. Improving Preservice Teachers’ Self-Efficacy through Service Learning: Lessons Learned

    Directory of Open Access Journals (Sweden)

    Carianne Bernadowski

    2013-07-01

    Full Text Available University students have been barraged with service learning opportunities both as course required and as volunteer opportunities in recent years. Currently, many universities now require students to participate in engaged learning as a graduation requirement. Situated in Bandura’s theory of self-efficacy, this study examines the effects service learning has on students teaching self-efficacy when required to participate in an activity (course connected, compared to when they chose to volunteer in service learning projects. As instructors of preservice teachers it is our commitment to prepare these students to their maximum potential. Identifying best practices for teacher preparation is an overarching goal of this study. A pre/post survey examined students’ self-perceptions for each service opportunity in regards to their perceived teaching self-efficacy. Results indicate that students’ self-efficacy improved when service learning was connected or imbedded in the context of learning and connected to a specific course. These findings indicate course connected service learning has a greater impact on preservice teachers’ perceptions of their ability to be effective future classroom teachers. Therefore course connected service learning can be viewed as a best practice in preservice teaching instruction.

  19. Enhancing the metalinguistic abilities of pre-service teachers via coursework targeting language structure knowledge.

    Science.gov (United States)

    Purvis, Caralyn J; McNeill, Brigid C; Everatt, John

    2016-04-01

    Low metalinguistic knowledge of pre-service and in-service teachers is likely to restrict the provision of evidence-based literacy instruction in the classroom. Despite such concerns, relatively few studies have examined the effects of teacher preparation coursework in building pre-service teachers' language structure knowledge. This study examined the effects of 7 h of language structure coursework, delivered over 7 weeks, on 121 New Zealand pre-service teachers in their initial year of study. Changes in participants' phonological awareness, morphological awareness, and orthographic knowledge were tracked across the teaching period. The impact of the coursework for participants who presented with strong spelling (n = 24) and poor spelling (n = 24) ability was also compared. The cohort demonstrated significant gains across all measures. Strong spellers responded more favourably to the teaching than poor spellers, even when accounting for initial levels of meta-linguistic knowledge. Implications for the development of teacher preparation programmes that enhance the provision of effective literacy instruction are discussed.

  20. "Hey, I Saw Your Grandparents at Walmart": Teacher Education for Rural Schools and Communities

    Science.gov (United States)

    Eppley, Karen

    2015-01-01

    This is a case study about how teacher education might better prepare rural teacher candidates for rural schools. Parents, teachers, community members, and students associated with a rural school described what is important in the preparation of teachers for today's rural schools. Their goals and wishes for their children's school and community…

  1. Shaping instructional communication competence of preservice teachers

    Science.gov (United States)

    Tandyonomanu, D.; Mutiah; Setianingrum, V. M.

    2018-01-01

    This study aims to understand the process of shaping communication competence. Participants were pre-service teachers in the primary school education teacher who conducted teaching program internship program. Observations and interviews found that culture, experience, and education were the components that developed the communication competence within the instructional context. The former two components dominantly shape communication instructional competencies, whereas the latter contributes insignificantly. Education emphasizes on teacher’s pedagogy and professional competences. In the future, educational institutions for pre-service teachers could use this research results to Determine the process of developing communication competence.

  2. Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA.

    Science.gov (United States)

    Washburn, Erin K; Binks-Cantrell, Emily S; Joshi, R Malatesha; Martin-Chang, Sandra; Arrow, Alison

    2016-04-01

    The present study examined preservice teachers' (PSTs) knowledge of basic language constructs across four different English-speaking teacher preparations programs. A standardized survey was administered to participants from Canada (n = 80), England (n = 55), New Zealand (n = 26), and the USA (n = 118). All participants were enrolled in undergraduate university programs that led to teacher certification for general education in the primary grades. Our data reveal that preservice teachers from all four countries show patterns of relative strength in areas that were targeted to be crucial within their national initiatives. Nevertheless, in general, PSTs demonstrated a lack of knowledge of certain constructs needed to teach early reading skills. The results are discussed in relation to research reports and initiatives regarding beginning reading instruction from each of the four countries.

  3. Pre-Service Teachers’ Attitudes Toward Teaching Science and Their Science Learning at Indonesia Open University

    Directory of Open Access Journals (Sweden)

    Nadi SUPRAPTO

    2017-10-01

    Full Text Available This study focuses on attitudes toward (teaching science and the learning of science for primary school among pre-service teachers at the Open University of Indonesia. A three-year longitudinal survey was conducted, involving 379 students as pre-service teachers (PSTs from the Open University in Surabaya regional office. Attitudes toward (teaching science’ (ATS instrument was used to portray PSTs’ preparation for becoming primary school teachers. Data analyses were used, including descriptive analysis and confirmatory factor analysis. The model fit of the attitudes toward (teaching science can be described from seven dimensions: self-efficacy for teaching science, the relevance of teaching science, gender-stereotypical beliefs, anxiety in teaching science, the difficulty of teaching science, perceived dependency on contextual factors, and enjoyment in teaching science. The results of the research also described science learning at the Open University of Indonesia looks like. Implications for primary teacher education are discussed.

  4. From Partnership Formation to Collaboration: Developing a State Mandated University-Multidistrict Partnership to Design a PK-12 Principal Preparation Program in a Rural Service Area

    Science.gov (United States)

    Carlson, Cameron B.

    2012-01-01

    Recent state policies demand universities restructure principal preparation programs. Mandates, though unfunded, provide an opportunity for universities to engage representative stakeholders who benefit from context specific instruction. This article demonstrates how professors in one research university used collected programmatic information and…

  5. Preparing Preservice Educators to Teach Critical, Place-Based Literacies

    Science.gov (United States)

    Mendoza, Anna

    2018-01-01

    Secondary education means helping students develop a diverse repertoire of literacy skills, but the focus has been on disciplinary and digital literacies practiced by geographically distributed communities (an international, middle class curriculum) rather than on practices associated with orality, the trades, and minority, immigrant, and…

  6. Preparing pre-service teachers for multilingual classrooms ...

    African Journals Online (AJOL)

    This article addresses the challenge and process of the curriculum design using the classic ADDIE model. It also documents student reaction to the compulsory module as well as their experience of language learning. Keywords: curriculum + multilingual classrooms, instructional design and development, language learning ...

  7. Preparation of Neo-Literate Materials for Rural Development. Final Report of a Regional Workshop on the Preparation of Literacy Follow-Up Materials in Asia and the Pacific (6th, Kuching, Sarawak, Malaysia, September 21-30, 1988).

    Science.gov (United States)

    Asian Cultural Centre for UNESCO, Tokyo (Japan).

    The proceedings of the sixth regional workshop consist of a description of the project and the workshop; a description of the field survey, preparation, and field testing of materials by the group; five papers presented at the workshop; and notes on planned follow-up activities in the participating countries. The workshop culminated a project on…

  8. Assessing the impact of vicarious experiences on preservice elementary science teacher efficacy and preservice elementary teacher efficacy

    Science.gov (United States)

    Wagler, Ronald Robert

    Scope and method of study. The purpose of this study was to investigate the impact of vicarious experiences (preservice teacher field experiences) on perceived preservice science teacher efficacy and perceived preservice teacher efficacy. The participants for the study were 46 preservice elementary education students who were enrolled in CIED 3430 (Early Lab and Clinical Experience in Elementary Education II) at a large Midwestern state university and 20 classroom inservice teachers. A pretest was administered early in the spring 2007 semester, before the preservice teachers did their field experience and consisted of demographic questions and the STEBI-B. A posttest was administered at the end of the spring 2007 semester, after the preservice teachers had completed their field experiences, and consisted of demographic questions, a rating of the teachers they observed during their educational field experience, the STEBI-B and the TES. The field experience classroom inservice teachers provided personal, professional, and classroom data in the middle of the spring 2007 semester. All data were analyzed using analysis of variance (ANOVA) and analysis of covariance (ANCOVA). Findings and conclusions. Factors of gender, ethnicity, socioeconomic status and preservice teacher program placement were found to be significant predictors of preservice teachers' efficacy scores. Even though, in some cases, these factors negatively impacted preservice teacher efficacy, preservice teachers should be placed in these environments when support is most available. The Teacher Efficacy Scale (Gibson & Dembo, 1984) is invalid. Even the construct of a general teacher efficacy is questionable.

  9. Taking the Reins: Preservice Teachers Practicing Leadership

    Science.gov (United States)

    Dunlap, Karen; Hansen-Thomas, Holly

    2011-01-01

    What makes the difference between a good teacher and a great one? Knowing one's content is important, but having strong leadership skills can tip the scales from mediocrity to excellence. The best time to begin practicing being a teacher leader is during the preservice years. By practicing leadership skills, one can begin to view oneself not only…

  10. A Contemporary Preservice Technology Education Program

    Science.gov (United States)

    Flanigan, Rod; Becker, Kurt; Stewardson, Gary

    2012-01-01

    In order to teach engineering education, today's engineering and technology education teachers must be equipped with lesson plans to teach engineering design, among other principles, to the 6th-12th grade levels. At Utah State University (USU), curriculum has been developed for preservice engineering and technology education teachers that…

  11. Pre-Service Teachers and Classroom Authority

    Science.gov (United States)

    Pellegrino, Anthony M.

    2010-01-01

    This study examined the classroom practices of five pre-service teachers from three secondary schools in a large southeastern state. Through classroom observations, survey responses, reviews of refection logs, and focus-group interview responses, we centered on the issue of developing classroom authority as a means to effective classroom…

  12. English Preservice Teaching: Problems and Suggested Solutions

    Science.gov (United States)

    Naeem, Marwa Ahmed Refat

    2014-01-01

    The present study investigated the problems faced by Egyptian EFL prospective teachers during their first encounter with preservice teaching. The sample for the study included 135 prospective EFL teachers trained in five preparatory (middle) schools in Kafr El-Sheikh city, Egypt. At the end of their first year training course, the prospective…

  13. Analyzing Preservice Teachers' Attitudes towards Technology

    Science.gov (United States)

    Akturk, Ahmet Oguz; Izci, Kemal; Caliskan, Gurbuz; Sahin, Ismail

    2015-01-01

    Rapid developments in technology in the present age have made it necessary for communities to follow technological developments and adapt themselves to these developments. One of the fields that are most rapidly affected by these developments is undoubtedly education. Determination of the attitudes of preservice teachers, who live in an age of…

  14. Ionization Energy: Implications of Preservice Teachers' Conceptions

    Science.gov (United States)

    Tan, Kim Chwee Daniel; Taber, Keith S.

    2009-01-01

    The results from a study to explore pre-service teachers' understanding of ionization energy, a topic that features in A-level (grade 11 and 12) chemistry courses. in Singapore , is described. A previous study using a two-tier multiple choice diagnostic test has shown that Singapore A-level students have considerable difficulty understanding the…

  15. Preservice Teachers' Preferences about Instructor Gender

    Science.gov (United States)

    Yapici, Senay

    2014-01-01

    This is a qualitative research. Interview technique was used to collect data and the data were analyzed using quantifying the qualitative data. The participants were selected using convenience sampling method. They comprised 99 (51 female, 48 male) preservice teachers studying at eleven education faculties around Turkey. The consistency percentage…

  16. Meeting Increasing Demands for Rural General Surgeons.

    Science.gov (United States)

    Mccarthy, Mary C; Bowers, Howard E; Campbell, Damon M; Parikh, Priti P; Woods, Randy J

    2015-12-01

    Dynamic assessment of the effective surgical workforce recommends 27,300 general surgeons in 2030; 2,525 more than are presently being trained. Rural shortages are already critical and there has been insufficient preparation for this need. A literature review of the factors influencing the choice of rural practice was performed. A systematic search was conducted of PubMed and the Web of Science to identify applicable studies in rural practice, surgical training, and rural general surgery. These articles were reviewed to identify the pertinent reports. The articles chosen for review are directed to four main objectives: 1) description of the challenges of rural practice, 2) factors associated with the choice of rural practice, 3) interventions to increase interest and preparation for rural practice, and 4) present successful rural surgical practice models. There is limited research on the factors influencing surgeons in the selection of rural surgery. The family practice literature suggests that physicians are primed for rural living through early experience, with reinforcement during medical school and residency, and retained through community involvement, and personal and professional satisfaction. However, more research into the factors drawing surgeons specifically to rural surgery, and keeping them in the community, is needed.

  17. The Appeal and Applicability of ICT Study Materials – The Viewpoint of Generation-Z Pre-Service Teachers

    Directory of Open Access Journals (Sweden)

    Tomaž Bratina

    2017-03-01

    Full Text Available Effective contemporary teaching is closely connected to the inclusion of ICT, which comprises technological tools and the preparation and distribution of multimedia learning content. Therefore, one of the objectives of pre-service teacher education is to produce a technologically competent teacher. For this reason, the study programe includes a range of learning content where pre-service teachers engage in practical work in order to learn about the uses of ICT, tools and procedures for the production and distribution of multimedia learning content. Current generations of pre-service teachers are considered as belonging to Generation Z, or digital natives, and we can consequently expect experience, greater interest in studying the material and motivation to use ICT in their work. After the conclusion of the ICT in Education course, a study was prepared focusing on the learning materials that pre-service teachers find interesting, how they assess the applicability and transferability of this material and on the assessment of their own qualification for preparing multimedia learning materials. The results have shown that contemporary generations are familiar with working with ICT; however, they lack the experience and knowledge for using programs and tools. They want more knowledge and practical work in preparing multimedia learning material and in its distribution. The possibility of distributing multimedia learning content has resulted in a notable interest in working with Moodle, which is evident from the comparison of results from this year’s generation and those from two years ago. Students believe that the syllabus provided is interesting and useful. The acquired knowledge will be useful in the production of future learning materials and for work in other courses. The findings of the study will be used in the updating and preparation of future syllabi.

  18. The impact of whole-plant instruction of preservice teachers' understanding of plant science principles

    Science.gov (United States)

    Hypolite, Christine Collins

    Biology (American Society of Plant Biologists, 2001) and Botany for the Next Millennium (Botanical Society of America, 1995). As a result of this study, a better understanding of the factors that influence preservice elementary teachers' knowledge of plant science principles may benefit elementary science educator in preparing teachers that are "highly qualified."

  19. 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.

  20. A Bourdieuian Analysis of Teachers' Changing Dispositions towards Social Justice: The Limitations of Practicum Placements in Pre-Service Teacher Education

    Science.gov (United States)

    Mills, Carmen

    2013-01-01

    As populations in contemporary Western societies grow increasingly diverse, preparing predominantly White middle-class pre-service teachers to better understand and work with difference productively has become increasingly critical. Historically, however, teacher education programs have aimed to address diversity with add-on or piecemeal…

  1. Comparing the Change of Teaching Motivations among Preservice Teachers in Austria, Germany, and Switzerland: Do In-School Learning Opportunities Matter?

    Science.gov (United States)

    König, Johannes; Rothland, Martin; Tachtsoglou, Sarantis; Klemenz, Stefan

    2016-01-01

    In this study, we examine the hypothesis that preservice teachers' teaching motivations change during the first two years of their teacher preparation. A sample of 1,779 student teachers with two time points from Austria, Germany, and Switzerland is used. Findings show that student teachers' intrinsic motivation increases, whereas their extrinsic…

  2. Research on the Development of Middle School Mathematics Pre-Service Teachers' Perceptions Regarding the Use of Technology in Teaching Mathematics

    Science.gov (United States)

    Akkaya, Recai

    2016-01-01

    This study aimed to investigate the changes in teacher perceptions regarding the use of technology subsequent to the training about technology integration in mathematics teaching. A training program that included combined technology, pedagogy and content knowledge was prepared and implemented on pre-service teachers with this aim. Exploratory…

  3. Pre-Service Teachers' Perceptions on Procedures to Identify and Assess Children with Special Educational Needs and Disabilities: The Case of Tutors of Colleges of Education in Ghana

    Science.gov (United States)

    Gyimah, Emmanuel Kofi; Amoako, R.

    2016-01-01

    The study aimed at exploring the perceptions tutors in Colleges of Education have on how the Colleges of Education Curriculum adequately prepare pre-service teachers to enable them to identify and assess children with special educational needs and disabilities for effective inclusive education in Ghana. A descriptive survey design was adopted and…

  4. Examining the Practice of Critical Reflection for Developing Pre-Service Teachers' Multicultural Competencies: Findings from a Study Abroad Program in Honduras

    Science.gov (United States)

    Sharma, Suniti; Phillion, JoAnn; Malewski, Erik

    2011-01-01

    In response to a critical need in teacher preparation, study abroad programs aimed at developing multicultural competencies in pre-service teachers have proliferated across the United States. Multicultural competencies constitute the ability to challenge misconceptions that lead to discrimination based on cultural difference, reflect on one's…

  5. Making the Emperor's New Clothes Visible in Anti-Racist Teacher Education: Enacting a Pedagogy of Discomfort with White Preservice Teachers

    Science.gov (United States)

    Ohito, Esther O.

    2016-01-01

    The failures of university-based teacher education programs in the United States with regard to the preparation of White preservice teachers for engagement with students who embody marginalized racial identities in public schools are well documented. One such shortcoming is the inadequate attention paid to the unholy trinity of race, racism, and…

  6. EVALUATION OF THE DISTANCE EDUCATION PRE-SERVICE TEACHERS' OPINIONS ABOUT TEACHING PRACTICE COURSE (CASE OF IZMIR CITY

    Directory of Open Access Journals (Sweden)

    Meral GUVEN

    2012-01-01

    Full Text Available The aim of this study was to determine the distance education pre-service teachers’ opinions about the teaching practice course. The study was conducted with descriptive method. For data collection, analysis and interpretation, qualitative research method was used. Out of the students enrolled at Open Education Faculty, Department of Pre-school Education and Department of English Language Teaching, 27 students were volunteer to participate to the study. As a result of the study; it was found that some of the distance education pre-service teachers felt ready and enthusiastic about the teaching practice course albeit others did not feel ready enough. In addition, the pre-service teachers mostly mentioned about their expectations for self-development and self-evaluation. The pre-service teachers considered that this course provided them the opportunities to know the students and learning environments, also to prepare the plans effectively, to learn about teaching-learning processes, to manage class and time, to benefit from coordinator teachers and to evaluate themselves. However, they also complained about lack of information about plans and teaching practice files, difficulties in class-management, problems in efficient time-management, indifference of the coordinator teachers, inadequate equipment at application schools; lack of supervision and limited opportunity to have experience. Thus, they suggested that the coordinator teachers should be trained considering these problems also the application should be selected after physical check; besides the pre-service teachers should be supervised and provided accurate samples about plan and field preparation, thus frequent contact meetings should be arranged.

  7. Barriers facing junior doctors in rural practice.

    Science.gov (United States)

    Smith, Deborah M

    2005-01-01

    Early postgraduate, or junior doctors, are still required to practise in rural and remote communities, and they continue to face numerous issues and difficulties. Within the hospital setting, exposure to rural practice appears to be very limited during internship, and also to some extent, during the second postgraduate year and beyond. This is a major issue for those required to undertake country relieving, rural terms or who will be bonded to rural and remote practice for several years after internship. This research investigated the current issues and difficulties faced by junior doctors, required to undertake rural and remote practice in Queensland, Australia. An exploratory study was undertaken. Primary data were collected through semi-structured interviews held with key stakeholders. Stakeholders included: directors of clinical training; medical educators; junior doctors; rural practitioners; academic rural practitioners; and medical administrators. Of the 23 people approached, a total of 19 agreed to be interviewed. The response rate was 82.6%. Similar to the issues identified in the literature, there are currently a number of barriers influencing the ability of junior doctors to practise competently and confidently when undertaking practice in rural and remote communities. Minimal clinical experience, lack of supervision and on-site support, inadequate orientation and uninformed expectations, limited access to relevant education, and the influence of isolation, results in an overall lack of preparation both professionally and personally. When asked, respondents supported the identification of core skills and knowledge, and integration of these and other issues affecting rural practice, into their hospital-based programs. Current hospital-based education and training programs were not adequately preparing junior doctors for rural and remote practice. It was commented that orientation and education, with a rural emphasis, could assist junior doctors in their

  8. An investigation of elementary preservice teachers’ self-efficacy for teaching mathematics

    Directory of Open Access Journals (Sweden)

    Rebecca McMahon Giles

    2016-12-01

    Full Text Available Research has consistently shown that teacher efficacy is related to a variety of desirable student outcomes, thus, making teacher efficacy an important factor in high quality mathematics instruction. The purpose of this study was to determine elementary preservice teachers’ self-efficacy beliefs related to teaching mathematics. Forty-one participants from a single university responded to the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI after completing a constructivist-based elementary mathematics methods course prior to student teaching. The MTEBI is 21-item survey using a 5-point, forced choice Likert-like scale to provide an individual's perceptions of mathematics teaching efficacy beliefs on two subscales—Personal Mathematics Teaching Efficacy Belief (PMTE and Mathematics Teaching Outcome Expectancy (MTOE. Responses on the PMTE subscale (Mean = 51.08, SD=5.171 indicate that the respondents’ personal mathematics teach efficacy is positive. Participants’ responses (Mean = 29.32, SD = 3.29 on the MTOE subscale indicate positive expectations of students' mathematics learning. Attending to preservice teacher efficacy is worthy of examination. Teacher preparation programs must identify opportunities to positively impact mathematics teaching efficacy of preservice teachers.

  9. Lesson Study-Building Communities of Learning Among Pre-Service Science Teachers

    Science.gov (United States)

    Hamzeh, Fouada

    Lesson Study is a widely used pedagogical approach that has been used for decades in its country of origin, Japan. It is a teacher-led form of professional development that involves the collaborative efforts of teachers in co-planning and observing the teaching of a lesson within a unit for evidence that the teaching practices used help the learning process (Lewis, 2002a). The purpose of this research was to investigate if Lesson Study enables pre-service teachers to improve their own teaching in the area of science inquiry-based approaches. Also explored are the self-efficacy beliefs of one group of science pre-service teachers related to their experiences in Lesson Study. The research investigated four questions: 1) Does Lesson Study influence teacher preparation for inquiry-based instruction? 2) Does Lesson Study improve teacher efficacy? 3) Does Lesson Study impact teachers' aspiration to collaborate with colleagues? 4) What are the attitudes and perceptions of pre-service teachers to the Lesson Study idea in Science? The 12 participants completed two pre- and post-study surveys: STEBI- B, Science Teaching Efficacy Belief Instrument (Enochs & Riggs, 1990) and ASTQ, Attitude towards Science Teaching. Data sources included student teaching lesson observations, lesson debriefing notes and focus group interviews. Results from the STEBI-B show that all participants measured an increase in efficacy throughout the study. This study added to the body of research on teaching learning communities, professional development programs and teacher empowerment.

  10. Latent transition analysis of pre-service teachers' efficacy in mathematics and science

    Science.gov (United States)

    Ward, Elizabeth Kennedy

    This study modeled changes in pre-service teacher efficacy in mathematics and science over the course of the final year of teacher preparation using latent transition analysis (LTA), a longitudinal form of analysis that builds on two modeling traditions (latent class analysis (LCA) and auto-regressive modeling). Data were collected using the STEBI-B, MTEBI-r, and the ABNTMS instruments. The findings suggest that LTA is a viable technique for use in teacher efficacy research. Teacher efficacy is modeled as a construct with two dimensions: personal teaching efficacy (PTE) and outcome expectancy (OE). Findings suggest that the mathematics and science teaching efficacy (PTE) of pre-service teachers is a multi-class phenomena. The analyses revealed a four-class model of PTE at the beginning and end of the final year of teacher training. Results indicate that when pre-service teachers transition between classes, they tend to move from a lower efficacy class into a higher efficacy class. In addition, the findings suggest that time-varying variables (attitudes and beliefs) and time-invariant variables (previous coursework, previous experiences, and teacher perceptions) are statistically significant predictors of efficacy class membership. Further, analyses suggest that the measures used to assess outcome expectancy are not suitable for LCA and LTA procedures.

  11. Preservice Teachers and Their Preconceptions of the NGSS Science and Engineering Practice of Developing and Using Models in Elementary Science Education

    Science.gov (United States)

    Burks, Lizette A.

    The science and engineering practice of developing and using models is a new science practice identified to achieve the vision of three-dimensional teaching and learning and as such should be an important new component of teacher preparation programs (NRC, 2012). Developing and using models is a high-leverage practice in teacher preparation because of the use of discourse in its implementation that is also used in other practices utilized within the NGSS (NGSS Lead States, 2013) science classroom. Additionally, the overlap between the other seven identified NGSS (NGSS Lead States, 2013) practices and the development and use of models along with the use of models represented in two of the overall three dimensions of the new vision for science education (NRC, 2012) contribute to its high leverage nature. The intent of this study was to examine elementary science preservice teachers' understandings and preconceptions about the practice of developing and using models. This study provides important information for teacher preparation to use this high-leverage practice. The study examined preservice teachers' preconceptions about the practice of developing and using models including discourse patterns the preservice teachers identified as being critical to the success of this practice in the classroom. Data were gathered through a written survey in which preservice teachers described their initial understanding about different components of modeling instruction. A video was used to elicit their initial understandings about certain components of modeling instruction. A sample of the preservice teachers were interviewed to elaborate on their responses to the survey. The results of the study indicated that when preservice teachers initially described how this practice might look in the classroom, only two of the six categories described in A Science Framework for K-12 Science Education (NRC, 2012) for this practice were described by most participants. Of those two

  12. Interactive Instructional Television: Education for Rural Areas.

    Science.gov (United States)

    Anagal, Judy; And Others

    The Rural Special Education Project is a federally funded partnership between Kayenta Unified School District and Northern Arizona University's (NAU) Center for Excellence in Education that aims to prepare well qualified special education teachers to work in rural and reservation schools. The participants are Native American residents working…

  13. Rural Aging

    Science.gov (United States)

    ... for Success Am I Rural? Evidence-based Toolkits Economic Impact Analysis Tool Community Health Gateway Sustainability Planning ... Transportation to medical appointments, grocery shopping, and other essential and leisure activities Housing quality and affordability, including ...

  14. 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…

  15. 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.

  16. Rural Alaska Science and Mathematics Network

    National Research Council Canada - National Science Library

    Brunk, Blanche R

    2005-01-01

    ...), are awarded to Alaska Native students. Academic preparation, lack of exposure to science careers in rural Alaska, and little connection between western science and Native traditional life have combined to impede Native students' interest...

  17. Scaffolding Preservice Teachers' WebQuest Design: A Qualitative Study

    Science.gov (United States)

    Wang, Feng; Hannafin, Michael J.

    2009-01-01

    This study examined how participating preservice teachers reported their perceptions and use of different scaffolds provided to support their WebQuest design. Sixteen preservice teachers participated in a succession of course activities designed to guide WebQuest design and development. Results indicated that while participants followed, adapted,…

  18. Reading "Daddy's Roommate": Preservice Teachers Respond to a Controversial Text.

    Science.gov (United States)

    Williams, Shawyn

    2002-01-01

    Explores the responses of the author's 31 pre-service teachers to a controversial picture book. Begins by searching for a short text geared to elementary age children and suited for read-alouds. Notes that she believes that the majority of pre-service teachers at this stage in the program are still very impressionable and must be given multiple…

  19. Enhancing Preservice Teachers' Skillsets and Professionalism through Literacy Tutoring Experiences

    Science.gov (United States)

    Paquette, Kelli R.; Laverick, DeAnna M.

    2017-01-01

    This qualitative study explores preservice teachers' experiences in a service-learning literacy tutoring program offered at a university with children in grades one through eight. This study examines briefly the history of literacy centers and service-learning, the specific instructional tutoring methods employed by preservice teachers connected…

  20. Preservice Teachers and Self-Assessing Digital Competence

    Science.gov (United States)

    Maderick, Joseph A.; Zhang, Shaoan; Hartley, Kendall; Marchand, Gwen

    2016-01-01

    This study compares matched surveys of subjective self-assessment and objective assessment on seven domains of digital competence for preservice teachers at a large Southwest public university. The results, consistent with earlier studies, confirm that the participating preservice teachers inaccurately self-assessed their digital competence. The…

  1. Preservice Teachers' Perceptions of Neuroscience, Medicine, and Students with ADHD

    Science.gov (United States)

    Zambo, Debby; Zambo, Ron; Sidlik, Lawrence

    2013-01-01

    Neuroscience is revealing how the brains of individuals with Attention Deficit Hyperactivity Disorder (ADHD) function, and advances in medicine are leading to treatments. This study investigated preservice teachers' knowledge and beliefs about students with ADHD. The majority of preservice teachers knew someone with ADHD, which, along with courses…

  2. Pre-Service Teachers' Concept Images on Fractal Dimension

    Science.gov (United States)

    Karakus, Fatih

    2016-01-01

    The analysis of pre-service teachers' concept images can provide information about their mental schema of fractal dimension. There is limited research on students' understanding of fractal and fractal dimension. Therefore, this study aimed to investigate the pre-service teachers' understandings of fractal dimension based on concept image. The…

  3. The Role of Values in Preservice Teachers' Decision to Teach

    Science.gov (United States)

    Torsney, Benjamin M.; Ponnock, Annette R.; Lombardi, Doug

    2017-01-01

    The current study explored the values preservice teachers use as motivation for pursuing a teaching career. Preservice teachers (N = 97) from a large Northeastern urban university were chosen to complete a survey measuring personal utility value, social utility value, and epistemic value. Data analysis was conducted using exploratory factor…

  4. Civic Education in the Preservice Classroom: A Study of Gaming

    Science.gov (United States)

    Sumners, Sarah Elizabeth

    2012-01-01

    The purpose of the study was to better understand social studies teacher education through preservice professional development that incorporates an online gaming and simulation component. Examination of the impact of online gaming and simulations on the self-efficacy and content knowledge of preservice teachers in the methods course was…

  5. Preservice Mathematics Teachers' Perceptions of Drama Based Instruction

    Science.gov (United States)

    Bulut, Neslihan

    2016-01-01

    The purpose of this study was to determine the perceptions of pre-service mathematics teachers related to drama-based instruction. For this purpose, effects of a drama-based mathematics course on senior class pre-service mathematics teachers' knowledge about drama-based instruction and teacher candidates' competencies for developing and…

  6. Preservice Mathematics Teachers' Metaphorical Perceptions towards Proof and Proving

    Science.gov (United States)

    Ersen, Zeynep Bahar

    2016-01-01

    Since mathematical proof and proving are in the center of mathematics; preservice mathematics teachers' perceptions against these concepts have a great importance. Therefore, the study aimed to determine preservice mathematics teachers' perceptions towards proof and proving through metaphors. The participants consisted of 192 preservice…

  7. Preservice Teachers' Memories of Their Secondary Science Education Experiences

    Science.gov (United States)

    Hudson, Peter; Usak, Muhammet; Fancovicova, Jana; Erdogan, Mehmet; Prokop, Pavol

    2010-01-01

    Understanding preservice teachers' memories of their education may aid towards articulating high-impact teaching practices. This study describes 246 preservice teachers' perceptions of their secondary science education experiences through a questionnaire and 28-item survey. ANOVA was statistically significant about participants' memories of…

  8. Pre-Service Teacher Vision and Urban Schools

    Science.gov (United States)

    Roselle, Rene; Liner, Kevin

    2012-01-01

    As preservice teachers enter their first teaching experience, they often have perceptions about what teaching will be like based on a vision that is typically linked to their own background and experiences. This study explores the changes in visions of 15 preservice teachers throughout student teaching in an urban environment. The research will…

  9. How Do Preservice Teachers View Tenure and Accountability?

    Science.gov (United States)

    Thompson, Carol C.; Dentino, Gary

    2016-01-01

    Little research has examined preservice teachers' views on tenure and accountability. This study used a 35-item survey to investigate 89 preservice teachers' attitudes toward both. Most valued tenure and recognized the importance of ensuring teacher quality. Fewer than one third saw mentoring or collaboration as ways to improve their…

  10. Technology Acceptance among Pre-Service Teachers: Does Gender Matter?

    Science.gov (United States)

    Teo, Timothy; Fan, Xitao; Du, Jianxia

    2015-01-01

    This study examined possible gender differences in pre-service teachers' perceived acceptance of technology in their professional work under the framework of the technology acceptance model (TAM). Based on a sample of pre-service teachers, a series of progressively more stringent measurement invariance tests (configural, metric, and scalar…

  11. Pre-Service Physics Teachers' Conceptions of Nature of Science

    Science.gov (United States)

    Buaraphan, Khajornsak

    2011-01-01

    Understanding of NOS (nature of science) appears as a prerequisite of a scientifically literate person. Promoting adequate understanding of NOS in pre-service physics teachers is, therefore, an important task of science educators. Before doing that, science educators must have information concerning their pre-service teachers' conceptions of NOS.…

  12. Algebraic Generalization Strategies Used by Kuwaiti Pre-Service Teachers

    Science.gov (United States)

    Alajmi, Amal Hussain

    2016-01-01

    This study reports on the algebraic generalization strategies used by elementary and middle/high school pre-service mathematics teachers in Kuwait. They were presented with 9 tasks that involved linear, exponential, and quadratic situations. The results showed that these pre-service teachers had difficulty in generalizing algebraic rules in all 3…

  13. Investigation of Pre-Service Teachers' Communication Skills

    Science.gov (United States)

    Kana, Fatih

    2015-01-01

    The purpose of this study is to determine the levels of Turkish language pre-service teachers' communication skills. Descriptive survey model was used in this study. 218 pre-service Turkish language teachers, who are studying at Department of Turkish Language Teaching at a university in the west of Turkey, participated in the study. Criterion…

  14. Pre-Service Teachers' Mental Models of Basic Astronomy Concepts

    Science.gov (United States)

    Arslan, A. Saglam; Durikan, U.

    2016-01-01

    The aim of the present study is to determine pre-service teachers' mental models related to basic astronomy concepts. The study was conducted using a survey method with 293 pre-service teachers from 4 different departments; physics education, science education, primary teacher education and early childhood education. An achievement test with…

  15. Examining Preservice Teachers' Criteria for Evaluating Educational Mobile Apps

    Science.gov (United States)

    Baran, Evrim; Uygun, Erdem; Altan, Tugba

    2017-01-01

    Recent interest in integrating mobile apps into teaching will continue growing. There remains, however, a pressing need to develop methods and resources to support and educate preservice teachers about the use of these technologies. This case study aimed to examine preservice teachers' criteria for evaluating educational mobile apps. Nineteen…

  16. Preservice Elementary Students Meet Sagan's "Demon-Haunted World."

    Science.gov (United States)

    Nelson, Mike

    This paper describes a course in which preservice elementary teachers read and discussed "The Demon-Haunted World: Science as a Candle in the Dark" by Carl Sagan. Students discussed their beliefs about the nature of science, teaching, and learning. The paper concludes that preservice teachers appeared to develop reflective and critical…

  17. From Whining to Wondering: Reflective Journaling with Preservice Educators

    Science.gov (United States)

    Applebaum, Lauren

    2014-01-01

    Reflective journaling is frequently employed to help preservice educators make sense of fieldwork experiences. Analyzing the weekly journals of eight preservice educators, I offer conceptual language to describe how journal writing provides a window into students' capacity for reflection. This capacity is described in terms of three continua:…

  18. Scale development for pre-service mathematics teachers ...

    African Journals Online (AJOL)

    The purpose of this study is to develop a scale to determine pre-service mathematics teachers' perceptions related to their pedagogical content knowledge. Firstly, a preliminary perception scale of pedagogical content knowledge was constructed and then administered to 112 pre-service mathematics teachers who were ...

  19. Mentoring Triad: An Alternative Mentoring Model for Preservice Teacher Education?

    Science.gov (United States)

    Ambrosetti, Angelina; Dekkers, John; Knight, Bruce Allen

    2017-01-01

    Within many preservice teacher education programs in Australia, mentoring is used as the overarching methodology for the professional placement. The professional placement is considered to be a key component of learning to teach, and typically a dyad mentoring model is utilized. However, it is reported that many preservice teachers experience a…

  20. Pre-Service Teachers' Beliefs about Knowledge, Mathematics, and Science

    Science.gov (United States)

    Cady, Jo Ann; Rearden, Kristin

    2007-01-01

    This study examines the beliefs of K-8 preservice teachers during a content methods course. The goals of this course included exposing the preservice teachers to student-centered instructional methods for math and science and encouraging the development of lessons that would integrate mathematics and science. Prior research suggested that one must…

  1. Turkish Pre-Service Physics Teachers' Preferred Learning Styles

    Science.gov (United States)

    Kandil Ingec, Sebnem

    2015-01-01

    This study aims to determine the dominant learning styles of pre-service physics teachers and to examine them in terms of variables such as gender, information and communication technologies skills, academic achievement and type of motivation. Survey model was used. The sample composed of 50 pre-service physics teachers. The data were collected…

  2. Jordanian Preservice Primary Teachers' Perceptions of Mentoring in Science Teaching

    Science.gov (United States)

    Abed, Osama H.; Abd-El-Khalick, Fouad

    2015-01-01

    Quality mentoring is fundamental to preservice teacher education because of its potential to help student and novice teachers develop the academic and pedagogical knowledge and skills germane to successful induction into the profession. This study focused on Jordanian preservice primary teachers' perceptions of their mentoring experiences as these…

  3. Pre-service teachers' mathematical knowledge for teaching basic ...

    African Journals Online (AJOL)

    This study measured pre-service teachers' mathematical knowledge for teaching (MKT) basic school mathematics. MKT multiple-choice test was administered to 100 pre-service teachers from two colleges of education (located at Mampong in the Ashanti Region of Ghana) to assess their mathematical knowledge for ...

  4. Pre-Service Secondary Teachers' Attitudes towards Inclusive Education

    Science.gov (United States)

    Costello, Shane; Boyle, Christopher

    2013-01-01

    The attitudes held by pre-service teachers have been shown to affect their willingness and ability to implement an inclusive approach to education. A sample consisting of 193 pre-service secondary teachers enrolled in secondary education courses at an Australian university were surveyed to determine their attitudes towards inclusive education,…

  5. Equipping Preservice Elementary Teachers for Data Use in the Classroom

    Science.gov (United States)

    Reeves, Todd D.

    2017-01-01

    Current preservice teacher education practice related to data use has been deemed inadequate, in that it is unevenly distributed and often superficial. In response, this article describes a course-based classroom assessment data-literacy experience for preservice elementary teachers. Grounded in extant theory and research concerning data literacy…

  6. Promoting Preservice Teachers' Attitudes toward Socioscientific Issues

    Science.gov (United States)

    Yerdelen, Sundus; Cansiz, Mustafa; Cansiz, Nurcan; Akcay, Hakan

    2018-01-01

    In this study, we aimed to improve preservice teachers' attitudes toward socioscientific issues through socioscientific issue course. Moreover, we investigated whether this course influences preservice teachers studying in a science education and non-science education in a similar way. For this purpose, a semester-long socioscientific issues…

  7. An Investigation of School Violence and Pre-Service Teachers

    Science.gov (United States)

    McCaleb, Karen Nykorchuk; Andersen, Amy; Hueston, Harry

    2008-01-01

    All educators need to be aware of issues regarding school violence. Recent years have shown that violence can happen in a variety of school settings. This study conducted a one-group, pretest-posttest, pre-experimental design to explore pre-service teachers' perceptions regarding school violence. First, pre-service educators were asked to complete…

  8. Remediation of Math Anxiety in Preservice Elementary School Teachers

    Science.gov (United States)

    Dunkle, Susan M.

    2010-01-01

    The purpose of this study was to measure the level of math anxiety in preservice elementary teachers, and then to determine if remediation methods would lower the measured level of anxiety in these same preservice teachers. The 10-day study provided an intense remediation using a time-series design to measure change on the Revised Math Anxiety…

  9. Preservice Science Teachers' Views on Science-Technology-Society

    Science.gov (United States)

    Dikmentepe, Emel; Yakar, Zeha

    2016-01-01

    The aim of this study is to investigate the views of pre-service science teachers on Science-Technology-Society (STS). In the research, a descriptive research method was used and data were collected using the Views on Science-Technology-Society (VOSTS) Questionnaire. In general, the results of this study revealed that pre-service science teachers…

  10. Pre-Service Teachers' Opinions on Teaching Thinking Skills

    Science.gov (United States)

    Akinoglu, Orhan; Karsantik, Yasemin

    2016-01-01

    The purpose of the present study is to determine pre-service teachers' opinions on teaching thinking skills. 134 senior pre-service pre-school, English and mathematics teachers studying at a state university in Istanbul participated in the study which is designed based on survey model. A questionnaire which was developed by the researchers was…

  11. Pre-Service Teachers Designing and Constructing "Good Digital Games"

    Science.gov (United States)

    Artym, Corbett; Carbonaro, Mike; Boechler, Patricia

    2016-01-01

    There is a growing interest in the application of digital games to enhance learning across many educational levels. This paper investigates pre-service teachers' ability to operationalize the learning principles that are considered part of a good digital game (Gee, 2007) by designing digital games in Scratch. Forty pre-service teachers, enrolled…

  12. Pre-Service Teachers Designing Virtual World Learning Environments

    Science.gov (United States)

    Jacka, Lisa; Booth, Kate

    2012-01-01

    Integrating Information Technology Communications in the classroom has been an important part of pre-service teacher education for over a decade. The advent of virtual worlds provides the pre-service teacher with an opportunity to study teaching and learning in a highly immersive 3D computer-based environment. Virtual worlds also provide a place…

  13. Preservice Teachers' Conceptions about Animals and Particularly about Spiders

    Science.gov (United States)

    Jambrina, Carmen Urones; Vacas, Jose Manuel; Sanchez-Barbudo, Miguel

    2010-01-01

    Introduction: This article explores the scientific ideas and alternative conceptions that pre-service teachers have regarding animal classification and spiders in particular. Method: The study involved 40 pre-service teachers of elementary education in Spain and the data was collected by means of questionnaires, descriptions and drawings. The…

  14. Pre-service teachers' content knowledge and pedagogical content ...

    African Journals Online (AJOL)

    This study investigated pre-service teachers' content and pedagogical knowledge in teaching geometric transformation. Eighty-two pre-service teachers from two Colleges of Education in the Ashanti region of Ghana consisted the sample size. The study was a quantitative study which employed survey as a strategy of ...

  15. Examining Preservice Teachers' Culturally Responsive Teaching Self-Efficacy Doubts

    Science.gov (United States)

    Siwatu, Kamau Oginga; Chesnut, Steven Randall; Alejandro, Angela Ybarra; Young, Haeni Alecia

    2016-01-01

    This study was designed to add to the research on teachers' self-efficacy beliefs by examining preservice teachers' culturally responsive teaching self-efficacy doubts. We examined the tasks that preservice teachers felt least efficacious to successfully execute and explored the reasoning behind these self-efficacy doubts. Consequently, we were…

  16. Pre-Service Teachers and Climate Change: A Stalemate?

    Science.gov (United States)

    Boon, Helen J.

    2016-01-01

    Findings from the second phase of a study of pre-service teachers' attitudes to environmental education and knowledge of climate change are reported in this paper. A sample of 87 pre-service teachers participated in a survey study in the last year of their Bachelor of Education degree to examine developments to their attitudes to environmental…

  17. 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…

  18. Enhancing Preservice Teachers' Understanding of Students' Misconceptions in Learning Chemistry

    Science.gov (United States)

    Naah, Basil Mugaga

    2015-01-01

    Preservice teachers enrolled in a modified introductory chemistry course used an instructional rubric to improve and evaluate their understanding of students' misconceptions in learning various chemistry concepts. A sample of 79 preservice teachers first explored the state science standards to identify chemistry misconceptions associated with the…

  19. In-service and Pre-service Middle School Mathematics Teachers' Attitudes and Decisions Regarding Teaching Mathematics Using Mobile Phones

    Directory of Open Access Journals (Sweden)

    Wajeeh M. Daher

    2014-10-01

    Full Text Available Several researches examined students' mathematics learning using mobile phones, while very few researches examined mathematics teaching using this new educational tool. This research attempts to analyze in-service and pre-service teachers' attitudes and decisions regarding mathematics teaching with mobile phones using activity theory. More specifically, three case studies are analyzed in this research: One concerns an in-service teacher who used mobile phones in her class, the second case study involves a pre-service teacher who collaborated with the in-service teacher to teach mathematics lessons using mobile phones, and the third case study is about 15 pre-service teachers who were observers of the experiment but did not use mobile phones in their teaching. We held one-hour semi-structured interviews with the in-service teacher, with the leading pre-service teacher and with the group of other observer pre-service teachers. This happened three times during the academic year: at the beginning of the experiment, after three months and after it ended. The research findings indicate that different factors have an impact on the attitudes and decisions of the teacher: history of the teacher using technologies in teaching, perceptions of the teacher using technologies in teaching, community’s teacher, rules regulating the use of technologies in teaching mathematics, and division of labor. For example, questions as to who decides which technologies to use in the classroom and who should prepare the learning material for the students. Contradictions were identified in mathematics teachers' activity when utilizing mobile phones in their teaching. These contradictions hinder or slow such utilization. Community, especially its leading members, mediated and helped overcome the activity contradictions that arose throughout the experiment regarding the teaching processes in and/or out of the mathematics classroom.

  20. Making Earth Science Relevant in the K-8 Classroom. The Development of an Instructional Soils Module for Pre-Service Elementary Teachers Using the Next Generation Science Standards

    Science.gov (United States)

    Baldwin, K. A.; Hauge, R.; Dechaine, J. M.; Varrella, G.; Egger, A. E.

    2013-12-01

    The development and adoption of the Next Generation Science Standards (NGSS) raises a challenge in teacher preparation: few current teacher preparation programs prepare students to teach science the way it is presented in the NGSS, which emphasize systems thinking, interdisciplinary science, and deep engagement in the scientific process. In addition, the NGSS include more geoscience concepts and methods than previous standards, yet this is a topic area in which most college students are traditionally underprepared. Although nationwide, programmatic reform is needed, there are a few targets where relatively small, course-level changes can have a large effect. One of these targets is the 'science methods' course for pre-service elementary teachers, a requirement in virtually all teacher preparation programs. Since many elementary schools, both locally and across the country, have adopted a kit based science curriculum, examining kits is often a part of a science methods course. Unfortunately, solely relying on a kit based curriculum may leave gaps in science content curriculum as one prepares teachers to meet the NGSS. Moreover, kits developed at the national level often fall short in connecting geoscientific content to the locally relevant societal issues that engage students. This highlights the need to train pre-service elementary teachers to supplement kit curriculum with inquiry based geoscience investigations that consider relevant societal issues, promote systems thinking and incorporate connections between earth, life, and physical systems. We are developing a module that teaches geoscience concepts in the context of locally relevant societal issues while modeling effective pedagogy for pre-service elementary teachers. Specifically, we focus on soils, an interdisciplinary topic relevant to multiple geoscience-related societal grand challenges (e.g., water, food) that is difficult to engage students in. Module development is funded through InTeGrate, NSF

  1. Some Reflections From Pre-Service Elementary Teachers’ Practice Teaching on the Area of Understanding Data in the Math-Teaching Course

    Directory of Open Access Journals (Sweden)

    Özlem DOĞAN TEMUR

    2015-06-01

    Full Text Available With developing technology statistical information and data sources become a very important issues and from primary school it has become necessary to gain the skills for making interpreting and making sense of data. These skills consist of collecting information, arrangement and analysis of collected data and the interpretation of the results. The duty of guiding students in their process of making statistical information meaningful falls upon teachers. This study, whose aim was to investigate prepared course content for sub-learning area in grade 1-4 math course and obtained experiences by pre-service elementary teachers in the schools they went as a part of teaching practice course, was conducted with nine fourth-year students attending an undergraduate program of elementary teaching in a state university during 2013-2014 academic year. Pre-service teachers were each asked to prepare and conduct a lesson plan suitable for the lesson outcomes and the level of the classes that they were to teach. Their applications were assessed by semi-structured observation form about data teaching developed by the researchers. It was observed that pre-service teachers could not reflect given lesson outcomes on the topic of data to the lessons they prepared to teach during their teaching practice. In the implementations, it was noted that pre-service teachers could not effectively include students in both collecting and arrangement as well as interpretation processes of the information and that they taught in teacher-centered manner although they prepared a correct activity. It was also noted that pre-service teachers could not well enough differentiate category and concept of variable in table and graph activities.

  2. 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…

  3. The Preparation for the Cooperativisation of the Polish Rural Youth Not Included in School Teaching during the Interwar Period (1918–1939 [Przysposobienie spółdzielcze wiejskiej młodzieży pozaszkolnej w Polsce w okresie międzywojennym (1918–1939

    Directory of Open Access Journals (Sweden)

    Elżbieta MAGIERA

    2017-11-01

    Full Text Available The output of the XXth century Polish cooperative movement can be considered in ideological, organisational, economic, social and educational terms. The cooperative movement had a significant effect on the educational and propagating activities for both adults and school children. The cooperative movement criticized egoism and the pursuit of profit, taught cooperative forms of work, mutual help, and solidarity as well as providing the basic necessities for the poor. It supported the family and the education of children, young people and adults. It propagated the development of student organizations, the cooperative education and upbringing through taking cooperation into consideration in curricula. Cooperative education was created at the Polish cooperative movement’s initiative. It raised the level of the farmer’s knowledge and skills. It was also conducive to their activation. It's educational and upbringing activities disseminated the idea of the cooperative. They also spread the theoretical and practical knowledge which was necessary to found and run cooperative institutions. The preparation for cooperativisaton was organised among young people and adults in both urban and rural areas. It was aimed at raising awareness and educating the youth not included in the school teaching in accordance with the idea of cooperation, establishing contact and cooperation with cooperatives as well as shaping the characters of the rural youth. Youth organisations played an important role in the teaching of cooperation for young people not included in the school teaching. They propagated social assistance, self-education, preparation for cooperation and prepared the young generation for participating in the cooperative movement of adults. Moreover, the preparation for cooperation among the rural youth was included in the agricultural education which was a common method of spreading amongst young people the necessary skills for agriculture. It also

  4. Preservice elementary teachers learning of astronomy

    Science.gov (United States)

    Fidler, Chuck Gary

    The dissertation presents a new approach for the study of preservice elementary teacher astronomy education. The approach suggests that learning astronomical concepts are facilitated by greater sophistication in scale perception and spatial-aptitude. This dissertation is underscored by the national call for elementary science education reform efforts and suggests certain strategies shown more effective for the development of accurate astronomical comprehension. The present research study describes how preservice elementary teachers conceptualize and communicate ideas about Space. Instead of assuming a universal mental conception of cosmic orientations and relationships, the dissertation claims that the perception of Space related dimensions vary among preservice elementary teachers. Furthermore, the dissertation suggests individual perceptions of the scale sizes and orientations of celestial systems have direct influences on mental models used to organize and communicate astronomical information. The development of inaccurate mental models of the scaled dimensions of Space may perpetuate the teacher-student cycle of misconception and naive-theory generation among children in elementary education settings. The ability to conceptualize the vast cosmos is facilitated by the minds ability to think about vast scales and orientations of celestial objects. The Earth-based perspective of astronomy education compels the learner to think about astronomical principles within imaginary frames of reference and across unfamiliar scaled dimensions. Therefore, mental astronomical model building is underscored by the perception of scale and cosmic spatiality. This study suggests these cognitive skill sets are interconnected and facilitate the learning of accurate astronomy principles; as well as play an important role when designing an astronomy education program for preservice elementary teachers. This research study is comprised of three separate standalone articles designed and

  5. 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…

  6. Rural Households

    DEFF Research Database (Denmark)

    Bruun, Ole

    2013-01-01

    dependency on state institutions under the Vietnamese transition to a market society. It discusses present poverty definitions and measures by comparing survey data with the formal economic categorization of rural households. Both the overall characteristics of rural society and qualitative data indicate...... that the reforms have set in motion a process by which a mix of new opportunities and increasing pressures creates new winners and losers. Second, the chapter draws attention to the nature of interactions between households, local communities and the Vietnamese state. This shows both potentials and limitations...

  7. Rural/Nonrural Differences in College Attendance Patterns.

    Science.gov (United States)

    Byun, Soo-Yong; Irvin, Matthew J; Meece, Judith L

    Using data from the National Education Longitudinal Study of 1988, this study documented college attendance patterns of rural youth in terms of the selectivity of first postsecondary institution of attendance, the timing of transition to postsecondary education, and the continuity of enrollment. The study also examined how these college attendance patterns among rural students differed from those among their non-rural counterparts and which factors explained these rural/nonrural differences. Results showed that rural youth were less likely than their nonrural counterparts to attend a selective institution. In addition, rural youth were more likely to delay entry to postsecondary education, compared to their urban counterparts. Finally, rural students were less likely than their urban counterparts to be continuously enrolled in college. Much of these rural/nonrural disparities in college attendance patterns were explained by rural/nonrural differences in socioeconomic status and high school preparation. Policy implications, limitations of the study, and future research directions are also discussed.

  8. Preservice teachers' use of lesson study in teaching nature of science

    Science.gov (United States)

    McDowell, Amy Virginia

    The purpose of this study was to explore preservice teachers' lived experiences in a lesson study focused on teaching and learning nature of science (NOS). The body of knowledge about shifting pre- and in-service novice NOS understandings is substantial. The focus of science education research is now exploring ways to move these informed NOS understandings into classroom practice (Abd-El-Khalick & Lederman, 2000b). The research questions guiding the study were (a) how do preservice teachers' understandings of NOS shift as a result of the lesson study experience?, and (b) how does the reflective practice that occurs in lesson study influence preservice teachers' transition of NOS tenets into classroom practice? The participants in this study represented a sample of graduate preservice teachers, who were part of a middle and secondary science teaching alternative certification program in a southeastern university. In the first summer semester of this certification program, the participants were immersed in reform based science instruction; a section of which included NOS teachings (INTASC, 2002). In the following semester, participants were placed in a practicum setting; where the exploration of the preservice teachers' teaching of NOS was supported through the modified lesson study framework. Data sources included the Views on Nature of Science-Form B (VNOS-b), interviews, and lesson study portfolios. Analysis of NOS understandings was guided by instruments found in literature associated with the VNOS-b (Lederman et al., 2002) and reflection (Ward & McCotter, 2004). Results showed successful transfer of NOS into classroom practice using the modified lesson study framework, with less success in the deepening of participants' NOS understandings. Of particular significance was that results indicated a deepening of NOS pedagogical content knowledge for those participants functioning at higher levels of reflection. The study's results contributes to two knowledge bases

  9. Development of preservice elementary teachers' science self- efficacy beliefs and its relation to science conceptual understanding

    Science.gov (United States)

    Menon, Deepika

    -efficacy beliefs included: (1) enhanced science conceptual understandings, (2) active learning experiences, (3) teaching strategies, and (4) instructor as a role-model. Findings suggest that despite of the nature of prior science experiences preservice elementary teachers previously had, an exposure to a course that integrates relevant science content along with modeled instructional strategies can positively impact science self-efficacy beliefs. While some course elements such as active learning experiences and teaching models seemed to impact all groups positively, the low group participants were particularly influenced by the multiple representations of the content and the course instructor as a role model. These findings have important implications for preservice science teacher preparation programs.

  10. Reaching the Future Teachers in Your Classroom: New Directions in Pre-Service Education

    Science.gov (United States)

    Grier, Jennifer A.; Ruberg, L.

    2006-09-01

    We will present results and progress from initiatives seeking to improve the experiences of future teachers in college level science classes. A future teacher (pre-service teacher) is inspired to teach science based on personal experiences with college science classes. The most critical opportunity to make a real difference in science education in schools comes when the teachers themselves are first being educated. Given the difficulties in identifying future teachers and the wide variations in their needs, how can we best help future teachers in training? What critical thinking skills are most important for them to absorb from their exposure to science as undergraduates and graduate students? What teaching and learning experiences can we offer that will help science teachers in training confidently assess the relationship between evidence and explanations and then bring that understanding and experience effectively into their own classroom? Recent initiatives in pre-service education have identified several key strategies for improving teacher preparation at the post-secondary level: - Using a constructivist approach to teach physical science concepts and guided inquiry - Knowing common misconceptions about key scientific concepts that students bring to college-level science classrooms - Applying documented strategies for identifying and addressing student misconceptions; and - Knowing how to select and adapt curriculum materials based on common preconceptions held by students. The challenge of reaching these outcomes is complex and cannot be addressed with simple solutions. Teaching strategies that help prepare future teachers include modeling effective teaching of science, understanding the relationship between student/teacher misconceptions, designing and implementing evaluation and assessment, appropriate use of technology tools, and tapping into the existing community of learners to provide ongoing education opportunities and support as the pre-service

  11. Learning How to Teach Chemistry with Technology: Pre-Service Teachers' Experiences with Integrating Technology into Their Learning and Teaching

    Science.gov (United States)

    Chittleborough, Gail

    2014-06-01

    The Australian Government initiative, Teaching Teachers for the Future (TTF), was a targeted response to improve the preparation of future teachers with integrating technology into their practice. This paper reports on TTF research involving 28 preservice teachers undertaking a chemistry curriculum studies unit that adopted a technological focus. For chemistry teaching the results showed that technological knowledge augmented the fundamental pedagogical knowledge necessary for teaching chemistry content. All the pre-service teachers demonstrated an understanding of the role of technology in teaching and learning and reported an increased skill level in a variety of technologies, many they had not used previously. Some students were sceptical about this learning when schools did not have technological resources available. This paper argues that teacher education courses should include technological skills that match those available in schools, as well as introduce new technologies to support a change in the culture of using technology in schools.

  12. 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.

  13. Preservice Elementary Teachers' Ideas About Scientific Practices

    Science.gov (United States)

    Ricketts, Amy

    2014-10-01

    With the goal of producing scientifically literate citizens who are able to make informed decisions and reason critically when science intersects with their everyday lives, the National Research Council (NRC) has produced two recent documents that call for a new approach to K-12 science education that is based on scientific practices, crosscutting concepts, and disciplinary core ideas. These documents will potentially influence future state standards and K-12 curricula. Teachers will need support in order to teach science using a practices based approach, particularly if they do not have strong science backgrounds, which is often the case with elementary teachers. This study investigates one cohort (n = 19) of preservice elementary teachers' ideas about scientific practices, as developed in a one-semester elementary science teaching methods course. The course focused on eight particular scientific practices, as defined by the National Research Council's A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012). Participants' written reflections, lesson plans and annotated teaching videos were analyzed in fine detail to better understand their ideas about what it means to engage in each of the practices. The findings suggest that preservice elementary teachers hold promising ideas about scientific practices (such as an emphasis on argumentation and communication between scientists, critical thinking, and answering and asking questions as the goal of science) as well as problematic ideas (including confusion over the purpose of modeling and the process of analysis, and conflating argumentation and explanation building). These results highlight the strengths and limitations of using the Framework (NRC 2012) as an instructional text and the difficulties of differentiating between preservice teachers' content knowledge about doing the practices and their pedagogical knowledge about teaching the practices.

  14. Ruralization of students’ horizons: insights into Australian health professional students’ rural and remote placements

    Science.gov (United States)

    Cross, Merylin; Waller, Susan; Chambers, Helen; Farthing, Annie; Barraclough, Frances; Pit, Sabrina W; Sutton, Keith; Muyambi, Kuda; King, Stephanie; Anderson, Jessie

    2018-01-01

    Introduction Health workforce shortages have driven the Australian and other Western governments to invest in engaging more health professional students in rural and remote placements. The aim of this qualitative study was to provide an understanding of the lived experiences of students undertaking placements in various nonmetropolitan locations across Australia. In addition to providing their suggestions to improve rural placements, the study provides insight into factors contributing to positive and negative experiences that influence students’ future rural practice intentions. Methods Responses to open-ended survey questions from 3,204 students from multiple health professions and universities were analyzed using two independent methods applied concurrently: manual thematic analysis and computerized content analysis using Leximancer software. Results The core concept identified from the thematic analysis was “ruralization of students’ horizons,” a construct representing the importance of preparing health professional students for practice in nonmetropolitan locations. Ruralization embodies three interrelated themes, “preparation and support,” “rural or remote health experience,” and “rural lifestyle and socialization,” each of which includes multiple subthemes. From the content analysis, factors that promoted students’ rural practice intentions were having a “positive” practice experience, interactions with “supportive staff,” and interactions with the “community” in general. It was apparent that “difficulties,” eg, with “accommodation,” “Internet” access, “transport,” and “financial” support, negatively impacted students’ placement experience and rural practice intentions. Conclusions The study findings have policy and practice implications for continuing to support students undertaking regional, rural, and remote placements and preparing them for future practice in nonmetropolitan locations. This study

  15. Ruralization of students' horizons: insights into Australian health professional students' rural and remote placements.

    Science.gov (United States)

    Smith, Tony; Cross, Merylin; Waller, Susan; Chambers, Helen; Farthing, Annie; Barraclough, Frances; Pit, Sabrina W; Sutton, Keith; Muyambi, Kuda; King, Stephanie; Anderson, Jessie

    2018-01-01

    Health workforce shortages have driven the Australian and other Western governments to invest in engaging more health professional students in rural and remote placements. The aim of this qualitative study was to provide an understanding of the lived experiences of students undertaking placements in various nonmetropolitan locations across Australia. In addition to providing their suggestions to improve rural placements, the study provides insight into factors contributing to positive and negative experiences that influence students' future rural practice intentions. Responses to open-ended survey questions from 3,204 students from multiple health professions and universities were analyzed using two independent methods applied concurrently: manual thematic analysis and computerized content analysis using Leximancer software. The core concept identified from the thematic analysis was "ruralization of students' horizons," a construct representing the importance of preparing health professional students for practice in nonmetropolitan locations. Ruralization embodies three interrelated themes, "preparation and support," "rural or remote health experience," and "rural lifestyle and socialization," each of which includes multiple subthemes. From the content analysis, factors that promoted students' rural practice intentions were having a "positive" practice experience, interactions with "supportive staff," and interactions with the "community" in general. It was apparent that "difficulties," eg, with "accommodation," "Internet" access, "transport," and "financial" support, negatively impacted students' placement experience and rural practice intentions. The study findings have policy and practice implications for continuing to support students undertaking regional, rural, and remote placements and preparing them for future practice in nonmetropolitan locations. This study may, therefore, further inform ongoing strategies for improving rural placement experiences and

  16. Preservice and Inservice Teachers' Challenges in the Planning of Practical Work in Physics

    Science.gov (United States)

    Nivalainen, Ville; Asikainen, Mervi A.; Sormunen, Kari; Hirvonen, Pekka E.

    2010-06-01

    Practical work in school science plays many essential roles that have been discussed in the literature. However, less attention has been paid to how teachers learn the different roles of practical work and to the kind of challenges they face in their learning during laboratory courses designed for teachers. In the present study we applied the principles of grounded theory to frame a set of factors that seem to set major challenges concerning both successful work in the school physics laboratory and also in the preparation of lessons that exploit practical work. The subject groups of the study were preservice and inservice physics teachers who participated in a school laboratory course. Our results derived from a detailed analysis of tutoring discussions between the instructor and the participants in the course, which revealed that the challenges in practical or laboratory work consisted of the limitations of the laboratory facilities, an insufficient knowledge of physics, problems in understanding instructional approaches, and the general organization of practical work. Based on these findings, we present our recommendations on the preparation of preservice and inservice teachers for the more effective use of practical work in school science and in school physics.

  17. Boundary crossing and brokering between disciplines in pre-service mathematics teacher education

    Science.gov (United States)

    Goos, Merrilyn; Bennison, Anne

    2017-12-01

    In many countries, pre-service teacher education programs are structured so that mathematics content is taught in the university's mathematics department and mathematics pedagogy in the education department. Such program structures make it difficult to authentically interweave content with pedagogy in ways that acknowledge the roles of both mathematicians and mathematics educators in preparing future teachers. This article reports on a project that deliberately fostered collaboration between mathematicians and mathematics educators in six Australian universities in order to investigate the potential for learning at the boundaries between the two disciplinary communities. Data sources included two rounds of interviews with mathematicians and mathematics educators and annual reports prepared by each participating university over the three years of the project. The study identified interdisciplinary boundary practices that led to integration of content and pedagogy through new courses co-developed and co-taught by mathematicians and mathematics educators, and new approaches to building communities of pre-service teachers. It also developed an evidence-based classification of conditions that enable or hinder sustained collaboration across disciplinary boundaries, together with an empirical grounding for Akkerman and Bakker's conceptualisation of transformation as a mechanism for learning at the boundary between communities. The study additionally highlighted the ambiguous nature of boundaries and implications for brokers who work there to connect disciplinary paradigms.

  18. The Road to Rural Primary Care: A Narrative Review of Factors That Help Develop, Recruit, and Retain Rural Primary Care Physicians.

    Science.gov (United States)

    Parlier, Anna Beth; Galvin, Shelley L; Thach, Sarah; Kruidenier, David; Fagan, Ernest Blake

    2018-01-01

    To examine the literature documenting successes in recruiting and retaining rural primary care physicians. The authors conducted a narrative review of literature on individual, educational, and professional characteristics and experiences that lead to recruitment and retention of rural primary care physicians. In May 2016, they searched MEDLINE, PubMed, CINAHL, ERIC, Web of Science, Google Scholar, the Grey Literature Report, and reference lists of included studies for literature published in or after 1990 in the United States, Canada, or Australia. The authors identified 83 articles meeting inclusion criteria. They synthesized results and developed a theoretical model that proposes how the findings interact and influence rural recruitment and retention. The authors' proposed theoretical model suggests factors interact across multiple dimensions to facilitate the development of a rural physician identity. Rural upbringing, personal attributes, positive rural exposure, preparation for rural life and medicine, partner receptivity to rural living, financial incentives, integration into rural communities, and good work-life balance influence recruitment and retention. However, attending medical schools and/or residencies with a rural emphasis and participating in rural training may reflect, rather than produce, intention for rural practice. Many factors enhance rural physician identity development and influence whether physicians enter, remain in, and thrive in rural practice. To help trainees and young physicians develop the professional identity of a rural physician, multifactorial medical training approaches aimed at encouraging long-term rural practice should focus on rural-specific clinical and nonclinical competencies while providing trainees with positive rural experiences.

  19. Pre-service secondary school science teachers science teaching ...

    African Journals Online (AJOL)

    PROF.MIREKU

    pre-service secondary science teachers' self-efficacy beliefs with regard to gender and educational .... outcome. As a consequence, instruments for the determination of self-efficacy ...... Sex Roles: A Journal of Research, 42, 119–31. Bursal, M.

  20. Evaluation of pre-service training on integrated management of ...

    African Journals Online (AJOL)

    Evaluation of pre-service training on integrated management of neonatal and childhood ... and reviews of pediatric course outlines and other teaching/learning materials. ... Of the 34 programs 22 were diploma nursing, 6 Bachelor of Sciences ...

  1. Pre-service teachers' content knowledge and pedagogical content ...

    African Journals Online (AJOL)

    kofi.mereku

    African Journal of Educational Studies in Mathematics and Sciences Vol. 13, 2017. 63 ... knowledge in teaching geometric transformation ... made more practical and that pre-service teachers should be given ample opportunity to practice.

  2. Literacy and Art: Collage for Pre-Service Teachers

    Directory of Open Access Journals (Sweden)

    Alice J. Feret, EdD

    2010-08-01

    Full Text Available Art educators have a unique opportunity to develop and strengthen a crosscurricular foundation in literacy through art education. Enrolled in a content area reading course, pre-service teachers in art education at one, large southeastern university discovered that using language skills as a lens sharpened their observations of student performance in art classes at the elementary and high school levels. The inclusion of brief lessons featuring listening, reading, speaking, or writing strategies revealed unanticipated academic needs, which impacted classroom performance and artistic development. This increased awareness deepened preservice teachers’ understanding of young students as learners and allowed the preservice teachers to adjust their lesson planning and classroom management skills. The pre-service teachers were more confident in their practice as they witnessed the results of their efforts in terms of students’ improved levels of artistic achievements.

  3. Engaging Youth and Pre-Service Teachers in Immigration Deliberations

    Science.gov (United States)

    Daniel, Shannon M.

    2015-01-01

    In this report of innovative teacher practice, the author describes an arts-based event which brought together adolescent refugee and immigrant students and pre-service teachers to deliberate about immigration policies and attitudes in the United States.

  4. The Ethical Perspective of British and American Preservice Teachers.

    Science.gov (United States)

    Deering, Thomas E.

    1998-01-01

    Comparison of responses from 38 U.S. and 27 British preservice teachers on the Ethics Position Questionnaire indicated that both groups had high idealism. U.S. teachers had lower relativism scores. (SK)

  5. Group processing in an undergraduate biology course for preservice teachers: Experiences and attitudes

    Science.gov (United States)

    Schellenberger, Lauren Brownback

    Group processing is a key principle of cooperative learning in which small groups discuss their strengths and weaknesses and set group goals or norms. However, group processing has not been well-studied at the post-secondary level or from a qualitative or mixed methods perspective. This mixed methods study uses a phenomenological framework to examine the experience of group processing for students in an undergraduate biology course for preservice teachers. The effect of group processing on students' attitudes toward future group work and group processing is also examined. Additionally, this research investigated preservice teachers' plans for incorporating group processing into future lessons. Students primarily experienced group processing as a time to reflect on past performance. Also, students experienced group processing as a time to increase communication among group members and become motivated for future group assignments. Three factors directly influenced students' experiences with group processing: (1) previous experience with group work, (2) instructor interaction, and (3) gender. Survey data indicated that group processing had a slight positive effect on students' attitudes toward future group work and group processing. Participants who were interviewed felt that group processing was an important part of group work and that it had increased their group's effectiveness as well as their ability to work effectively with other people. Participants held positive views on group work prior to engaging in group processing, and group processing did not alter their atittude toward group work. Preservice teachers who were interviewed planned to use group work and a modified group processing protocol in their future classrooms. They also felt that group processing had prepared them for their future professions by modeling effective collaboration and group skills. Based on this research, a new model for group processing has been created which includes extensive

  6. An Examination of Mental Health Content in Course Work and Field Experiences in Connecticut Educational Leadership Preparation Programs

    Science.gov (United States)

    Papa, Dorothy P.

    2017-01-01

    This exploratory mixed method convergent parallel study examined Connecticut Educational leadership preparation programs for the existence of mental health content to learn the extent to which pre-service school leaders are prepared for addressing student mental health. Interviews were conducted with school mental health experts and Connecticut…

  7. Medicaid and Rural Health

    Science.gov (United States)

    ... State Guides Rural Data Visualizations Rural Data Explorer Chart Gallery Maps Case Studies & Conversations Rural Health Models & ... services provided by state Medicaid programs might include dental care, physical therapy, home and community-based services, ...

  8. Early Childhood Pre-Service Teachers' Views about Visual Arts Education and Aesthetics

    Science.gov (United States)

    Bilir-Seyhan, Gamze; Ocak-Karabay, Sakire

    2018-01-01

    Purpose: Pre-service teachers start their university study with only a limited knowledge of art and aesthetics. Early childhood pre-service teachers should be equipped with visual arts education and aesthetics so they will be able to direct artistic activities. Elective courses about art and aesthetics raise pre-service teachers' awareness of…

  9. Do Pre-Service Chemistry Teachers Reflect Their Beliefs about Constructivism in Their Teaching Practices?

    Science.gov (United States)

    Uzuntiryaki, Esen; Boz, Yezdan; Kirbulut, Demet; Bektas, Oktay

    2010-01-01

    This study aimed to explore pre-service chemistry teachers' beliefs about constructivism and the influence of their beliefs in their teaching practice. For this purpose, semi-structured interviews were carried out with eight pre-service teachers in order to understand their belief structures. Pre-service teachers' beliefs about constructivism were…

  10. Primary Pre-Service Teachers' Perspectives on Constructivism and Its Implementation in the Schools

    Science.gov (United States)

    Savas Basturk

    2016-01-01

    The aim of this study was to determine pre-service teachers' perspectives on constructivism and its implementation in schools. In order to do this, a semi-structured interview was conducted with 12 primary pre-service teachers from the grades 2, 3, and 4. Four pre-service teachers were voluntarily selected from each grade for interview. Each…

  11. Examining Primary Pre-Service Teachers' Perspectives on Teaching Practice Courses

    Science.gov (United States)

    Basturk, Savas

    2016-01-01

    The courses "school experience" and "teaching practice" are undoubtedly among the central courses to be received by pre-service teachers who will be future teachers. Through them, pre-service teachers obtain the realistic information about their profession. Therefore, the aim of this study was to examine pre-service teachers'…

  12. Pre-Service Mathematics Teachers' Noticing Skills and Scaffolding Practices

    Science.gov (United States)

    Kilic, Hulya

    2018-01-01

    A 14-week course program was designed to investigate pre-service teachers' noticing skills and scaffolding practices. Six pre-service teachers were matched with a pair of sixth grade students to observe and scaffold students' mathematical understanding while they were working on the given tasks. Data was collected through pre-service teachers' own…

  13. Becoming Reflective Practitioners: A Case Study of Three Beginning Pre-Service Teachers

    Science.gov (United States)

    Tiainen, Outi; Korkeamäki, Riitta-Liisa; Dreher, Mariam Jean

    2018-01-01

    This case study examined three pre-service teachers' reflection processes during their first teaching practicum. During the six-week practicum, the pre-service teachers reflected on their own as well as their peers' teaching in group mentoring meetings several times a week. Unstructured stimulated recall facilitated pre-service teacher-initiated…

  14. American Elementary Education Pre-Service Teachers' Attitudes towards Biotechnology Processes

    Science.gov (United States)

    Chabalengula, Vivien Mweene; Mumba, Frackson; Chitiyo, Jonathan

    2011-01-01

    This study examined elementary education pre-service teachers' attitudes towards biotechnology processes. A sample comprised 88 elementary education pre-service teachers at a mid-sized university in the Midwest of the USA. Sixty and 28 of these pre-service teachers were enrolled in Introductory Science Methods course and Advance Science Methods…

  15. Preservice Elementary Teachers' Understanding of Operations for Fraction Multiplication and Division

    Science.gov (United States)

    Whitehead, Ashley; Walkowiak, Temple A.

    2017-01-01

    This study examined preservice elementary teachers' change in their understanding of fraction operations while taking a mathematics methods course focused on grades 3-5. The preservice teachers (n = 48) completed an assessment before and after the course's unit on the teaching and learning of fractions. Specifically, the preservice teachers were…

  16. Pre-Service Physics and Chemistry Teachers' Conceptual Integration of Physics and Chemistry Concepts

    Science.gov (United States)

    Tuysuz, Mustafa; Bektas, Oktay; Geban, Omer; Ozturk, Gokhan; Yalvac, Bugrahan

    2016-01-01

    This study examines the pre-service teachers' opinions about conceptual integration (CI) and their understanding of it. A qualitative phenomenology design was used in the study. Data was collected through in-depth semi-structured interviews comprising ten guiding questions. Three pre-service physics and three pre-service chemistry teachers…

  17. Factors Affecting Preservice Teachers' Computer Use for General Purposes: Implications for Computer Training Courses

    Science.gov (United States)

    Zogheib, Salah

    2014-01-01

    As the majority of educational research has focused on preservice teachers' computer use for "educational purposes," the question remains: Do preservice teachers use computer technology for daily life activities and encounters? And do preservice teachers' personality traits and motivational beliefs related to computer training provided…

  18. The Perceptions of Participation in a Mobile Collaborative Learning among Pre-Service Teachers

    Science.gov (United States)

    Liu, Shih-Hsiung

    2016-01-01

    This study uses Facebook as a platform and arranges certain learning tasks to identify the feasibility of mobile collaborative learning for pre-service teachers. The pre-service teachers' sense of community and perceptions of collaborative learning are investigated. A total of 153 pre-service teachers volunteered to participate in an Intern Mobile…

  19. The Relationship between Preservice Science Teachers' Attitude toward Astronomy and Their Understanding of Basic Astronomy Concepts

    Science.gov (United States)

    Bektasli, Behzat

    2016-01-01

    Turkish preservice science teachers have been taking a two-credit astronomy class during the last semester of their undergraduate program since 2010. The current study aims to investigate the relationship between preservice science teachers' astronomy misconceptions and their attitudes toward astronomy. Preservice science teachers were given an…

  20. Attitudes of Preservice Social Studies Teachers towards Solid Wastes and Recycle

    Science.gov (United States)

    Karatekin, Kadir; Merey, Zihni

    2015-01-01

    The objective of this study is to determine the attitudes of preservice social studies-teachers towards solid wastes and recycle. This study used the screening model, In order to determine the attitudes of preservice teachers towards solid wastes and recycle, we used the "Scale for the Attitudes of Preservice Teachers towards Solid Wastes and…

  1. Math Is Like a Lion Hunting a Sleeping Gazelle: Preservice Elementary Teachers' Metaphors of Mathematics

    Science.gov (United States)

    Latterell, Carmen M.; Wilson, Janelle L.

    2016-01-01

    Preservice elementary teachers hold a variety of beliefs about mathematics and mathematics learning, which influence their teaching. Previous research has shown that preservice elementary teachers believe that mathematics is doing arithmetic. However, it is unclear if preservice elementary teachers truly believe that mathematics is only…

  2. Uncovering and Informing Preservice Teachers' Prior Knowledge about Poverty

    Science.gov (United States)

    Mundy, Charlotte Anne; Leko, Melinda Marie

    2015-01-01

    This study explored 30 preservice teachers' knowledge on issues related to poverty. In an open-ended questionnaire, preservice teachers' perceptions of poverty and how teachers should respond to students from poverty were explored. Results indicated that preservice teachers' knowledge was nonspecific and lacked focus on the relationship among…

  3. Preservice Teachers' Attitudes toward Inclusion and toward Students with Special Educational Needs from Different Ethnic Backgrounds

    Science.gov (United States)

    Markova, Maria; Pit-Ten Cate, Ineke; Krolak-Schwerdt, Sabine; Glock, Sabine

    2016-01-01

    Drawing on social cognition frameworks, we experimentally examined preservice teachers' implicit attitudes toward students with special educational needs (SEN) from different ethnic backgrounds and preservice teachers' explicit attitudes toward inclusive education. Preservice teachers (N = 46) completed an evaluative priming task and…

  4. Pre-Service Elementary Teachers' Mathematics Content Knowledge: A Predictor of Sixth Graders' Mathematics Performance

    Science.gov (United States)

    Shirvani, Hosin

    2015-01-01

    This study examined the knowledge of mathematics content of elementary pre-service teachers at a sixth grade level. The researcher administered a mathematics test for sixth graders mandated by the Texas Education Agency to pre-service teachers; the same test was given to sixth graders in Texas. The study found that pre-service teachers performed…

  5. Professional Knowledge of No-Fee and For-Fee Preservice Students

    Science.gov (United States)

    Li, Guang Ping; Zhang, Dewei

    2013-01-01

    Improving the quality of training for no-fee preservice students is crucial in implementing the no-fee teacher education policy. This study used the Preservice Student Professional Growth Questionnaire to survey the level of professional knowledge of the first class (entering in 2007) of Northeast Normal University preservice students during the…

  6. Pre-Service Teachers' Intention to Adopt Mobile Learning: A Motivational Model

    Science.gov (United States)

    Baydas, Ozlem; Yilmaz, Rabia M.

    2018-01-01

    This study proposes a model for determining preservice teachers' intentions to adopt mobile learning from a motivational perspective. Data were collected from 276 preservice teachers and analyzed by structural equation modeling. A model capable of explaining 87% of the variance in preservice teachers' intention to adopt mobile learning was…

  7. Pre-Service Physics Teachers' Metacognitive Knowledge about Their Instructional Practices

    Science.gov (United States)

    Yerdelen-Damar, Sevda; Özdemir, Ömer Faruk; Ünal, Cezmi

    2015-01-01

    This study aims to investigate pre-service physics teachers' metacognitive knowledge about their teaching practices. The participants included six pre-service physics teachers. A taxonomy of metacognition for teaching was developed to analyze the level of pre-service physics teachers' metacognitive knowledge about their teaching practices.…

  8. Why Change to Active Learning? Pre-Service and In-Service Science Teachers' Perceptions

    Science.gov (United States)

    O'Grady, Audrey; Simmie, Geraldine Mooney; Kennedy, Therese

    2014-01-01

    This article explores pre-service and in-service science teachers' perceptions on active learning, and examines the effectiveness of active learning by pre-service science teachers in the Irish second level classroom through a two-phase study. In the first phase, data on perceptions were gathered from final year pre-service teachers and in-service…

  9. Preservice Teachers' Computer Use in Single Computer Training Courses; Relationships and Predictions

    Science.gov (United States)

    Zogheib, Salah

    2015-01-01

    Single computer courses offered at colleges of education are expected to provide preservice teachers with the skills and expertise needed to adopt computer technology in their future classrooms. However, preservice teachers still find difficulty adopting such technology. This research paper investigated relationships among preservice teachers'…

  10. Pre-Service Teachers Identify Connections between Teaching-Learning and Literacy Strategies

    Science.gov (United States)

    Liu, Kimy; Robinson, Quintin; Braun-Monegan, Jenelle

    2016-01-01

    This study explores the transformation of pre-service teachers in their attainment of effective teaching skills. Pre-service teachers learn about the learning-to-read process and implementations of component skills of teaching reading within the practicum. More importantly, pre-service teachers achieve a meaningful understanding of the…

  11. A Comparative Examination of Pre-Service Teacher Self-Efficacy Related to Literacy Instruction

    Science.gov (United States)

    Helfrich, Sara R.; Clark, Sarah K.

    2016-01-01

    This study investigated differences in self-efficacy to teach literacy between two groups of pre-service teachers. The authors hypothesized that pre-service teachers enrolled in one program focusing on fewer grade levels (K-3) and requiring more literacy-focused courses would have higher self-efficacy than pre-service teachers enrolled in another…

  12. Developing a Critical Consciousness for Diversity and Equity among Preservice Music Teachers

    Science.gov (United States)

    Robinson, Nicole R.

    2017-01-01

    For approximately 50 years, music education scholars have purported the need for more diversity training among preservice music teachers. This call has become increasingly urgent as contemporary preservice music teachers encounter the most ethnically and culturally diverse classrooms in public school history. Although preservice music teachers may…

  13. Preservice Teachers' Internet Addiction in Terms of Gender, Internet Access, Loneliness and Life Satisfaction

    Science.gov (United States)

    Demirer, Veysel; Bozoglan, Bahadir; Sahin, Ismail

    2013-01-01

    The aim of this study is to investigate pre-service teachers' Internet addiction in terms of gender, Internet accessibility, loneliness and life satisfaction. Statistical analyses were completed on the data by the 247 preservice teachers that filled the surveys completely. According to findings, pre-service teachers' level of loneliness and…

  14. Preservice Science Teachers' Attitudes towards Chemistry and Misconceptions about Chemical Kinetics

    Science.gov (United States)

    Çam, Aylin; Topçu, Mustafa Sami; Sülün, Yusuf

    2015-01-01

    The present study investigates preservice science teachers' attitudes towards chemistry; their misconceptions about chemical kinetics; and relationships between pre-service science teachers' attitudes toward chemistry and misconceptions about chemical kinetics were examined. The sample of this study consisted of 81 freshman pre-service science…

  15. Rural model dedicated education unit: partnership between college and hospital.

    Science.gov (United States)

    Harmon, Lisa M

    2013-02-01

    This article describes the pilot project development of a rural model Dedicated Education Unit (DEU) by a rural college nursing program and a rural hospital to increase student nurses' confidence and proficiency and improve recruitment of prepared rural staff nurses. Traditionally, for economies of scale, most student clinical rotations occurred in urban settings with the number of students per clinical instructor allowed by the state board of nursing. College budget constraints negated the placement of fewer than this mandated maximum number of students in a rural hospital with a clinical instructor; moreover, rural hospitals could not accommodate 10 students at one time. Rural nursing students were anxious in the urban settings, and this anxiety precluded learning in many instances. Rural hospitals face higher registered nurse vacancies than urban centers. Of the nurses applying for open positions, many were not prepared for the demands of rural nursing, resulting in increased turnover and high orientation costs. The rural model DEU addressed issues of both the nursing program and the hospital. The design and development of the rural model DEU and the advantages of the partnership for the college nursing program and the hospital are discussed. Initial outcomes and serendipitous findings from the pilot project are also discussed. Copyright 2013, SLACK Incorporated.

  16. Attracting and retaining health workers in rural areas: investigating nurses’ views on rural posts and policy interventions

    Directory of Open Access Journals (Sweden)

    Goodman Catherine

    2010-07-01

    Full Text Available Abstract Background Kenya has bold plans for scaling up priority interventions nationwide, but faces major human resource challenges, with a lack of skilled workers especially in the most disadvantaged rural areas. Methods We investigated reasons for poor recruitment and retention in rural areas and potential policy interventions through quantitative and qualitative data collection with nursing trainees. We interviewed 345 trainees from four purposively selected Medical Training Colleges (MTCs (166 pre-service and 179 upgrading trainees with prior work experience. Each interviewee completed a self-administered questionnaire including likert scale responses to statements about rural areas and interventions, and focus group discussions (FGDs were conducted at each MTC. Results Likert scale responses indicated mixed perceptions of both living and working in rural areas, with a range of positive, negative and indifferent views expressed on average across different statements. The analysis showed that attitudes to working in rural areas were significantly positively affected by being older, but negatively affected by being an upgrading student. Attitudes to living in rural areas were significantly positively affected by being a student at the MTC furthest from Nairobi. During FGDs trainees raised both positive and negative aspects of rural life. Positive aspects included lower costs of living and more autonomy at work. Negative issues included poor infrastructure, inadequate education facilities and opportunities, higher workloads, and inadequate supplies and supervision. Particular concern was expressed about working in communities dominated by other tribes, reflecting Kenya’s recent election-related violence. Quantitative and qualitative data indicated that students believed several strategies could improve rural recruitment and retention, with particular emphasis on substantial rural allowances and the ability to choose their rural location

  17. The effectiveness of Concept Mapping Content Representation Lesson Study (ComCoReLS) model to improve skills of Creating Physics Lesson Plan (CPLP) for pre-service physics teacher

    Science.gov (United States)

    Purwaningsih, E.; Suyatno; Wasis; Prahani, B. K.

    2018-03-01

    This research is aimed to analyse the effectiveness of ComCoReLS (Concept Mapping Content Representation Lesson Study) model towards the improvement skills of Creating Physics Lesson Plan (CPLP) for pre-service physics teacher. This research used one group pre-test and post-test design on 12 pre-service physics teacher at University of Malang State (Indonesia) in academic year 2016/2017. Data collection was conducted through test and interview. Skills of creating physics lesson plan for pre-service physics teacher measurement were conducted through Physics Lesson Plan Evaluation Sheet (PLPES). The data analysis technique was done by using paired t-test and n-gain. The CoMCoReLS model consists of 5 phases, including (1) Preparation, (2) Coaching, (3) Guided Practice, (4) Independent Practice, and (5) Evaluation. In the first, second, third and fifth phases are done at University of Malang State, while the fourth phase (Independent Practice) is done in SMAN 1 Singosari, SMAN 2 Malang, SMA Lab UM, MAN 3 Malang. The results showed that there was a significant increase in skills of creating physics lesson plan for pre-service physics teacher at α = 5% and n-gain average of high category. Thus, the ComCoReLS model is effective for improving skills of creating physics lesson plan for pre-service physics teacher.

  18. Preservice teachers working with narrative inquiry

    DEFF Research Database (Denmark)

    Daugbjerg, Peer

    Application of inquiry in teacher education is gaining momentum. Inquiry is used to build connections with the local community (Nicholas, Baker-Sennett, McClanahan, & Harwood, 2012), student-centered inquiry is used as a curricular model (Oliver et al., 2015), inquiry is used to accentuate......’-module is a 6 week full-time study including a 2 weeks stay at a youth folk high school, where the teacher students are to focus on a self-determined element of the praxis. The students are to study this focus through narrative inquiry based on the North-American tradition within narrative inquiry (Clandinin....... Aarhus; Kbh.: Klim; i samarbejde med Folkehøjskolernes Forening. Salerno, A. S., & Kibler, A. K. (2015). Questions they ask: Considering teacher-inquiry questions posed by pre-service english teachers. Educational Action Research, 23(3), 399-415....

  19. Methods for Marine Ecosystems Research through the Use of PDAs with Preservice Teachers

    Directory of Open Access Journals (Sweden)

    Antoinette Bruciati

    2005-10-01

    Full Text Available Science teachers are charged with the task of providing students in grades K-12 with opportunities that will enable them to make sense of science and develop habits of mind. One goal of science education is to prepare well-rounded citizens who are scientifically literate. Through inquiry-based learning, students formulate questions, perform investigations, and construct new understandings. It is important for preservice science teachers to be introduced to current techniques, discoveries, and debates in the field of science. The use of personal digital assistants (PDAs can provide K-12 students with increased opportunities for exploring and learning through scientific investigations. In order for these devices to be successfully integrated into classroom instruction, changes in teaching methodologies must be adopted. This paper presents a model lesson that can be used to guide preservice teachers in the use of PDAs for studying a marine ecosystem. The field experience takes place on the shoreline of Long Island Sound at Stratford Point, in Stratford Connecticut.

  20. Preservice Teachers' Perspectives on 'Appropriate' K-8 Climate Change and Environmental Science Topics

    Science.gov (United States)

    Ford, D. J.

    2013-12-01

    With the release of the Next Generation Science Standards (NRC, 2013), climate change and related environmental sciences will now receive greater emphasis within science curricula at all grade levels. In grades K-8, preparation in foundational content (e.g., weather and climate, natural resources, and human impacts on the environment) and the nature of scientific inquiry will set the groundwork for later learning of climate change in upper middle and high school. These rigorous standards increase pressure on elementary and middle school teachers to possess strong science content knowledge, as well as experience supporting children to develop scientific ideas through the practices of science. It also requires a set of beliefs - about children and the science that is appropriate for them - that is compatible with the goals set out in the standards. Elementary teachers in particular, who often have minimal preparation in the earth sciences (NSF, 2007), and entrenched beliefs about how particular topics ought to be taught (Holt- Reynolds, 1992; Pajares, 1992), including climate change (Bryce & Day, 2013; Lambert & Bleicher, 2013), may face unique challenges in adjusting to the new standards. If teachers hold beliefs about climate change as controversial, for example, they may not consider it an appropriate topic for children, despite its inclusion in the standards. On the other hand, those who see a role for children in efforts to mitigate human impacts on the environment may be more enthusiastic about the new standards. We report on a survey of preservice K-8 teachers' beliefs about the earth and environmental science topics that they consider to be appropriate and inappropriate for children in grades K-3, 4-5, and 6-8. Participants were surveyed on a variety of standards-based topics using terminology that signals publicly and scientifically neutral (e.g. weather, ecosystems) to overtly controversial (evolution, global warming) science. Results from pilot data

  1. What Is Rural? Revised

    Science.gov (United States)

    US Department of Agriculture, 2016

    2016-01-01

    Many people have definitions for the term rural, but seldom are these rural definitions in agreement. For some, rural is a subjective state of mind. For others, rural is an objective quantitative measure. In this brief report the United States Department of Agriculture presents the following information along with helpful links for the reader: (1)…

  2. 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…

  3. Social Justice and School Leadership Preparation: Can We Shift Beliefs, Values, and Commitments?

    Science.gov (United States)

    Allen, James G.; Harper, Robert E.; Koschoreck, James W.

    2017-01-01

    The purpose of this study was to explore the relationship between a social justice curriculum and the dispositions of graduate students enrolled in an online pre-service school principal preparation program. Data Collection: Students were asked to write reflective essays before the course began and again after the course was over discussing their…

  4. 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)…

  5. 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…

  6. 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

  7. 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…

  8. 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…

  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. 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…

  11. Examining pre-service science teachers' developing pedagogical design capacity for planning and supporting task-based classroom discussions

    Science.gov (United States)

    Ross, Danielle Kristina

    Teachers face many challenges as we move forward into the age of the Next Generation Science Standards (NGSS) (Achieve, Inc., 2013). The NGSS aim to develop a population of scientifically literate and talented students who can participate in the "innovation-driven economy" (p. 1). In order to meet these goals, teachers must provide students with opportunities to engage in science and engineering practices (SEPs) and learn core ideas of these disciplines. This study followed pre-service secondary science teachers as they participated in a secondary science teacher preparation program intended to support the development of their pedagogical design capacity (Brown, 2009) related to planning and supporting whole-class taskbased discussions. Teacher educators in this program designed an intervention that aimed in supporting this development. This study examined a particular dimension of PDC -- specifically, PSTs effective use of resources to plan science lessons in which students engage in a high demand task, participate in SEPs, and discuss their work in a whole-class setting. In order to examine the effectiveness of the intervention, I had to define PDC a priori. I measured PDC by documenting how/whether PSTs engaged in the following instructional planning practices: developing Learning Goals, selecting and/or designing challenging tasks, anticipating student thinking, planning for monitoring student thinking, imagining the discussion storyline, planning questions, and planning marking strategies. Analyses showed a significant difference between baseline lesson plan scores and Instructional Performance scores. These findings suggest these patterns and changes were directly linked to the teacher preparation program. The mean increase in Instructional Performance scores during the course of the teacher preparation year further supports the effect of the teacher preparation coursework. Pre-service teachers with high pedagogical design capacity continually integrated the

  12. Explaining Motivational Antecedents of Citizenship Behavior among Preservice Teachers

    Directory of Open Access Journals (Sweden)

    Knut-Andreas Christophersen

    2015-04-01

    Full Text Available A typical preservice teacher will experience demanding teaching situations during practicum. In such situations, interpersonal support from fellow students may be an important factor if experiences gained during teaching practice are to make a constructive contribution to personal growth for the teacher. Human support from other preservice teachers can bridge a gap that can be filled only to a limited extent by practice supervisors, who also have a role in assessing the students’ practice periods. The phenomenon of preservice teachers helping their co-students—even though, strictly speaking, they have no formal responsibility in this area—is called citizenship behavior here. Structural equation modeling of questionnaire data collected among Norwegian preservice teachers shows that performance approach motivation is the factor most strongly associated with citizenship behavior. Intrinsic motivation is also a significant factor, both as a direct and an indirect effect, via study absorption. The self-efficacy of preservice teachers in teaching situations also has a robust association with citizenship behavior, while experiences involving pupil engagement problems in teaching situations have a negative effect on self-efficacy. Pupil engagement problems also have an adverse impact on absorption.

  13. Rural Math Excel Partnership (RMEP) Project Final Performance Report

    Science.gov (United States)

    Harmon, Hobart; Tate, Veronica; Stevens, Jennifer; Wilborn, Sandy; Adams, Sue

    2018-01-01

    The goal of the Rural Math Excel Partnership (RMEP) project, a development project funded by the U.S. Department of Education Investing in Innovation (i3) grant program, was to develop a model of shared responsibility among families, teachers, and communities in rural areas as collective support for student success in and preparation for advanced…

  14. 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

  15. 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.

  16. Character education in perspective of chemistry pre-service teacher

    Science.gov (United States)

    Merdekawati, Krisna

    2017-12-01

    As one of the pre-service teacher education programs, Chemistry Education Department Islamic University of Indonesia (UII) is committed to providing quality education. It is an education that can produce competent and characteristic chemistry pre-service teacher. The focus of research is to describe the perception of students as a potential teacher of chemistry on character education and achievement of character education. The research instruments include questionnaires and observation sheets. Research data show that students have understood the importance of character education and committed to organizing character education later in schools. Students have understood the ways in which character education can be used. The students stated that Chemistry Education Department has tried to equip students with character education. The observation result shows that students generally have character as a pre-service teacher.

  17. Reflections on the development of a pre-service language curriculum for the BEd (Foundation Phase

    Directory of Open Access Journals (Sweden)

    Zubeida Desai

    2014-12-01

    Full Text Available The initiative of the Department of Higher Education and Training (DHET in South Africa to strengthen foundation phase teaching has resulted in the development of new foundation phase (Grades R–3 programmes at institutions that did not previously offer them. In this article we reflect on the conceptualisation and development of a pre-service language curriculum for one such programme. We base our discussion on principles that underpin teacher education programme development for early childhood education and on issues and insights about appropriate language curriculum content for a foundation phase teacher. Whilst awaiting the outcome of our accreditation, the authors, as two of the persons who assisted in the design of the language curriculum, thought it appropriate to subject the curriculum to an internal scrutiny whilst we prepare to offer the programme. This internal dialogue is informed by the literature on early language development, particularly in multilingual contexts such as in South Africa.

  18. New Materials for the Undergraduate Classroom to Build Pre-Service Teachers' NGSS Skills and Knowledge

    Science.gov (United States)

    Egger, A. E.; Awad, A. A.; Baldwin, K. A.; Birnbaum, S. J.; Bruckner, M. Z.; DeBari, S. M.; Dechaine, J.; Ebert, J. R.; Gray, K. R.; Hauge, R.; Linneman, S. R.; Monet, J.; Thomas, J.; Varrella, G.

    2014-12-01

    As part of InTeGrate, teams of 3 instructors at 3 different institutions developed modules that help prepare pre-service teachers to teach Earth science aligned with the NGSS. Modules were evaluated against a rubric, which addresses InTeGrate's five guiding principles, learning objectives and outcomes, assessment and measurement, resources and materials, instructional strategies and alignment. As all modules must address one or more Earth-related grand challenge facing society, develop student ability to address interdisciplinary problems, improve student understanding of the methods of geoscience, use authentic geoscience data, and incorporate systems thinking, they align well with the NGSS. Once modules passed the rubric, they were tested by the authors in their classrooms. Testing included pre- and post-assessment of geoscience literacy and assessment of student learning towards the module goal; materials were revised based on the results of testing. In "Exploring Geoscience Methods with Secondary Education Students," pre-service science teachers compare geoscientific thinking with the classic (experimental) scientific method, investigate global climate change and its impacts on human systems, and prepare an interdisciplinary lesson plan that addresses geoscience methods in context of a socioscientific issue. In "Soils and Society," pre-service elementary teachers explore societal issues where soil is important, develop skills to describe and test soil properties, and create a standards-based Soils and Society Kit that consists of lessons and supporting materials to teach K-8 students about a soil-and-society issue. In "Interactions between Water, Earth's Surface, and Human Activity," students explore the effects of running water on shaping Earth's surface both over geologic time and through short-term flooding events, and produce a brochure to inform citizens of the impact of living near a river. The modules are freely available at http

  19. A Delphi Approach to the Preparation of Early-Career Agricultural Educators in the Curriculum Area of Agricultural Mechanics: Fully Qualified and Highly Motivated or Status Quo?

    Science.gov (United States)

    Saucier, P. Ryan; McKim, Billy R.; Tummons, John D.

    2012-01-01

    According to the National Research Agenda for Agricultural Education and Communication, preservice agriculture teacher education programs should "prepare and provide an abundance of fully qualified and highly motivated agricultural educators at all levels" (Osborne, 2007, 8). The lack of preparation of entry career agricultural educators…

  20. Pre-service teachers’ awareness of child abuse

    Directory of Open Access Journals (Sweden)

    Nihal TUNCA

    2015-12-01

    Full Text Available The purpose of this study is to determine the awareness of pre-service teachers from different departments related to the concept of child abuse. This study aims to determine pre-service teachers’ awareness of child abuse as a qualitative study, conducted in line with phenomenological design. In the study, one of the purposeful sampling methods, maximum diversity sampling method, was employed. The participants of the study are 15 pre-service teachers attending the departments of Psychological Counseling and Guidance, Teacher Education for the Intellectually Disabled, Pre-school Teacher Education, Social Studies, Art Teaching, Computer and Instructional Technologies, German Language Teaching, French Language Teaching, and Teacher Education for the Hearing Impaired, all within the Education Faculty of Anatolian University, Turkey. The data of the study was collected through the focus-group interview technique. The data collected from two different focus-group interviews were analyzed by content analysis technique using the NVivo 8 data analysis program. As a result of the analysis of the data, it was concluded that the pre-service teachers explained the concept of child abuse by most strongly emphasizing emotional abuse and least strongly by emphasizing economic abuse. In light of the pre-service teachers’ opinions, it was also concluded that the culture constructed by society through the meanings attached to genders, society’s view of sexuality, child marriage, proverbs and idioms specific to the local society and superstitions lead to incidences of child abuse. The current study revealed that child abuse can be prevented by providing training to raise the awareness of child abuse primarily for families then children, teachers and other concerned people. It was also found that the majority of pre-service teachers do not have enough information about how to act in the face of an incidence of child abuse.

  1. Rural nurses' safeguarding work: reembodying patient safety.

    Science.gov (United States)

    MacKinnon, Karen

    2011-01-01

    Practice-based evidence includes research that is grounded in the everyshift experiences of rural nurses. This study utilized institutional ethnography to reembody the work of rural nurses and to explore how nurses' work experiences are socially organized. Registered nurses who work in small acute care hospitals were observed and interviewed about their work with the focus on their experiences of providing maternity care. The safeguarding work of rural nurses included anticipating problems and emergencies and being prepared; careful watching, surveillance, and vigilance; negotiating safety; being able to act in emergency situations; and mobilizing emergency transport systems. Increased attention to inquiry about safeguarding as an embodied nursing practice and the textual organization of the work of rural nurses is warranted.

  2. Attracting Preservice Teachers to Remote Locations

    Science.gov (United States)

    Young, Kenneth D.; Grainger, Peter; James, Dennis

    2018-01-01

    Teaching in rural/remote regions poses many challenges to teachers and is identified as a priority research area by the state government. Despite initiatives by the Queensland state government and university providers to solve the issue through various incentives designed to attract teachers, the problem remains significant. This research…

  3. An Evaluation of the preservice English teacher education in a university in China: Pros and cons from an insider’s journey of learning

    Directory of Open Access Journals (Sweden)

    Ping Wang

    2015-06-01

    Full Text Available The theme of the paper is to reveal how well-prepared pre-service teachers think they are. It aims at reviewing the 2010, 2011, 2012, 2013 cohorts studying for a BA in TEFL at a university by examining the impact and the effectiveness of four- -year pre-service English education in a Chinese university context, and what needs to be improved and maintained from the perspective of trainees. Questionnaires were used, followed by semi-structured interviews. The questionnaires were completed by 300 participants, 200 of whom were then randomly chosen as interviewees. Despite finding some inconsistency in the four-year BA TEFL program, the result obtained from investigation of the cohort of student teachers is still satisfying.

  4. Optimizing pre-service inspection data

    International Nuclear Information System (INIS)

    Mullins, L.E.; Harrison, J.M.

    1986-01-01

    The phenomenon of intergranular stress corrosion cracking (IGSCC) in nuclear power plant piping systems has been the single biggest factor in an evolution that has changed and continues to change in-service inspection practices and philosophy throughout the industry. In-service inspection has been found to deal with several distinct phases of the problem. At the onset, existing technology was demonstrated to be unable to detect IGSCC adequately. This inability to detect IGSCC was soon overcome. However, it immediately pointed out the difficulties associated with the discrimination between IGSCC and other harmless metallurgical conditions. On the heels of detection and discrimination came problems associated with determining crack size and the monitoring of overlayed flaws. A wealth of information has been written on all phases of IGSCC; however, one particular aspect has as of yet seen little attention. With an increasing number of plants choosing to replace flawed pipe, the pre-service inspection of the replaced piping demands increased attention. The lessons learned through inspection for IGSCC need again to be applied to the replacement piping. Through increased attention at installation, many of the difficulties associated with proper inservice inspection may be reduced or eliminated, thereby realizing an economy in outage scheduling, personnel exposure, and, overall, a more reliable in-service examination

  5. Surgical specialty procedures in rural surgery practices: implications for rural surgery training.

    Science.gov (United States)

    Sticca, Robert P; Mullin, Brady C; Harris, Joel D; Hosford, Clint C

    2012-12-01

    Specialty procedures constitute one eighth of rural surgery practice. Currently, general surgeons intending to practice in rural hospitals may not get adequate training for specialty procedures, which they will be expected to perform. Better definition of these procedures will help guide rural surgery training. Current Procedural Terminology codes for all surgical procedures for 81% of North Dakota and South Dakota rural surgeons were entered into the Dakota Database for Rural Surgery. Specialty procedures were analyzed and compared with the Surgical Council on Resident Education curriculum to determine whether general surgery training is adequate preparation for rural surgery practice. The Dakota Database for Rural Surgery included 46,052 procedures, of which 5,666 (12.3%) were specialty procedures. Highest volume specialty categories included vascular, obstetrics and gynecology, orthopedics, cardiothoracic, urology, and otolaryngology. Common procedures in cardiothoracic and vascular surgery are taught in general surgical residency, while common procedures in obstetrics and gynecology, orthopedics, urology, and otolaryngology are usually not taught in general surgery training. Optimal training for rural surgery practice should include experience in specialty procedures in obstetrics and gynecology, orthopedics, urology, and otolaryngology. Copyright © 2012 Elsevier Inc. All rights reserved.

  6. Rural Health Concerns

    Science.gov (United States)

    People in rural areas face some different health issues than people who live in towns and cities. Getting health care can ... long distances to get routine checkups and screenings. Rural areas often have fewer doctors and dentists, and ...

  7. Medicare and Rural Health

    Science.gov (United States)

    ... community has a significant impact on the local economy. In rural areas, Medicare reimbursement is a critical source of that healthcare spending, particularly since the higher percentage of elderly population in rural areas mean that Medicare accounts for ...

  8. Framing Pre-Service Teachers' Professional Learning Using Web2.0 Tools: Positioning Pre-Service Teachers as Agents of Cultural and Technological Change

    Science.gov (United States)

    Kidd, Warren

    2013-01-01

    This article addresses key issues in pre-service teachers' professional learning. The argument explores pre-service teachers' learning and practice, which is both informed by technology and which uses technologically enhanced practices in classrooms as learning and teaching strategies. The article is contextualized by current…

  9. Seasonality of Rural Finance

    OpenAIRE

    Khandker, Shahidur R.; Samad, Hussain A.; Badruddoza, Syed

    2017-01-01

    Simultaneity of borrowing, withdrawal of savings, and loan defaults due to the pronounced seasonality of agriculture often leads to investment failure of rural financial institutions. Lack of borrowing leads to lack of in-come- and consumption-smoothing, and in turn, causes inefficient resource allocation by rural households. Financial institutions that are active in rural areas take diffe...

  10. Learning from Others: Developing Preservice Teachers' Workplace Skills

    Science.gov (United States)

    Ammentorp, Louise; Madden, Lauren

    2018-01-01

    Being a teacher requires the ability to work with difficult behaviors--not just of students and parents but also of colleagues. Preservice teachers need the opportunity to develop and practice collaboration and communication skills in school settings. This essay draws on research from organizational psychology to offer a framework for…

  11. Assistive Technology WebQuest: Improving Learning for Preservice Teachers

    Science.gov (United States)

    Manning, Jackie B.; Carpenter, Laura Bowden

    2008-01-01

    National and state standards from such organizations as the Council for Exceptional Children, the National Council for the Accreditation of Teacher Education (NCATE) and the Association for Childhood Education International promote instructional change. These organizations emphasize the importance of preservice teachers/candidates knowing about…

  12. Integrating WebQuests in Preservice Teacher Education

    Science.gov (United States)

    Wang, Feng; Hannafin, Michael J.

    2008-01-01

    During the past decade, WebQuests have been widely used by teachers to integrate technology into teaching and learning. Recently, teacher educators have applied the WebQuest model with preservice teachers in order to develop technology integration skills akin to those used in everyday schools. Scaffolding, used to support the gradual acquisition…

  13. Cyberbully and Victim Experiences of Pre-Service Teachers

    Science.gov (United States)

    Tosun, Nilgün

    2016-01-01

    The aim of this study was to determine the prevalence of different types of cyber bullying, the ways in which cyber bullying occurred, whether the identity of cyber bullies were known, and reaction to being cyber bullied among pre-service teachers. Relationships between gender and likelihood of being a cyber bully/victim were also investigated.…

  14. Motivations and Concerns: Voices from Pre-Service Language Teachers

    Science.gov (United States)

    Kavanoz, Suzan; Yüksel, Hatice G.

    2017-01-01

    Contemporary interactionist theories conceive identity formation as a dynamic process that is continuously co-constructed within a social context. For pre-service language teachers, teacher education programs constitute the context in which their professional identities are formed. This cross-sectional qualitative study aims at exploring…

  15. Preservice Social Studies Teachers' Opinions Regarding History Education

    Science.gov (United States)

    Alaca, Eray; Yildirim, Tercan

    2018-01-01

    In Turkey, preservice social studies teachers take history education courses such as Revolution History and Kemalism I-II, Ancient History and Civilization, Pre-Islamic Turkish History and Culture, History of Turkish Education, History of Medieval Age, Ottoman History and Civilization I-II, New and Contemporary History, Contemporary World History,…

  16. What Millennial Preservice Teachers Want to Learn in Their Training

    Science.gov (United States)

    Clark, Sarah K.; Byrnes, Deborah

    2015-01-01

    As teacher educators, we implore teacher candidates to understand the cultures and experiences of their students to engage them in learning. Yet, preservice teachers are seldom asked what they hope to learn in their training to become teachers of young children. In this study, we examined the interests, resources, and expectations of millennial…

  17. Unethical Behaviours Preservice Teachers Encounter on Social Networks

    Science.gov (United States)

    Deveci Topal, Arzu; Kolburan Gecer, Aynur

    2015-01-01

    The development of web 2.0 technology has resulted in an increase in internet sharing. The scope of this study is social networking, which is one of the web 2.0 tools most heavily used by internet users. In this paper, the unethical behaviours that preservice teachers encounter on social networks and the ways to deal with these problems are…

  18. Data Modeling for Preservice Teachers and Everyone Else

    Science.gov (United States)

    Petrosino, Anthony J.; Mann, Michele J.

    2018-01-01

    Although data modeling, the employment of statistical reasoning for the purpose of investigating questions about the world, is central to both mathematics and science, it is rarely emphasized in K-16 instruction. The current work focuses on developing thinking about data modeling with undergraduates in general and preservice teachers in…

  19. Preservice Science Teachers' Science Teaching Orientations and Beliefs about Science

    Science.gov (United States)

    Kind, Vanessa

    2016-01-01

    This paper offers clarification of science teacher orientations as a potential component of pedagogical content knowledge. Science teaching orientations and beliefs about science held by 237 preservice science teachers were gathered via content-specific vignettes and questionnaire, respectively, prior to participation in a UK-based teacher…

  20. Practernship: A Theoretical Construct for Developing Professionalism in Preservice Teachers.

    Science.gov (United States)

    Millwater, Jan; Yarrow, Allan

    1997-01-01

    Professors from Australia's Queensland University introduce the concept of a "practernship" that is a variation of typical internship/apprenticeship programs for preservice teachers. The "practernship" combines practice teaching and internship, encourages collaboration and professional development, and promotes a holistic,…

  1. Knowledge Levels of Pre-Service Science Teachers on Radioactivity

    Directory of Open Access Journals (Sweden)

    Zehra Molu

    2016-09-01

    Full Text Available This study aims to determine the knowledge levels of pre-service science teachers about radioactivity. A knowledge test was administered to 56 pre-service science teachers participated in the General Chemistry I course in the fall semester of 2014-15 academic year. Papers derived from the pre-service science teachers were read and evaluated, and the responses were classified as “accurate", "misconception", "wrong" and "empty" categories for open-ended questions and the responses to the multiple-choice questions were classified as "right" and "wrong". The pre-service science teachers’ correct response rates were between 9 % (definition of “nuclear radiation” concept, question 15 and 86 % (radioactivity uses, question 14 in open-ended questions whereas in multiple choice questions the ratio of correct answers ranged from 5 % (concept definition and nuclear reactions, questions 21, 23 and 33 to 98 % (sample of concept, question 20. Students hold misconceptions on the radioactivity, warning picture, nuclear power plant (questions 1, 13, and 16; isotopes (question 4; natural and artificial nucleus reaction (question 6; age of the rocks (question 8; atomic bomb (question 10; hydrogen bomb (question 11 and core irradiation (question 15.

  2. Engaging Preservice Teachers in Disciplinary Literacy Learning through Writing

    Science.gov (United States)

    Pytash, Kristine E.

    2012-01-01

    The field of content area literacy instruction is shifting from a general understanding of literacy towards disciplinary literacy. Much of the work in the field of disciplinary literacy has focused on reading, while writing has often been overlooked. This article summarizes the findings of a qualitative case study of two preservice teachers as…

  3. Pre-Service Teachers' Cultural and Teaching Experiences Abroad

    Science.gov (United States)

    Ateskan, Armagan

    2016-01-01

    This study investigates Turkish pre-service teachers' experiences related to a two-month international teaching and cultural experience in the United States of America. In total, 289 graduate students from Turkey participated in a collaborative project from 2001 to 2010. The experience included an orientation week, six weeks of student teaching in…

  4. Enhancing Elementary Pre-Service Teachers' Plant Processes Conceptions

    Science.gov (United States)

    Thompson, Stephen L.; Lotter, Christine; Fann, Xumei; Taylor, Laurie

    2016-01-01

    Researchers examined how an inquiry-based instructional treatment emphasizing interrelated plant processes influenced 210 elementary pre-service teachers' (PTs) conceptions of three plant processes, photosynthesis, cellular respiration, and transpiration, and the interrelated nature of these processes. The instructional treatment required PTs to…

  5. Preservice Teachers' Developing Conceptions of Teaching English Learners

    Science.gov (United States)

    Kelly, Laura Beth

    2018-01-01

    In this study, 12 preservice teachers in a community college English as a second language (ESL) K-12 teacher education program drew pictures and wrote descriptions of teachers teaching English language learners (ELLs) at the beginning and end of an ESL methods course. Using content analysis, the researcher analyzed the drawings and descriptions…

  6. Preservice Teachers' Coping Styles and Their Responses to Bullying

    Science.gov (United States)

    Kahn, Jeffrey H.; Jones, Jayme L.; Wieland, Amy L.

    2012-01-01

    The literature suggests that teacher responses to bullying are a function of the type of aggression (overt vs. relational), the gender of the children involved, and characteristics of the teacher. We extended the literature by examining teachers' dispositional coping styles as a predictor of their responses to bullying. Preservice teachers (N =…

  7. Ethics Education in Australian Preservice Teacher Programs: A Hidden Imperative?

    Science.gov (United States)

    Boon, Helen J.; Maxwell, Bruce

    2016-01-01

    This paper provides a snapshot of the current approach to ethics education in accredited Australian pre-service teacher programs. Methods included a manual calendar search of ethics related subjects required in teacher programs using a sample of 24 Australian universities and a survey of 26 university representatives. Findings show a paucity of…

  8. Mathematical Strengths and Weaknesses of Preservice Agricultural Education Teachers

    Science.gov (United States)

    Stripling, Christopher T.; Roberts, T. Grady; Stephens, Carrie A.

    2014-01-01

    The purpose of this study was to describe the mathematics ability of preservice agricultural education teachers related to each of the National Council of Teachers of Mathematics (NCTM) content/process areas and their corresponding sub-standards that are cross-referenced with the National Agriculture, Food and Natural Resources Career Cluster…

  9. Cell Phones in the Classroom: Preservice Teachers' Perceptions

    Science.gov (United States)

    Thomas, Kevin; O'Bannon, Blanche

    2013-01-01

    This study employed a survey to examine the perceptions of 92 preservice teachers enrolled at a small Midwestern liberal arts university regarding their support of the use of cell phones in the classroom, the benefits of specific cell phone features for school-related work, and the instructional benefits of and barriers to using cell phones in the…

  10. Conceptualizing Agency: Preservice Social Studies Teachers' Thinking about Professional Decisions

    Science.gov (United States)

    Clark, J. Spencer

    2011-01-01

    This qualitative study investigated preservice social studies teachers' thinking about personal agency. This study used a case study design and was conducted in a semester long undergraduate social studies methods course. The findings drew upon data from eight participants. The participants were selected based on their stated purpose for teaching…

  11. Creativity in the Early Childhood Classroom: Perspectives of Preservice Teachers

    Science.gov (United States)

    Eckhoff, Angela

    2011-01-01

    This study examined how preservice teachers view the nature and role of creativity in light of the complexities of contemporary early childhood classrooms. A multiple methods approach was utilized and data were collected with the Questionnaire Examining Student Teachers' Beliefs about Creativity (Diakidoy & Kanari, 1999) survey instrument and…

  12. Pre-Service Teachers' Perceptions of Departmentalization of Elementary Schools

    Science.gov (United States)

    Liu, Fuchang

    2011-01-01

    This paper discusses the advantages and disadvantages of departmentalization of elementary schools, with an emphasis on teaching mathematics, as perceived by preservice teachers who shared their opinions through online discussion. Advantages include teachers' enthusiasm about and focused attention on the specialized area and students' easier…

  13. Characterizing Preservice Teachers' Mathematical Understanding of Algebraic Relationships

    Science.gov (United States)

    Nillas, Leah A.

    2010-01-01

    Qualitative research methods were employed to investigate characterization of preservice teachers' mathematical understanding. Responses on test items involving algebraic relationships were analyzed using with-in case analysis (Miles and Huberman, 1994) and Pirie and Kieren's (1994) model of growth of mathematical understanding. Five elementary…

  14. Preservice Teachers' Beliefs, Attitudes, and Motivation about Technology Integration

    Science.gov (United States)

    Cullen, Theresa A.; Greene, Barbara A.

    2011-01-01

    The Theory of Planned Behavior was used as a framework, along with Self-Determination Theory, to examine preservice teachers' motivation to include technology in their future teaching. We modified instruments to measure theoretical constructs to be applied to plans for the use of technology. Measured were: perceived behavioral control, attitudes…

  15. Critical Thinking Dispositions of Pre-Service Teachers

    Science.gov (United States)

    Bakir, Selda

    2015-01-01

    This study investigated the critical thinking dispositions of pre-service teachers in terms of various variables. The study included 1106 participants and used the survey model and the Turkish version (CCTDI-T) of the California Critical Thinking Disposition Inventory (CCTDI). The reliability of the scale for this study was found to be 0.82. The…

  16. Developing a Professional Learning Community among Preservice Teachers

    Science.gov (United States)

    Bond, Nathan

    2013-01-01

    This action research study examined the development of a professional learning community (PLC) among 20 preservice secondary teachers as they met regularly during a semester-long, field-based education course to share artifacts of learning from their professional portfolios. The PLC model described by Hord and Tobia (2012) served as a framework…

  17. Preservice Teachers Developing Coherent Inquiry Investigations in Elementary Astronomy

    Science.gov (United States)

    Plummer, Julia D.; Tanis Ozcelik, Arzu

    2015-01-01

    For students to attain deep understanding of scientific practices, they will need to have opportunities to participate in sustained engagement in doing science. Such opportunities begin with elementary teachers implementing coherent and well-sequenced inquiry-based investigations in their classrooms. This study explored how preservice teachers (N…

  18. A Case of Preservice Elementary Teachers Exploring, Retelling, and Reframing.

    Science.gov (United States)

    Nelson, Michael

    2001-01-01

    Presents preservice elementary teachers' frames (points of view) on science curriculum. Uses Carl Sagan's text, "The Demon Haunted World: Science as a Candle in the Dark". Explores how students retelling their reactions to experiences of their own design might influence their awareness of beliefs in general and reconsideration of…

  19. Journeys across Difference: Pre-Service Teacher Education ...

    African Journals Online (AJOL)

    Understanding and managing diverse classrooms is an important competency for teachers in South Africa today. Critics of the dominant approach to teaching on and with difference in pre-service teacher education argue that it mostly promotes de-contextualised celebrations of diverse cultures without addressing critical ...

  20. Preservice Teachers' Multicultural Teaching Concerns and Knowledge of Parent Involvement

    Science.gov (United States)

    Trotti, Judy; Harris, Mary M.; Jacobson, Arminta; Brown, Amber

    2012-01-01

    Implementation of a parent involvement curriculum at a large university in the Southwest United States is described. Pre- and posttests confirmed that preservice teachers (n = 78) gained significant knowledge about parent engagement practices (p less than 0.001). Scores from a multicultural teaching-concerns survey were correlated with…

  1. Preservice Secondary Teachers' Sense of Efficacy in Teaching Character Education

    Science.gov (United States)

    Waters, Stewart; Russell, William B., III

    2014-01-01

    This study investigated the personal teaching efficacy and general teaching efficacy for character education of 130 preservice secondary teachers at a large university where there were no formal courses dedicated to character education, but the topic was included in some of the content coursework. The subjects were in one teacher education program…

  2. Preservice Teachers' TPACK Beliefs and Attitudes toward Simulations

    Science.gov (United States)

    Lehtinen, Antti; Nieminen, Pasi; Viiri, Jouni

    2016-01-01

    This study investigated the effect of an intervention regarding the use of simulations in science teaching on primary school preservice science teachers' (n = 36) self-assessed technological, pedagogical, and content knowledge (TPACK). The connection of their self-assessed TPACK on their views on the usefulness of simulations in science teaching…

  3. Preservice Teacher Attitudes toward Gay and Lesbian Parents

    Science.gov (United States)

    Herbstrith, Julie C.; Tobin, Renée M.; Hesson-McInnis, Matthew S.; Schneider, W. Joel

    2013-01-01

    Gay and lesbian parents are raising an increasing number of children, but little is known about how these parents are viewed by school personnel. In this study, preservice teacher attitudes toward gay and lesbian parents were assessed using implicit, explicit, behavioral, and behavioroid measures. Implicit measures indicate that participants rated…

  4. Misconceptions Regarding the Brain: The Neuromyths of Preservice Teachers

    Science.gov (United States)

    Dündar, Sefa; Gündüz, Nazan

    2016-01-01

    Understanding preservice teachers' misconceptions regarding the brain and neuroscience (neuromyths) can provide information that helps teachers to apply neuroscience knowledge in an educational context. The objective of this study was to investigate these misconceptions. Following preliminary research, a questionnaire comprising 59 challenging…

  5. Preservice Teachers' Intention to Adopt Technology in Their Future Classrooms

    Science.gov (United States)

    Li, Kun; Li, Yanju; Franklin, Teresa

    2016-01-01

    This study examined four factors that influence preservice teachers' intentions to adopt technology in classrooms based on the Theory of Planned Behavior and Technology Acceptance Model. These four factors--technology self-efficacy, attitudes toward technology, perceived ease of use of technology, and perceived barriers of technology…

  6. Taiwanese Preservice Teachers' Science, Technology, Engineering, and Mathematics Teaching Intention

    Science.gov (United States)

    Lin, Kuen-Yi; Williams, P. John

    2016-01-01

    This study applies the theory of planned behavior as a basis for exploring the impact of knowledge, values, subjective norms, perceived behavioral controls, and attitudes on the behavioral intention toward science, technology, engineering, and mathematics (STEM) education among Taiwanese preservice science teachers. Questionnaires (N = 139)…

  7. Cohesive Errors in Writing among ESL Pre-Service Teachers

    Science.gov (United States)

    Kwan, Lisa S. L.; Yunus, Melor Md

    2014-01-01

    Writing is a complex skill and one of the most difficult to master. A teacher's weak writing skills may negatively influence their students. Therefore, reinforcing teacher education by first determining pre-service teachers' writing weaknesses is imperative. This mixed-methods error analysis study aims to examine the cohesive errors in the writing…

  8. Jordanian Preservice Primary Teachers' Perceptions of Mentoring in Science Teaching

    Science.gov (United States)

    Abed, Osama H.; Abd-El-Khalick, Fouad

    2015-03-01

    Quality mentoring is fundamental to preservice teacher education because of its potential to help student and novice teachers develop the academic and pedagogical knowledge and skills germane to successful induction into the profession. This study focused on Jordanian preservice primary teachers' perceptions of their mentoring experiences as these pertain to science teaching. The Mentoring for Effective Primary Science Teaching instrument was administered to 147 senior preservice primary teachers in a university in Jordan. The results indicated that the greater majority of participants did not experience effective mentoring toward creating a supportive and reflexive environment that would bolster their confidence in teaching science; further their understanding of primary science curriculum, and associated aims and school policies; help with developing their pedagogical knowledge; and/or furnish them with specific and targeted feedback and guidance to help improve their science teaching. Substantially more participants indicated that their mentors modeled what they perceived to be effective science teaching. The study argues for the need for science-specific mentoring for preservice primary teachers, and suggests a possible pathway for achieving such a model starting with those in-service primary teachers-much like those identified by participants in the present study-who are already effective in their science teaching.

  9. Pre-Service Primary Teachers' Attitudes towards Inclusive Education

    Science.gov (United States)

    Varcoe, Linda; Boyle, Christopher

    2014-01-01

    Research has demonstrated that an important factor in the success of inclusive education is dependent upon teachers' attitudes. Based on this evidence, the present study investigated the impact of a range of teacher variables in association with training on primary pre-service teachers' attitudes by examining total inclusion scores, positive…

  10. Employability and Employment Outcomes of No-Fee Preservice Students

    Science.gov (United States)

    Jin, Yule; Li, Ling; Ding, Shujing; Li, Zhichao

    2013-01-01

    This study used interviews and questionnaires to survey 770 no-fee preservice students. Its findings were as follows: (1) Their employability encompasses five dimensions: teaching skills, ability to learn specialized knowledge, ability to grasp elementary and secondary teaching materials and methods, communication skills, and ability to apply for…

  11. Ethnic Identity of Minority No-Fee Preservice Students

    Science.gov (United States)

    Yang, Shuhan; Li, Ling; Yalikunjiang, Aisige; Tao, Xunyu; Li, Quan; Gong, Siyuan

    2013-01-01

    This study used a questionnaire to survey ethnic identity among 329 ethnic minority no-fee preservice students at Southwest University. The results indicated that: (1) Ethnic minority no-fee students have a relatively strong sense of identity with both their ethnicity and the Chinese nation, and the correlation between the two is positive. Their…

  12. Arthropods: Attitude and Incorporation in Preservice Elementary Teachers

    Science.gov (United States)

    Wagler, Ron; Wagler, Amy

    2011-01-01

    Invertebrates perform many beneficial and essential ecological services for humans. Despite this, the general public tends to view them negatively. Preservice elementary teachers often find themselves in a tenuous position because they possess the same negativity toward invertebrates as the general public but have been commissioned by United…

  13. Pre-Service Teachers Methods of Teaching Science

    Directory of Open Access Journals (Sweden)

    Dr. Raquel C. Pambid

    2015-02-01

    Full Text Available The study described the teaching methods used by pre-service teachers in Science. It focused on the strategies, techniques, materials, innovative methods and pattern of teaching science used by the pre-service teachers as described in their lesson plans. The qualitative and quantitative design was used in the study. The books, teacher hand-outs from classroom lectures were the sources of methods, strategies and techniques. The chalkboard and self-made drawings and charts were the materials often used. Conventional methods like lecture, open class discussion and demonstration were commonly employed. The strategies included group discussion, use of motivating questions and stories to arouse the interest of students. The direct eye contact, body expressions, jokes and news/trivia were frequent techniques. Integration of values in the lesson became less as the year level increases. The pattern of teaching drawn followed the formal style: I Objectives, II Subject matter, III Learning Tasks, IV Synthesis of the lesson, V Assessment and VI Enrichment. The conventional method and pattern of teaching by the pre-service teachers of PSU suggest that students in the College of Teacher Education should be trained to be more innovative and open in trying out more advanced teaching methods. Furthermore, PSU science pre-service teachers should use methods which can develop higher order thinking skills among high school students.

  14. Pre-Service Teachers' Use of Library Databases: Some Insights

    Science.gov (United States)

    Lamb, Janeen; Howard, Sarah; Easey, Michael

    2014-01-01

    The aim of this study is to investigate if providing mathematics education pre-service teachers with animated library tutorials on library and database searches changes their searching practices. This study involved the completion of a survey by 138 students and seven individual interviews before and after library search demonstration videos were…

  15. Preservice Teachers Experience with Online Modules about TPACK

    Science.gov (United States)

    White, Bruce; Geer, Ruth

    2013-01-01

    Despite the fact that Information and Communication Technology (ICT) is valued as a tool for learning, the modelling for preservice teachers of ICT integration in the curriculum areas is often limited. In the recently approved AITSL standards for Initial Teacher Education Programs, knowledge of ICTs is explicitly mentioned in three of the…

  16. Pre-Service Teachers in Second Life: Potentials of Simulations

    Science.gov (United States)

    Teoh, Jase

    2012-01-01

    An in-depth qualitative study with nine secondary pre-service teachers from an undergraduate "Language and Literacy" class was conducted to examine the potential of simulation using Second Life (SL) in teacher education. Games and simulations were operationally defined in the broadest sense to distinguish key characteristics between…

  17. Mentoring Preservice Teachers: Identifying Tensions and Possible Resolutions

    Science.gov (United States)

    Hudson, Peter; Hudson, Sue

    2018-01-01

    Tensions can occur in the mentor-mentee relationship during school-based professional experiences that require problem solving. What are the tensions for mentor teachers in preservice teacher education and how might these tensions be resolved? This qualitative study collected data from 31 high school mentor teachers about tensions experienced with…

  18. The Use of Email to Coach Preservice Early Childhood Teachers

    Science.gov (United States)

    Barton, Erin E.; Fuller, Elizabeth A.; Schnitz, Alana

    2016-01-01

    The purpose of this study was to examine the impact of performance feedback on preservice teachers' use of recommended practices within inclusive early childhood classrooms. A multiple baseline design across behaviors was used to examine the relation between performance feedback delivered via email and practicum students' use of target-recommended…

  19. How Preservice Teachers Make Meaning of Mathematics Methods Texts

    Science.gov (United States)

    Harkness, Shelly Sheats; Brass, Amy

    2017-01-01

    Mathematics methods texts are important resources for supporting preservice teachers' learning. Methods instructors routinely assign readings from texts. Yet, anecdotally and also based on reading compliance literature, many students report that they do not read assigned readings. Within this paper we briefly describe the findings from a survey of…

  20. The Pre-Service Teachers' Value Orientations

    Science.gov (United States)

    Akin, Mehmet Ali

    2018-01-01

    It is important to note that social scientists have recently concentrated on the issue of values. People's thoughts, decisions, behaviors etc. values that have an important place in the explanations constitute the subject of this research. The main purpose of the research is to analyze whether the value orientations of the pre-service teacher'…

  1. Climate Change in the Preservice Teacher's Mind

    Science.gov (United States)

    Lambert, Julie L.; Bleicher, Robert E.

    2013-01-01

    Given the recent media attention on the public's shift in opinion toward being more skeptical about climate change, 154 preservice teachers' participated in an intervention in an elementary science methods course. Findings indicated that students developed a deeper level of concern about climate change. Their perceptions on the evidence…

  2. Nature Connectedness and Landscape Preferences of Turkish Preservice Preschool Teachers

    Science.gov (United States)

    Yilmaz, Simge; Olgan, Refika; Yilmaztekin, Elif Öztürk

    2016-01-01

    The current paper had two aims, first to investigate Turkish pre-service preschool teachers' perceptions of different kinds of landscapes that can be used to achieve their educational goals, their ideas about the characteristics of these settings, and the contribution to children's education, the resource needs, motivations, and barriers they…

  3. The Palimpsest Layers of Pre-Service Teachers' Literacy Autobiographies

    Science.gov (United States)

    Bokhorst-Heng, Wendy D.; Flagg-Williams, Joan B.; West, Stewart

    2014-01-01

    In this article, we examine three literacy autobiographies written by pre-service teachers. Narratives are seen as not just stories relating a set of facts, but rather a means by which individuals interpret their experience. Literacy autobiographies are a reflective and interpretive account of one's development as a literate being. Using the tools…

  4. 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…

  5. Academic Motivations of Pre-Service English Language Teachers

    Science.gov (United States)

    Ariogul, Sibel

    2009-01-01

    This study examines the academic motivation, in a Turkish context, of Turkish pre-service English teachers to contribute field research. Students (n=287) completed the Academic Motivation Scale (AMS) and a demographic questionnaire. Data were analyzed using descriptive statistics, a one-way ANOVA, independent sample t-test, and Pearson product…

  6. Ways That Preservice Teachers Integrate Children's Literature into Mathematics Lessons

    Science.gov (United States)

    Rogers, Rachelle Meyer; Cooper, Sandi; Nesmith, Suzanne M.; Purdum-Cassidy, Barbara

    2015-01-01

    Children's literature involving mathematics provides a common, natural context for the sharing of mathematics. To learn more about how preservice teachers included children's literature in their mathematics lessons, a study was conducted over two semesters during a required field experience component of an undergraduate teacher education program.…

  7. Justice or Care? Ethical Reasoning of Preservice Social Studies Teachers

    Science.gov (United States)

    Kohlmeier, Jada; Saye, John W.

    2012-01-01

    The authors explored the ethical reasoning of 27 preservice teachers in the first course of a 4-course social studies education program. The students discussed 2 historically analogous cases that focused on 1 of 4 value problem areas: consent of the governed, general welfare, property, and morality. The authors were interested in exploring whether…

  8. A Preservice Mathematics Teacher's Beliefs about Teaching Mathematics with Technology

    Science.gov (United States)

    Belbase, Shashidhar

    2015-01-01

    This paper analyzed a preservice mathematics teacher's beliefs about teaching mathematics with technology. The researcher used five semi-structured task-based interviews in the problematic contexts of teaching fraction multiplications with JavaBars, functions and limits, and geometric transformations with Geometer's Sketchpad, and statistical data…

  9. Reading and Writing for Preservice Teachers: Making Meaningful Connections

    Science.gov (United States)

    Martinez-Alba, Gilda

    2015-01-01

    In many states, preservice physical education teachers are required to take reading courses to obtain their teaching certificate. However, many future physical educators are not enthusiastic about this requirement. In fact, many candidly state, "I don't like reading" and "I am not becoming a PE teacher so I can teach reading."…

  10. Preservice Teachers' In-the-Moment Teaching Decisions in Reading

    Science.gov (United States)

    Griffith, Robin

    2017-01-01

    This study examines the types of in-the-moment teaching decisions 97 preservice teachers made while teaching reading and how their growing bodies of teacher knowledge influenced their abilities to think, know, feel and act like a teacher (Feiman-Nemser, 2008). Findings indicated that the teacher educator's use of "metacognitive…

  11. Examining Elementary Preservice Teachers’ Self-Efficacy Beliefs: Combination of Quantitative and Qualitative Methods

    Directory of Open Access Journals (Sweden)

    Çiğdem ŞAHİN-TAŞKIN

    2010-04-01

    Full Text Available This study examines elementary preservice teachers’ self-efficacy beliefs. Quantitative and qualitative research methods were used in this study. In the quantitative part, data were collected from 122 final year preservice teachers. The instrument developed by Tschannen–Moran and Woolfolk–Hoy (2001 was administered to preservice teachers. Findings of the quantitative part revealed that preservice teachers’ self-efficacy towards teaching profession was not fully adequate. There were no differences amongst preservice teachers’ self-efficacy towards teaching regarding gender and achievement. In the qualitative part of the study, preservice teachers responded to factors involving Student Engagement and Classroom Management based on experiences that they gained in teaching practice. However, their explanation relied on their theoretical knowledge regarding the Instructional Strategies factor. This could be explained as they have lack of experiences regarding this factor

  12. 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…

  13. Themes in the Research on Preservice Teachers' Views of Cultural Diversity: Implications for Researching Millennial Preservice Teachers

    Science.gov (United States)

    Castro, Antonio J.

    2010-01-01

    This article traces themes found in the research on preservice teachers' views of cultural diversity published in peer-reviewed journals from 1985 to 2007. The article seeks to draw insights that inform education researchers interested in interrogating and unpacking views about diversity expressed by today's millennial college students. Findings…

  14. Analysis of Maths Learning Activities Developed By Pre-service Teachers in Terms of the Components of Content, Purpose, Application Methods

    Directory of Open Access Journals (Sweden)

    Çağla Toprak

    2014-04-01

    Full Text Available Today- when the influence of the alteration movement done in order to keep up with the age of the educational system is still continuing- the importance of teachers in students’ learning and achieving what is expected from the education system has been stated by the studies conducted (Hazır & Bıkmaz, 2006. Teachers own a critical role in the stage of both preparing teaching materials and using them (Stein & Smith, 1998b; Swan, 2007. When the existing curriculums –in particular, maths and geometry cirriculums- are analyzed, it can be observed that activities are the most significant teaching materials (Bozkurt, 2012. In fact, it is possible to characterize the existing curriculums as activity-based ones (Report of Workshop Examining Content of Primary School Curriculums According to Branches, 2010; Epö, 2005. Therefore, what sort of learning activities there are, what qualities they need to have, how to design and apply them are topics that must be elaborated (Uğurel et al., 2010.  At this point, our study to increase the skills of pre-service teachers during the process of developing activities was conducted with 27 pre-service teachers -19 girls 8 boys- studying in the 4th year in Mathematics Education Department at a state university in the Aegean Region. The activity designs the pre-service teachers developed considering the patterns given after a series of practice were analyzed in documents in terms of the aim of design and the form of practice. As a result of the studies, it is observed that pre-service teachers deal with the topics from the maths curriculum and these topics are of different grade levels. The result of the examination named as target component suggests that activities developed aim firstly at providing learning and this is followed by reinforcing the concepts already learned. It is stated that pre-service teachers prefer mostly small group (cooperative studies in the activities they develop.Key Words:

  15. Assessing Pre-Service Physics Teachers’ Energy Literacy: An Application of Rasch measurement

    Science.gov (United States)

    Yusup, M.; Setiawan, A.; Rustaman, N. Y.; Kaniawati, I.

    2017-09-01

    This paper aims to present a summary of pre-service physics teachers’ responses on energy literacy assessment. A total of 123 pre-service physics teacher in first through third year of education participated. Data were analyzed using Rasch modeling. Research findings indicate that pre-service physics teachers show their low self-system toward energy conservation. They were also still lack of metacognitive and cognitive competencies. These finding provide information for the future development of curriculum, teaching and learning that can improve pre-service physics teachers’ energy literacy.

  16. Rural Entrepreneurship or Entrepreneurship in the Rural

    DEFF Research Database (Denmark)

    Korsgaard, Steffen; Müller, Sabine; Tanvig, Hanne Wittorff

    2015-01-01

    Purpose: This article investigates how rural entrepreneurship engages with place and space. It explores the concept of “rural” in rural enterprise, and illustrates the importance of distinguishing between types of rural entrepreneurship. Design/methodology/approach: The constructs of “place” and ...... these processes are enabled and constrained by the immediate context or “place”. The paper weaves space and place in order to show the importance of context for entrepreneurship, which responds to the recent calls for contextualizing entrepreneurship research and theories....

  17. Metaphors about violence by preservice teachers.

    Science.gov (United States)

    Özabaci, Nilüfer; Erkan, Zülal

    2015-03-01

    Violence consists of a pattern of coercive behaviors used by a competent adult or adolescent to establish and maintain power and control over another competent adult or adolescent. These behaviors, which can occur alone or in combination, sporadically or continually, include physical violence, psychological abuse, talking, and nonconsensual sexual behavior. Research indicates that different types of violence are used as a means of enforcing discipline in the family and the school context. Children and adolescents who grow up in an environment where violence has a natural place tend to resort to violence at every stage of their lives without question. The aim of this research was therefore to preservice teachers' perception of the concept of violence through the use of metaphors. Accordingly, answers to the following questions were sought: What metaphors do the youth use to describe the concept of violence? Under which conceptual categories can these metaphors be grouped in terms of their common features? How do the conceptual categories vary in relation to the students' gender and the subjects they study at university? The study was conducted in 2009 with the help of 303 students at Mersin University and Eskişehir Osmangazi University (Faculty of Education). Incomplete statements such as "Violence is like..., because..." were used in an attempt to understand the students' perception of violence. The students were given questionnaire to complete the statements. Demographic questions were also asked on the students'age, gender and departments. The data were analyzed through qualitative analysis, and processes such as frequency distribution and quantitative correlation data were evaluated through SPSS data analysis. It emerged that the students used 74 metaphors of violence that could be divided into seven categories: (1) Violence as a way of controlling others; 2) Violence as part of social and affective life; (3) Violence as devastation; (4) Violence as learned

  18. Energy use in rural India

    Energy Technology Data Exchange (ETDEWEB)

    Revelle, R

    1976-06-01

    The methods are described by which human and animal energies have been calculated for India. From an energy standpoint, rural India can be thought of as a partially closed ecosystem in which energy derived by people and animals from the photosynthetic products of plants is used to grow and prepare food for humans which in turn provides an essential energy input to grow more food, resulting in an endless cycle. The ecosystem is being disrupted by rapid population growth in India. The extent of the use of non-commercial fuels in villages and towns was determined by the Energy Survey of India Committee in the early 1960's. The committee reported utilization of about 120 million metric tons of wood, 50 million tons of dried dung, and 30 million tons of vegetable waste each year in villages and in urban areas. In terms of U.N. coal equivalents, the energy derived from burning wood, dung, and crop residues adds up to 227 kg per capita per year, or a total for rural India of 100 million tons, with an energy content of 7.53 x 10/sup 14/ kcal. It is projected that 90 percent of this is utilized for cooking and space heating and 10 percent for pottery and brickmaking, metalworking and blacksmithing, and sugar making. In terms of U.N. coal equivalents, the commercial energy use per capita in rural India in 1971 was 37 kg, and the total use in rural population was 16.3 million tons. It is projected here that 12 percent was used for cooking and space heating, 40 percent for lighting, and 48 percent for agriculture. A comparison of U.S. and Indian energy consumption is made. The conclusion that more energy will be needed to support the populace in India is discussed. (MCW)

  19. Impact of Including Authentic Inquiry Experiences in Methods Courses for Pre-Service Secondary Teachers

    Science.gov (United States)

    Slater, T. F.; Elfring, L.; Novodvorsky, I.; Talanquer, V.; Quintenz, J.

    2007-12-01

    Science education reform documents universally call for students to have authentic and meaningful experiences using real data in the context of their science education. The underlying philosophical position is that students analyzing data can have experiences that mimic actual research. In short, research experiences that reflect the scientific spirit of inquiry potentially can: prepare students to address real world complex problems; develop students' ability to use scientific methods; prepare students to critically evaluate the validity of data or evidence and of the consequent interpretations or conclusions; teach quantitative skills, technical methods, and scientific concepts; increase verbal, written, and graphical communication skills; and train students in the values and ethics of working with scientific data. However, it is unclear what the broader pre-service teacher preparation community is doing in preparing future teachers to promote, manage, and successful facilitate their own students in conducting authentic scientific inquiry. Surveys of undergraduates in secondary science education programs suggests that students have had almost no experiences themselves in conducting open scientific inquiry where they develop researchable questions, design strategies to pursue evidence, and communicate data-based conclusions. In response, the College of Science Teacher Preparation Program at the University of Arizona requires all students enrolled in its various science teaching methods courses to complete an open inquiry research project and defend their findings at a specially designed inquiry science mini-conference at the end of the term. End-of-term surveys show that students enjoy their research experience and believe that this experience enhances their ability to facilitate their own future students in conducting open inquiry.

  20. Social Interactions and Familial Relationships Preservice Science Teachers Describe during Interviews about Their Drawings of the Endocrine and Gastrointestinal Systems

    Science.gov (United States)

    Patrick, Patricia

    2014-01-01

    This study examined preservice science teachers' understandings of the structure and function of the human gastrointestinal and endocrine systems through drawings and interviews. Moreover, the preservice science teachers described where they thought they learned about the systems. The 142 preservice teachers were asked to draw the human…