WorldWideScience

Sample records for technology teacher preparation

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

    Science.gov (United States)

    Jackson, Barcus C.

    2013-01-01

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

  2. 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…

  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. Preparing Mathematics Teachers for Technology-Rich Environments

    Science.gov (United States)

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

    2009-01-01

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

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

    Science.gov (United States)

    Dalrymple, Jennifer Lynn Penry

    2017-01-01

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

  6. Preparing Teachers for Technology Based Teaching-Learning Using TPACK

    Science.gov (United States)

    Padmavathi, M.

    2017-01-01

    Technological Pedagogical Content Knowledge (TPACK) is a conceptual framework for teachers to teach effectively using technology. This framework originates from the opinion that use of technology in educational context would be effective only if content, pedagogy and technology are aligned carefully. It implies that for teachers to use technology…

  7. The Use of Lego Technologies in Elementary Teacher Preparation

    Science.gov (United States)

    Hadjiachilleos, Stella; Avraamidou, Lucy; Papastavrou, Stavros

    2013-10-01

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

  8. The Use of Lego Technologies in Elementary Teacher Preparation

    Science.gov (United States)

    Hadjiachilleos, Stella; Avraamidou, Lucy; Papastavrou, Stavros

    2013-01-01

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

  9. The Use of Lego Technologies in Elementary Teacher Preparation

    NARCIS (Netherlands)

    Hadjiachilleos, Stella; Avraamidou, Lucy; Papastavrou, Stavros

    2013-01-01

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

  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. 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…

  12. 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…

  13. Technology and Changing Lifestyles. Teacher's Guide. Preparing for Tomorrow's World.

    Science.gov (United States)

    Iozzi, Louis A.

    "Technology and Changing Lifestyles" is one of the "Preparing for Tomorrow's World" (PTW) program modules. PTW is an interdisciplinary, future-oriented program incorporating information from the sciences and social sciences and addressing societal concerns which interface science/technology/society. The program promotes…

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

    Directory of Open Access Journals (Sweden)

    Anatoliy G. Gritchenko

    2013-03-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

  16. TPACK in teacher education: are we preparing teachers to use technology for early literacy?

    NARCIS (Netherlands)

    Voogt, Joke; McKenney, Susan

    2017-01-01

    This study examines if and how five teacher education institutes are helping students to develop the technological pedagogical content knowledge needed to effectively use technology for early literacy. Focus group discussions were held with teacher educators in which their responses to expert

  17. TPACK in Teacher Education: Are We Preparing Teachers to Use Technology for Early Literacy?

    Science.gov (United States)

    Voogt, Joke; McKenney, Susan

    2017-01-01

    This study examines if and how five teacher education institutes are helping students to develop the technological pedagogical content knowledge needed to effectively use technology for early literacy. Focus group discussions were held with teacher educators in which their responses to expert recommendations were probed. Findings indicate that,…

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

    Directory of Open Access Journals (Sweden)

    Aliff Nawi

    2015-07-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

  20. 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…

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

    Science.gov (United States)

    Wetzel, Keith; McLean, S. V.

    1997-01-01

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

  2. 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…

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

    Directory of Open Access Journals (Sweden)

    Jim Kerr

    2004-07-01

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

  4. Teacher Educator Technology Competencies

    Science.gov (United States)

    Foulger, Teresa S.; Graziano, Kevin J.; Schmidt-Crawford, Denise A.; Slykhuis, David A.

    2017-01-01

    The U.S. National Educational Technology Plan recommends the need to have a common set of technology competencies specifically for teacher educators who prepare teacher candidates to teach with technology (U.S. Department of Education, Office of Educational Technology, 2017). This study facilitated the co-creation of the Teacher Educator…

  5. 34 CFR 614.1 - What is the purpose of the Preparing Tomorrow's Teachers to Use Technology program?

    Science.gov (United States)

    2010-07-01

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

  6. 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,…

  7. ESSENCE AND PRINCIPLES OF THE PRAXEOLOGICAL APPROACH FOR METHODICAL PREPARATION OF A FUTURE TEACHER OF TECHNOLOGY

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    Андрій Малихін

    2014-10-01

    Full Text Available The article deals with the problem of using the ideas of praxeology in methodical preparation of future teachers of technology. The author explores the theoretical and practical aspects of praxeological approach for the training of a future teacher of education branch «Technology», a description of the system, the activityrelated, competence, personality directed, technological and thesaurus functions of praxeological approach are given that ensure effective communication of objective and subjective factors that contribute to successful mastery of the methodical knowledge and skills by students. Also in the article the essence of the principles of praxeology is revealed: diagnosticity of objectives and learning outcomes; stimulating and motivating the students a positive attitude to learning, focus on their needs and interests; choice of effective methods, means and forms of activity; relationship of stages of training; the importance of learning results; support for the creation of conditions for individual self-regulation of cognitive activity of subjects of training, compliance with which can effectively realize the praxeological approach to methodical training of future teachers of technology.

  8. 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…

  9. Preparing Beginning Teachers for Technology Integration in Education: Ready for Take-Off?

    Science.gov (United States)

    Tondeur, Jo; Pareja Roblin, Natalie; van Braak, Johan; Voogt, Joke; Prestridge, Sarah

    2017-01-01

    The overall aims of this study are to explore (1) how beginning teachers integrate technology in their practice and (2) the connections between teachers' technology uses and their pre-service education programmes. Data of this follow-up study were collected through in-depth interviews with beginning teachers. The results reveal that all beginning…

  10. 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.

  11. Revisiting Teacher Preparation: Responding to Technology Transience in the Educational Setting

    Science.gov (United States)

    Muilenburg, Lin Y.; Berge, Zane L.

    2015-01-01

    People in society have managed to survive and, often, thrive in a world characterized by ever-increasing technological change. Yet technological transience causes or at least exacerbates challenges faced by teachers and teacher education programs when using technology for educational purposes. This article presents frameworks used to assist in the…

  12. Implications of Mixed Reality and Simulation Technologies on Special Education and Teacher Preparation

    Science.gov (United States)

    Dieker, Lisa; Hynes, Michael; Hughes, Charles; Smith, Eileen

    2008-01-01

    As technology evolves, so does its impact on people's lives. These changes clearly affect people's daily activities, but how might they also impact education, teachers, and the lives of students with disabilities? This article focuses on technological innovations and their potential implications for students and teachers in schools. This article…

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

    Science.gov (United States)

    Barak, Miri

    2017-10-01

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

  14. 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…

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

    Science.gov (United States)

    Berry Bertram, Kathryn

    2011-12-01

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

  16. Commentary: Science, Technology, and Society in Guidelines for Using Technology to Prepare Social Studies Teachers--A Reply to Hicks et al. and Crocco and Leo

    Science.gov (United States)

    Mason, Lance

    2015-01-01

    This essay is a response to both the "Guidelines for Using Technology to Prepare Social Studies Teachers" published in this journal by Hicks, Lee, Berson, Bolick, and Diem (2014) and the rejoinder by Crocco and Leo (2015). The author agrees with Crocco and Leo's assessment that removing the principal regarding science, technology, and…

  17. PEDAGOGICAL ASPECTS IMPLEMENTATION PERSONALLY ORIENTED APPROACH WHILE PREPARING TEACHERS FUTURE TECHNOLOGIES

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    Olena Shuryn

    2017-07-01

    Full Text Available The pedagogical aspects of the implementation of the personality oriented approach in training future technology teachers are considered. The theoretical analysis of scientific studies in the area of professional training of the future teacher, the technology teacher in particular, is carried out. The dictionary interpretation of the personality oriented approach is analyzed. The study of the substantiation of this method in scientific works has been carried out. The main positions for understanding of the essence of personality oriented education are outlined, namely ensuring the disclosure of the individuality of each student, his abilities, inclinations, interests, value orientations and subjective experience; Realization of the educational process taking into account personal abilities of students; Creation of conditions for self-development, self-expression and self-improvement of future specialists; Deeper, holistic understanding of the student's personality in the educational process. The features of personality oriented education are determined. The emphasis is made on the principle of natural conformity as the basic principle of personality oriented education. There have been determined the basic tasks and the initial provisions of the construction of the personality oriented system of education, which envisages the creation of a suitable educational environment, democratization of the teacher-student relations, as well as the activation of each student in order to develop his personal and professional abilities and qualities, strengthening his subjective functions. The criteria of effective organization of personality oriented education are outlined. The approaches of personality oriented education, namely individual, social-psychological, age, activity, system-psychological, multilevel, differentiated and subjective-personal, are defined. There have been highlighted the main methodical components of the personality oriented training

  18. Influential Factors and Faculty Members' Practices in Technology Integration Using ISTE Standards for Teacher Preparation at Taibah University--Saudi Arabia

    Science.gov (United States)

    Bajabaa, Aysha Sulaiman

    2017-01-01

    Using technology effectively has been proven to enhance education. The status quo in Saudi Arabia reflects low-level usage of technology in K-12 classrooms. Preparing 21st Century teachers to integrate technology in their future classrooms for meaningful learning requires College of Education faculty to model using technology effectively. This…

  19. 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

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

    Science.gov (United States)

    Yavuz Konokman, Gamze; Yanpar Yelken, Tugba

    2016-01-01

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

  1. 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

  2. Should We Extend Teacher Preparation?

    Science.gov (United States)

    Hawley, Willis D.

    1989-01-01

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

  3. 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

  4. USE OF INFORMATION TECHNOLOGIES IN GEOMETRIC PREPARE OF FUTURE TEACHERS OF MATHEMATICS.

    Directory of Open Access Journals (Sweden)

    V. B. Grigorieva

    2010-06-01

    Full Text Available In article are considered the questions of using of computer technologies, for example, the software "Analytical geometry", in process of teaching course of analytical geometry in the higher school

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

    Science.gov (United States)

    Barak, Miri

    2017-01-01

    The new guidelines for science education emphasize the need to introduce computers and digital technologies as a means of enabling visualization and data collection and analysis. This requires science teachers to bring advanced technologies into the classroom and use them wisely. Hence, the goal of this study was twofold: to examine the…

  6. The Time Is Now! Creating Technology Competencies for Teacher Educators

    Science.gov (United States)

    Foulger, Teresa S.; Graziano, Kevin J.; Slykhuis, David; Schmidt-Crawford, Denise; Trust, Torrey

    2016-01-01

    The way preservice teachers learn to use technology within their practice varies widely depending on the learning opportunities available (e.g., technology-infused teacher preparation program vs. standalone education technology course), and the knowledge, skills, and attitudes of the teacher educators within their teacher preparation programs.…

  7. Technological Literacy for Teachers

    Science.gov (United States)

    Hasse, Cathrine

    2017-01-01

    Ongoing developments in educational technologies place increasing demands on teachers who have to make decisions on a daily basis concerning how, when, and where to make use of technologies in classrooms. Building on results from the Danish project Technucation, this paper argues that there is a marked need for a teacher-specific version of the…

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

    Directory of Open Access Journals (Sweden)

    Tatyana A. Boronenko

    2015-01-01

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

  9. Examining the Extent to Which Select Teacher Preparation Experiences Inform Technology and Engineering Educators’ Teaching of Science Content and Practices

    OpenAIRE

    Love, Tyler Scott

    2015-01-01

    With the recent release of the Next Generation Science Standards (NGSS) (NGSS Lead States, 2014b) science educators were expected to teach engineering content and practices within their curricula. However, technology and engineering (T&E) educators have been expected to teach content and practices from engineering and other disciplines since the release of the Standards for Technological Literacy (ITEA/ITEEA, 2000/2002/2007). Requisite to the preparation of globally competitive...

  10. 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.

  11. Technology Integration Experiences of Teachers

    Science.gov (United States)

    Çoklar, Ahmet Naci; Yurdakul, Isil Kabakçi

    2017-01-01

    Teachers are important providers of educational sustainability. Teachers' ability to adapt themselves to rapidly developing technologies applicable to learning environments is connected with technology integration. The purpose of this study is to investigate teachers' technology integration experiences in the course of learning and teaching…

  12. Primary EFL Teachers' Technology Use in China: Patterns and Perceptions

    Science.gov (United States)

    Li, Guofang; Ni, Xiaopeng

    2011-01-01

    Drawing on survey data, this paper examines the patterns and perceptions of technology use by primary EFL teachers in China. Findings suggest that although Chinese EFL teachers hold positive attitudes toward the value of technology for teaching and learning, they use technology mainly for teacher-centered purposes, such as teaching preparation and…

  13. How Technology Teachers Understand Technological Knowledge

    Science.gov (United States)

    Norström, Per

    2014-01-01

    Swedish technology teachers' views of technological knowledge are examined through a written survey and a series of interviews. The study indicates that technology teachers' understandings of what constitutes technological knowledge and how it is justified vary considerably. The philosophical discussions on the topic are unknown to them. This lack…

  14. Teachers' Self-Assessed Level of Preparation

    Science.gov (United States)

    White, Susan

    2013-01-01

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

  15. Preparation of student teachers for multicultural classrooms

    DEFF Research Database (Denmark)

    Petersen, Karen Bjerg

    2017-01-01

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

  16. Duncan Cites Shortcomings of Teacher Preparation

    Science.gov (United States)

    Sawchuk, Stephen

    2009-01-01

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

  17. Patterns of Mobile Technology Use in Teaching: The Teacher Perspective

    Science.gov (United States)

    Seifert, Tami

    2016-01-01

    The use of mobile learning spaces is an opportunity to break the boundaries of the classroom and to prepare teacher-educators and pre-service teachers for future school classes. The purpose of this study is to examine the implementation of mobile technology and usage patterns in the mobile technology space among lecturers in a teacher education…

  18. Preparing for Assisted Reproductive Technology

    Science.gov (United States)

    ... CDC Cancel Submit Search The CDC Assisted Reproductive Technology (ART) Note: Javascript is disabled or is not ... visit this page: About CDC.gov . Assisted Reproductive Technology (ART) What Is ART Patient Resources Preparing for ...

  19. Preparing Science Teachers for the future

    Science.gov (United States)

    Stein, Fredrick

    2002-04-01

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

  20. Teacher Beliefs and Technology Integration

    Science.gov (United States)

    Kim, ChanMin; Kim, Min Kyu; Lee, Chiajung; Spector, J. Michael; DeMeester, Karen

    2013-01-01

    The purpose of this exploratory mixed methods study was to investigate how teacher beliefs were related to technology integration practices. We were interested in how and to what extent teachers' (a) beliefs about the nature of knowledge and learning, (b) beliefs about effective ways of teaching, and (c) technology integration practices were…

  1. Preparing Teachers for Anti-oppressive Education

    DEFF Research Database (Denmark)

    Baber, Sikunder Ali

    2004-01-01

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

  2. The Disintegration of Teacher Preparation

    Science.gov (United States)

    Baines, Lawrence A.

    2010-01-01

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

  3. 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…

  4. 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…

  5. Preparing Teachers to Teach Digital Citizenship

    NARCIS (Netherlands)

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

    2013-01-01

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

  6. Teachers in relation with technologies

    Directory of Open Access Journals (Sweden)

    Magdalena ROA

    2017-06-01

    Full Text Available Entering an Information and Comunication Technologies (ICTs redefines the communication ways and the use of knowledge among students and between students and teachers. Joining the high-tech pedagogies demands for the teacher to relocate himself in light of the technological model embodied in ICTs incorporated to their classes. This investigation is framed in a case study that aspires to reconstruct the intervention of a Physics teacher's practice when incorporating applets to his classes. In order to know the state of art in the relationship between teachers and new technologies a bibliographic revision is carried out. It is possible to infer the need to keep company the teachers while they are implementing technologies in their practice.

  7. 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…

  8. Teacher educators' competences in fostering student teachers' proficiency in teaching and learning with technology : An overview of relevant research literature

    NARCIS (Netherlands)

    Dana Uerz; Monique Volman; Marijke Kral

    2018-01-01

    Teacher educators play an important role in preparing student teachers to integrate technology into their classrooms. This article presents an overview of research literature on teacher educators' competences in preparing their students to teach with technology. A literature search yielded 26

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

    African Journals Online (AJOL)

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

  10. The Independent Music Teacher: Practice and Preparation.

    Science.gov (United States)

    Uszler, Marienne

    1996-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Dragnev Y.V.

    2011-04-01

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

  12. 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…

  13. APPLICATION OF THE CLOND TECHNOLOGIES IN THE PROCESS OF STUDYING. THE CYCLE OF PROFESSIONALLY ORIENTED HUMANITARIAN, SOCIAL AND ECONOMIC PREPARING THE FUTURE PVIMARY SCHOOL TEACHERS.

    Directory of Open Access Journals (Sweden)

    N. V. Bakhmat

    2013-03-01

    Full Text Available The article depicts the innovative approaches in preparing the future primary school teachers which aim. Their competence in mastering the sphere of planning the secondary school work. It is realized by means of the cloud cervices. The introduction of the organizer SkyDrive into the studying process of higher education establish ments strengthens students cognitive activity, stimulates their creativity, helps the formation of professional skills and habits as well as their competiveness in general.

  14. 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…

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

    Science.gov (United States)

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

    2012-01-01

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

  16. Towards a Philosophy of Music Teacher Preparation.

    Science.gov (United States)

    Parr, N. Carlotta

    1999-01-01

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

  17. 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…

  18. Personality Development during Teacher Preparation

    Directory of Open Access Journals (Sweden)

    Roisin P. Corcoran

    2016-11-01

    Full Text Available Objective: The purpose of this three-year longitudinal study was to examine student teachers’ trajectories of personality as measured by the IPIP Big-Five factor markers and to what extent are there intra-individual and inter-individual changes in personality during this developmental period. The relationship between students’ personality traits, social desirability and prior academic attainment was also examined.Method: This three-year longitudinal study invited participants from the first year of a four-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 predict agreeableness, and emotional stability, with small to moderate effect sizes.Conclusions: The study concludes that 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.

  19. Making Space for Preservice Teacher Agency through Connected Learning in Preservice Educational Technology Courses

    Science.gov (United States)

    Lohnes Watulak, Sarah

    2018-01-01

    Preparing future teachers to integrate technology into their teaching in ways that support transformative student learning is a priority for teacher preparation programs in the United States. However, technology instruction often focuses on functional technology skills, leading to ineffective future technology integration. This study examined two…

  20. 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…

  1. Supporting teachers' technology integration in lesson plans

    NARCIS (Netherlands)

    Janssen, Noortje

    2017-01-01

    Lesson planning offers rich opportunities for teachers to consider and implement technology in the classroom. This dissertation investigated the design and effectiveness of supplementary information to assist pre-service teachers during the lesson planning process. Based on the Technological,

  2. The Classroom Teacher's Technology Survival Guide

    Science.gov (United States)

    Johnson, Doug

    2012-01-01

    This is a must-have resource for all K-12 teachers and administrators who want to really make the best use of available technologies. Written by Doug Johnson, an expert in educational technology, "The Classroom Teacher's Technology Survival Guide" is replete with practical tips teachers can easily use to engage their students and make their…

  3. ICT use in science and mathematics teacher education in Tanzan: Developing Technological Pedagogical Content Knowledge

    NARCIS (Netherlands)

    Kafyulilo, A.; Fisser, P.; Pieters, J.; Voogt, J.

    2015-01-01

    Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge

  4. ICT Use in Science and Mathematics Teacher Education in Tanzania: Developing Technological Pedagogical Content Knowledge

    NARCIS (Netherlands)

    Kafyulilo, Ayoub; Fisser, Petra; Pieters, Julius Marie; Voogt, Joke

    2015-01-01

    Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge

  5. 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…

  6. Technology Usage of Tennessee Agriculture Teachers

    Science.gov (United States)

    Coley, Michael D.; Warner, Wendy J.; Stair, Kristin S.; Flowers, James L.; Croom, D. Barry

    2015-01-01

    This study examined the accessibility and use of instructional technologies by agriculture teachers in Tennessee. Data were collected using a survey instrument to investigate teachers' adoption of technology, sources of acquired technology skills, accessibility and use of technological equipment, and barriers to technology integration. The study…

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

    Science.gov (United States)

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

    2016-01-01

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

  8. Physical Education Student Teachers' Technology Integration Self-Efficacy

    Science.gov (United States)

    Krause, Jennifer M.

    2017-01-01

    Pre- and in-service physical education teachers have evaluated themselves as not being very well prepared or proficient in technology use. Thus, better preparation of PE teachers to integrate technology is necessary. In this study, I examined the effects of technology-related mastery experiences, vicarious experiences, and social persuasion on…

  9. Teachers as Designers of Technology Enhanced Learning

    Science.gov (United States)

    Kali, Yael; McKenney, Susan; Sagy, Ornit

    2015-01-01

    While the benefits of teacher involvement in designing technology enhanced learning are acknowledged in the literature, far less is known about shaping that involvement to yield those benefits. Research is needed to understand how teachers learn through design; how teacher design activities may be supported; and how teacher involvement in design…

  10. 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.

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

    Science.gov (United States)

    Stewart, Gay

    2010-02-01

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

  12. Tenured Teachers & Technology Integration in the Classroom

    Science.gov (United States)

    Cox, Jerad

    2013-01-01

    This article explores teachers' technology integration in the classroom through 2 means: 1) what researchers are saying about emerging trends and best practices as well as, 2) the author's research assignment regarding the technology integration experiences of longer tenured teachers. More tenured teachers are different than their younger…

  13. Rural Elementary School Teachers' Technology Integration

    Science.gov (United States)

    Howley, Aimee; Wood, Lawrence; Hough, Brian

    2011-01-01

    Based on survey responses from more than 500 third-grade teachers, this study addressed three research questions relating to technology integration and its impact in rural elementary schools. The first analyses compared rural with non-rural teachers, revealing that the rural teachers had more positive attitudes toward technology integration. Then…

  14. Exploring Preschool Teachers' Technological Pedagogical Content Knowledge of Educational Games

    Science.gov (United States)

    Hsu, Chung-Yuan; Liang, Jyh-Chong; Chai, Ching-Sing; Tsai, Chin-Chung

    2013-01-01

    Current technological pedagogical content knowledge (TPACK) studies are inclined to treat technology in a general manner, an approach which may not be able to provide adequate guidelines to improve teacher preparation and professional development when teaching with games. This study developed two new questionnaires, namely the Technological…

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

    Science.gov (United States)

    Walker, Zachary

    2016-01-01

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

  16. Peter Effect in the Preparation of Reading Teachers

    Science.gov (United States)

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

    2012-01-01

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

  17. 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…

  18. Preparing teachers to teach English as an international language

    CERN Document Server

    Matsuda, Aya

    2017-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    OpenAIRE

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

    2016-01-01

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

  1. Emerging technologies, innovative teachers and moral cohesion

    CSIR Research Space (South Africa)

    Batchelor, J

    2012-05-01

    Full Text Available efficacy when they engage with emerging technologies. The concept of moral cohesion is further expanded and forms the main focus of this article. Keywords: emerging technologies, innovative teachers, moral cohesion, pedagogies, ethics, teacher.... African Renaissance and teacher disposition is identified as the strongest drivers. Teacher training forms the link between the strong drivers and the outcomes manifest as Stewardship and ethical considerations. 3.2 Professional Burden The theme...

  2. Preparing Elementary Prospective Teachers to Teach Early Algebra

    Science.gov (United States)

    Hohensee, Charles

    2017-01-01

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

  3. An Examination of Technology Training Experiences from Teacher Candidacy to In-Service Professional Development

    Science.gov (United States)

    Williams, Mable Evans

    2017-01-01

    The purpose of this qualitative study was to explore the perceptions of in-service teachers concerning the effectiveness of technology training from a teacher education preparation program to in-service professional development. The findings of the study revealed that inservice teachers have had varying degrees of technology experiences from their…

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

    Science.gov (United States)

    Grundmeyer, Trent; Peters, Randal

    2016-01-01

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

  5. Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design

    NARCIS (Netherlands)

    Agyei, D.D.; Voogt, Joke

    2012-01-01

    Although many studies have shown the need to pay attention to teachers' preparation for the integration of technology in classroom practice, most teachers in Ghana have not had any preparation that develops their technological pedagogical content knowledge (TPCK).This paper presents a case study of

  6. 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…

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

    African Journals Online (AJOL)

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

  8. Teachers as Designers of Technology Enhanced Learning

    NARCIS (Netherlands)

    Kali, Yael; McKenney, Susan; Sagy, Ornit

    2015-01-01

    While the benefits of teacher involvement in designing technology enhanced learning are acknowledged in the literature, far less is known about shaping that involvement to yield those benefits. Research is needed to understand how teachers learn through design; how teacher design activities may be

  9. Teachers as designers of technology enhanced learning

    NARCIS (Netherlands)

    Kali, Yael; McKenney, Susan; Sagy, Ornit; Voogt, Joke

    2015-01-01

    Design of (technology-enhanced) learning activities and materials is one fruitful process through which teachers learn and become professionals. To facilitate this process, research is needed to understand how teachers learn through design, how this process may be supported, and how teacher

  10. Teachers as Designers of Technology Enhanced Learning

    NARCIS (Netherlands)

    Kali, Yael; McKenney, Susan; Sagy, Ornit

    2016-01-01

    While the benefits of teacher involvement in designing technology enhanced learning are acknowledged in the literature, far less is known about shaping that involvement to yield those benefits. Research is needed to understand how teachers learn through design; how teacher design activities may be

  11. Technology Familiarization to Preservice Teachers: Factors that Influence Teacher Educators' Technology Decisions

    Science.gov (United States)

    Kalonde, Gilbert; Mousa, Rabab

    2016-01-01

    The purpose of this study was to investigate factors that influence teacher educators' technology decisions in methods courses. Research has shown various reasons why teachers use different types of technologies and not able to integrate certain technologies. However, this study focused on the source of teachers' instructional technology…

  12. Developing Understanding of Mathematical Modeling in Secondary Teacher Preparation

    Science.gov (United States)

    Anhalt, Cynthia Oropesa; Cortez, Ricardo

    2016-01-01

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

  13. 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.

  14. 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…

  15. Elementary School Teachers and Teaching with Technology

    Science.gov (United States)

    Varol, Filiz

    2013-01-01

    This study aims to identify the relationship between elementary school teachers' ICT engagement with their attitudes towards technology. To this end, one hundred elementary school students were asked to fill out questionnaires related to their ICT knowledge, usage, and attitude towards technology. The results show that teachers' ICT knowledge and…

  16. Historiography in Graduate Technology Teacher Education

    Science.gov (United States)

    Flowers, Jim; Hunt, Brian

    2012-01-01

    A proposal is made suggesting the inclusion of historiography (i.e., historical research and the writing of history) into graduate technology teacher education. In particular, a strategy is forwarded to have graduate students in technology teacher education, who are working at schools in different locations, conduct historical research and write…

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

    Science.gov (United States)

    Darji, Brijesh B.; Lang-Wojtasik, Gregor

    2014-01-01

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

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

    Science.gov (United States)

    Lowenstein, Karen L.; Brill, Andra

    2010-01-01

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

  19. 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…

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

    Science.gov (United States)

    Dass, Pradeep Maxwell

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

    Etkina, Eugenia

    2010-01-01

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

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

    Science.gov (United States)

    Dumas, Wayne

    1993-01-01

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

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

    Science.gov (United States)

    Ho, Hua-Kuo

    2014-01-01

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

  5. 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…

  6. 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…

  7. A Governance Examination of Idaho's Technological Literacy Policy and Standards for Teachers: Past, Present, and Future

    Science.gov (United States)

    Moore, Terah R.

    2010-01-01

    Schools, colleges, and departments of education across America currently are investigating how preservice teachers are being prepared to use technology in the classroom. Technologies available in education have evolved but technological literacy for teachers has not always kept pace. Research suggested the need for continued development and study…

  8. 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…

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

    Directory of Open Access Journals (Sweden)

    Linda Darling-Hammond

    2005-10-01

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

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

    OpenAIRE

    Eugenia Etkina

    2010-01-01

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

  11. Preparing teachers for ambitious and culturally responsive science teaching

    Science.gov (United States)

    Seiler, Gale

    2013-03-01

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

  12. Eliciting teachers' technological pedagogical knowledge

    NARCIS (Netherlands)

    Heitink, M.; Voogt, J.; Fisser, P.; Verplanken, L.; Braak, J.

    2017-01-01

    This paper starts from the understanding that teachers' knowledge is situated, grounded in knowledge derived from formal training and from experiences in practice. Based on this understanding we examine teachers' reasoning in relation to the pedagogical choices teachers make while using ICT in

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

    Science.gov (United States)

    American Federation of Teachers (NJ), 2012

    2012-01-01

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

  14. 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…

  15. Perceptions of Technological, Pedagogical and Content Knowledge (TPACK) among Pre-Service Teachers in Estonia

    Science.gov (United States)

    Luik, Piret; Taimalu, Mere; Suviste, Reelika

    2018-01-01

    Most countries stress that preparing quality teachers for twenty-first century students is an essential task for teacher training institutions. Besides the skills for how to teach subjects effectively, teachers should also know how to integrate digital technology into their teaching. Several studies have been done based on the TPACK framework.…

  16. Learning and Teaching Technology in English Teacher Education: Findings from a National Study

    Science.gov (United States)

    Pasternak, Donna L.; Hallman, Heidi L.; Caughlan, Samantha; Renzi, Laura; Rush, Leslie S.; Meineke, Hannah

    2016-01-01

    This paper reports on one aspect of a large-scale nationwide study that surveyed English teacher educators about English teacher preparation programs throughout the United States. One aspect of the study focused on how technology is integrated within the context of English teacher education programs, asking the question, "As an area of…

  17. 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.

  18. Technology and resources use by university teachers

    OpenAIRE

    Gueudet , Ghislaine

    2014-01-01

    International audience; In this paper we introduce the study of the use of resources by mathematics teachers at university. The available resources evolve, in particular concerning Open Educational Resources offered on the Internet. Studying the consequences of these evolutions for the teaching and learning practices requires to introduce a comprehensive concept of resource. A resource for the teacher is defined here as anything likely to resource the teacher's practice: technologies, but als...

  19. 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 ...

  20. Middle school special education teachers' perceptions and use of assistive technology in literacy instruction.

    Science.gov (United States)

    Flanagan, Sara; Bouck, Emily C; Richardson, Jennifer

    2013-01-01

    In this research the authors examined middle school special education teachers' perceptions of assistive technology during literacy instruction with students with high incidence disabilities. A survey explored the use, effectiveness, and factors impacting use or effectiveness of assistive technology for literacy teaching and learning. Results suggested teachers' perceived assistive technology to be an effective tool for literacy, but use it minimally. When assistive technology was used, teachers indicated it was an effective literacy support. Teachers also reported barriers to using assistive technology in literacy including cost, usability, and lack of training/experience. However, factors such as previous successful experiences with assistive technology and assistive technology supporting students' learning encouraged assistive technology use. The consistency of teachers' reports of needing more experience and knowledge in assistive technology to fully use it suggests implications for preservice preparation such as providing additional experiences and information on assistive technology.

  1. Improving Teachers' Teaching with Communication Technology

    Science.gov (United States)

    Chen, Li-Ling

    2012-01-01

    With the growing needs to address the challenges that new teachers face and the popularity of social networking technology, this study explores how to increase the effectives of teaching through the use of such technology, and how the technology may serve to promote collaboration and open new resources of support in public education. In this…

  2. A Technological Teacher Education Program Planning Model.

    Science.gov (United States)

    Hansen, Ronald E.

    1993-01-01

    A model for technology teacher education curriculum has three facets: (1) purpose (experiential learning, personal development, technological enlightenment, economic well-being); (2) content (professional knowledge, curriculum development competence, pedagogical knowledge and skill, technological foundations); and (3) process (planned reflection,…

  3. Teacher Design Knowledge for Technology Enhanced Learning

    NARCIS (Netherlands)

    McKenney, Susan

    2014-01-01

    This presentation shares a framework for investigating the knowledge teachers need to be able to design technology-enhanced learning. Specific activities are undertaken to consider elements within the framework

  4. Technology Integration with Teacher Candidates in a Summer-Camp Setting

    Science.gov (United States)

    Pilgrim, Jodi; Berry, Joan

    2014-01-01

    Many districts have implemented one-to-one technology initiatives, where students have access to computers or tablets for use in and out of school. Teachers participating in these initiatives may lack knowledge about ways to integrate technology into classroom practices (Pilgrim and Bledsoe, 2012); therefore, teacher preparation programs must…

  5. The Diffusion of Computer-Based Technology in K-12 Schools: Teachers' Perspectives

    Science.gov (United States)

    Colandrea, John Louis

    2012-01-01

    Because computer technology represents a major financial outlay for school districts and is an efficient method of preparing and delivering lessons, studying the process of teacher adoption of computer use is beneficial and adds to the current body of knowledge. Because the teacher is the ultimate user of computer technology for lesson preparation…

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

    Science.gov (United States)

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

    2013-01-01

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

  7. Using Technology to Explore Mathematical Relationships: A Framework for Orienting Mathematics Courses for Prospective Teachers

    Science.gov (United States)

    Bowers, Janet S.; Stephens, Becky

    2011-01-01

    The technological revolution that has finally permeated K-12 education has direct implications for modern teacher educators whose "Hippocratic oath" is to best prepare future teachers for twenty-first-century classrooms. The goal of this article is to suggest that the heart of sound technological implementation is to encourage students to use…

  8. Teacher Preparation: Not an Either-Or

    Science.gov (United States)

    Shuls, James V.; Ritter, Gary W.

    2013-01-01

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

  9. Mentoring: A New Approach to Geography Teacher Preparation

    Science.gov (United States)

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

    2005-01-01

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

  10. Considering the Future of University-Based Teacher Preparation

    Science.gov (United States)

    Fraser, James W.

    2014-01-01

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

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

    Science.gov (United States)

    Katz, Lilian G.

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

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

    African Journals Online (AJOL)

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

  13. Teacher Education Reform in Urban Educator Preparation Programs

    Science.gov (United States)

    Banks, Tachelle

    2015-01-01

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

  14. 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.

  15. 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…

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

    Science.gov (United States)

    Office of Postsecondary Education, US Department of Education, 2015

    2015-01-01

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

  17. 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…

  18. Influencing Technology Education Teachers to Accept Teaching Positions

    Science.gov (United States)

    Steinke, Luke Joseph; Putnam, Alvin Robert

    2008-01-01

    Technology education is facing a significant teacher shortage. The purpose of this study was to address the technology education teacher shortage by examining the factors that influence technology education teachers to accept teaching positions. The population for the study consisted of technology education teachers and administrators. A survey…

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Tetiana Strutynska

    2017-03-01

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

  1. Prospective teachers information and communication technology metaphors

    Directory of Open Access Journals (Sweden)

    Ömür Akdemir

    2015-04-01

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

  2. Technology pedagogy: Six teacher candidates' developing pedagogical models for the use of computers in science instruction

    Science.gov (United States)

    Myhre, Oddmund Reidar

    1997-12-01

    This study investigated how teacher candidates' developing pedagogical beliefs and knowledge of technology influenced their perception of such tools in the teaching of subject matter as they complete the initial course work of their professional program. The purpose of the study was to conceptualize more clearly the relationship between prospective teachers' thinking about computer technology and the content of their professional education. A case study methodology was used to investigate changes in six pre-service secondary science teachers' thinking about technology as a pedagogical tool. Two of the teachers had extensive experience with technology upon entering the teacher preparation course-work, whereas the other four were novice computer users. Data included three semi structured interviews and non-participant observations during the technology course-work. Additional data were collected in the form of interviews with university faculty and cooperating teachers. Analysis of these data indicated that prospective candidates entered teacher education viewing technology as a tool that supports a teacher centered classroom. As the candidates explored more student centered approaches to teaching, they found less room for technology in their images of their future practice. The data also indicated that the technology course-work was isolated from the rest of the teacher education program and many of the misconceptions about technology that the candidates brought to their professional preparation were left unchallenged.

  3. Analysing Teacher Knowledge for Technology Education in Primary Schools

    Science.gov (United States)

    Rohaan, Ellen J.; Taconis, Ruurd; Jochems, Wim M. G.

    2012-01-01

    Teacher knowledge guides a teacher's behaviour in the classroom. Teacher knowledge for technology education is generally assumed to play an important role in affecting pupils' learning in technology. There are an abundant number of teacher knowledge models that visualise different domains of teacher knowledge, but clear empirical evidence on how…

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

    Directory of Open Access Journals (Sweden)

    Eugenia Etkina

    2010-08-01

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

  5. A Senior Teacher's Implementation of Technology Integration

    Science.gov (United States)

    Tsai, Hsien-Chang

    2015-01-01

    This study investigated whether a senior teacher with many years of teaching experience, despite lacking adequate technology skills or contending with other barriers, can sufficiently implement technology integration in the classroom. The research was conducted between October 2013 and January 2014 and was focused on a junior high school biology…

  6. 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…

  7. Relationships between Teacher Characteristics and Educational Technology

    Science.gov (United States)

    Schulze, Kurt Ronald

    2014-01-01

    Too often, teachers are using educational technology resources for administrative purposes instead of using these resources in a constructivist manner to enhance student learning. The study site was well behind the national average in overall educational technology use categories. The purpose of this explanatory correlational research was to…

  8. 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.

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

    Science.gov (United States)

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

    2017-01-01

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

  10. 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

  11. 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.

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

    NARCIS (Netherlands)

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

    2012-01-01

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

  13. Teacher Models of Technology Integration.

    Science.gov (United States)

    Peterman, Leinda

    2003-01-01

    Provides examples of best practices in technology integration from five Technology Innovation Challenge Grant (TICG) programs, funded through the Department of Education to meet the No Child Left Behind technology goals. Highlights include professional development activities in Louisiana and New Mexico; collaborative learning applications; and…

  14. Preparing Experienced Elementary Teachers as Mathematics Specialists

    Science.gov (United States)

    Nickerson, Susan D.

    2010-01-01

    High quality teaching is critical to student learning, yet takes considerable time to develop in particular content areas. Students in high-poverty, urban settings are less likely to encounter experienced and trained teachers. Administrators from a large school district and university mathematics education faculty partnered and attempted to…

  15. Evaluating Teacher Preparation Using Graduates' Observational Ratings

    Science.gov (United States)

    Ronfeldt, Matthew; Campbell, Shanyce L.

    2016-01-01

    Despite growing calls for more accountability of teacher education programs (TEPs), there is little consensus about how to evaluate them. This study investigates the potential for using observational ratings of program completers to evaluate TEPs. Drawing on statewide data on almost 9,500 program completers, representing 44 providers (183…

  16. Designing and Implementing Performance Technology for Teachers

    Directory of Open Access Journals (Sweden)

    Joi L. Moore

    2004-06-01

    Full Text Available This paper synthesizes research findings from a performance analysis of teacher tasks and the implementation of performance technology. These findings are aligned with design and implementation theories to provide understanding of the complex factors and events that occur during the implementation process. The article describes the necessary elements and conditions for designing and implementing performance tools in school environments that will encourage usage, efficient performance, and positive attitudes. Two models provide a visual representation of causal relationships between the implementation factors and the technology user. Although the implementation process can become complex because of the simultaneous events and phases, it can be properly managed through good communication and strategic involvement of teachers during the design and development process. The models may be able to assist technology designers and advocates with presenting innovations to teachers who are frequently asked to try technical solutions for performance support or improvement.

  17. Trends in Teacher Certification: Equipping Teachers to Prepare Proficient Readers

    Science.gov (United States)

    Rowland, Julie

    2015-01-01

    Ensuring that students are reading proficiently by third grade is a key component of keeping students on track to graduate high school and pursue college and careers. Because of the magnitude of this academic milestone, states typically pursue policies that promote early identification and intervention for struggling readers. However, teachers are…

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

    Science.gov (United States)

    Kohlhaas Labuda, Kathryn

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

  19. Teacher Preparation with GLOBE and NASA Assets

    Science.gov (United States)

    Czajkowski, K. P.; Templin, M.; Struble, J.; Mierzwiak, S.; Hedley, M. L.; Padgett, D.

    2017-12-01

    The GLOBE Program has been a working with teachers and students for over 20 years. Pre-service education students can be a target audience as well. Mission EARTH is a NASA funded project through the NASA Cooperative Agreement Notice (CAN) from the Science Mission Directorate. A goal of Mission EARTH is to improve student understanding of Earth System Science and to engage the next generation of scientists and global citizens. This presentation will discuss Weather and Climate courses offered at both the University of Toledo and Tennessee State University for pre-service education students. Students engaged in atmospheric observations through the GLOBE protocols and developed research projects to study El Nino. Undergraduate students helped K-12 students take GLOBE observations as well by partnering with in-service GLOBE teachers affiliated with these GLOBE partnerships.

  20. Empowering School Teachers for Emerging Technologies: An Action Plan

    Science.gov (United States)

    Misra, Pradeep Kumar

    2010-01-01

    "Possessing openness to emerging technologies is critical for teachers in the technology-rich 21st Century as technology continues to accelerate at a rapid rate. Readiness for new technologies is a challenge associated with change. Teachers who resist change may impede and/or limit their students' learning and skills. Teachers, therefore,…

  1. Discursive Constructions of "Teacher" in an Educational Technology Journal

    Science.gov (United States)

    McDonald, Jenny; Loke, Swee-Kin

    2016-01-01

    The integration of technology with teaching and learning is a significant area of research in the educational technology field. Teachers play an instrumental role in technology integration, and many teacher-related factors have been identified that predict technology use and integration in educational settings. How teachers are represented in the…

  2. Liposomal preparation by supercritical fluids technology | Zhong ...

    African Journals Online (AJOL)

    African Journal of Biotechnology ... technology (SCF) has been utilized in liposomal preparation because of its friendliness, nontoxicity to the environment and its possibility to achieve solvent-free liposomes and industrial-scale of liposome production under the conditions of current good manufacturing practice (cGMP).

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

    Science.gov (United States)

    Yuan, Huanshu

    2018-01-01

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

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

    Science.gov (United States)

    Fang, Zhihui

    2014-01-01

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

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

    Science.gov (United States)

    Cummings, Margarita Borelli

    2010-01-01

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

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

    Science.gov (United States)

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

    2017-01-01

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

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

    Science.gov (United States)

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

    2012-01-01

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

  8. 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…

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

    Science.gov (United States)

    Namamba, Adam; Rao, Congman

    2017-01-01

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

  10. 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

  11. 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…

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

    Science.gov (United States)

    Tatkovic, Nevenka; Sehanovic, Jusuf; Ruzic, Maja

    2005-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

  14. 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

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

    Science.gov (United States)

    Lockman, Alison Schirmer

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

  16. Diesel Technology: Engines. [Teacher and Student Editions.

    Science.gov (United States)

    Barbieri, Dave; Miller, Roger; Kellum, Mary

    Competency-based teacher and student materials on diesel engines are provided for a diesel technology curriculum. Seventeen units of instruction cover the following topics: introduction to engine principles and procedures; engine systems and components; fuel systems; engine diagnosis and maintenance. The materials are based on the…

  17. Instructional Technology, Temper, Technique, and Teacher Empowerment.

    Science.gov (United States)

    Hunter, J. Mark; Garrison, James W.

    1991-01-01

    Scientific management and hierarchical accountability tend to destroy dialogue and issue ideas as orders to be obeyed. Instructional technology packages can actually enslave teachers. The emendation or feedback loop built into all instructional systems should allow educators to alter design in the context of practice and help technologists design…

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

    Science.gov (United States)

    Otero, Valerie

    2006-04-01

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

  19. Teacher Verbal Aggressiveness and Credibility Mediate the Relationship between Teacher Technology Policies and Perceived Student Learning

    Science.gov (United States)

    Finn, Amber N.; Ledbetter, Andrew M.

    2014-01-01

    In this study, we extend previous work on teacher technology policies by refining the teacher technology policies instrument to account for the technology purpose (social, academic) and type (cell phone, laptop/tablet), and examine a model of teacher technology policies and perceived learning. We found that students are more sensitive to policies…

  20. Materials Science and Technology Teachers Handbook

    Energy Technology Data Exchange (ETDEWEB)

    Wieda, Karen J.; Schweiger, Michael J.; Bliss, Mary; Pitman, Stan G.; Eschbach, Eugene A.

    2008-09-04

    The Materials Science and Technology (MST) Handbook was developed by Pacific Northwest National Laboratory, in Richland, Washington, under support from the U.S. Department of Energy. Many individuals have been involved in writing and reviewing materials for this project since it began at Richland High School in 1986, including contributions from educators at the Northwest Regional Education Laboratory, Central Washington University, the University of Washington, teachers from Northwest Schools, and science and education personnel at Pacific Northwest National Laboratory. Support for its development was also provided by the U.S. Department of Education. This introductory course combines the academic disciplines of chemistry, physics, and engineering to create a materials science and technology curriculum. The course covers the fundamentals of ceramics, glass, metals, polymers and composites. Designed to appeal to a broad range of students, the course combines hands-on activities, demonstrations and long term student project descriptions. The basic philosophy of the course is for students to observe, experiment, record, question, seek additional information, and, through creative and insightful thinking, solve problems related to materials science and technology. The MST Teacher Handbook contains a course description, philosophy, student learning objectives, and instructional approach and processes. Science and technology teachers can collaborate to build the course from their own interests, strengths, and experience while incorporating existing school and community resources. The course is intended to meet local educational requirements for technology, vocational and science education.

  1. Expanding Mathematics Preparation of Elementary and Middle School Teachers

    Science.gov (United States)

    Buck, Robert E.

    2004-01-01

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

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

    Science.gov (United States)

    Collins, Cindy

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

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

    African Journals Online (AJOL)

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

  4. Taiwan Teacher Preparation Program Evaluation: Some Critical Perspectives

    Science.gov (United States)

    Liu, Tze-Chang

    2015-01-01

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

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

    Science.gov (United States)

    Nokes, Jeffery D.

    2010-01-01

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

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

    Science.gov (United States)

    Tambunan, Hamonangan

    2014-01-01

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

  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. The Impact of In-Service Technology Training Programmes on Technology Teachers

    Science.gov (United States)

    Gumbo, Mishack; Makgato, Moses; Muller, Helene

    2012-01-01

    The aim of this paper is to assess the impact the Advanced Certificate in Education (ACE) in-service technology training program has on technology teachers' knowledge and understanding of technology. The training of technology teachers is an initiative toward teachers' professional development within the mathematics, science, and technology sphere…

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    Novodvorsky, Ingrid

    2006-04-01

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

  11. New technology for preparing drilling solutions

    Energy Technology Data Exchange (ETDEWEB)

    Proselkov, Y M; Minenkov, V M

    1981-01-01

    It is indicated that it is possible to provide the necessary indices of structural-mechanical properties of solution with additional dispersion of clay particles in water at the initial stage of preparation of solutions. In the process of dispersion the indices of rheological properties of the solution vary: static SNS and dynamic of shear stress, plastic viscosity. With consideration of the aforementioned a new technology has been developed for preparing solutions from powdery materials. To carry out the technological process we use serial blocks BPR-70 with ejector hydromixer, drilling or centrifuge pump, standard capacity of circulation system, and hydraulic dispersing agent. The technology for preparing the solution is as follow (see figure). Water is poured into tank 4 in an amount equal to half the volume of the prepared portion of solution. In hydraulic disperser 6 packing is installed with a diameter in accordance with the productivity of the drilling pump 5. After this aeration is switched on for 5-7 minutes in the silo 1 of BPR with excess air pressure of 0.2-0.3 kg/cm/sup 2/. Then the drilling pump is switched on and water is pumped through in the following order: tank 4, hydraulic disperser 6, ejector hydromixer 3, tank 4. Pressure at the pump discharge should be 120-150 kg/cm/sup 2/, and the vacuum in the chamber of the electronic hydromixer is at least 0.2 kg/cm/sup 2/. With the aid of a regulating fan 2 we must create a vacuum in the chamber of the hydromixer amounting to 0.08-0.12 kg/cm/sup 2/, and as a consequence of this the fan can regulate the rate and evenness of clay powder feed.

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

    Science.gov (United States)

    Click-Cuellar, Heather Lynn

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

  13. 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…

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

    Science.gov (United States)

    Kang, Jung Jin

    2014-01-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

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

    Science.gov (United States)

    Nalbantoglu Yilmaz, Funda

    2017-01-01

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

  17. Composing with New Technology: Teacher Reflections on Learning Digital Video

    Science.gov (United States)

    Bruce, David L.; Chiu, Ming Ming

    2015-01-01

    This study explores teachers' reflections on their learning to compose with new technologies in the context of teacher education and/or teacher professional development. English language arts (ELA) teachers (n = 240) in 15 courses learned to use digital video (DV), completed at least one DV group project, and responded to open-ended survey…

  18. Pre-Service Teacher Self-Efficacy in Digital Technology

    Science.gov (United States)

    Lemon, Narelle; Garvis, Susanne

    2016-01-01

    Self-efficacy is an important motivational construct for primary school teachers (teachers of children aged 5-12 years) within Australia. Teacher self-efficacy beliefs will determine the level of teacher confidence and competence to engage with a task. In this study, we explore engagement with digital technology and the associated learning and…

  19. Designer Babies? Teacher Views on Gene Technology and Human Medicine.

    Science.gov (United States)

    Schibeci, Renato

    1999-01-01

    Summarizes the views of a sample of primary and high school teachers on the application of gene technology to human medicine. In general, high school teachers are more positive about these developments than primary teachers, and both groups of teachers are more positive than interested lay publics. Highlights ways in which this topic can be…

  20. Preparing Future Teacher Leaders: Lessons from Exemplary School Systems

    Science.gov (United States)

    Schrum, Lynne; Levin, Barbara B.

    2013-01-01

    In this paper, we argue that teachers have an opportunity to take on leadership roles in technology-rich schools and districts. Based on data collected during a year-long project to investigate award-winning schools and districts, we used observations, interviews and focus groups, and document analysis to glean lessons learned from leaders and…

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

    Science.gov (United States)

    Alnahdi, Ghaleb

    2014-01-01

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

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

    Science.gov (United States)

    Zachariades, Iacovos; Roberts, Sherron Killingsworth

    1995-01-01

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

  3. Grand Challenges in Physics Education Research: Teacher Preparation

    Science.gov (United States)

    Heron, Paula

    2015-04-01

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

  4. Using Action Research Projects to Examine Teacher Technology Integration Practices

    Science.gov (United States)

    Dawson, Kara

    2012-01-01

    This study examined the technology integration practices of teachers involved in a statewide initiative via one cycle of action research. It differs from other studies of teacher technology integration practices because it simultaneously involved and provided direct benefits to teachers and researchers. The study used thematic analysis to provide…

  5. Exploring Teachers' Use of Technology in Classrooms of Bilingual Students

    Science.gov (United States)

    Daniel, Mayra C.; Cowan, John E.

    2012-01-01

    This article presents results of an investigation that documents teachers' perceptions of the contribution of technology use in classrooms of bilingual learners. Study questions asked how teachers perceive teacher-made digital movies impact learning, and what situational factors delimit technology infusion. Data gathered in focus groups and…

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

    Directory of Open Access Journals (Sweden)

    Iqbal Ahmad

    2013-07-01

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

  7. Identifying Teacher Belief Systems Regarding Classroom Technology Use--Planning for Perceptions

    Science.gov (United States)

    Petty, Michael F.

    2012-01-01

    Across the United States, millions of taxpayer dollars are spent on the integration of technology into America's classrooms to increase student achievement and preparation for a 21st century global workforce. The problem is teachers are not using available technology to its fullest capacity. While several studies outlined in the literature review…

  8. Preparing perservice teachers to teach elementary school science

    Science.gov (United States)

    Lewis, Amy D.

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

  9. 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…

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

    Science.gov (United States)

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

    2006-12-01

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

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

    Directory of Open Access Journals (Sweden)

    Helena R Murphy

    2018-01-01

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

  12. In-Service Preschool Teachers' Thoughts about Technology and Technology Use in Early Educational Settings

    Science.gov (United States)

    Kara, Nuri; Cagiltay, Kursat

    2017-01-01

    The purpose of this study is to understand in-service preschool teachers' thoughts about technology and technology use in early educational settings. Semi-structured interviews were conducted with 18 in-service preschool teachers. These teachers were selected from public and private preschools. Convenient sampling was applied because teachers who…

  13. Development of radioisotope preparation and application technology

    Energy Technology Data Exchange (ETDEWEB)

    Han, Hyon Soo; Park, K. B.; Bang, H. S. [and others

    2000-04-01

    The purpose of this project is to develop RI production technology utility 'HANARO' and to construct a sound infra-structure for mass production and supply to domestic users. The developed contents and results are as follows: two types of rig for irradiation in reactor core were designed and manufactured. The safety of OR rig during irradiation was identified through various test and it is used for RI production. The prepared IR rig will be used to performance tests for safety. We prepared two welders and welding jigs for production of sealed sources, and equipments for quality control of the welded materials. Production processes and apparatus Cr-51, P-32, I-125 and Sr-89, were developed. Developed results would be used for routine production and supply of radioisotopes. The automatic Tc-99m extraction apparatus was supplied to Libya under IAEA support. For approval on special form radioactive material of the developed Ir-192 source assembly and projector documents were prepared and submitted to MOST. The high dose rate Ir-192 source(diameter 1.1 mm, length 5.2 mm) for RALS and the laser welding system for its fabrication were developed. Production technologies of Ir-192 sources for destructive test and medical therapy were transferred to private company for commercial supply. The chemical immobilization method based on the self-assemble monolayer of {omega}-functionalized thiol and the sensing scheme based on the beta-emitter labeling method were developed for the fabrication radioimmuno-sensors. Results of this study will be applied to mass production of radioisotopes 'HANARO' and are to contribute the advance of domestic medicine and industry related to radioisotopes.

  14. Development of radioisotope preparation and application technology

    International Nuclear Information System (INIS)

    Han, Hyon Soo; Park, K. B.; Bang, H. S. and others

    2000-04-01

    The purpose of this project is to develop RI production technology utility 'HANARO' and to construct a sound infra-structure for mass production and supply to domestic users. The developed contents and results are as follows: two types of rig for irradiation in reactor core were designed and manufactured. The safety of OR rig during irradiation was identified through various test and it is used for RI production. The prepared IR rig will be used to performance tests for safety. We prepared two welders and welding jigs for production of sealed sources, and equipments for quality control of the welded materials. Production processes and apparatus Cr-51, P-32, I-125 and Sr-89, were developed. Developed results would be used for routine production and supply of radioisotopes. The automatic Tc-99m extraction apparatus was supplied to Libya under IAEA support. For approval on special form radioactive material of the developed Ir-192 source assembly and projector documents were prepared and submitted to MOST. The high dose rate Ir-192 source(diameter 1.1 mm, length 5.2 mm) for RALS and the laser welding system for its fabrication were developed. Production technologies of Ir-192 sources for destructive test and medical therapy were transferred to private company for commercial supply. The chemical immobilization method based on the self-assemble monolayer of ω-functionalized thiol and the sensing scheme based on the beta-emitter labeling method were developed for the fabrication radioimmuno-sensors. Results of this study will be applied to mass production of radioisotopes 'HANARO' and are to contribute the advance of domestic medicine and industry related to radioisotopes

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

    Science.gov (United States)

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

    2017-01-01

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

  16. 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…

  17. The Process of Accepting Technology Innovation for Rural Teachers

    Science.gov (United States)

    Cerovski, Jeremy

    2016-01-01

    In order for educational leaders to facilitate effectively the integration of technology, an understanding of the process rural teachers experience with technology integration is critical. The goal of the qualitative study was to discover and understand rural teachers' process for accepting technology innovation in order to improve the…

  18. The Integration of Instructional Technology by Teacher Educators at ...

    African Journals Online (AJOL)

    The argument put up in this study is that if teachers have to use instructional technology in their classroom, they have to see lecturers modelling the best practices in technology utilisation. As such, the purpose of the study was to investigate the use of instructional technology by teacher educators in the Faculty of Education ...

  19. Teachers' Perspective on Using Technology as an Instructional Tool

    Science.gov (United States)

    Davidson, Leavery Y. Jefferson; Richardson, Martha; Jones, Don

    2014-01-01

    Federal mandates require technology use in the classroom, but not all English language arts (ELA) teachers have implemented technology as an integral part of teaching. The purpose of this qualitative case study was to investigate why ELA teachers in 2 local high schools rarely or never use technology as an instructional tool. The study was…

  20. Teaching With(out) Technology: Secondary English Teachers and Classroom Technology Use

    Science.gov (United States)

    Flanagan, Sara; Shoffner, Melanie

    2013-01-01

    Technology plays an integral role in the English Language Arts (ELA) classroom today, yet teachers and teacher educators continue to develop understandings of how technology influences pedagogy. This qualitative study explored how and why two ELA teachers used different technologies in the secondary English classroom to plan for and deliver…

  1. Science, Technology and Social Change Course's Effects on Technological Literacy Levels of Social Studies Pre-Service Teachers

    Science.gov (United States)

    Yigit, E. Ozlem

    2013-01-01

    Social studies curricula are required in order to prepare to educate children who continue to learn after their formal training, and it is vital that teachers receive an education properly. In Social Studies Education Departments of Education Faculties Science, Technology and Social Change course is convenient to this aim and it contributes to…

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

    OpenAIRE

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

    2005-01-01

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

  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. Connecting biology and mathematics: first prepare the teachers.

    Science.gov (United States)

    Sorgo, Andrej

    2010-01-01

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

  5. Connecting Biology and Mathematics: First Prepare the Teachers

    Science.gov (United States)

    2010-01-01

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

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

    Science.gov (United States)

    Williams, Nicole V.

    2015-01-01

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

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

    Science.gov (United States)

    Berk, Dawn; Hiebert, James

    2009-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

    Zancanella, Don; Alsup, Janet

    2010-01-01

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

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

    Science.gov (United States)

    Engler, Karen S.; MacGregor, Cynthia J.

    2018-01-01

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

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

    Science.gov (United States)

    Katitia, David Melita Ole

    2015-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Amy Price Azano

    2016-02-01

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

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

    Science.gov (United States)

    D'Haem, Jeanne; Griswold, Peter

    2017-01-01

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

  14. 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…

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

    Science.gov (United States)

    Sipilä, Keijo

    2014-01-01

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

  16. Swedish Technology Teachers' Attitudes to Their Subject and Its Teaching

    Science.gov (United States)

    Nordlöf, Charlotta; Höst, Gunnar E.; Hallström, Jonas

    2017-01-01

    Background: From previous research among science teachers it is known that teachers' attitudes to their subjects affect important aspects of their teaching, including their confidence and the amount of time they spend teaching the subject. In contrast, less is known about technology teachers' attitudes. Purpose: Therefore, the aim of this study is…

  17. Understanding Teachers' Routines to Inform Classroom Technology Design

    Science.gov (United States)

    An, Pengcheng; Bakker, Saskia; Eggen, Berry

    2017-01-01

    Secondary school teachers have quite busy and complex routines in their classrooms. However, present classroom technologies usually require focused attention from teachers while being interacted with, which restricts their use in teachers' daily routines. Peripheral interaction is a human-computer interaction style that aims to enable interaction…

  18. 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…

  19. Teachers beliefs and technology use in kindergarten and elementary classrooms

    Directory of Open Access Journals (Sweden)

    Majedah Fawzi Abu Al Rub

    2015-12-01

    Full Text Available With the increased availability of technology in today’s schools, concerns arise over whether teachers are effectively incorporating technology tools into their instruction in order to advance student learning and engagement. This project was designed to examine the types of educational technology practices that kindergarten and elementary teachers in Denver, Colorado, USA, implement in their classrooms and their beliefs concerning the implementation of educational technology in their classrooms. Teacher participants were interviewed to evaluate the types of technology they utilize in their lessons and their beliefs concerning the implementation of technology. The researcher found that teacher participants integrate a variety of technology into their classrooms. The results also showed that the participants are committed to utilize technology because they strongly believe that it benefits students. However, the results showed that there is a distinct difference concerning how technology is utilized in the classroom among the participants.

  20. Assessing Performance and Consequence Competence in a Technology-Based Professional Development for Agricultural Science Teachers: An Evaluation of the Lincoln Electric Welding Technology Workshop

    Science.gov (United States)

    Saucier, P. Ryan; McKim, Billy R.; Muller, Joe E.; Kingman, Douglas M.

    2014-01-01

    Professional development education for teachers is essential to improving teacher retention, program relevance and effectiveness, and the preparation of fully qualified and highly motivated career and technology educators at all career stages (Doerfert, 2011; Lambeth, Elliot, & Joerger, 2008). Furthermore, it is necessary to link industry…

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

    Directory of Open Access Journals (Sweden)

    Наталья Александровна Ионкина

    2018-12-01

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

  2. 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…

  3. The Adoption and Integration of Technology Within the Classroom: Teacher Self-Efficacy Beliefs

    Science.gov (United States)

    Haight, Kevin W.

    Many teachers are failing to incorporate technology into their classroom instruction. Researchers have reported a general failure in this regard; however, minimal study is available on the role of teacher self-efficacy in incorporating technology into pedagogy. This sequential, mixed-method study sought to discover whether a significant correlation exists between teacher self-efficacy and technology adoption within an urban K--12 school district. The conceptual framework for the research is grounded in Bandura's theory of self-efficacy. A sample of K--12 faculty members completed a 38-item Likert-type survey designed to measure self-efficacy as it relates to the integration of technology within the classroom. Quantitative data were analyzed using a Pearson product-moment correlation to identify relationships between self-efficacy and technology adoption. In the qualitative phase of the study, 6 participants were interviewed. Constant comparison was performed to analyze the transcribed interview data. The findings indicated a positive correlation between teacher self-efficacy and the integration of technology. The results provide valuable information needed to address the concerns and fears of teachers as they integrate technology into their classroom instruction. Implications for social change include providing educators and administrators with the needed data to develop the skills required to teach technology to their students. Acquiring technical skills will prepare students to become more competitive in a technology based society and for further educational endeavors.

  4. Develop, Discuss, and Decide: How New Science Teachers Use Technologies to Advance Their Practice

    Science.gov (United States)

    Ellis, Joshua Alexander

    For decades, there has been a nationwide demand to increase the number of science teachers in K-12 education (National Commission on Excellence in Education, 1983; National Research Council [NRC], 2007). This demand is in large part due to increases in state science graduation requirements. Teacher preparation programs have been preparing new science teachers on pace with the resulting increase in demand (Ingersoll & Merrill, 2010), however, shortages have continued as up to 50% of these new teachers leave the profession within their first five years of teaching (Smith & Ingersoll, 2004), creating a "revolving door" phenomenon as districts scramble to address this early attrition with yet more beginning teachers. We need to address what Ingersoll (2012) describes as the "greening" of the teaching force: the fact that an increasingly large segment of the teaching force is comprised of beginning teachers who are at a high risk of leaving the profession. The three related studies that comprise this dissertation focus on the role of technological interventions for in-service and pre-service science teachers. The context for the first two studies is TIN, an online induction program for beginning secondary science teachers. These two studies consider the impact of technological supports on the reflective practice of participating teachers. The design interventions included VideoANT (an online video annotation tool) and Teachers as Leaders roles (a structured response protocol) for the Venture/Vexation online forum activity. The context for the third study is T3-S, a university licensure course for pre-service science teachers designed to explore technology integration in secondary science classrooms. This study investigated the impact of pre-service teacher participation in the creation of an Adventure Learning (AL) environment (Doering, 2006) on their understanding of technological, pedagogical, and content knowledge (TPACK) and its role in their future science

  5. 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…

  6. An Examination of Secondary School Teachers' Technology Integration Recommended by ISTE's National Educational Technology Standards for Teachers and School Principal Support for Teacher Technology Efforts

    Science.gov (United States)

    Esposito, Maria

    2013-01-01

    The National Educational Technology Standards for teachers (NETS-T) was adopted by New York State, and was critical to the development of students entering a global society. This study examines teachers' use of digital tools to promote student learning and reflection, promote digital citizenship, communicate and collaborate with parents and…

  7. Do we need teachers as designers of technology enhanced learning?

    NARCIS (Netherlands)

    Kirschner, Paul A.

    2016-01-01

    In this special issue, five teams of researchers discuss different aspects of the teacher as designer of technology enhanced learning situations. This final contribution critically discusses if and how teachers as designers of technology enhanced learning might (not) be feasible or even desirable.

  8. Capability Building in Educational Technology for Teachers in China

    Science.gov (United States)

    Jun, Han; Zhuzhu, Wang

    2010-01-01

    This paper gives a brief introduction to the project called Education Technology Capacity Building Plan for All Primary and Secondary Teachers now being implemented in China. Because information and communication technology skills training cannot match the demand of teachers' professional development, the Chinese Ministry of Education established…

  9. Risk-Aversion: Understanding Teachers' Resistance to Technology Integration

    Science.gov (United States)

    Howard, Sarah K.

    2013-01-01

    Teachers who do not integrate technology are often labelled as "resistant" to change. Yet, considerable uncertainties remain about appropriate uses and actual value of technology in teaching and learning, which can make integration and change seem risky. The purpose of this article is to explore the nature of teachers' analytical and…

  10. Teachers' Perceptions of Technology Integration in a Unified School District

    Science.gov (United States)

    Bloodman, Suzette L.

    2014-01-01

    A unified school district (USD) continues to invest millions of dollars into its technology integration initiatives with minimal academic gains. Since teachers are essential to effective technology integration, the purpose of this phenomenological study was to analyze the perceptions of 13 teachers within the USD relative to how they could more…

  11. Undergraduate Teacher Candidate Perceptions Integrating Technology in Classroom Instruction

    Science.gov (United States)

    Anderson, Charlise Askew

    2016-01-01

    The purpose of this study was to analyze undergraduate teacher candidates' perceptions on integrating technology in the classroom. The study was embedded in the "Technology Pedagogical Content Knowledge" theoretical model. A sample of 143 undergraduate teacher candidates participated in the study. They were asked to address items on a…

  12. Affect and Acceptability: Exploring Teachers' Technology-Related Risk Perceptions

    Science.gov (United States)

    Howard, Sarah K.

    2011-01-01

    Educational change, such as technology integration, involves risk. Teachers are encouraged to "take risks", but what risks they are asked to take and how do they perceive these risks? Developing an understanding of teachers' technology-related risk perceptions can help explain their choices and behaviours. This paper presents a way to…

  13. Technology Integration Support Levels for In-Service Teachers

    Science.gov (United States)

    Williams, Mable Evans

    2017-01-01

    In-service teachers across the globe are expected to integrate technology in their respective instructional content area. The purpose of this qualitative study was to explore the perceptions of in-service teachers concerning building-level support for technology integration. Participants in the study were asked to participate in semi-structured…

  14. 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…

  15. A Professional Learning Model Supporting Teachers to Integrate Digital Technologies

    Science.gov (United States)

    Sheffield, Rachel; Blackley, Susan; Moro, Paul

    2018-01-01

    Contemporary teachers have an obligation to support and scaffold students' learning in digital technologies and to do this in authentic contexts. In order for teachers to be successful in this, their own competency in digital technologies needs to be high, and their own 21st century learning skills of communication, collaboration, creativity and…

  16. Science Student Teachers and Educational Technology: Experience, Intentions, and Value

    Science.gov (United States)

    Efe, Rifat

    2011-01-01

    The primary purpose of this study is to examine science student teachers' experience with educational technology, their intentions for their own use, their intentions for their students' use, and their beliefs in the value of educational technology in science instruction. Four hundred-forty-eight science student teachers of different disciplines…

  17. Teacher Candidate Technology Integration: For Student Learning or Instruction?

    Science.gov (United States)

    Clark, Cynthia; Zhang, Shaoan; Strudler, Neal

    2015-01-01

    Transfer of instructional technology knowledge for student-centered learning by teacher candidates is investigated in this study. Using the transfer of learning theoretical framework, a mixed methods research design was employed to investigate whether secondary teacher candidates were able to transfer the instructional technology knowledge for…

  18. Effects on the Technological Pedagogical Content Knowledge of Early Childhood Teacher Candidates Using Digital Storytelling to Teach Mathematics

    Science.gov (United States)

    Kildan, Abdullah Oguzhan; Incikabi, Lutfi

    2015-01-01

    This study aimed to present early childhood teacher candidates' experiences preparing digital stories and to reveal the resulting changes, if any, in self-reported technological pedagogical content knowledge (TPACK). This study was quasi-experimental and indicated that teacher candidates' evaluations of digital storytelling were affected by their…

  19. 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…

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

    Science.gov (United States)

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

    2017-01-01

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

  1. 77 FR 22359 - Innovative Technology Experiences for Students and Teachers (ITEST) Program; Comment Request

    Science.gov (United States)

    2012-04-13

    ... NATIONAL SCIENCE FOUNDATION Innovative Technology Experiences for Students and Teachers (ITEST.... SUPPLEMENTARY INFORMATION: Title of Collection: Innovative Technology Experiences for Students and Teachers... opportunities for students and teachers to learn about, experience, and use information technologies within the...

  2. Cultivating Reflective Practitioners in Technology Preparation: Constructing TPACK through Reflection

    Directory of Open Access Journals (Sweden)

    Liangyue Lu

    2013-12-01

    Full Text Available Teaching is a complex profession, which is further complicated by the integration of technology into classrooms. Reflection can help teachers unpack the complexity in their practice. Reflection can be an effective instructional strategy in helping preservice teachers develop technological pedagogical content knowledge (TPACK, the complex and dynamic knowledge necessary for effective technology integration into instruction. In this study, reflective activities were integrated into a Learning By Design (LBD environment, which was created to help preservice teachers develop TPACK. This paper investigated the participants’ TPACK development and examined how reflection helped them construct TPACK. Through content analysis of the participants’ reflective journals, the researcher found that the preservice teachers developed initial TPACK awareness. However, their reflection in technology knowledge and the content aspects of TPACK were limited and superficial. Interviews with the participants showed reflection helped the preservice teachers remember what they learned by describing and elaborating on their in-class experiences, pushed them to think about how to apply what they learned in their future classrooms, and helped them become more reflective and open-minded about using technology in classrooms. Finally, the researcher discussed this study’s implications for teacher educators and researchers.

  3. School cultures, teachers, and technology transformation

    Directory of Open Access Journals (Sweden)

    Andrew D. Kitchenham

    2010-05-01

    Full Text Available This article outlines a recent study on school culture and technology adoption. Adapting Hargreaves’ (2003 model of school cultures, research findings are presented on three schools involved in a study on teacher transformation using educational technology to explain how each school represents a separate school culture and school regime. Each school is profiled to demonstrate, through direct quotes from the participants, how a specific school culture or regime can reflect varying degrees of transformation, and subsequent technology adoption. Résumé : Cet article présente une étude récente portant sur la culture scolaire et l’adoption de la technologie. En utilisant une adaptation du modèle des cultures scolaires de Hargreaves (2003, les résultats de recherche de trois écoles qui ont participé à une étude sur la transformation des enseignants utilisant la technologie éducative sont présentés afin d’expliquer comment chaque école représente une culture d’école et un régime scolaire distincts. Chaque école est profilée dans le but de démontrer, au moyen de citations directes des participants, la façon dont une culture d’école ou un régime scolaire donné peut se traduire par divers niveaux de transformation et, conséquemment, d’adoption des technologies.

  4. Teachers Pedagogical Change Framework: A Diagnostic Tool for Changing Teachers' Uses of Emerging Technologies

    Science.gov (United States)

    Tarling, Isabel; Ng'ambi, Dick

    2016-01-01

    One of the challenges facing education systems in general and the South African education system in particular is how to understand ways that teachers change from nonusers of technologies to becoming transformative teachers with technology. Despite numerous initiatives, not limited to training, workshops and so forth, to bring about sustained and…

  5. Investigating Practices in Teacher Education That Promote and Inhibit Technology Integration Transfer in Early Career Teachers

    Science.gov (United States)

    Brenner, Aimee M.; Brill, Jennifer M.

    2016-01-01

    The purpose of this study was to identify instructional technology integration strategies and practices in preservice teacher education that contribute to the transfer of technology integration knowledge and skills to the instructional practices of early career teachers. This study used a two-phase, sequential explanatory strategy. Data were…

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

    Science.gov (United States)

    Horváthová, Daniela; Rakovská, Mária; Zelenický, Ľubomír

    2017-01-01

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

  7. An Observatory to Enhance the Preparation of Future California Teachers

    Science.gov (United States)

    Connolly, L.; Lederer, S.

    2004-12-01

    With a major grant from the W. M. Keck Foundation, California State University, San Bernardino is establishing a state-of-the-art teaching astronomical observatory. The Observatory will be fundamental to an innovative undergraduate physics and astronomy curriculum for Physics and Liberal Studies majors and will be integrated into our General Education program. The critical need for a research and educational observatory is linked to changes in California's Science Competencies for teacher certification. Development of the Observatory will also complement a new infusion of NASA funding and equipment support for our growing astronomy education programs and the University's established Strategic Plan for excellence in education and teacher preparation. The Observatory will consist of two domed towers. One tower will house a 20" Ritchey-Chretien telescope equipped with a CCD camera in conjunction with either UBVRI broadband filters or a spectrometer for evening laboratories and student research projects. The second tower will house the university's existing 12" Schmidt-Cassegrain optical telescope coupled with a CCD camera and an array of filters. A small aperture solar telescope will be attached to the 12" for observing solar prominences while a milar filter can be attached to the 12" for sunspot viewing. We have been very fortunate to receive a challenge grant of \\600,000 from the W. M. Keck Foundation to equip the two domed towers; we continue to seek a further \\800,000 to meet our construction needs. Funding also provided by the California State University, San Bernardino.

  8. Visible Parts, Invisible Whole: Swedish Technology Student Teachers' Conceptions about Technological Systems

    Science.gov (United States)

    Hallström, Jonas; Klasander, Claes

    2017-01-01

    Technological systems are included as a component of national technology curricula and standards for primary and secondary education as well as corresponding teacher education around the world. Little is known, however, of how pupils, students, and teachers conceive of technological systems. In this article we report on a study investigating…

  9. Technology Teachers' Attitudes toward Nuclear Energy and Their Implications for Technology Education

    Science.gov (United States)

    Lee, Lung-Sheng; Yang, Hsiu-Chuan

    2013-01-01

    The purpose of this paper was to explore high-school (grades 10-12) technology teachers' attitudes toward nuclear energy and their implications to technology education. A questionnaire was developed to solicit 323 high-school technology teachers' responses in June 2013 and 132 (or 41%) valid questionnaires returned. Consequently, the following…

  10. Swedish Technology Teachers' Views on Assessing Student Understandings of Technological Systems

    Science.gov (United States)

    Schooner, Patrick; Klasander, Claes; Hallström, Jonas

    2018-01-01

    Technology education is a new school subject in comparison with other subjects within the Swedish compulsory school system. Research in technology education shows that technology teachers lack experience of and support for assessment in comparison with the long-term experiences that other teachers use in their subjects. This becomes especially…

  11. Science and Technology Teachers' Views of Primary School Science and Technology Curriculum

    Science.gov (United States)

    Yildiz-Duban, Nil

    2013-01-01

    This phenomenographic study attempts to explicit science and technology teachers' views of primary school science and technology curriculum. Participants of the study were selected through opportunistic sampling and consisted of 30 science and technology teachers teaching in primary schools in Afyonkarahisar, Turkey. Data were collected through an…

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

    Directory of Open Access Journals (Sweden)

    Inna Stoliarenko

    2015-10-01

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

  13. 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…

  14. 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)…

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

    Science.gov (United States)

    Byker, Erik Jon; Marquardt, Sheila K.

    2016-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

  17. 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.…

  18. 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…

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

    NARCIS (Netherlands)

    Oldenburg, Beau; Bosman, Rie; Veenstra, Rene

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

  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. 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…

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

    Science.gov (United States)

    Newman, Dorothy C.; Stallings, William M.

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

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

    Science.gov (United States)

    Marvan, Luisa; Bejarano, Janett

    2005-01-01

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

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

    Science.gov (United States)

    Milner, H. Richard; Laughter, Judson C.

    2015-01-01

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

  5. 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…

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

    Science.gov (United States)

    Hernández, Ana M.

    2017-01-01

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

  7. A mixed methods study of foreign language teachers implementing technology-enhanced multimedia instructio

    Directory of Open Access Journals (Sweden)

    Olha Ketsman

    2014-08-01

    Full Text Available Technology-enhanced multimedia instruction offers benefits for foreign language learners. Despite having much potential, technology itself is neither effective or nor effective, but teachers play a key role in determining its effectiveness because they are in charge of making instructional decisions and choose whether and how to use technology. This article fills a gap in the literature by reporting findings of a mixed methods study of technology- enhanced multimedia instruction in middle and high school foreign language classrooms. Convergent parallel mixed methods design was applied in this study and data was collected through quantitative survey and qualitative semi-structured interviews with teachers. Results from the study indicated a significant positive correlation between variables that contribute to the use of technology-enhanced multimedia instruction in foreign language classrooms and described effective technology-enhanced multimedia practices. The findings of the study have implications for teachers, administrators and faculty of teacher preparation programs as well as state teacher education policy makers.

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

    Science.gov (United States)

    Hiebert, James; Berk, Dawn; Miller, Emily

    2017-01-01

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

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

    Science.gov (United States)

    Sherwin, Gary; Jennings, Todd

    2006-01-01

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

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

    Science.gov (United States)

    Jennings, Todd; Sherwin, Gary

    2008-01-01

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

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

    Science.gov (United States)

    Johnson, Harold A.

    2013-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

    Lovette, Gail E.

    2013-01-01

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

  15. 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…

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

    Science.gov (United States)

    White, Susan; Tyler, John

    2015-01-01

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

  17. Technology, Time, and Participation: How a Principal Supports Teachers.

    Science.gov (United States)

    McCarthy, Robert B.

    1985-01-01

    Argues that administrations might better support teachers if they provided: (1) up-to-date technology, such as Xerox machines; (2) "guilt-free" time for curriculum work or special projects; and (3) more opportunities for teacher participation in school decision making. (KH)

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

    Science.gov (United States)

    Assor, Avi

    2009-01-01

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

  19. Technology Integration in Elementary Classrooms: Teaching Practices of Student Teachers

    Science.gov (United States)

    Liu, Ping

    2016-01-01

    This study examines how and why student teachers integrated technology to enhance instruction in elementary classrooms. The participants were 31 student teachers who completed an assignment of eight weeks. Multiple data sets including observation notes of 347 lessons were obtained from three key groups for data triangulation. Results reveal that…

  20. Changing Knowledge, Changing Technology: Implications for Teacher Education Futures

    Science.gov (United States)

    Burden, Kevin; Aubusson, Peter; Brindley, Sue; Schuck, Sandy

    2016-01-01

    Recent research in teacher education futures has identified two themes that require further study: the changing nature of knowledge and the changing capabilities of technologies. This article examines the intersection of these two themes and their implications for teacher education. The research employed futures methodologies based on scenario…

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

    Science.gov (United States)

    Kibirige, I.

    2011-01-01

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

  2. An Examination of Science Teachers' Knowledge Structures towards Technology

    Science.gov (United States)

    Bilici, Sedef Canbazoglu

    2016-01-01

    The purpose of the study was to examine science teachers' knowledge structures on technology, who participated in a TPACK-based Professional Development (PD) program. The PD program was executed in the summer of 2015-2016 academic year with 24 science teachers. Data was collected with the Word Association Test (WAT). A holistic case study approach…

  3. Texas Agricultural Science Teachers' Attitudes toward Information Technology

    Science.gov (United States)

    Anderson, Ryan; Williams, Robert

    2012-01-01

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

  4. The use of technology at school: teachers' point of view

    Directory of Open Access Journals (Sweden)

    Sandra Legrottaglie

    2014-12-01

    One system deals with positive and negative values, while the other is based on conceptual contrapositions. The results reveal that, despite their generally positive view of technology, teachers see many factors preventing real educational use. Furthermore, we found that school level influences the type of factors teachers reported.

  5. The Characteristics of a Model Technology Education Teacher

    Science.gov (United States)

    Kaufman, Andrew R.; Warner, Scott A.; Buechele, Jessica R.

    2011-01-01

    The things that make the quality of a teacher stand out can cover a wide range of characteristics, actions, words, and experiences. The mark left on a student by a teacher, for good or bad, is written in an ink that will last a lifetime. This article describes a study that identifies the characteristics of exceptional technology education…

  6. Integrating Educational Technologies into Teacher Education: A Case Study

    Science.gov (United States)

    Rawlins, Peter; Kehrwald, Benjamin

    2014-01-01

    This article is a case study of an integrated, experiential approach to improving pre-service teachers' understanding and use of educational technologies in one New Zealand teacher education programme. The study examines the context, design and implementation of a learning activity which integrated student-centred approaches, experiential…

  7. Comparing Views of Primary School Mathematics Teachers and Prospective Mathematics Teachers about Instructional Technologies

    Directory of Open Access Journals (Sweden)

    Adnan Baki

    2009-11-01

    Full Text Available Technology is rapidly improving in both hardware and software side. As one of the contemporary needs people should acquire certain knowledge, skills, attitudes and habits to understand this technology, to adapt to it and to make use of its benefits. In addition, as in all domains of life, change and improvement is also unavoidable for educational field. As known, change and improvement in education depends on lots of factors. One of the most important factors is teacher. In order to disseminate educational reforms, teachers themselves should accept the innovation first (Hardy, 1998, Baki, 2002; Oral, 2004. There has been variety of studies investigating teacher and prospective teachers‟ competences, attitudes and opinions (Paprzychi, Vikovic & Pierson, 1994; Hardy, 1998; Kocasaraç, 2003; Lin, Hsiech and Pierson, 2004; Eliküçük, 2006; YeĢilyurt, 2006; Fendi, 2007; Teo, 2008; Arslan, Kutluca & Özpınar, 2009. As the common result of these studies indicate that teachers‟ interest towards using instructional technology have increased. Accordingly, most of the teachers began to think that using instructional technologies becomes inevitable for teachers. By reviewing the related literature, no studies have been come across comparing the opinions of teachers and teacher candidates about instructional technologies. In this study, it was aimed to investigate and compare the views of mathematics teachers with prospective mathematics teachers about ICT. It was considered that collecting opinions of teachers and teachers candidates about the instructional technologies, comparing and contrasting them will contribute to the field. To follow this research inquiry, a descriptive approach type; case study research design was applied. The reason for choosing such design is that the case study method permits studying one aspect of the problem in detail and in a short time (Yin, 2003; Çepni, 2007. The study was conducted with the total sample of 12. 3 of

  8. Student Teachers of Technology and Design: Can Short Periods of STEM-Related Industrial Placement Change Student Perceptions of Engineering and Technology?

    Science.gov (United States)

    Gibson, Ken S.

    2012-01-01

    This is a report, on a small-scale case study, of a programme of short industrial placements (5 day block) for student teachers of technology and design in Northern Ireland. Such placements increase student awareness and understanding of the nature of Engineering and Technology and therefore better prepare them to teach these subjects, as integral…

  9. Teachers' Attitudes and Technology Use in Indonesian EFL Classrooms

    Science.gov (United States)

    Cahyani, Hilda; Cahyono, Bambang Y.

    2012-01-01

    The use of technology in education deals with two major aspects: mode and content. Nowadays, second-language teachers have the options to use technology, either web-based or non web-based, to help learners learn the target language (content) successfully. This paper aims at reporting research findings on the types of technology that the teachers…

  10. Accessibility and Usage of Technology by North Carolina Agriculture Teachers

    Science.gov (United States)

    Williams, Maegen R.; Warner, Wendy J.; Flowers, James L.; Croom, D. Barry

    2014-01-01

    This study examined the integration of technology into the instructional process in North Carolina agricultural education classrooms. The study used survey research methodology to collect information on the availability of instructional technology and the frequency of instructional technology use by North Carolina agriculture teachers. The study…

  11. Teachers and Technology: Present Practice and Future Directions

    Science.gov (United States)

    DeCoito, Isha; Richardson, Tasha

    2018-01-01

    Technology cannot be effective in the classroom without teachers who are knowledgeable about both the technology itself and its implementation to meet educational goals. While technology use in the classroom is increasing, improving learning through its application should remain the goal. In this study, the authors explored 74 middle school…

  12. Teachers' Use of Technology in Elementary Reading Lessons

    Science.gov (United States)

    McDermott, Peter; Gormley, Kathleen A.

    2016-01-01

    Proponents claim technology will transform classroom teaching and improve children's engagement and learning. Opponents argue that such benefits are oversold because little evidence exists that technology improves teaching and learning. We examined how elementary teachers in an urban school that was well resourced with technology used it when…

  13. Teachers' perceptions of effective science, technology, and mathematics professional development and changes in classroom practices

    Science.gov (United States)

    Boriack, Anna Christine

    The purpose of this study is to examine teachers' perceptions of professional development and changes in classroom practice. A proposed conceptual framework for effective professional development that results in changes in classroom practices was developed. Data from two programs that provided professional development to teachers in the areas of technology, mathematics, and science was used to inform the conceptual framework. These two programs were Target Technology in Texas (T3) and Mathematics, Science, and Technology Teacher Preparation Academies (MSTTPA). This dissertation used a multiple article format to explore each program separately, yet the proposed conceptual framework allowed for comparisons to be made between the two programs. The first study investigated teachers' perceptions of technology-related professional development after their districts had received a T3 grant. An online survey was administrated to all teachers to determine their perceptions of technology-related professional development along with technology self-efficacy. Classroom observations were conducted to determine if teachers were implementing technology. The results indicated that teachers did not perceive professional development as being effective and were not implementing technology in their classrooms. Teachers did have high technology self-efficacy and perceived adequate school support, which implies that effective professional development may be a large factor in whether or not teachers implement technology in their classrooms. The second study evaluated participants' perceptions of the effectiveness of mathematics and science professional development offered through a MSTTP academy. Current and former participants completed an online survey which measured their perceptions of academy activities and school environment. Participants also self-reported classroom implementation of technology. Interviews and open-ended survey questions were used to provide further insight into

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

    OpenAIRE

    Orhan Karamustafaoğlu; Recep Çakır; Mert Kaya

    2013-01-01

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

  15. Preparing technicians for engineering materials technology

    Science.gov (United States)

    Jacobs, James A.; Metzloff, Carlton H.

    1990-01-01

    A long held principle is that for every engineer and scientist there is a need for ten technicians to maximize the efficiency of the technology team for meeting needs of industry and government. Developing an adequate supply of technicians to meet the requirements of the materials related industry will be a challenge and difficult to accomplish. A variety of agencies feel the need and wish to support development of engineering materials technology programs. In a joint effort among Battelle Laboratories, the Department of Energy (DOE) and Northwest College and University Association for Science (NORCUS), the development of an engineering materials technology program for vocational programs and community colleges for the Pacific Northwest Region was recently completed. This effort has implications for a national model. The model Associate of Applied Science degree in Engineering Materials Technology shown provides a general structure. It purposely has course titles which need delimiting while also including a core of courses necessary to develop cognitive, affective and psychomotor skills with the underlining principles of math, science and technology so students have job entry skills, and so that students can learn about and adapt to evolving technology.

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

    Science.gov (United States)

    Saltan, Fatih

    2015-01-01

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

  17. Science, technology, and pedagogy: Exploring secondary science teachers' effective uses of technology

    Science.gov (United States)

    Guzey, Siddika Selcen

    Technology has become a vital part of our professional and personal lives. Today we cannot imagine living without many technological tools such as computers. For the last two decades technology has become inseparable from several areas, such as science. However, it has not been fully integrated into the field of education. The integration of technology in teaching and learning is still challenging even though there has been a historical growth of Internet access and available technology tools in schools (U.S. Department of Education, National Center for Education Statistics, 2006). Most teachers have not incorporated technology into their teaching for various reasons such as lack of knowledge of educational technology tools and having unfavorable beliefs about the effectiveness of technology on student learning. In this study, three beginning science teachers who have achieved successful technology integration were followed to investigate how their beliefs, knowledge, and identity contribute to their uses of technology in their classroom instruction. Extensive classroom observations and interviews were conducted. The findings demonstrate that the participating teachers are all intrinsically motivated to use technology in their teaching and this motivation allows them to enjoy using technology in their instruction and keeps them engaged in technology use. These teachers use a variety of technology tools in their instruction while also allowing students to use them, and they posit a belief set in favor of technology. The major findings of the study are displayed in a model which indicates that teachers' use of technology in classroom instruction was constructed jointly by their technology, pedagogy, and content knowledge; identity; beliefs; and the resources that are available to them and that the internalization of the technology use comes from reflection. The study has implications for teachers, teacher educators, and school administrators for successful technology

  18. Infusing Science, Technology, and Society Into an Elementary Teacher Education Program: The Impact on Preservice Teachers

    Science.gov (United States)

    Henning, Mary Beth; Peterson, Barbara R.; King, Kenneth Paul

    2011-01-01

    In an effort to improve science and social studies instruction, preservice teachers developed original science, technology, and society units to teach in elementary and middle school classrooms during their clinical field experience. Data revealed that the preservice teachers fell into categories of being skeptics, open-minded instructors, or…

  19. 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…

  20. Do Science and Technology Teachers and Pre-Service Primary Teachers Have Different Thoughts about Concept Maps in Science and Technology Lessons?

    Science.gov (United States)

    Karakuyu, Yunus

    2011-01-01

    The purpose of this study is to determine the thoughts of primary science and technology teachers, primary class teachers, pre-service primary class teachers and pre-service primary science and technology teachers' about concept maps. This scale applied the use of basic and random method on the chosen 125 4th and 5th grade primary class teachers…

  1. Experience in presenting short courses in waste management technologies for secondary science and mathematics teachers

    International Nuclear Information System (INIS)

    Toth, W.J.; Smith, T.H.; Garcia, M.M.; Ferguson, J.E.

    1991-01-01

    The Department of Energy (DOE) and its Idaho National Engineering Laboratory (INEL) are developing educational programs that will help avert projected shortages in scientific and engineering manpower. One approach to this end is to help teachers become better prepared to teach topics that enthuse more students. INEL developed and offered a Short Course in Waste Management Technologies for Secondary Science and Mathematics Teachers. Short Course has two purposes: (1) to provide secondary-level science and mathematics teachers with training and information that will be useful to them in the classroom, and (2) to provide information on a topic of widespread interest in today's society, i.e., the management of hazardous and radioactive wastes and the restoration and preservation of the environment. This paper describes the development of the Short Course and summarizes some of the lessons learned in the preparation and presentation of such courses. 2 refs., 2 tabs

  2. Pedagogical Decision Making through the Lens of Teacher Preparation Program

    Science.gov (United States)

    Prachagool, Veena; Nuangchalerm, Prasart; Subramaniam, Ganakumaran; Dostal, Jirí

    2016-01-01

    Pedagogical decision making is very important for professional teachers, it concerns belief, self-efficacy, and actions that teachers expose to classroom. This paper employed theoretical lens and education policy in Thailand to examine the preservice teachers' views about pedagogical decision making. Discussion helps school mentors understand…

  3. One Year Later: Beginning Teachers Revisit Their Preparation Program Experiences.

    Science.gov (United States)

    Housego, Billie E.; Badali, Salvador J.

    1996-01-01

    Survey of 48 beginning teachers elicited assessment of their experiences in the elementary teacher education program at the University of British Columbia. Teachers assessed the importance of teaching particular knowledge, skills, and understandings and the program's potential and success in doing so. As in similar studies, findings indicate the…

  4. Individual Stress Management Coursework in Canadian Teacher Preparation Programs

    Science.gov (United States)

    Harris, Gregory E.

    2011-01-01

    Teacher stress is a significant issue facing the teaching profession. The current paper explores individual stress management as a viable option to address stress in this profession. Specifically, Canadian teacher education programs are examined to identify the prevalence of pre-service teacher education courses focused on individual stress…

  5. Crossing the Primary and Secondary School Divide in Teacher Preparation

    Science.gov (United States)

    Knipe, Sally

    2012-01-01

    Teacher education courses at universities qualify graduates to teach in age-related contexts of primary/early childhood/secondary that reflect the organisational structure of schools. In terms of teacher employment, for some considerable time, these longstanding organisational divisions have been by-passed whereby a shortage of teachers in…

  6. Marine Technology for Teachers and Students: A Multi-modal Approach to Integrate Technology and Ocean Sciences Instruction

    Science.gov (United States)

    Gingras, A.; Knowlton, C. W.; Scowcroft, G. A.; Babb, I.; Coleman, D.; Morin, H.

    2016-02-01

    The Marine Technology for Teachers and Students (MaTTS) Project implements a year-long continuum of activities beginning with educators reading and reporting on peer-reviewed publications, followed by face-to-face, hands-on weekend workshops and virtual professional development activities. Teams of teacher and student leaders then participate in an intensive, residential Summer Institute (SI) that emphasizes hands-on building of marine related technologies and exposure to career pathways through direct interactions with ocean scientists and engineers. During the school year, teachers integrate ocean science technology and data into their classrooms and participate, along with colleagues and students from their schools, in science cafes and webinars. Student leaders transfer knowledge gained by engaging their district's middle school students in ocean science activities and technologies by serving as hosts for live broadcasts that connect classrooms with ocean scientists and engineers though the Inner Space Center, a national ocean science telecommunications hub. Communication technologies bridge formal and informal learning environments, allowing MaTTS participants to interact with their fellow cohort members, scientists, and engineers both during and outside of school. Evaluation results indicate that for teachers both the weekend workshops and SI were most effective in preparing them to integrate ocean science and technology in STEM curricula and increase their ocean science content knowledge and leadership characteristics. For students the SI and the middle school interactions supported gains in knowledge, awareness, leadership skills and interest in ocean sciences and technologies, and related STEM careers. In particular, the connections made by working directly with scientists have positively impacted both student and teacher leaders. This presentation will provide an overview of the MaTTS model and early evaluation results.

  7. Innovative Technology for Preparing Washing Liquid During Well Drilling

    Directory of Open Access Journals (Sweden)

    Davydenko A.N.

    2015-09-01

    Full Text Available Technology of washings liquid preparation is worked out. Prospects of the hydrodynamic supercavitation use for preparation of washing liquids during well drilling are substantiated. Theoretical research make it possible to set parameters and work out the construction of cavitational dispergator. The results of theoretical research found their confirmation during practical examinations and became the basis for creation of the technique of washing liquid preparation and construction of cavitational dispergator tested in production conditions.

  8. AN EXAMPLE FOR PORTFOLIO PREPARATION IN GERMAN TEACHER TRAINING

    Directory of Open Access Journals (Sweden)

    Hüseyin ARAK

    2017-04-01

    Full Text Available In this study we are trying with the help of portfolio in teacher training and the diagnosis of the learning group concerning their skills in translation from German to Turkish, to show the documentation of the learning process. The portfolio provides a good overview about the performance of the students and it also prepares a basis for assessment. A growing self-awareness of students can be achieved through implementing the portfolio-method. The students should collect and reflect the most important materials and practices leading to key terms of the seminar. It is more than an assessment method it is a surrounding of learning. The work with portfolio has an influence on teaching, learning and assessing. As in detail, this is dependent on the aims and other characteristics of the models which take the portfolio work as a basis. The portfolio provides us a big advantage for the support of the cultural reflection. We can observe the process of the growth of knowledge step by step, because the measurement of the development in a determined period allows us either a written work or a Multiple Choice Test. In this sense we can look at the portfolio as an assessment instrument of a process.

  9. Innovative Noyce Program for Preparing High School Physics Teachers.

    Science.gov (United States)

    Hagedorn, Eric; Kosheleva, Olga; Wagler, Amy; Wagler, Ron

    2011-10-01

    The ``Robert Noyce Scholarships for Teaching Miners'' program at the University of Texas at El Paso currently consists of 14 mathematics majors minoring in secondary education, most of whom are preparing for the Mathematics-Physics Certification. From the time of their selection (junior year), till after they begin teaching, participants in this program will have financial support consisting of a 10,000 per year scholarship during the last two years in college. Programmatic support during these two years consists of four, half-day workshops emphasizing: 1) inquiry-based teaching, 2) mathematics & science integration, and 3) actual inquiry in the form of a senior research project. The workshops are facilitated by a team of university faculty and school district partners (EPISD and YISD). These district partners help with the workshops, but also mentor the scholars when placed at their classroom observation and student teacher sites. Once the scholars graduate and receive certification, they will experience unique induction year support: being hired in pairs or small groups and placed together in the same school. This placement with classmates combined with the mentoring of the same district personnel with whom they are familiar is hypothesized to be uniquely effective.

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

    Science.gov (United States)

    Greenberg, Julie; Jacobs, Sandi

    2009-01-01

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

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

    Science.gov (United States)

    Jennings, Todd

    2010-01-01

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

  12. Factors Affecting Teachers' Continuation of Technology Use in Teaching

    Science.gov (United States)

    Kafyulilo, Ayoub; Fisser, Petra; Voogt, Joke

    2016-01-01

    This study was conducted to investigate the continuation of technology use in science and mathematics teaching of the teachers who attended a professional development program between 2010 and 2012. Continuation of technology use was hypothesized to be affected by the professional development program and by personal, institutional, and…

  13. Elementary School Teachers' Use of Technology during Mathematics Teaching

    Science.gov (United States)

    Polly, Drew

    2014-01-01

    Various educational technologies have been advanced as potential vehicles to transform teaching and learning. Still, research studies have documented that primary school teachers struggle to integrate technology in meaningful ways. This article presents the findings of a year-long study in which the author frequently observed three primary school…

  14. Knowledge and Cognitive Process Dimensions of Technology Teachers' Lesson Objectives

    Science.gov (United States)

    Mathumbu, David; Rauscher, Willem; Braun, Max

    2014-01-01

    A clearly stated lesson objective is considered an essential component of a well-planned lesson. Many teachers of Technology, a relatively new subject in South African schools, teach Technology with rather limited training both in content and methodological approaches. This study sought to investigate and classify lesson objectives framed or…

  15. 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…

  16. A Framework for Examining Teachers' Noticing of Mathematical Cognitive Technologies

    Science.gov (United States)

    Smith, Ryan; Shin, Dongjo; Kim, Somin

    2017-01-01

    In this paper, we propose the mathematical cognitive technology noticing framework for examining how mathematics teachers evaluate, select, and modify mathematical cognitive technology to use in their classrooms. Our framework is based on studies of professional and curricular noticing and data collected in a study that explored how secondary…

  17. Secondary School Teachers' Approaches to Teaching Composition Using Digital Technology

    Science.gov (United States)

    Wise, Stuart

    2016-01-01

    The music industry in the 21 century uses digital technology in a wide range of applications including in performance, in composition and in recording and publishing. In this article, I consider how the impact of digital technologies may be affecting pedagogical processes adopted by secondary music teachers, particularly in the area of…

  18. Improving Teacher-Made Assessments in Technology and Engineering Education

    Science.gov (United States)

    White, Jesse W.; Moye, Johnny J.; Gareis, Christopher R.; Hylton, Sarah P.

    2018-01-01

    In the interest of learning how to effectively use the technological literacy standards and of adhering to education regulation, this article focuses on efforts to improve the professional teaching practices of Technology and Engineering Education (TEE) teachers by using the Gareis and Grant (2015) process with respect to "Standards for…

  19. 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…

  20. Investigation the Technology Usage Level of Teacher Candidates

    Science.gov (United States)

    Korucu, Agah Tugrul; Yucel, Ahmet; Gundogdu, Mustafa M.; Gencturk, Tarik A.

    2016-01-01

    Necessity to train individuals who are away from the digital divide that is defined as the gap between the masses who can make use of information technology effectively and who do not have access to information technology due to lack of education (Uckan, 2009). The aim of this study is to analyse the digital competence of teacher candidates in…

  1. Physical Education Teacher's Attitudes towards Philosophy of Education and Technology

    Science.gov (United States)

    Turkeli, Anil; Senel, Omer

    2016-01-01

    The current study was carried out to find out the attitudes of physical education teachers towards educational philosophy and technology, and to determine the relationship between the philosophy of education that they adopt and their attitudes toward technology. With this aim, the study was conducted on 22 female and 69 male physical education…

  2. Technology in the Montessori Classroom: Teachers' Beliefs and Technology Use

    Science.gov (United States)

    Jones, Sara J.

    2017-01-01

    As technology becomes ubiquitous in society, there is increasing momentum to incorporate it into education. Montessori education is not immune to this push for technology integration. This qualitative study investigates four Upper Elementary Montessori teachers' attitudes toward technology and technology integration in a public school setting.…

  3. Preparation of Teachers for Computer and Multimedia-Based Instruction in Literacy.

    Science.gov (United States)

    Balajthy, Ernest

    Recent developments in computer and multimedia technologies bring about the need to reconsider the education of today's teachers and future teachers and to update the technology-related content of literacy education coursework. "Application" software receives the most attention from researchers and theorists in literacy education. Use of…

  4. Elementary Teachers' Experiences with Technology Professional Development and Using Technology in the Classroom: A Case Study

    Science.gov (United States)

    Grizzle, Pamela Lavon

    2016-01-01

    In order for educators to prepare students for technology-enhanced learning educators must first be prepared. The digital divide and technology professional development are two factors impacting the depth at which technology is integrated into the classroom. The local problem addressed in this study was that the impact of technology professional…

  5. THE OBSERVATION OF TEACHER CANDIDATE RELATED SCIENCE AND TECHNOLOGY TEACHER'S PROFICIENCY

    OpenAIRE

    BAHŞİ, Muammer; TURAN, Mehmet; YILAYAZ, Ömer

    2009-01-01

    In this study it is evaluated science and tecnology teacher's proficiency based on students insights of science and tecnology education students in education faculty. It was used Standarts for Teacher Proficiency which is prepared from Ministry of National Education. The research was conducted on 85 Science and Tecnology students (4th classes) studying at the education faculty of Firat University. Data from results of study was analysed by using SPSS.

  6. 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.

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

    Science.gov (United States)

    Mungure, Daudi Mika

    2016-01-01

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

  8. Classroom Integration of Technology: Are Teachers Understanding?

    Science.gov (United States)

    Galloway, Jerry P.

    2007-01-01

    Teachers continue to be trained following a ritualized approach for skills and competencies. But, a deeper understanding of fundamental concepts, improvement of problem-solving and high-order thinking skills and even the development of a contextual intuition can be even more important in becoming computer-using professionals. These factors as well…

  9. Exemplary Science Teachers' Use of Technology

    Science.gov (United States)

    Hakverdi-Can, Meral; Dana, Thomas M.

    2012-01-01

    The purpose of this study is to examine exemplary science teachers' level of computer use, their knowledge/skills in using specific computer applications for science instruction, their use of computer-related applications/tools during their instruction, how often they required their students to use those applications in or for their science class…

  10. Examining the Relationship among High-School Teachers' Technology Self-Efficacy, Attitudes towards Technology Integration, and Quality of Technology Integration

    Science.gov (United States)

    Gonzales, Stacey

    2013-01-01

    This quantitative study explored the relationships among high-school teachers' (n = 74) technology self-efficacy, teachers' attitudes towards technology integration, and quality of teachers' technology integration into instruction. This study offered the unique perspectives of in-service high-school teachers as they have first-hand experience…

  11. Using Online Case Studies to Enhance Teacher Preparation

    Science.gov (United States)

    Richman, Laila

    2015-01-01

    The purpose of this study was to assess the impact interactive, online case studies have on learning for preservice teachers. More specifically, it evaluated whether the use of online case studies in instruction could enhance the level of knowledge the preservice teacher gained from the content material. This study utilized a nonequivalent group,…

  12. Preparing the EFL Teacher: A Projection for the '70's.

    Science.gov (United States)

    Lugton, Robert C., Ed.

    Following a Foreword and Introduction by the editor, papers in this compilation of studies in the training of teachers for English as a second language are: (1) "Linguistics and the EFL Teacher," by Bruce Fraser; (2) "From Linguistics to Pedagogy: Some Tentative Applications," by William E. Rutherford; (3) "Notes Toward an Applied Rhetoric," by…

  13. 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…

  14. Special Education Teacher Preparation in Kenya, Malawi, Zambia, and Zimbabwe

    Science.gov (United States)

    Chitiyo, Morgan; Odongo, George; Itimu-Phiri, Ambumulire; Muwana, Florence; Lipemba, Mary

    2015-01-01

    Researchers have repeatedly identified special education teacher shortage as one of the factors that have stymied the development of special education in many African countries. Highly qualified special education teachers are an integral part of successful national educational systems. In order to ensure an optimum supply of qualified special…

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

    Science.gov (United States)

    Hamad, Al Rashid

    2013-01-01

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

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

    Science.gov (United States)

    Irvine-Niakaris, Christine; Kiely, Richard

    2015-01-01

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

  17. 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…

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

    Science.gov (United States)

    Amato, Sheila

    2002-01-01

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

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

    Science.gov (United States)

    Kopish, Michael A.

    2016-01-01

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

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

    Science.gov (United States)

    Miller, Darcy E.

    1991-01-01

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

  1. 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…

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

    Science.gov (United States)

    Murray, Orrin T.; Zembal-Saul, Carla

    2008-01-01

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

  3. 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…

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

    Science.gov (United States)

    Martin, W. Gary; Gobstein, Howard

    2015-01-01

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

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

    Science.gov (United States)

    Dingman, Jacob Blackstone

    2010-01-01

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

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

    Science.gov (United States)

    Yontz, Brian D.

    2012-01-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

  9. 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…

  10. The Tools of Teacher Education: Preservice Teachers' Use of Technology To Create Instructional Materials.

    Science.gov (United States)

    Roberts, Sherron Killingsworth; Hsu, Ying-Shao

    2000-01-01

    Examines the effectiveness/efficiency of preservice teachers' use of technology to create instructional materials developed in an undergraduate reading/language arts course. Results showed no significant difference between measures of overall quality of the technology assistance as compared to handmade prompts. Eighty-five percent of the teachers…

  11. The Role of a Mentor Teacher's TPACK in Prospective Preservice Teachers' Intentions to Integrate Technology

    Science.gov (United States)

    Nelson, Michael

    2017-01-01

    A wealth of research has focused on the technology integration behaviors of preservice teachers, with much of that literature centering on technology and methods coursework within teacher education programs. However, less emphasis has been placed on understanding the impact of field placement observations on a preservice teacher's technology…

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

    Directory of Open Access Journals (Sweden)

    Olena S. Tselykh

    2010-08-01

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

  13. Computer Education and Instructional Technology Teacher Trainees' Opinions about Cloud Computing Technology

    Science.gov (United States)

    Karamete, Aysen

    2015-01-01

    This study aims to show the present conditions about the usage of cloud computing in the department of Computer Education and Instructional Technology (CEIT) amongst teacher trainees in School of Necatibey Education, Balikesir University, Turkey. In this study, a questionnaire with open-ended questions was used. 17 CEIT teacher trainees…

  14. Teachers in school-based technology innovations : A typology of their beliefs on teaching and technology

    NARCIS (Netherlands)

    Admiraal, Wilfried; Louws, Monika; Lockhorst, Ditte; Paas, Tineke; Buynsters, Michael; Cviko, Amina; Janssen, Caressa; de Jonge, Mario; Nouwens, Suzan; Post, Lysanne S.; van der Ven, Frauke; Kester, Liesbeth

    2017-01-01

    In many innovations in technology and education in secondary schools, teachers are the crucial agents of these innovations. To select, match and support groups of teachers for particular school projects, school principals could be supported with insights into teachers’ beliefs about teaching,

  15. Technology Use by Pre-Service Teachers during Teaching Practice: Are New Teachers Embracing Technology Right Away in Their First Teaching Experience?

    Science.gov (United States)

    Batane, Tshepo; Ngwako, Abraham

    2017-01-01

    Equipping pre-service teachers with technology skills and knowledge is now regarded as a vital element of any teacher-training program so as to capacitate the new teachers to meet the educational demands of the twenty-first century. Therefore, it is important to establish whether these teachers do actually apply these skills when they first get to…

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

    Science.gov (United States)

    Sloan, H.

    2002-05-01

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

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

    Science.gov (United States)

    National Council on Teacher Quality, 2012

    2012-01-01

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

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

    Science.gov (United States)

    Whitmyer, Charnita P.

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

  19. Educational Technology Classics: The Science Teacher and Educational Technology

    Science.gov (United States)

    Harbeck, Richard M.

    2015-01-01

    The science teacher is the key person who has the commitment and the responsibility for carrying out any brand of science education. All of the investments, predictions, and expressions of concern will have little effect on the accomplishment of the broad goals of science education if these are not reflected in the situations in which learning…

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

    Science.gov (United States)

    Wiyanto; Hartono; Nugroho, S. E.

    2018-03-01

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

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

    Science.gov (United States)

    Borek, Matthew

    2012-01-01

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

  2. Cross-Cultural Comparison of Teachers' Views upon Integration and Use of Technology in Classroom

    Science.gov (United States)

    Kayalar, Fethi

    2016-01-01

    The purpose of the study is to compare teachers' views upon integration and use of technology in classroom. To make cross-cultural comparison of teachers' views, we interviewed with nine teachers in a primary school in city of Erzincan, Turkey and compared the views of the teachers with those of the teachers living in foreign countries. To obtain…

  3. ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana. Education and information technologies

    NARCIS (Netherlands)

    Agyei, D.D.; Agvei, Douglas D.; Voogt, Joke

    2011-01-01

    Included in the contemporary mathematics curricula in Ghana is the expectation that mathematics teachers will integrate technology in their teaching. However, importance has not been placed on preparing teachers to use ICT in their instruction. This paper reports on a study conducted to explore the

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

    Science.gov (United States)

    Shakespear, Eileen; Beardsley, Linda; Newton, Anne

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

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

    Science.gov (United States)

    Troyan, Francis John; Peercy, Megan Madigan

    2016-01-01

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

  6. Secondary Mathematics Teacher Differences: Teacher Quality and Preparation in a New York City Alternative Certification Program

    Science.gov (United States)

    Evans, Brian R.

    2011-01-01

    Providing students in urban settings with quality teachers is important for student achievement. This study examined the differences in content knowledge, attitudes toward mathematics, and teacher efficacy among several different types of alternatively certified teachers in a sample from the New York City Teaching Fellows program in order to…

  7. Examining Professional Learning and the Preparation of Professionally Competent Teachers in Initial Teacher Education

    Science.gov (United States)

    Tang, Sylvia Y. F.; Wong, Angel K. Y.; Cheng, May M. H.

    2016-01-01

    The relative contributions of higher education and schools, and hence the conceptual and practical aspects of ITE, to student teachers' professional learning have been an issue of concern in teacher education. This article reports a mixed-methods study showing the relationship between student teachers' engagement with the practical and conceptual…

  8. Teacher Learning in Technology Professional Development and Its Impact on Student Achievement in Science

    Science.gov (United States)

    Lee, Hyunju; Longhurst, Max; Campbell, Todd

    2017-01-01

    This research investigated teacher learning and teacher beliefs in a two-year technology professional development (TPD) for teachers and its impact on their student achievement in science in the western part of the United States. Middle-school science teachers participated in TPD focused on information communication technologies (ICTs) and their…

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

    Science.gov (United States)

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

    2011-01-01

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

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

    Science.gov (United States)

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

    2012-01-01

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

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

    African Journals Online (AJOL)

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

  12. Shared Cognition Facilitated by Teacher Use of Interactive Whiteboard Technologies

    Science.gov (United States)

    Redman, Christine; Vincent, John

    2014-01-01

    This paper reports on a study designed to examine the dialogic processes teachers used to sustain focused discussions, using questioning techniques and Interactive Whiteboards (IWBs). IWBs and their related technologies such as plasma touch screens and projected tablets have passed through several phases of implementation as classroom objects,…

  13. Nigerian teachers' perception of barriers to technology integration ...

    African Journals Online (AJOL)

    This paper documents chemistry teachers' perceptions of barriers to technology integration into the chemistry lessons. Underlying the study was a conceptual underpinning which focused on the concept of ICT integration, competencies of integration and chemistry curriculum. 13 participants were recruited for the study.

  14. Diesel Technology: Brakes. Teacher Edition [and] Student Edition.

    Science.gov (United States)

    Hilley, Robert; Scarberry, Terry; Kellum, Mary

    This document contains teacher and student materials for a course on brakes in the diesel technology curriculum. The course consists of 12 units organized in three sections. The three units of the introductory section cover: (1) brakes; (2) wheel bearings and seals; and (3) antilock brake systems. The second section, Hydraulic Brakes, contains the…

  15. 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)…

  16. Teacher Challenges to Implement Engineering Design in Secondary Technology Education

    Science.gov (United States)

    Kelley, Todd R.; Wicklein, Robert C.

    2009-01-01

    This descriptive study examined the current status of technology education teacher practices with respect to engineering design. This article is the third article in a three-part series presenting the results of this study. The first article in the series titled "Examination of Engineering Design Curriculum Content" highlighted the research…

  17. Consulting Basics for the Teacher-Turned-Technology Consultant.

    Science.gov (United States)

    Stager, Sue; Green, Kathy

    1988-01-01

    Discusses the role of educational technology consultants who may be classroom teachers with no formal training in consulting. Consulting models are described, including content-oriented and process-oriented approaches; Schein's process facilitator model is examined; and Kurpius' consulting model is explained and expanded. (LRW)

  18. Technology Needs for Teachers Web Development and Curriculum Adaptations

    Science.gov (United States)

    Carroll, Christy J.

    1999-01-01

    Computer-based mathematics and science curricula focusing on NASA inventions and technologies will enhance current teacher knowledge and skills. Materials and interactive software developed by educators will allow students to integrate their various courses, to work cooperatively, and to collaborate with both NASA scientists and students at other locations by using computer networks, email and the World Wide Web.

  19. ACTT Now: A Collaboration Reshaping Teacher Technology Training.

    Science.gov (United States)

    Curry-Corcoran, Daniel E.; O'Shea, Patrick M.

    2003-01-01

    Describes the ACTT Now (Aligning Certification with Technology Training) project in Brunswick County Public Schools (Virginia) that, in partnership with Old Dominion University (Norfolk, VA), has created a Field-Based Master's Program to help overcome the disadvantages of a small, rural district in providing teacher training for technology…

  20. 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…

  1. 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…

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

    Directory of Open Access Journals (Sweden)

    Ferhat BAHÇECİ

    2013-12-01

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

  3. 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.

  4. An Introduction to the Standards for Preparation and Professional Development for Teachers of Engineering

    Science.gov (United States)

    Reimers, Jackson E.; Farmer, Cheryl L.; Klein-Gardner, Stacy S.

    2015-01-01

    The past 30 years have yielded a mature body of research regarding effective professional development for teachers of science and mathematics, leading to a robust selection of professional development programs for these teachers. The current emphasis on connections among science, technology, engineering, and mathematics underscores the need for…

  5. Investigation of Technological Pedagogy Content Knowledge of Pre-Service Science and Technology Teachers

    OpenAIRE

    Bayram AKARSU; Esra GÜVEN

    2014-01-01

    The purpose of this study is to investigate Technological Pedagogical Content Knowledge (TPACK) of 3rd and 4th year prospective science teachers, enrollment at the faculty of education, with respect to the technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological pedagogical knowledge (TPC), pedagogical content knowledge (PCK), and information in the technological content (TPC). These knowledge types are intersection of the sub-dimensions to determine whe...

  6. Radiation processing technology for preparation of fine shaped biomedical materials

    Energy Technology Data Exchange (ETDEWEB)

    Kumakura, M.; Yoshida, M.; Asano, M. (Japan Atomic Energy Research Inst., Takasaki, Gunma (Japan). Takasaki Radiation Chemistry Research Establishment); Yamanaka, H. (Gunma Univ., Maebashi (Japan). School of Medicine)

    1992-06-01

    Radiation processing technology for the preparation of fine shaped biomedical materials was studied from the aspect of a development of the technology and its application. Electron beam irradiation technology was applied to the preparation of fine shaped biomedical materials such as thin polymer films in diagnosis, in which enzyme and antibody were used as a bioactive substance. Electron beam cast-polymerization and electron beam repeat surface-polymerization, that are surface irradiation techniques of homogeneous hydrophilic monomer solution containing enzymes made it possible to form the immobilized antibody films. In this technique, the films with various thicknesses (50-500 [mu]m) were obtained by regulating the electron beam energy. The thin polymer films immobilizing anti-[alpha]-fetoprotein were evaluated from the aspect of immunoagents for diagnosis of liver cancer. (Author).

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

    Science.gov (United States)

    Britton, Stacey A.; Tippins, Deborah J.

    2015-06-01

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

  8. Lasers. Technology Learning Activity. Teacher Edition. Technology Education Series.

    Science.gov (United States)

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    This document contains the materials required for presenting an 8-day competency-based technology learning activity (TLA) designed to introduce students in grades 6-10 to advances and career opportunities in the field of laser technology. The guide uses a series of hands-on exploratory experiences into which activities to help students develop…

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

    Science.gov (United States)

    Rosenblum, L. Penny; Amato, Sheila

    2004-01-01

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

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

    Science.gov (United States)

    Avraamidou, Lucy

    2015-01-01

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

  11. Historiographical Thinking: Towards a New Approach to Preparing History Teachers

    Science.gov (United States)

    Fallace, Thomas; Neem, Johann N.

    2005-01-01

    This article draws upon writings by social studies educators and historians to articulate a new approach to training history teachers. We argue that the divide between advocates of historical thinking and of historical content can be overcome through a better understanding of what it means to know history. By examining the nature of the historical…

  12. Influences on Mathematical Preparation of Secondary School Teachers of Mathematics.

    Science.gov (United States)

    Johnson, Carl S.; Byars, Jackson A.

    The results of a survey related to the impact of various recommendations on preservice content programs for teachers of mathematics are reported. The content of current programs is compared to the recommendations of the Committee on Undergraduate Programs in Mathematics (CUPM). The acceptance of CUPM and the Cambridge Conference on School…

  13. Cases as Shared Inquiry: A Dialogical Model of Teacher Preparation.

    Science.gov (United States)

    Harrington, Helen L.; Garrison, James W.

    1992-01-01

    A dialogical model is proposed for connecting theory to practice in teacher education by conceiving of cases from case-based pedagogy as problems that initiate shared inquiry. Cases with genuine cognitive and axiological content can initiate self-directed, student-centered inquiry while building democratic dialogical communities. (SLD)

  14. Covering the Standards: Astronomy Teachers' Preparation and Beliefs

    Science.gov (United States)

    Plummer, Julia D.; Zahm, Valerie M.

    2010-01-01

    An online survey of science teachers and interviews with curriculum directors were used to investigate the coverage of astronomy in middle and high schools in the greater Philadelphia region. Our analysis looked beyond astronomy elective courses to uncover all sources of astronomy education in secondary schools. We focused on coverage of state…

  15. Islamic Teacher Preparation in Nigeria: Challenges and Prospects ...

    African Journals Online (AJOL)

    International Journal of Educational Research ... of input factors ranging from admission criteria, course content, teaching practice ... particularly in the affective domain, organizational climate, in-service training of ... The paper further establishes the relevance and practicability of the objectives of Islamic Teacher Education ...

  16. Preparing Teachers for Inclusive Education: Some Reflections from the Netherlands

    Science.gov (United States)

    Pijl, Sip Jan

    2010-01-01

    Teachers in the Netherlands hesitate to accept responsibility for students with special needs in regular education. They generally do not have positive attitudes towards inclusive education, citing a lack of personal knowledge and skill for teaching students with special needs, an area that was not sufficiently covered in their basic teacher…

  17. Preparing for the Inclusive Classroom: Changing Teachers' Attitudes and Knowledge

    Science.gov (United States)

    Srivastava, Meenakshi; de Boer, Anke A.; Pijl, Sip Jan

    2017-01-01

    India's educational policy on inclusive education for students with disabilities is in sync with general global developments. Especially in the last couple of years there have been significant legislative achievements towards this endeavour. However, the implementation of inclusive education remains elusive. Besides this, teachers' preparedness…

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

    NARCIS (Netherlands)

    Avraamidou, Lucy

    2015-01-01

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

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

    Science.gov (United States)

    Murphy, Helena; Tubritt, John; Norman, James O'Higgins

    2018-01-01

    Much research on bullying behaviour in schools among students has been carried out since the 1970's, when Olweus started a large-scale project in Norway which is now generally regarded as the first scientific study on bullying. Yet, there has been little research on how teachers respond to reports of bullying and tackle bullying behaviour in…

  20. Learning from Action Research about Science Teacher Preparation

    Science.gov (United States)

    Mitchener, Carole P.; Jackson, Wendy M.

    2012-01-01

    In this article, we present a case study of a beginning science teacher's year-long action research project, during which she developed a meaningful grasp of learning from practice. Wendy was a participant in the middle grade science program designed for career changers from science professions who had moved to teaching middle grade science. An…

  1. INTERACTION ANALYSIS AS A FEEDBACK SYSTEM IN TEACHER PREPARATION.

    Science.gov (United States)

    AMIDON, EDMUND; POWELL, EVAN

    FOUR GROUPS OF 15 STUDENT TEACHERS EACH WERE USED TO TEST THE HYPOTHESIS THAT (A) THOSE TAUGHT INTERACTION ANALYSIS WOULD BE MORE INDIRECT (ACCEPTING OF PUPIL FEELINGS AND IDEAS, ENCOURAGING, QUESTIONING) AT THE END OF STUDENT TEACHING THAN THOSE TAUGHT LEARNING THEORY, AND (B) AMONG THOSE TAUGHT INTERACTION ANALYSIS, THOSE SUPERVISED BY…

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

    Science.gov (United States)

    Duggan-Haas, Don Andrew

    2000-10-01

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

  3. Primary school teachers' use of digital technology in mathematics: the complexities

    Science.gov (United States)

    Loong, Esther Yook-Kin; Herbert, Sandra

    2018-02-01

    This paper seeks to theorise primary teachers' degree of integration of digital technology in the mathematics classroom. In an age where digital technology use is ubiquitous, the issues surrounding teachers' choice, and ultimately their uptake of digital technologies in the classroom, is an area that need to be further unpacked. Cross-case analysis of the two teachers' uptake of digital technologies in their classroom, their pedagogical approaches and the reason for their choices provide insight into teachers' technological, pedagogical and content knowledge (TPACK). Differences in the way the teachers use digital technology in their classroom seem to be connected to their TPACK developmental stage.

  4. Tracking Professional Development of Novice Teachers When Integrating Technology in Teaching Mathematics

    Science.gov (United States)

    Gurevich, Irina; Stein, Hana; Gorev, Dvora

    2017-01-01

    This research traced changes in choices of technological tools and attitudes toward technology use among novice mathematics teachers at three stages of their professional development: as pre-service teachers, a year later, and in their work as novice teachers. At each stage, the participants were required to evaluate the benefits of technology use…

  5. Assessing Pre-Service Teacher Attitudes and Skills with the Technology Integration Confidence Scale

    Science.gov (United States)

    Browne, Jeremy

    2009-01-01

    As technology integration continues to gain importance, preservice teachers must develop higher levels of confidence and proficiency in using technology in their classrooms (Kay, 2006). The acceptance of the National Educational Technology Standards for Teachers (NETS-T) by National Council for Accreditation of Teacher Education (NCATE) has…

  6. Preservice and In-Service Teachers' Perceptions toward Technology Benefits and Integration

    Science.gov (United States)

    Spaulding, Michael

    2013-01-01

    This study examined preservice teacher attitudes toward and expected technology integration practices as compared to in-service teachers' attitudes toward and actual (self-reported) practice of technology integration. The preservice teachers revealed a greater level of confidence in their ability to integrate technology and more positive beliefs…

  7. The Effect of Principals' Technological Leadership on Teachers' Technological Literacy and Teaching Effectiveness in Taiwanese Elementary Schools

    Science.gov (United States)

    Chang, I-Hua

    2012-01-01

    The purpose of this study is to investigate the relationships among principals' technological leadership, teachers' technological literacy, and teaching effectiveness. The survey target population consists of 1,000 teachers randomly selected from Taiwanese elementary schools. The survey asked teachers to measure the effectiveness of principals'…

  8. Communications and Informational Technologies: professional preparation of the Informatics professor

    Directory of Open Access Journals (Sweden)

    Adrian Robaina Valdés

    2017-09-01

    Full Text Available The development of the society it is sign by the development of the techniques and the science that has challenges the educational system in the formation of the new generation. The Cuban Educational politics had defined the social mission to each subsystem of education, in the particular case of the professional polytechnic education, belongs to the professors of Informatics, the accomplish of this mission, develop an important role in the educational use of the communication and informational technologies that requires and an adequate professional preparation. The aim of this article is to based form the theoretical and methodological point, the process of the professional preparation of the professors of informatics in the technical schools while they apply the communication and informational technologies, the theorical bases offered the historical past and tendencies of the professional preparation while they apply the communication and information technologies, the educative use of information technologies in the pedagogical process and the theoretical support in this process, using revision methods bibliography and systematizing . We may say that the research work concludes that the preparation of the professors had passed for different stages that had point to the need of the formation of professor to give answers to the introduction of the informatics subject at school, using different ways, the postgraduate updates and all the variety of ways to upgrade the professors will use. Form the educative point of view a part from the study as a subject must be use as an intermediate in the pedagogical process, also, to determine the characteristic that distinguish the professional preparation process.

  9. Revisiting Teacher Adoption of Technology: Research Implications and Recommendations for Successful Full Technology Integration

    Science.gov (United States)

    Buckenmeyer, Janet

    2008-01-01

    Most teachers are still failing to fully integrate technologies in their classrooms to improve student achievement. If certain conditions exist, however, they are more likely to accept and use appropriate technologies in significant instructional ways. Relevant professional development and continuous access to needed resources are two significant…

  10. Measuring Technology Acceptance Level of Turkish Pre-Service English Teachers by Using Technology Acceptance Model

    Science.gov (United States)

    Kirmizi, Özkan

    2014-01-01

    The aim of this study is to investigate technology acceptance of prospective English teachers by using Technology Acceptance Model (TAM) in Turkish context. The study is based on Structural Equation Model (SEM). The participants of the study from English Language Teaching Departments of Hacettepe, Gazi and Baskent Universities. The participants…

  11. Understanding Student Teachers' Behavioural Intention to Use Technology: Technology Acceptance Model (TAM) Validation and Testing

    Science.gov (United States)

    Wong, Kung-Teck; Osman, Rosma bt; Goh, Pauline Swee Choo; Rahmat, Mohd Khairezan

    2013-01-01

    This study sets out to validate and test the Technology Acceptance Model (TAM) in the context of Malaysian student teachers' integration of their technology in teaching and learning. To establish factorial validity, data collected from 302 respondents were tested against the TAM using confirmatory factor analysis (CFA), and structural equation…

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

    Science.gov (United States)

    Mungure, Daudi Mika

    2017-01-01

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

  13. "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…

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

    Science.gov (United States)

    Von Esch, Kerry Soo; Kavanagh, Sarah Schneider

    2018-01-01

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

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

    OpenAIRE

    Dvořáková, Michaela

    2012-01-01

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

  16. 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.

  17. 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

  18. 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.

  19. Why elementary teachers might be inadequately prepared to teach reading.

    Science.gov (United States)

    Joshi, R Malatesha; Binks, Emily; Hougen, Martha; Dahlgren, Mary E; Ocker-Dean, Emily; Smith, Dennie L

    2009-01-01

    Several national reports have suggested the usefulness of systematic, explicit, synthetic phonics instruction based on English word structure along with wide reading of quality literature for supporting development in early reading instruction. Other studies have indicated, however, that many in-service teachers are not knowledgeable in the basic concepts of the English language. They may be well versed in children's literature but not know how to address the basic building blocks of language and reading. The authors hypothesized that one of the reasons for this situation is that many instructors responsible for training future elementary teachers are not familiar with the concepts of the linguistic features of English language. This hypothesis was tested by administering a survey of language concepts to 78 instructors. The results showed that even though teacher educators were familiar with syllabic knowledge, they performed poorly on concepts relating to morphemes and phonemes. In a second study, 40 instructors were interviewed about best practices in teaching components and subskills of reading. Eighty percent of instructors defined phonological awareness as letter-sound correspondence. They also did not mention synthetic phonics as a desirable method to use for beginning reading instruction, particularly for students at risk for reading difficulties. In conclusion, providing professional development experiences related to language concepts to instructors could provide them the necessary knowledge of language concepts related to early literacy instruction, which they could then integrate into their preservice reading courses.

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

    Science.gov (United States)

    Hammerness, Karen; Craig, Elizabeth

    2016-01-01

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

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

    Science.gov (United States)

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

    2008-01-01

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

  2. Using Torey Hayden's Teacher Stories to Teach Relationship Skills in Special Education Teacher Preparation

    Science.gov (United States)

    Hoffman, Elin Meyers; Marlowe, Michael J.; Scharf, Kate Hoffman; Disney, Gayle H.; Macer, Alison; Poling, Daniel; Queen, Amber

    2015-01-01

    Torey Hayden's teacher stories are first-person accounts of being a teacher in classrooms for students with emotional and behavioral disorders. Hayden's books offer readers a real-world look at the joys and challenges of teaching children whose lives are marked by emotional and behavioral disorders, child abuse and trauma, anger and defeat.…

  3. Preparing K-8 Teachers to Conduct Inquiry Oriented Science Education

    Science.gov (United States)

    Gross, N. A.; Garik, P.; Nolan, M. D.; Winrich, C.; Derosa, D.; Duffy, A.; Jariwala, M.; Konjoian, B.

    2010-12-01

    The need for STEM professional development for K-8 teachers is well documented. Such professional development promises broad impact, but it must have a positive effect on teachers’ knowledge and skills: 1) a focus on content knowledge, 2) opportunities for active learning, and 3) coherence with other activities. However, sustained impact is only achieved through intensive professional development. In response to the need for science education courses for K-8 teachers, for the past three years, the School of Education and the Department of Physics have collaborated to offer K-8 teachers science content courses of extended duration (75 contact hours) that emphasize inquiry based learning and investigation. The School of Education graduate courses have consisted of five three-hour meetings during the months of May and June, and a two week intensive period in July when the participants come for six hours per day. The alignment of these courses with inquiry teaching was confirmed using the Reformed Teaching Observation Protocol (RTOP). Courses offered in this format have been: --Immersion in Green Energy (IGE) -alternative sources of energy and how electricity is generated (75 teachers over the last 3 years), --Immersion in Global Energy Distribution (IGED) -understanding global climate as an outcome of insolation, convection, and radiation (27 teachers over the last 2 years) The Immersion courses cover a spectrum for inquiry learning that begins with introduction to equipment and experiments through guided discovery and culminates with students taking responsibility for defining and completing their own investigative projects. As a specific example, we consider here the IGED course. For IGED, the first five sessions are devoted to content and learning to use experimental equipment such as digital data collection probes to measure temperature, CO2 and salinity. Content addressed during these sessions include the differentiation between conduction, convection, and

  4. Enhanced Antifungal Bioactivity of Coptis Rhizome Prepared by Ultrafining Technology

    Directory of Open Access Journals (Sweden)

    Ping-Chung Kuo

    2014-01-01

    Full Text Available The aim of this study was to identify and quantify the bioactive constituents in the methanol extracts of Coptis Rhizome prepared by ultrafining technology. The indicator compound was identified by spectroscopic method and its purity was determined by HPLC. Moreover, the crude extracts and indicator compound were examined for their ability to inhibit the growth of Rhizoctonia solani Kühn AG-4 on potato dextrose agar plates. The indicator compound is a potential candidate as a new plant derived pesticide to control Rhizoctonia damping-off in vegetable seedlings. In addition, the extracts of Coptis Rhizome prepared by ultrafining technology displayed higher contents of indicator compound; they not only improve their bioactivity but also reduce the amount of the pharmaceuticals required and, thereby, decrease the environmental degradation associated with the harvesting of the raw products.

  5. Mathematics and Science Teachers' Use of and Confidence in Empirical Reasoning: Implications for STEM Teacher Preparation

    Science.gov (United States)

    Wasserman, Nicholas H.; Rossi, Dara

    2015-01-01

    The recent trend to unite mathematically related disciplines (science, technology, engineering, and mathematics) under the broader umbrella of STEM education has advantages. In this new educational context of integration, however, STEM teachers need to be able to distinguish between sufficient proof and reasoning across different disciplines,…

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

    Directory of Open Access Journals (Sweden)

    Erik Jon Byker

    2016-11-01

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

  7. Whatever became of educational technology? the implications for teacher education

    Directory of Open Access Journals (Sweden)

    Colin Latchem

    2013-12-01

    Full Text Available The paper explores the reasons for educational technology principles and practices not being more widely accepted and successfully applied in everyday teaching and learning. It argues that these are: an over-emphasis on new technology; a failure to learn from the lessons of the past; and a lack of meta-analysis and collaborative research to evidence the benefits. The paper also brings out the point that the literature fails to acknowledge the important role of educational technology in informal learning and non-formal education. It concludes with recommendations for future research into the broader aspects of educational technology and the employment of more longitudinal and collaborative action research and the nature of pre- service, in-service and postgraduate teacher education in educational technology.

  8. Teacher candidates in an online post-baccalaureate science methods course: Implications for teaching science inquiry with technology

    Science.gov (United States)

    Colon, Erica L.

    Online learning is becoming more prevalent in today's education and is changing the way students learn and instructors teach. This study proposed using an informative case study design within a multilevel conceptual framework as teacher candidates were learning to teach and use science inquiry while in an online post-baccalaureate science methods course. The purposes were to (a) explore whether the teacher candidates had a thorough understanding of scientific inquiry and how to implement higher-order thinking skills, (b) examine whether or not the teacher candidates used a variety of computer-based instructional technologies when choosing instructional objectives, and (c) identify barriers that impede teacher candidates from using science inquiry or technology singly, or the ability to incorporate technology into learning science inquiry. The findings indicate that an online approach in preparing science teachers holds great potential for using innovative technology to teach science inquiry. First, the teacher candidates did incorporate essential features of classroom inquiry, however it was limited and varied in the type of inquiry used. Second, of the 86 lesson plans submitted by the teacher candidates, less than twelve percent of the learning objectives involved higher-order skills that promoted science inquiry. Third, results supported that when using technology in their lesson planning, participants had widely varying backgrounds in reference to their familiarity with technology. However, even though each participant used some form or another, the technology used was fairly low level. Finally, when discussing implementing inquiry-based science in the lesson plans, this study identified time as a reason that participants may not be pushing for more inquiry-based lessons. The researcher also identifies that school placements were a huge factor in the amount of inquiry-based skills coded in the lesson plans. The study concludes that online teacher preparation

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

    Science.gov (United States)

    Pearson, Camilla E.

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

  10. Envisioning New Technologies in Teacher Practice: Moving Forward, Circling Back Using a Teacher Action Research Approach. New Literacies and Digital Epistemologies. Volume 47

    Science.gov (United States)

    Strong-Wilson, Teresa, Ed.

    2012-01-01

    How do classroom teachers envision new technologies within their practice? In the conversation on incorporating new technologies into classrooms, teachers are often sidelined. "Envisioning New Technologies in Teacher Practice" looks at the complex ways in which teachers move forward to embrace change as well as how they circle back, continually…

  11. Preparing E-Excellent Teachers for the World of E-Education: Potential Strategies

    Science.gov (United States)

    Misra, Pradeep Kumar

    2010-01-01

    The world we live in is constantly changing. Learning is changing as well, especially the technologies mediated learning. The technologies have contributed significantly for evolution of the world of E-education where learners can access higher education in new ways, anywhere and at anytime. The world of E-education demands that teachers must…

  12. Relationships between In-Service Teacher Achievement Motivation and Use of Educational Technology: Case Study with Latvian and Estonian Teachers

    Science.gov (United States)

    Karaseva, Agnese; Pruulmann-Vengerfeldt, Pille; Siibak, Andra

    2018-01-01

    This study explored the relationship of in-service teacher achievement goal orientation and practices of educational technology use. Semi-structured individual interviews with secondary school teachers in Latvia (N = 16) and Estonia (N = 10) revealed that the use of information and communication technology (ICT) in pedagogical work and the ways in…

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

    Science.gov (United States)

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

    2018-04-01

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

  14. Characteristics of Teachers Nominated for an Accelerated Principal Preparation Program

    Science.gov (United States)

    Rios, Steve J.; Reyes-Guerra, Daniel

    2012-01-01

    This article reports the initial evaluation results of a new accelerated, job-embedded principal preparation program funded by a Race to the Top Grant (U.S. Department of Education, 2012a) in Florida. Descriptive statistics, t-tests, and chi-square analyses were used to describe the characteristics of a group of potential applicants nominated to…

  15. Special Education Teacher Preparation in the Gulf Cooperation Council Countries

    Science.gov (United States)

    Keller, Clayton; Al-Hendawi, Maha; Abuelhassan, Hadeel

    2016-01-01

    The provision of special education for students with disabilities depends upon the availability of well-qualified special educators, which, in turn, depends upon the availability and characteristics of preparation programs. In countries of the world where special education systems are still developing the capacity to provide the education that…

  16. Cost Effectiveness of Alternative Route Special Education Teacher Preparation

    Science.gov (United States)

    Sindelar, Paul T.; Dewey, James F.; Rosenberg, Michael S.; Corbett, Nancy L.; Denslow, David; Lotfinia, Babik

    2012-01-01

    In this study, the authors estimated costs of alternative route preparation to provide states a basis for allocating training funds to maximize production. Thirty-one special education alternative route program directors were interviewed and completed cost tables. Two hundred and twenty-four program graduates were also surveyed. The authors…

  17. Robotics and Discovery Learning: Pedagogical Beliefs, Teacher Practice, and Technology Integration

    Science.gov (United States)

    Sullivan, Florence R.; Moriarty, Mary A.

    2009-01-01

    Much educational software is designed from a specific pedagogical stance. How teachers conceive of the pedagogical stance underlying the design will affect how they utilize the technology; these conceptions may vary from teacher to teacher and from teacher to designer. There may be a conflict between the designer's pedagogical beliefs inscribed in…

  18. Paths through interpretive territory: Two teachers' enactment of a technology-rich, inquiry-fostering science curriculum

    Science.gov (United States)

    McDonald, Scott Powell

    New understandings about how people learn and constructivist pedagogy pose challenges for teachers. Science teachers face an additional challenge of developing inquiry-based pedagogy to foster complex reasoning skills. Theory provides only fuzzy guidance as to how constructivist or inquiry pedagogy can be accomplished in a wide variety of contexts and local constraints. This study contributes to the understanding of the development of constructivist, inquiry-based pedagogy by addressing the question: How do teachers interpret and enact a technology-rich, inquiry fostering science curricula for fifth grade students' biodiversity learning? This research is a case study of two teachers chosen as critical contrasting cases and represent differences across multiple criteria including: urban I suburban, teaching philosophy, and content preparation. The two fifth grade teachers each enacted BioKIDS: Kids' Inquiry in Diverse Species, an eight week curriculum focused on biodiversity. BioKIDS incorporates multiple learning technologies to support student learning including handheld computer software designed to help students collect field data, and a web-based resource for data on local animal species. The results of this study indicate there are tensions teachers must struggle with when setting goals during enactment of inquiry science curricula. They must find a balance between an emphasis on authentic learning and authentic science, and between natural history and natural science. Authentic learning focuses on students' interests and lives; Authentic science focuses on students working with the tools and processes of science. Natural history focuses on the foundational skills in science of observation and classification. Natural science focuses on analytical science drawing on data to develop claims about the world. These two key tensions in teachers' goal setting were critical in defining and understanding differences in how teachers interpreted a curriculum to meet

  19. Post-Secondary Foreign Language Teachers' Belief Systems about Language Teaching/Learning and Technology/Teaching with Technology

    Science.gov (United States)

    Oda, Kazue

    2011-01-01

    While many studies have demonstrated the advantages of using computer technology in foreign language classrooms, many post-secondary foreign language (FL) teachers still remain reluctant to use technology in instruction. Even when teachers do use technology, critiques have indicated that it is oftentimes used merely to replicate traditional…

  20. Technology Integration in Education: An Examination of Technology Adoption in Teaching and Learning by Secondary Teachers in Minnesota

    Science.gov (United States)

    Cherry, Jennifer E.

    2014-01-01

    The purpose of this study was to explore possible causal factors for level of teachers' adoption of technology in teaching and learning. Furthering the understanding of the factors related to teachers' technology adoption may facilitate increased levels of technology integration in the teaching and learning process. Based on previous research and…

  1. Authentic Learning Exercises as a Means to Influence Preservice Teachers' Technology Integration Self-Efficacy and Intentions to Integrate Technology

    Science.gov (United States)

    Banas, Jennifer R.; York, Cindy S.

    2014-01-01

    This study explored the impact of authentic learning exercises, as an instructional strategy, on preservice teachers' technology integration self-efficacy and intentions to integrate technology. Also explored was the predictive relationship between change in preservice teachers' technology integration self-efficacy and change in intentions to…

  2. Integrating Science and Technology: Using Technological Pedagogical Content Knowledge as a Framework to Study the Practices of Science Teachers

    Science.gov (United States)

    Pringle, Rose M.; Dawson, Kara; Ritzhaupt, Albert D.

    2015-01-01

    In this study, we examined how teachers involved in a yearlong technology integration initiative planned to enact technological, pedagogical, and content practices in science lessons. These science teachers, engaged in an initiative to integrate educational technology in inquiry-based science lessons, provided a total of 525 lesson plans for this…

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

    OpenAIRE

    Race, Angela J.

    1995-01-01

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

  4. PREPARING FUTURE TEACHERS TO RISK WARNING IN PEDAGOGICAL ACTIVITIES

    Directory of Open Access Journals (Sweden)

    Maryna Butyrina

    2017-04-01

    Full Text Available The aim of the article is to identify the peculiarities of professional activities for teachers’ physical and mental health; to implement comprehensive analysis of the negative impact on teaching profession; to disclose accidents and mental destruction of future teachers’ individuals. The professional health is an integral characteristic of functional state of human mental and physical indicators to assess his/her abilities to a certain professional activities and practice of a given duration over a period of life and endurance to adverse factors that accompany this activity. Violation of a teacher’s mental and physical health, signs of combustion syndrome affect the students’ health. So the problem of preserving and strengthening teachers’ health should be a priority in his/her life and among professional problems; the main object of study is future teachers’ training in the course “Health in the field (of education”. Distinctive features of the teaching profession reflect the state of his/her health: working as a teacher is both mental and physical activity, which combines creative, organizational and research ones; high density of interpersonal contacts; a lot of stress, high nervous and emotional tension; periodic need for the scheduled amount of work in a tightly regulated period; special responsibility for students and colleagues; the need to make operational decisions; significant mobilization of analyzers, attention, and memory functions. In educational activities along with common risk factors for mental health (such as neuro-emotional stress, information overload, hypokinesia there are specific risk factors such as a significant voice load, prevalence static load, a large amount of visual work, violation of work regime and rest points. The unfavorable effects of teaching profession, such as neuro-psychiatric and physical (static overloading teachers, in addition to occupational diseases can also lead to accidents due to

  5. Grounded in Theory: Immersing Preservice Teachers in Technology-Mediated Learning

    Science.gov (United States)

    DeGennaro, Donna

    2010-01-01

    The integration of technology into preservice teacher education continues to be emphasized as important. The hope is that if future teachers obtain technology skills they will design meaningful technology-mediated learning experiences for their students. However, gaining technology skills alone does not ensure the ability to envision and employ…

  6. Advancing Teacher Technology Education Using Open-Ended Learning Environments as Research and Training Platforms

    Science.gov (United States)

    Poitras, Eric; Doleck, Tenzin; Huang, Lingyun; Li, Shan; Lajoie, Susanne

    2017-01-01

    A primary concern of teacher technology education is for pre-service teachers to develop a sophisticated mental model of the affordances of technology that facilitates both teaching and learning with technology. One of the main obstacles to developing the requisite technological pedagogical content knowledge is the inherent challenge faced by…

  7. Reviewing the relations between teachers' knowledge and pupils' attitude in the field of primary technology education

    NARCIS (Netherlands)

    Ruurd Taconis; dr. Ellen J. J Rohaan; Wim Jochems

    2010-01-01

    This literature review reports on the assumed relations between primary school teachers' knowledge of technology and pupils' attitude towards technology. In order to find relevant aspects of technology-specific teacher knowledge, scientific literature in the field of primary technology education was

  8. Explicating the Influences That Explain Intention to Use Technology among English Teachers in China

    Science.gov (United States)

    Teo, Timothy; Huang, Fang; Hoi, Cathy Ka Weng

    2018-01-01

    Given the paradox between pervasive promotion of technology use in English teaching and lack of studies about teachers' technology acceptance in China, this study aims to examine intentions of English teachers in China to use technology in their classroom teaching. Based on the technology acceptance model, eight variables including perceived…

  9. Computer technologies of future teachers of fine art training as an object of scientific educational research

    Directory of Open Access Journals (Sweden)

    Bohdan Cherniavskyi

    2017-03-01

    Full Text Available The article deals with computer technology training, highlights the current state ofcomputerization of educational process in teacher training colleges, reveals the specifictechniques of professional training of teachers of fine arts to use computer technology inteaching careers.Key words: Methods of professional training, professional activities, computertechnology training future teachers of Fine Arts, the subject of research.

  10. Effect of Physical Education Teachers' Computer Literacy on Technology Use in Physical Education

    Science.gov (United States)

    Kretschmann, Rolf

    2015-01-01

    Teachers' computer literacy has been identified as a factor that determines their technology use in class. The aim of this study was to investigate the relationship between physical education (PE) teachers' computer literacy and their technology use in PE. The study group consisted of 57 high school level in-service PE teachers. A survey was used…

  11. Towards a Pre-Service Technology Teacher Education Resource for New Zealand

    Science.gov (United States)

    Forret, Michael; Fox-Turnbull, Wendy; Granshaw, Bruce; Harwood, Cliff; Miller, Angela; O'Sullivan, Gary; Patterson, Moira

    2013-01-01

    The Pre-service Technology Teacher Education Resource (PTTER) was developed as a cross-institutional resource to support the development of initial technology teacher education programmes in New Zealand. The PTTER was developed through collaboration involving representatives from each of the six New Zealand university teacher education providers,…

  12. Teacher design knowledge and beliefs for technology enhanced learning materials in early literacy: Four portraits

    NARCIS (Netherlands)

    Boschman, Ferry; McKenney, Susan; Pieters, Jules; Voogt, Joke

    2016-01-01

    Teacher engagement in the design of technology-rich learning material is beneficial to teacher learning and may create a sense of ownership, both of which are conducive to bringing about innovation with technology. During collaborative design, teachers draw on various types of knowledge and

  13. Teacher design knowledge and beliefs for technology enhanced learning materials in early literacy: Four portraits

    NARCIS (Netherlands)

    Boschman, F.; McKenney, S.; Pieters, J.M.; Voogt, J.

    2015-01-01

    Teacher engagement in the design of technology-rich learning material is beneficial to teacher learning and may create a sense of ownership, both of which are conducive to bringing about innovation with technology. During collaborative design, teachers draw on various types of knowledge and beliefs:

  14. Technology Use in Rwandan Secondary Schools: An Assessment of Teachers' Attitudes towards Geographic Information Systems (GIS)

    Science.gov (United States)

    Akinyemi, Felicia O.

    2016-01-01

    Technology use is evident in all spheres of human endeavour. Focusing on technology use in education, this paper examines teachers' attitudes towards geographic information system (GIS). An assessment was made of GIS teachers in Rwandan secondary schools. Key areas covered include how GIS is implemented in schools, teachers' attitudes and…

  15. Accomplishing PETE Learning Standards and Program Accreditation through Teacher Candidates' Technology-Based Service Learning Projects

    Science.gov (United States)

    Gibbone, Anne; Mercier, Kevin

    2014-01-01

    Teacher candidates' use of technology is a component of physical education teacher education (PETE) program learning goals and accreditation standards. The methods presented in this article can help teacher candidates to learn about and apply technology as an instructional tool prior to and during field or clinical experiences. The goal in…

  16. Student Teachers' Perceptions on Educational Technologies' Past, Present and Future

    Science.gov (United States)

    Orhan Goksun, Derya; Filiz, Ozan; Kurt, Adile Askim

    2018-01-01

    The aim of this study is to reveal Computer Education and Instructional Technologies student teachers', who are in a distance teacher education program, perceptions on past, present and educational technologies of future via infographics. In this study, 54 infographics, which were created by student teachers who were enrolled in Special Teaching…

  17. Episode-Centered Guidelines for Teacher Belief Change toward Technology Integration

    Science.gov (United States)

    Er, Erkan; Kim, ChanMin

    2017-01-01

    Teachers' episodic memories influence their beliefs. The investigation of episodic memories can help identify the teacher beliefs that limit technology-integration. We propose the Episode-Centered Belief Change (ECBC) model that utilizes teachers' episodic memories for changing beliefs impeding effective technology integration. We also propose…

  18. Construction of teacher knowledge in context: Preparing elementary teachers to teach mathematics and science

    Science.gov (United States)

    Lowery, Maye Norene Vail

    1998-12-01

    The purposes of this study were to further the understanding of how preservice teacher construct teacher knowledge and pedagogical content knowledge of elementary mathematics and science and to determine the extent of that knowledge in a school-based setting. Preservice teachers, university instructors, inservice teachers, and other school personnel were involved in this context-specific study. Evidence of the preservice teachers' knowledge construction (its acquisition, its dimensions, and the social context) was collected through the use of a qualitative methodology. Collected data included individual and group interviews, course documents, artifacts, and preservice teaching portfolios. Innovative aspects of this integrated mathematics and science elementary methods course included standards-based instruction with immediate access to field experiences. Grade-level teams of preservice and inservice teachers planned and implemented lessons in mathematics and science for elementary students. An on-site, portable classroom building served as a mathematics and science teaching and learning laboratory. A four-stage analysis was performed, revealing significant patterns of learning. An ecosystem of learning within a constructivist learning environment was identified to contain three systems: the university system; the school system; and the cohort of learners system. A mega system for the construction of teacher knowledge was revealed in the final analysis. Learning venues were discovered to be the conduits of learning in a situated learning context. Analysis and synthesis of data revealed an extensive acquisition of teacher knowledge and pedagogical content knowledge through identified learning components. Patience, flexibility, and communication were identified as necessities for successful teaching. Learning components included: collaboration with inservice teachers; implementation of discovery learning and hands-on/minds-on learning; small groupwork; lesson planning

  19. European technology activities to prepare for ITER component procurement

    International Nuclear Information System (INIS)

    Gasparotto, M.

    2006-01-01

    Over the past few years the technology activities of the European fusion programme have principally been devoted to: a) the completion of design and R (and) D studies in preparation for the procurement of ITER systems and components in close collaboration with the ITER team and according to the ITER design and schedule; b) provision of support to European industry and associations in key areas of fusion R (and) D to ensure a competitive and timely approach to the planned procurement. The EU contribution to ITER design and R (and) D activities has been maintained at a significant level with the objectives of: · continuing, and in some areas expanding, the effort in areas where design and R (and)D are still required: in particular in Machine Assembly, Remote Handling, ITER Test Blanket Modules, Diagnostics, Heating and Current Drive Systems. · continuing and completing manufacturing R (and)D to determine the most technically and cost affective manufacturing methods for ITER components to be built in Europe. · preparing new test facilities needed during ITER construction (DIPOLE, HELOKA, DTP-2, ECRH Test Facility, Fatigue Testing Facility). · supporting the European site preparation process and the preparation of safety and licensing documentation for ITER in Cadarache. · maintaining support to EU industries in R (and) D activities of relevance to fusion. To support the ITER Design activities and to prepare for the provision of timely answers to key issues, which may be raised during the ITER design review, support from specialized companies has been set-up in the fields of Civil and General Plant Engineering, Mechanical Engineering / Components, Mechanical Engineering / Systems (and) Plants, Remote Handling (and) Assembly, Electrical Engineering, Nuclear Safety Engineering. In recent years major efforts have been directed towards the technology development of the ITER components for which procurement can be launched during the first years of the construction

  20. Science teachers' perceptions of the effectiveness of technology in the laboratories: Implications for science education leadership

    Science.gov (United States)

    Yaseen, Niveen K.

    2011-12-01

    The purpose of this study was to identify science teachers' perceptions concerning the use of technology in science laboratories and identify teachers' concerns and recommendations for improving students' learning. Survey methodology with electronic delivery was used to gather data from 164 science teachers representing Texas public schools. The data confirmed that weaknesses identified in the 1990s still exist. Lack of equipment, classroom space, and technology access, as well as large numbers of students, were reported as major barriers to the implementation of technology in science laboratories. Significant differences were found based on gender, grade level, certification type, years of experience, and technology proficiency. Females, elementary teachers, traditionally trained teachers, and less experienced teachers revealed a more positive attitude toward the use of technology in science laboratories. Participants in this study preferred using science software simulations to support rather than replace traditional science laboratories. Teachers in this study recommended professional development programs that focused on strategies for a technology integrated classroom.