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

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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…

Physical Education Student Teachers' Technology Integration Self-Efficacy

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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…

The Use of Lego Technologies in Elementary Teacher Preparation

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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

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…

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

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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.

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

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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

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.

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

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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,…

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

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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,…

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

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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)

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

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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

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

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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…

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

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

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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…

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

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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…

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

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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…

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

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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…

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

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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…

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

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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…

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

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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…

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

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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

Technology Integration in a Science Classroom: Preservice Teachers' Perceptions

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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…

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

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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…

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

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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…

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

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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…

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

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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…

Patterns of Mobile Technology Use in Teaching: The Teacher Perspective

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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…

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

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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…

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

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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

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

Technology Integration with Teacher Candidates in a Summer-Camp Setting

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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…

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

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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

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

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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

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

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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…

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

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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…

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

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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.…

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

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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…

Teachers' Self-Assessed Level of Preparation

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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…

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

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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…

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

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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.

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, ...

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

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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…

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

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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.

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

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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…

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

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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…

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

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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…

Should We Extend Teacher Preparation?

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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)

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

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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…

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

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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…

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

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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…

How Technology Teachers Understand Technological Knowledge

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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…

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...

Exploring Preschool Teachers' Technological Pedagogical Content Knowledge of Educational Games

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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…

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

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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.

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

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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…

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

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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…

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 ...

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

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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…

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

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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…

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

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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…

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.

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

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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…

Preparing Science Teachers for the future

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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/

Preparing teachers for ambitious and culturally responsive science teaching

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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

Preparing Elementary Prospective Teachers to Teach Early Algebra

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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…

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

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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.

Peter Effect in the Preparation of Reading Teachers

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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…

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

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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

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

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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…

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

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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

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

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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…

Technology Integration Experiences of Teachers

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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…

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

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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.

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

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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.…

Duncan Cites Shortcomings of Teacher Preparation

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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…

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

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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…

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

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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…

Teachers in relation with technologies

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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.

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

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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

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

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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…

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

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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

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

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...

Influences of Teacher Preparation Program on Preservice Science Teachers' Beliefs

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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…

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

Special Education Teacher Preparation in Singapore's Dual Education System

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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…

Multicultural Education: Teachers' Perceptions and Preparation

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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…

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

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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.

Preparing Teachers to Teach Digital Citizenship

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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

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

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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.

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

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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…

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

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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…

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

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

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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…

Technological Literacy for Teachers

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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…

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

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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

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

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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…

Learning to Teach a Blended Course in a Teacher Preparation Program

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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…

The Classroom Teacher's Technology Survival Guide

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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…

Empathy Research and Teacher Preparation: Benefits and Obstacles

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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…

Technology Usage of Tennessee Agriculture Teachers

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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…

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.

Preparation of Social Studies Teachers at Major Research Universities.

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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)

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

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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…

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

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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.

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

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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.

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.

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

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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…

Influencing Technology Education Teachers to Accept Teaching Positions

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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…

Teacher Preparation for Early Childhood: Special Education in Taiwan

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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…

Are preservice teachers prepared to teach struggling readers?

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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.

Comparative Models for Preparing Teachers of Minorities.

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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…

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

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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…

Preparing teachers to teach English as an international language

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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.

Rural Elementary School Teachers' Technology Integration

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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…

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

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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

Preparing Pre-Service Teachers for Multicultural Classrooms

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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…

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

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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…

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

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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…

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

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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…

Teacher Beliefs and Technology Integration

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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…

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

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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…

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

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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

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

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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…

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

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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

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.

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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.

Pedagogical Content Knowledge and Preparation of High School Physics Teachers

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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…

Developing Understanding of Mathematical Modeling in Secondary Teacher Preparation

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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…

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

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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

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.

Are Teacher and Principal Candidates Prepared to Address Student Cyberbullying?

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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…

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...

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

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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…

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

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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…

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

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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…

Personality Development during Teacher Preparation.

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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.

Tenured Teachers & Technology Integration in the Classroom

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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…

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 ...

Mentoring: A New Approach to Geography Teacher Preparation

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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…

Considering the Future of University-Based Teacher Preparation

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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…

Child Development Knowledge and Teacher Preparation: Confronting Assumptions.

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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…

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.

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...

Teacher beliefs about teaching science through Science-Technology-Society (STS)

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Massenzio, Lynn

2001-07-01

Statement of the problem. As future citizens, students will have the enormous responsibility of making decisions that will require an understanding of the interaction of science and technology and its interface with society. Since many societal issues today are grounded in science and technology, learning science in its social context is vital to science education reform. Science-Technology-Society (STS) has been strongly identified with meeting this goal, but despite its benefits, putting theory into practice has been difficult. Research design and methodology. The purpose of this study was to explore teacher beliefs about teaching science through STS. The following broad research questions guided the study: (1) What are the participants' initial beliefs about teaching science through STS? (2) What beliefs emerge as participants reflect upon and share their STS instructional experiences with their peers? A social constructivist theoretical framework was developed to plan interactions and collect data. Within this framework, a qualitative methodology was used to interpret the data and answer the research questions. Three provisionally certified science teachers engaged in a series of qualitative tasks including a written essay, verbal STS unit explanation, reflective journal writings, and focus group interviews. After implementing their STS unit, the participants engaged in meaningful dialogue with their peers as they reflected upon, shared, and constructed their beliefs. Conclusions. The participants strongly believed in STS as a means for achieving scientific and technological literacy, developing cognition, enhancing scientific habits of mind and affective qualities, and fostering citizen responsibility. Four major assertions were drawn: (a) Participants' initial belief in teaching for citizen responsibility did not fully align with practice, (b) Educators at the administrative level should be made aware of the benefits of teaching science through STS, (c

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

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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…

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

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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…

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

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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

Teacher Education Reform in Urban Educator Preparation Programs

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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…

Historiography in Graduate Technology Teacher Education

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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…

The Independent Music Teacher: Practice and Preparation.

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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)

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.

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

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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…

The Learning Assistant Model for Science Teacher Recruitment and Preparation

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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

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

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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…

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.

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

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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…

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

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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…

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

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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.

Discursive Constructions of "Teacher" in an Educational Technology Journal

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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…

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

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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…

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.

Empowering School Teachers for Emerging Technologies: An Action Plan

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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,…

Sexual Orientation Topics in Elementary Teacher Preparation Programs in the USA

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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…

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

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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…

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.

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

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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.

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

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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…

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.

Analysing Teacher Knowledge for Technology Education in Primary Schools

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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…

Enhancing Cultural Humility through Critical Service-Learning in Teacher Preparation

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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…

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,

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

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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…

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

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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.…

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

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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,…

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

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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…

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

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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…

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

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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…

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

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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…

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

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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…

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

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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…

Digital Technology and Teacher Preparation: The Instructional Role of Social Media Among Pre-Service Teachers

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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.

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

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.

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

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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…

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

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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…

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…

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

Science.gov (United States)

Gudmundsdottir, Greta Björk; Hatlevik, Ove Edvard

2018-01-01

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

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

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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,…

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

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…

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…

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…

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

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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…

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…

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

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

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)…

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…

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…

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…

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

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.

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

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

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 ...

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.

Factors Affecting Teachers' Competence in the Field of Information Technology

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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…

Towards a Philosophy of Music Teacher Preparation.

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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)

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…

Graduate Teacher Preparation for Rural Schools in Victoria and Queensland

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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…

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

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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.

Preparing Globally Competent Teacher Candidates through Cross-Cultural Experiential Learning

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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…

Cultivating Reflective Practitioners in Technology Preparation: Constructing TPACK through Reflection

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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.

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

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Ferhat BAHÇECİ

2013-12-01

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

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

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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.

Teachers beliefs and technology use in kindergarten and elementary classrooms

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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.

The Teacher Technology Integration Experience: Practice and Reflection in the Classroom

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Dana Ruggiero

2015-05-01

Full Text Available Previous studies indicated that the technology integration practices of teachers in the classroom often did not match their teaching styles. Researchers concluded that this was due, at least partially, to external barriers that prevented teachers from using technology in ways that matched their practiced teaching style. Many of these barriers, such as professional support and access to hardware and software, have been largely diminished over the last twenty years due to an influx of money and strategies for enhancing technology in primary and secondary schools in the United States. This mixed-methods research study was designed to examine the question, “What technology do teachers use and how do they use that technology to facilitate student learning?” K-12 classroom teachers were purposefully selected based on their full-time employment in a public, private, or religious school in a Midwestern state in the United States, supported by the endorsement of a school official. There were 1048 teachers from over 100 school corporations who completed an online survey consisting of six questions about classroom technology tools and professional development involving technology. Survey results suggest that technology integration is pervasive in the classroom with the most often used technology tool identified as PowerPoint. Moreover, teachers identified that training about technology is most effective when it is contextually based in their own classroom. Follow-up interviews were conducted with ten percent (n=111 of the teachers in order to examine the relationship between teachers’ daily classroom use of technology and their pedagogical practices. Results suggest a close relationship; for example, teachers with student-centric technology activities were supported by student-centric pedagogical practices in other areas. Moreover, teachers with strongly student-centered practices tended to exhibit a more pronounced need to create learning

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

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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

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.

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

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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…

The Process of Accepting Technology Innovation for Rural Teachers

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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…

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

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

2014-01-01

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

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

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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,…

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

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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…

Risk-Aversion: Understanding Teachers' Resistance to Technology Integration

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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…

Technology Integration Support Levels for In-Service Teachers

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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…

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

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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.

Pre-Service Teacher Self-Efficacy in Digital Technology

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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…

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

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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".

Episode-Centered Guidelines for Teacher Belief Change toward Technology Integration

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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…

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

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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…

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

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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…

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

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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.…

More and Better Prepared Teachers, More and Better Prepared Majors

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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. )

Self-efficacy on Technological, Pedagogical and Content Knowledge (TPACK of Biological Science Pre-Service Teachers

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Anania B. Aquino

2015-11-01

Full Text Available The teachers are the focal figure in education and play vital roles in learning. These roles have served as key point in designing the curriculum and preparing pre-service teachers. Turning students into competent teachers is an interplay of varied factors, one of which is technology. This impact necessitates the utilization of technology in teaching, described as technological pedagogical content knowledge (TPACK. The study aimed to investigate TPACK self-efficacies of pre - service biological science teachers who were enrolled in two academic years at the College of Teacher Education in a state university in the Philippines. It also examined whether the responses of the two groups of respondents on TPACK self – efficacy differ and whether these self-efficacies relate to sex, electronic gadget owned and access to internet. It used the descriptive survey method of research employing a questionnaire on TPACK to collect data. The study found out that there is more female than male. Majority have electronic gadgets but have limited access to internet. Findings showed that respondents have good TPACK self – efficacy. The findings showed that the responses of the two groups of participants on TPACK self – efficacies are statistically different . Further, their self – efficacies is very slightly affected by their sex, electronic gadgets owned and access to internet. The study recommends reviewing and improving instructional practices and curriculum of the college to enhance TPACK of respondents.

Analysis of Engineering Content within Technology Education Programs

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Fantz, Todd D.; Katsioloudis, Petros J.

2011-01-01

In order to effectively teach engineering, technology teachers need to be taught engineering content, concepts, and related pedagogy. Some researchers posit that technology education programs may not have enough content to prepare technology teachers to teach engineering design. Certain technology teacher education programs have responded by…

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 ...

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…

Exploring Teachers' Use of Technology in Classrooms of Bilingual Students

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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…

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

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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…

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

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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…

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

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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…

Teachers' Organization of Participation Structures for Teaching Science with Computer Technology

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Subramaniam, Karthigeyan

2016-08-01

This paper describes a qualitative study that investigated the nature of the participation structures and how the participation structures were organized by four science teachers when they constructed and communicated science content in their classrooms with computer technology. Participation structures focus on the activity structures and processes in social settings like classrooms thereby providing glimpses into the complex dynamics of teacher-students interactions, configurations, and conventions during collective meaning making and knowledge creation. Data included observations, interviews, and focus group interviews. Analysis revealed that the dominant participation structure evident within participants' instruction with computer technology was ( Teacher) initiation-( Student and Teacher) response sequences-( Teacher) evaluate participation structure. Three key events characterized the how participants organized this participation structure in their classrooms: setting the stage for interactive instruction, the joint activity, and maintaining accountability. Implications include the following: (1) teacher educators need to tap into the knowledge base that underscores science teachers' learning to teach philosophies when computer technology is used in instruction. (2) Teacher educators need to emphasize the essential idea that learning and cognition is not situated within the computer technology but within the pedagogical practices, specifically the participation structures. (3) The pedagogical practices developed with the integration or with the use of computer technology underscored by the teachers' own knowledge of classroom contexts and curriculum needs to be the focus for how students learn science content with computer technology instead of just focusing on how computer technology solely supports students learning of science content.

Teachers' Views of Their Preparation for Inclusive Education and Collaboration

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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…

Using Action Research Projects to Examine Teacher Technology Integration Practices

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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…

Improving Teachers' Teaching with Communication Technology

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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…

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

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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…

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

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Lovette, Gail E.

2013-01-01

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

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.

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

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Engler, Karen S.; MacGregor, Cynthia J.

2018-01-01

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

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

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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…

Designing and Implementing Performance Technology for Teachers

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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.

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

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Amato, Sheila

2002-01-01

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

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

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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…

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

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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…

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,…

Understanding Teachers' Routines to Inform Classroom Technology Design

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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…

Reflections of Preservice Information Technology Teachers Regarding Cyberbullying

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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…

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

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Murray, Orrin T.; Zembal-Saul, Carla

2008-01-01

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

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

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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…

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.

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

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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…

Capability Building in Educational Technology for Teachers in China

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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…

Teacher Candidate Technology Integration: For Student Learning or Instruction?

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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…

A Quantitative Correlational Study of Teacher Preparation Program on Student Achievement

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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…

Expanding the classroom with educational technology: A case study of a Cuban polytechnic high school

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Anne Leftwich

2014-12-01

Full Text Available Polytechnic instruction has a common place in the Cuban education system (Gasperini, 2000. In polytechnic institutions, teachers leverage technological tools to prepare students for labor market competences. This case study examined a polytechnic institution in Cuba to consider how teachers defined educational technology. Based on teacher questionnaire responses, site-based teacher interviews, and field observations, technology was primarily viewed as a method for student preparation. In other words, teachers used technology to prepare students for their future careers and the technology they will need to be successful in that career. The study found that teachers highly valued their technical pedagogical training, believed that the growing spaces were an integral part of their technology based instruction, and claimed that the limited resources was their greatest barrier to integrating ICT in the classroom.

Undergraduate Teacher Candidate Perceptions Integrating Technology in Classroom Instruction

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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…

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

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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…

A comparative study on music teacher preparation in Portugal and Brazil

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Graça Mota

2012-05-01

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

Technology Integration in Science Education: A Study of How Teachers Use Modern Learning Technologies in Biology Classrooms

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Gnanakkan, Dionysius Joseph

This multiple case-study investigated how high school biology teachers used modern learning technologies (probes, interactive simulations and animations, animated videos) in their classrooms and why they used the learning technologies. Another objective of the study was to assess whether the use of learning technologies alleviated misconceptions in Biology documented by American Association for the Advancement of Science. The sample consisted of eight teachers: four rural public school teachers, two public selective enrollment school teachers, and two private school teachers. Each teacher was followed for two Units of instruction. Data collected included classroom observations, field notes, student assignments and tests, teacher interviews, and pre-and post-misconception assessments. Paired t-tests were done to analyze the pre-post test data at a significance level of 0.05 and the qualitative data was analyzed using the constant comparative method. Each case study was characterized and then a cross-case analyses was done to find common themes across the different cases. Teachers were found to use the learning technologies as a tool to supplement instruction to visualize abstract processes, collect data, and explore abstract concepts and processes. Teachers were found to situate learning, use scaffolding and questioning and make students work in collaborative groups. The genetics, photosynthesis, and evolution misconceptions were better alleviated than cellular respiration. Student work that was collected demonstrated a superficial understanding of the concepts under discussion even when they had misconceptions. The teachers used the learning technologies in their classrooms for a variety of reasons: visual illustrations, time-saving measure to collect data, best way to collect data, engaging and fun for students and the interactive nature of the visualization tools and models. The study's findings had many implications for research, professional development

Preparing for Assisted Reproductive Technology

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... 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 ...

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

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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…

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

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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…

Comparative Education on the Map of Teacher Preparation Programme in Kuwait

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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.…

Technology and Teacher-Student Interactions: A Review of Empirical Research

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Harper, Ben

2018-01-01

As technology becomes ubiquitous in education, it is critical to understand the ways in which technology influences interactions between teachers and their students. The overarching research question that guided this systematic review was: What does research tell us about how technology influences interactions between teachers and students in K-12…

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

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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…

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

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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

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...

Taiwan Teacher Preparation Program Evaluation: Some Critical Perspectives

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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…

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

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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…

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

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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…

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

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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'…

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

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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…

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

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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…

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

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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…

Analyzing Preservice Teachers' Attitudes towards Technology

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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…

Challenges to Vocational Teacher Education.

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Erickson, Richard C.

1985-01-01

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

Towards a Pre-Service Technology Teacher Education Resource for New Zealand

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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,…

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

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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.

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

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W. James Jacob

2010-12-01

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

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

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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…

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

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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…

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

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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…

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

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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…

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

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Jennings, Todd

2010-01-01

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

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.

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

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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.…

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

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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…

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

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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…

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

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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…

Development of Pre-Service Chemistry Teachers' Technological Pedagogical Content Knowledge

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Cetin-Dindar, Ayla; Boz, Yezdan; Sonmez, Demet Yildiran; Celep, Nilgun Demirci

2018-01-01

In this study, a mixed-method design was employed to investigate pre-service chemistry teachers' Technological Pedagogical Content Knowledge (TPACK) development. For effective technology integration in instruction, knowledge about technology is not enough; teachers should have different knowledge types which are content, pedagogical, and…

Technology and Environmental Education: An Integrated Curriculum

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Willis, Jana M.; Weiser, Brenda

2005-01-01

Preparing teacher candidates to integrate technology into their future classrooms effectively requires experience in instructional planning that utilizes technology to enhance student learning. Teacher candidates need to work with curriculum that supports a variety of technologies. Using Project Learning Tree and environmental education (EE),…

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

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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…

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

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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…

Grand Challenges in Physics Education Research: Teacher Preparation

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Heron, Paula

2015-04-01

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

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

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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…

How Do Teachers Prioritize the Adoption of Technology in the Classroom?

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Kurt, Serhat

2012-01-01

This study examined whether teachers prioritize the use of technology. More specifically, this paper focused on how Turkish teachers think about the importance of technology and technological tools for their daily routines. The research design employed both qualitative and quantitative methods. The data were collected through document analyses,…

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

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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…

Expanding Mathematics Preparation of Elementary and Middle School Teachers

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Buck, Robert E.

2004-01-01

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

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

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Savage, Moira

2016-01-01

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

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

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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.

Educational Use of Information and Communications Technology: Teachers' Perspective

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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…

Teachers' Perceptions of Technology Integration in a Unified School District

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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…

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

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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…

Examining iPod Use by Texas Agricultural Science and Technology Teachers

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Murphrey, Theresa Pesl; Miller, Kimberly A.; Roberts, T. Grady

2009-01-01

The purpose of this study was to establish baseline data regarding the adoption of iPods and similar technologies by agricultural science and technology teachers. The population consisted of all agricultural science and technology teachers in Texas. A sample of 310 was randomly drawn from the population. Study findings reveal that while…

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

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Hammerness, Karen; Craig, Elizabeth

2016-01-01

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

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

Science.gov (United States)

Salopek, Michelle M.

2013-01-01

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

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…

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…

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…

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

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European Commission, 2017

2017-01-01

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

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…

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…

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…

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...

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…

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 ...

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…

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

Science.gov (United States)

Lustick, David

2009-12-01

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

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…

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…

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…

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...

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…

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…

Professional Development for International Teachers: Examining TPACK and Technology Integration Decision Making

Science.gov (United States)

Dalal, Medha; Archambault, Leanna; Shelton, Catharyn

2017-01-01

This mixed-methods study explored the impacts of a semester-long technology professional development for secondary school international teachers from developing nations around the world. We used (a) a survey approach to examine international teachers' perceived technology integration abilities using the technological pedagogical content knowledge…

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…

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…

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.

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…

Teacher learning in technology professional development and its impact on student achievement in science

Science.gov (United States)

Lee, Hyunju; Longhurst, Max; Campbell, Todd

2017-07-01

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 applications in science inquiry pedagogy. Three self-reporting teacher instruments were used alongside their student achievement scores on the end-of-year state-science-test. The teacher self-reporting measures investigated technological literacy, ICT capabilities, and pedagogical beliefs about science inquiry pedagogy. Data were collected every year, and descriptive statistics, t-tests, and Pearson's correlations were used for analysis. We found teachers' technological skills and ICT capabilities increasing over time with significant gains each year. Additionally, teachers' pedagogical beliefs changed to become more science inquiry oriented over time; however, the gains were not significant until after the second year of TPD. Comparisons of teacher learning and belief measures with student achievement revealed that the students' performance was correlated to teachers' pedagogical beliefs about science inquiry, but not to their technological skills nor to their ICT capabilities. This research suggests that pedagogical considerations should be foregrounded in TPD and that this may require more longitudinal TPD to ensure that technology integration in science instruction is consequential to student learning.

Teacher Enhancement Institute

Science.gov (United States)

Marshall-Bradley, Tina

1994-01-01

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

Information Communication Technology (Ict) In The Nigerian ...

African Journals Online (AJOL)

helping to build important communication links. ... seeks to assess the present status of ICT in our teacher education programmes and the extent to which Nigerian teacher educators use technology in preparing the preservice teacher for the ...

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,…

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)

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

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…

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…

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…

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…

Analyzing the Degree of Technology Use Occurring in Pre-Service Teacher Education

Science.gov (United States)

Stobaugh, Rebecca Ruth; Tassell, Janet Lynne

2011-01-01

Technology is not in the forefront of teacher education program thinking and planning. Yet, it is the tool dramatically changing education. Internationally, the role of technology has evolved from the role of assisting the teacher in personal management to using technology for instruction. To respond to this need, universities are altering courses…

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…

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…

Technology Use and Mathematics Teaching: Teacher Change as Discursive Identity Work

Science.gov (United States)

Chronaki, Anna; Matos, Anastasios

2014-01-01

Teacher change towards developing competences for technology use in mathematics teaching has been the focus of current educational reforms worldwide. However, a considerable amount of research denotes the extent to which teachers resist a full integration of technology in mathematics classrooms. The present paper is based on an ethnographic study…

The Teacher Technology Integration Experience: Practice and Reflection in the Classroom

Science.gov (United States)

Ruggiero, Dana; Mong, Christopher J.

2015-01-01

Previous studies indicated that the technology integration practices of teachers in the classroom often did not match their teaching styles. Researchers concluded that this was due, at least partially, to external barriers that prevented teachers from using technology in ways that matched their practiced teaching style. Many of these barriers,…

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.

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…

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…

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…

Effects of a Technology-Friendly Education Program on Pre-Service Teachers' Perceptions and Learning Styles

Science.gov (United States)

Kim, Dong-Joong; Choi, Sang-Ho

2016-01-01

A technology-friendly teacher education program can make pre-service teachers more comfortable with using technology from laggard to innovator and change their learning styles in which they prefer the use of technology in teaching. It is investigated how a technology-friendly mathematics education program, which provided 49 pre-service teachers an…

Teacher Design in Teams as a Professional Development Arrangement for Developing Technology Integration Knowledge and Skills of Science Teachers in Tanzania

Science.gov (United States)

Kafyulilo, Ayoub; Fisser, Petra; Voogt, Joke

2016-01-01

This study investigated the impact of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills among in-service science teachers. The study was conducted at a secondary school in Tanzania, where 12 in-service science teachers participated in a workshop about technology integration in…

Science and Technology Teachers' Views about the Causes of Laboratory Accidents

Science.gov (United States)

Aydogdu, Cemil

2015-01-01

The aim of this study was to determine science and technology teachers' views about the causes of the problems encountered in laboratories. In this research, phenomenology, a qualitative research design, was used. 21 science and technology teachers who were working in elementary schools in Eskisehir during the 2010-2011 spring semester were the…

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

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.

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...

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…

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…

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…

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…

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…

"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…

English Language Teachers and Technology Education = Ingilizce Ögretmenleri ve Teknoloji

Science.gov (United States)

Basal, Ahmet

2015-01-01

Today, the rapid advances in technology have been drastically changing and shaping the way humans live.In line with these developments, the use of technology in education has been on the increase and language education is no exception. Therefore, the expectations from language teachers have been changing. As expected from all teachers of other…

ICT Competency Standards for Teachers: Competency Standards Modules

Science.gov (United States)

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

2008-01-01

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

Teacher design of technology for emergent literacy: An explorative feasibility study

NARCIS (Netherlands)

McKenney, Susan; Voogt, Joke

2012-01-01

The active participation of teachers in designing classroom learning experiences contributes to teacher abilities to facilitate learning. This paper reports on a case study of one Dutch teacher designing a technology-rich learning environment for emergent literacy. Data was collected to explore the

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...

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…

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…

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.

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

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

2018-06-01

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

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

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

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

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

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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.

Particular Results of a Research Aimed at Curricula Design of Teacher Training in the Area of Didactic Technological Competences

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Ján Záhorec

2018-06-01

Full Text Available The paper presents particular results of the first phase of a research aimed at improving pre-graduate teacher training in the area of didactic technological competences. The main goal of the prepared research is to modernize and optimize relevant parts of study programs of teacher trainees at Slovak higher education institutions (inclusion and structure the relevant subjects in the study programs, their content and time assignment. The results are related to a questionnaire survey of the current state and perspectives of the continuing professional development of primary and secondary school teachers contributing to their didactic technological competences improvement and development. Main attention is paid to an analysis of the selected questionnaire items in which the respondents assessed significance of the use of various interactive educational activities and digital means in teaching process to inrease efficiency of selected specific aspects of education. The presented analysis is based on the segmentation of the respondents on the factor of the category and sub-category of the teaching staff the respondents belong to.

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,

Effect of Physical Education Teachers' Computer Literacy on Technology Use in Physical Education

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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…

Technological pedagogical content knowledge of prospective mathematics teachers regarding evaluation and assessment

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Ercan Atasoy

2016-04-01

Full Text Available The ‘technology integrated assessment process’ is an innovative method to capture and determine students’ understanding of mathematics. This assessment process is claimed to provide a singular dynamism for teaching and learning activities and it is also claimed to be of the most important elements of instruction in the educational system. In this sense, this study aims to investigate technological pedagogical content knowledge (TPACK of prospective mathematics teachers regarding the ‘evaluation’ and ‘assessment’ process. To achieve this aim, the method of qualitative research was conducted with 20 teachers. Video records and lesson plans were collected and a Mathematics Teacher TPACK Development Model was utilized to reveal themes and key features of the data. The findings revealed that, although the majority of teachers stated that they would like to use technology-integrated tools in the assessment and evaluation processes, they strongly preferred to use traditional assessment and evaluation techniques, such as pen and paper activities, multiple-choice questions in virtual environments, etc. Hence, the evidence suggests that teachers would be unable to use appropriately the technological assessment process in order to reveal students’ understanding of mathematics. As seen from the teachers’ lectures, they perceived that technology would be suitable for evaluation and assessment but in a limited way.

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

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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…

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

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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…

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

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

2013-03-01

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

Student Teachers and CALL: Personal and Pedagogical Uses and Beliefs

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Hlas, Anne Cummings; Conroy, Kelly; Hildebrandt, Susan A.

2017-01-01

The student teaching semester affords teacher candidates the chance to apply what they have learned during their teacher preparation coursework. Therefore, it can be a prime opportunity for student teachers to use technology for their own language learning and to implement computer assisted language learning (CALL) in their instruction. This study…

Trading Places: When Teachers Utilize Student Expertise in Technology-Intensive Classrooms.

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Ringstaff, Cathy; And Others

Utilizing self-report data from 32 elementary and secondary teachers, this longitudinal, qualitative study examines the role shifts of both teachers and students as they adapted to teaching and learning in educational, technology-rich, Apple Classrooms of Tomorrow environments. At first, teachers in these instructionally innovative classrooms…

Using TPACK as a Framework to Understand Teacher Candidates' Technology Integration Decisions

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Graham, C. R.; Borup, J.; Smith, N. B.

2012-01-01

This research uses the technological pedagogical and content knowledge (TPACK) framework as a lens for understanding how teacher candidates make decisions about the use of information and communication technology in their teaching. Pre- and post-treatment assessments required elementary teacher candidates at Brigham Young University to articulate…

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

Science.gov (United States)

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

2001-01-01

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

Enhancing Teachers' Motivation to Apply Humanist Information Technology Innovations

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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…

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

Science.gov (United States)

Otero, Valerie; Pollock, Steven; Finkelstein, Noah

2010-11-01

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

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.

Teaching for Application: A Model for Assisting Pre-Service Teachers with Technology Integration

Science.gov (United States)

Hur, Jung Won; Cullen, Theresa; Brush, Thomas

2010-01-01

The purpose of this paper is to introduce a technology integration model designed to assist pre-service teachers to learn meaningful uses of technology in K-12 classrooms. Based on studies in teacher education, learning theory, and technology integration, the authors define five essential characteristics necessary for pre-service teacher…

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...

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

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Felix Kayode OLAKULEHIN

2007-01-01

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

Contemporary Technologies to Improve the Quality of Education When Training Teachers

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Sibgatullina, Alfiya

2015-01-01

The article considers contemporary technologies to improve the quality of teachers' education (as exemplified by the training of foreign language teachers). The author presents analysis of the "quality of education" concept, proposes and analyzes the criteria for assessing the quality of education of future foreign language teachers.…

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.