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Sample records for thane preservice curriculum

  1. Disrupting the Official Curriculum: Cultural Biography and the Curriculum Decision Making of Latino Preservice Teachers

    Science.gov (United States)

    Salinas, Cinthia; Castro, Antonio J.

    2010-01-01

    This multiple case study traces the influence of cultural biographies on the curriculum decision making of two Latino preservice teachers who student taught in standards-based schools. These participants drew on their personal and cultural experiences to disrupt the "official" curriculum, which they believed failed to address fundamental issues of…

  2. Helping Preservice Teachers (PSTs) Understand the Realities of Poverty: Innovative Curriculum Modules

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    Cho, Moon-Heum; Convertino, Christina; Khourey-Bowers, Claudia

    2015-01-01

    The purpose of this study was to develop an innovative addition to the curriculum to help preservice teachers cultivate an understanding of poverty. Using technology, an interdisciplinary team created two online learning modules entitled Teacher as Learning Facilitator and Teacher as Anthropologist. Preservice teachers valued the newly developed…

  3. Teaching Pre-Service Teachers to Integrate Serious Games in the Primary Education Curriculum

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    Margarida Romero

    2015-02-01

    Full Text Available Curriculum integration is one of the main factors in the teachers’ decision-making process when deciding to use games in formal educational contexts. Based on this observation, we aim to introduce pre-service teachers to Game Based Learning (GBL and Serious Games (SG integration in the curriculum. The teaching experience aims to facilitate different approaches to GBL and SG integration in the curriculum, including three types of GBL activities. Firstly, the use of Serious Games (SG, designed for educational purposes from the start; secondly, the game creation as a learning activity through game authoring platforms; thirdly, the use of repurposed entertainment games, which, despite not having being intentionally designed for educational purposes, could be diverted for meeting the curriculum objectives of primary education. A group of 51 pre-service teachers participated in the teaching experience during which they selected a GBL activity among the three types of GBL and SG integration in the curriculum. Most of the teachers succeed to identify SG created for educational purposes, and we observed 6 entertainment games repurposed for educational objectives, none of the pre-service teachers decided to integrate a game creation activity in the curriculum. We analyze the results of the teaching pre-service experience and the opportunities to introduce GBL and SG in pre-service teachers’ education.

  4. Preservice teachers’ preparedness to integrate computer technology into the curriculum

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    Jelena Magliaro

    2008-05-01

    Full Text Available For Canada to compete effectively in the digital world, beginning teachers need to play an important role in integrating computer technology into the curriculum. Equipment and connectivity do not guarantee successful or productive use of computers in the classroom, but the combination of the teaching style and technology use has the potential to change education. In this research, the computer self-efficacy beliefs of 210 preservice teachers after their first practice teaching placements were examined. First, the quantitative component of the study involved the use of Computer User Self-Efficacy (CUSE scale where students’ previous undergraduate degree, licensure area, experience and familiarity with software packages were found to have statistically significant effects on computer self-efficacy. Second, the qualitative data indicated that society and school were the most positive factors that influenced preservice teachers’ attitudes towards computers, while the family had the highest percentage of negative influence. Findings reveal that although preservice teachers had completed only two months of the program, those with higher CUSE scores were more ready to integrate computers into their lessons than those with lower scores. Résumé: Pour que le Canada puisse entrer en compétition dans le monde numérique, les nouveaux enseignants devront jouer un rôle important d’intégration des technologies informatiques dans le curriculum. Les équipements et la connectivité ne garantissent pas une utilisation gagnante ou productive de l’ordinateur en salle de classe, mais la combinaison de styles d’enseignement et d’usages de la technologie a le potentiel de changer l’éducation. Dans cette étude, les croyances d’auto-efficacité à l’ordinateur de 210 futurs enseignants après leur première affectation ont été examinées. Premièrement, la partie quantitative de l’étude impliquait l’utilisation de l’échelle du Computer

  5. Music in the Early Childhood Curriculum: Qualitative Analysis of Pre-Service Teachers' Reflective Writing

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    Barry, Nancy H.; Durham, Sean

    2017-01-01

    This qualitative study employed grounded theory to explore how a university-based summer practicum experience with community children (N = 55) revealed and shaped pre-service teachers' (N = 24) understanding of young children and their musical skills and dispositions; how early childhood music curriculum is designed; and supports and barriers to…

  6. Secondary Preservice Teachers' Perspectives on Teacher Self-Disclosure as Citizenship Curriculum

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    Zhang, Shaoan

    2010-01-01

    This article explores secondary preservice teachers' attitudes toward the use of teacher self-disclosure as a tool for citizenship education. Based on the notion that teacher self-disclosure may function as citizenship curriculum, this study addressed critical issues of teachers' sharing their knowledge about religions (including their own) and…

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

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    Zubeida Desai

    2014-12-01

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

  8. A framework for revising preservice curriculum for nonphysician clinicians: The mozambique experience.

    Science.gov (United States)

    Freistadt, Fernanda; Branigan, Erin; Pupp, Chris; Stefanutto, Marzio; Bambo, Carlos; Alexandre, Maria; Pinheiro, Sandro O; Ballweg, Ruth; Dgedge, Martinho; O'Malley, Gabrielle; de Oliveira, Justine Strand

    2014-01-01

    Mozambique, with approximately 0.4 physicians and 4.1 nurses per 10,000 people, has one of the lowest ratios of health care providers to population in the world. To rapidly scale up health care coverage, the Mozambique Ministry of Health has pushed for greater investment in training nonphysician clinicians, Tιcnicos de Medicina (TM). Based on identified gaps in TM clinical performance, the Ministry of Health requested technical assistance from the International Training and Education Center for Health (I-TECH) to revise the two-and-a-half-year preservice curriculum. A six-step process was used to revise the curriculum: (i) Conducting a task analysis, (ii) defining a new curriculum approach and selecting an integrated model of subject and competency-based education, (iii) revising and restructuring the 30-month course schedule to emphasize clinical skills, (iv) developing a detailed syllabus for each course, (v) developing content for each lesson, and (vi) evaluating implementation and integrating feedback for ongoing improvement. In May 2010, the Mozambique Minister of Health approved the revised curriculum, which is currently being implemented in 10 training institutions around the country. Key lessons learned: (i) Detailed assessment of training institutions' strengths and weaknesses should inform curriculum revision. (ii) Establishing a Technical Working Group with respected and motivated clinicians is key to promoting local buy-in and ownership. (iii) Providing ready-to-use didactic material helps to address some challenges commonly found in resource-limited settings. (iv) Comprehensive curriculum revision is an important first step toward improving the quality of training provided to health care providers in developing countries. Other aspects of implementation at training institutions and health care facilities must also be addressed to ensure that providers are adequately trained and equipped to provide quality health care services. This approach to

  9. THE RELEVANCE OF THE VISUAL ARTS CURRICULUM IN THE PREPARATION OF PRE-SERVICE VISUAL ARTS TEACHERS IN UGANDA

    OpenAIRE

    Julius Ssegantebuka

    2017-01-01

    The research examined the relevance of the visual arts curriculum content with the view of assessing the extent to which it equips pre-service visual arts teachers with the knowledge and skills required for effective teaching. The study adopted a descriptive case study design. Data were collected from three purposively selected National Teacher Colleges (NTCs), six tutors and 90 final year pre-service visual arts teachers participated in this study. The research findings showed that teacher e...

  10. Zooplankton community of Bhayandar and Thane salt pans around Bombay

    Digital Repository Service at National Institute of Oceanography (India)

    Mustafa, S.; Nair, V.R.; Govindan, K.

    were predominant at Thane. Decapods and mysids were common in the area. During the monsoon season mysids were dominant in the crystallizer and condenser of Thane. Artemia was observed only at Bhayandar. In general the salt pans sustain a fairly rich...

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

    Science.gov (United States)

    Moye, Gatsy A.

    2017-01-01

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

  12. THE RELEVANCE OF THE VISUAL ARTS CURRICULUM IN THE PREPARATION OF PRE-SERVICE VISUAL ARTS TEACHERS IN UGANDA

    Directory of Open Access Journals (Sweden)

    Julius Ssegantebuka

    2017-08-01

    Full Text Available The research examined the relevance of the visual arts curriculum content with the view of assessing the extent to which it equips pre-service visual arts teachers with the knowledge and skills required for effective teaching. The study adopted a descriptive case study design. Data were collected from three purposively selected National Teacher Colleges (NTCs, six tutors and 90 final year pre-service visual arts teachers participated in this study. The research findings showed that teacher education institutions are inadequately preparing pre-service visual arts teachers because of the gaps in the Visual Arts Curriculum (VAC used in NTCs. Some of these gaps are attributed to the structure of the visual arts curriculum tutors use in NTCs. The visual arts curriculum lacks explicit visual arts assessment strategies; it has wide and combined visual arts content to be covered within a short period of two years and the limited knowledge of the available art materials, tools and equipment. The research recommended the restructuring of the VAC to accommodate more practical; and the introduction of specialized knowledge in the visual arts education (VAE to enable tutors decipher practical knowledge from the theory studied so as to adopt an integrated approach in VAE curriculum.

  13. STEM contents in pre-service teacher curriculum: Case study at physics faculty

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    Linh, Nguyen Quang; Suong, Huynh Thi Hong; Khoa, Cao Tien

    2018-01-01

    STEM education; the encompassment of the four fields including science, technology, engineering, and mathematics; is introduced to provide students with chances to confront and solve real world problems and situations. Literature has evidence that this approach has positive impacts on students' learning motivation, learning engagement, learning achievements, and participation in STEM subjects and careers. This further lead to assurance of enough qualified STEM staffs for cross economic and mixed cultural working environment of the 21st century world. Our paper explores STEM factors underneath what is considered as traditional ways of teaching in a specific subject in pre-service teacher curriculum at Physics Faculty, Thai Nguyen University of Education, Vietnam. Data of the research were collected from a variety of sources including field notes, observation notes, analyzing of the course syllabus and students' final products. Data were analyzed based on the STS approach and SWOT analysis. The research reveals different kinds of STEM factors and manifestations that has been organized and introduced to the students. The research implications propose further research and directions to take the available advantages to benefit and ease the integration of STEM programs into specific educational context in Vietnam.

  14. Waves off Puducherry, Bay of Bengal, during cyclone THANE

    Digital Repository Service at National Institute of Oceanography (India)

    SanilKumar, V.; Johnson, G.; Dubhashi, K.K.; Nair, T.M.B.

    We studied the wave characteristics during the very severe cyclonic storm THANE which crossed the east coast of India between Puducherry and Cuddalore based on waves measured at a location in Bay of Bengal at 14 m water depth. Objective of the paper...

  15. A Narrative Inquiry Into Pre-Service English Teachers’ Temporal Investments in Their Initial Education Curriculum

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    María Cristina Sarasa

    2017-02-01

    Full Text Available This paper originates from a narrative inquiry into English teachers’ identity carried out with 24 undergraduates at an Argentinean university English as an international language teacher education program. Grounded in a narrative conceptualization of identity, this enquiry gathered participants’ storied field texts that were analyzed narratively. This paper explores how students’ narratives disclosed the exercise of their agency concerning the program’s curriculum by deciding how and when (not to invest, reinvest, or divest their personal time in scheduled courses. We problematize these categories originating in undergraduates’ narratives, connecting them to literature in the field of curriculum. The conclusion suggests the implications these situated findings entail for English as an international language teacher education curriculum and research.

  16. Mid-level healthcare personnel training: an evaluation of the revised, nationally-standardized, pre-service curriculum for clinical officers in Mozambique.

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    Caryl Feldacker

    Full Text Available Mozambique suffers from a critical shortage of healthcare workers. Mid-level healthcare workers, (Tecnicos de Medicina Geral (TMG, in Mozambique require less money and time to train than physicians. From 2009-2010, the Mozambique Ministry of Health (MoH and the International Training and Education Center for Health (I-TECH, University of Washington, Seattle, revised the TMG curriculum. To evaluate the effect of the curriculum revision, we used mixed methods to determine: 1 if TMGs meet the MoH's basic standards of clinical competency; and 2 do scores on measurements of clinical knowledge, physical exam, and clinical case scenarios differ by curriculum?T-tests of differences in means examined differences in continuous score variables between curriculum groups. Univariate and multivariate linear regression models assess curriculum-related and demographic factors associated with assessment scores on each of the three evaluation methods at the p<0.05 level. Qualitative interviews and focus groups inform interpretation.We found no significant differences in sex, marital status and age between the 112 and 189 TMGs in initial and revised curriculum, respectively. Mean scores at graduation of initial curriculum TMGs were 56.7%, 63.5%, and 49.1% on the clinical cases, knowledge test, and physical exam, respectively. Scores did not differ significantly from TMGs in the revised curriculum. Results from linear regression models find that training institute was the most significant predictor of TMG scores on both the clinical cases and physical exam.TMGs trained in either curriculum may be inadequately prepared to provide quality care. Curriculum changes are a necessary, but insufficient, part of improving TMG knowledge and skills overall. A more comprehensive, multi-level approach to improving TMG training that includes post-graduation mentoring, strengthening the pre-service internship training, and greater resources for training institute faculty may

  17. The Impact of a Course on Bullying within the Pre-Service Teacher Training Curriculum

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    Benitez, Juan Luis; Garcia-Berben, Ana; Fernandez-Cabezas, Maria

    2009-01-01

    Introduction: Although bullying is a phenomenon which directly affects teachers, they receive little preparation in how to handle it. One way to correct this situation is to include specific content about bullying within their initial university curriculum. We present a study that shows how a specific course on bullying affects trainee teachers'…

  18. Integrating Explicit Learning about the Culture of Science into the Pre-Service Teacher Curriculum through Readings and Reflections

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    Egger, A. E.

    2014-12-01

    Teachers provide foundational science experiences that spark interest in some students to pursue science and serve as an endpoint for others. For both groups, getting a glimpse into the culture of science is important to their futures as citizens, but this glimpse is not something all teachers are equipped to offer. Explicit instruction in the culture of science is generally not part of college-level science courses; to reach future teachers, it should be incorporated into the curriculum for pre-service teachers. I have incorporated readings from Visionlearning's peer-reviewed, freely available, web-based Process of Science series (http://www.visionlearning.com/en/library/Process-of-Science/49) into my class for pre-service middle-level and secondary science teachers. The readings describe the development of the culture and process of science using deeply embedded examples of scientists and their work. Students reflected on each reading by describing what they learned and something they will use in their future teaching. Responses were graded for thoughtfulness and completeness and later compiled. In general, students with more science courses had a better initial understanding of the culture of science and found the readings engaging stories that explained in more depth what they already knew. However, all students reported learning some fundamental aspects of the culture and nature of science. Most commonly, they learned scientific language, often words with both colloquial and scientific definitions: theory, hypothesis, law, uncertainty, error, confidence. Other learning gains were reported in defining the difference between scientific controversy and social controversy over science, interactions between historical events and the scientific enterprise, how much scientists work in groups and interact at meetings, and the role that funding plays in guiding research. On their own, students struggled to describe explicit ways to incorporate these concepts into their

  19. Mid-level healthcare personnel training: an evaluation of the revised, nationally-standardized, pre-service curriculum for clinical officers in Mozambique.

    Science.gov (United States)

    Feldacker, Caryl; Chicumbe, Sergio; Dgedge, Martinho; Augusto, Gerito; Cesar, Freide; Robertson, Molly; Mbofana, Francisco; O'Malley, Gabrielle

    2014-01-01

    Mozambique suffers from a critical shortage of healthcare workers. Mid-level healthcare workers, (Tecnicos de Medicina Geral (TMG)), in Mozambique require less money and time to train than physicians. From 2009-2010, the Mozambique Ministry of Health (MoH) and the International Training and Education Center for Health (I-TECH), University of Washington, Seattle, revised the TMG curriculum. To evaluate the effect of the curriculum revision, we used mixed methods to determine: 1) if TMGs meet the MoH's basic standards of clinical competency; and 2) do scores on measurements of clinical knowledge, physical exam, and clinical case scenarios differ by curriculum? T-tests of differences in means examined differences in continuous score variables between curriculum groups. Univariate and multivariate linear regression models assess curriculum-related and demographic factors associated with assessment scores on each of the three evaluation methods at the pcurriculum, respectively. Mean scores at graduation of initial curriculum TMGs were 56.7%, 63.5%, and 49.1% on the clinical cases, knowledge test, and physical exam, respectively. Scores did not differ significantly from TMGs in the revised curriculum. Results from linear regression models find that training institute was the most significant predictor of TMG scores on both the clinical cases and physical exam. TMGs trained in either curriculum may be inadequately prepared to provide quality care. Curriculum changes are a necessary, but insufficient, part of improving TMG knowledge and skills overall. A more comprehensive, multi-level approach to improving TMG training that includes post-graduation mentoring, strengthening the pre-service internship training, and greater resources for training institute faculty may result in improvements in TMG capacity and patient care over time.

  20. Mid-Level Healthcare Personnel Training: An Evaluation of the Revised, Nationally-Standardized, Pre-Service Curriculum for Clinical Officers in Mozambique

    Science.gov (United States)

    Feldacker, Caryl; Chicumbe, Sergio; Dgedge, Martinho; Augusto, Gerito; Cesar, Freide; Robertson, Molly; Mbofana, Francisco; O'Malley, Gabrielle

    2014-01-01

    Introduction Mozambique suffers from a critical shortage of healthcare workers. Mid-level healthcare workers, (Tecnicos de Medicina Geral (TMG)), in Mozambique require less money and time to train than physicians. From 2009–2010, the Mozambique Ministry of Health (MoH) and the International Training and Education Center for Health (I-TECH), University of Washington, Seattle, revised the TMG curriculum. To evaluate the effect of the curriculum revision, we used mixed methods to determine: 1) if TMGs meet the MoH's basic standards of clinical competency; and 2) do scores on measurements of clinical knowledge, physical exam, and clinical case scenarios differ by curriculum? Methods T-tests of differences in means examined differences in continuous score variables between curriculum groups. Univariate and multivariate linear regression models assess curriculum-related and demographic factors associated with assessment scores on each of the three evaluation methods at the pcurriculum, respectively. Mean scores at graduation of initial curriculum TMGs were 56.7%, 63.5%, and 49.1% on the clinical cases, knowledge test, and physical exam, respectively. Scores did not differ significantly from TMGs in the revised curriculum. Results from linear regression models find that training institute was the most significant predictor of TMG scores on both the clinical cases and physical exam. Conclusion TMGs trained in either curriculum may be inadequately prepared to provide quality care. Curriculum changes are a necessary, but insufficient, part of improving TMG knowledge and skills overall. A more comprehensive, multi-level approach to improving TMG training that includes post-graduation mentoring, strengthening the pre-service internship training, and greater resources for training institute faculty may result in improvements in TMG capacity and patient care over time. PMID:25068590

  1. Web-Browsing Competencies of Pre-Service Adult Facilitators: Implications for Curriculum Transformation and Distance Learning

    Science.gov (United States)

    Theresa, Ofoegbu; Ugwu, Agboeze Matthias; Ihebuzoaju, Anyanwu Joy; Uche, Asogwa

    2013-01-01

    The study investigated the Web-browsing competencies of pre-service adult facilitators in the southeast geopolitical zone of Nigeria. Survey design was adopted for the study. The population consists of all pre-service adult facilitators in all the federal universities in the southeast geopolitical zone of Nigeria. Accidental sampling technique was…

  2. 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…

  3. Concentration of metals in shrimps and crabs from Thane-Bassein creek system, Maharashtra

    Digital Repository Service at National Institute of Oceanography (India)

    Krishnamurti, A.J.; Nair, V.R.

    Levels of Cu, Zn, Cd, Pb and Ni in shrimps and crabs from Thane-Bassein creek system, Maharashtra, India were evaluated for a period of one year and reported as baseline for future monitoring of this vital ecosystem. The pattern of concentration...

  4. Ocean-atmosphere interaction during Thane cyclone: A numerical study using WRF

    Digital Repository Service at National Institute of Oceanography (India)

    VinodKumar, K.; Soumya, M.; Tkalich, P.; Vethamony, P.

    and boundary conditions. The model results (spatial resolution of 12km and temporal resolution of 1 h) have been validated with track data and vertical observations. Maximum sustained wind speed during Thane cyclone was 15m/s, and made landfall over Tamil Nadu...

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

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    Harte, Wendy

    2017-01-01

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

  6. A preliminary study on the birds of Thane Creek, Maharashtra, India

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    Sheetal Chaudhari-Pachpande

    2016-05-01

    Full Text Available Shorebirds also known as waders comprise several adaptations, which enable them to forage on exposed mudflats.  The population of birds in any ecosystem shows the environmental quality of the area, pollution level, security and availability of food and habitat.  Thane Creek located in Mumbai is one of the unique mangrove ecosystems, maintaining a good population of sediment-dwelling organisms that support a myriad of migratory and non-migratory bird populations.  Bird surveys were carried out using the point count method across two different locations at Thane Creek.  In total 95 species of birds were recorded during the study and distinguished as per the pattern of their foraging.  A healthy diversity of bird species observed indicates the high productivity of the creek.

  7. Socioeconomic conditions of traditional fishermen of Vitava village in Thane district

    OpenAIRE

    Alam, S.K.; Subba Rao, P.V.

    1988-01-01

    Maharashtra stands third in fish production in India, with an estimated annual landings of 3.32 lakhs tonnes (1986-87). About 45% of the fishermen are directly involved in fishing. Mechanisation has boosted fish production resulting in gainful employment and higher incomes to fishermen. However, traditional fishermen along Thane creek and who entirely depend on fishing for their livelihood are comparatively poor due to their dependence on subsistence fishing and reduction of fish stock due to...

  8. Preparing Pre-Service Teachers to Educate Emerging Bilingual Students: A Textual Analysis of Teacher Education Curriculum in Elementary-Level Language Arts Methods Textbooks

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    Mann, David A.

    2016-01-01

    Drawing on the principles of critical multicultural teacher education, Teaching English to Speakers of Other Languages (TESOL) and bilingual education, this study examined how pre-service teachers were prepared to educate Emerging Bilinguals (EBs) in ESOL-infused teacher education programs in Florida universities. The textual analysis of a…

  9. Determination of Traces of Pb, Cu and Cd in Seawater around Thane Creek by Anodic Stripping Voltammetry Method.

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    Maity, Sukanta; Sahu, S K; Pandit, G G

    2017-04-01

    Trace metals (Pb, Cu and Cd) in seawater samples were pre-concentrated for the simultaneous quantitative determination using solvent extraction procedure in the presence of ammonium pyrrolidine dithiocarbamate (APDC) as complexing agent and methyl isobutyl ketone (MIBK) as organic phase and acid exchange back - extraction followed by its determination by Differential Pulse Anodic Stripping Voltammetry (DPASV). Concentrations of Pb, Cu and Cd vary from 3.0 to 9.44 ng/mL, 12.7 to 28.6 ng/mL and 0.31 to 1.21 ng/mL respectively in seawater samples collected from different locations across Thane Creek area, Mumbai, India. Pb, Cu, Cd concentration were observed to be higher in the eastern side of the Thane Creek as it is covered by various industries.

  10. Spatial and temporal distribution of 210Po in sediments from Thane Creek Mumbai, India

    International Nuclear Information System (INIS)

    Pandit, G.G.; Bhangare, R.C.; Tiwari, M.; Ajmal, P.Y.; Sahu, S.K.; Puranik, V.D.

    2013-01-01

    The study of sediments in coastal areas has great importance for the understanding of the interaction between human activities and marine systems. The Polonium-210 activity has been commonly used as environmental tracer in many environmental studies especially in determination of the age of sediments in the aquatic systems. The determination of age of the sediments provides the chronological profile of contamination of the marine environment over the period of time. The temporal and spatial distribution of 210 Po in Thane creek sediments was observed in this study. The allochthonous activity of 210 Po in surface sediments across different locations was observed to be the highest amongst different layers which ranged between 22.5-56.3 Bq/kg. The total 210 Po activity in different layers of the sediments ranged between 15.3 to 88.9 Bq/kg. The two modeling approaches CRS and CIC were applied to determine age of the sediment at four locations in the creek. (author)

  11. A Contemporary Preservice Technology Education Program

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    Flanigan, Rod; Becker, Kurt; Stewardson, Gary

    2012-01-01

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

  12. The costs of HIV prevention for different target populations in Mumbai, Thane and Bangalore.

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    Chandrashekar, Sudha; Vassall, Anna; Reddy, Bhaskar; Shetty, Govindraj; Vickerman, Peter; Alary, Michel

    2011-12-29

    Avahan, the India AIDS Initiative, delivers HIV prevention services to high-risk populations at scale. Although the broad costs of such HIV interventions are known, to-date there has been little data available on the comparative costs of reaching different target groups, including female sex workers (FSWs), replace with 'high risk men who have sex with men (HR-MSM) and trans-genders. Costs are estimated for the first three years of Avahan scale up differentiated by typology of female sex workers (brothel, street, home, lodge based, bar based), HR-MSM and transgenders in urban districts in India: Mumbai and Thane in Maharashtra and Bangalore in Karnataka. Financial and economic costs were collected prospectively from a provider perspective. Outputs were measured using data collected by the Avahan programme. Costs are presented in US$2008. Costs were found to vary substantially by target group. Non-governmental organisations (NGOs) working with transgender populations had a higher mean cost (US $116) per person reached compared to those dealing primarily with FSWs (US $75-96) and MSWs (US $90) by the end of year three of the programme in Mumbai. The mean cost of delivering the intervention to HR-MSMs (US $42) was higher than delivering it to FSWs (US $37) in Bangalore. The package of services delivered to each target group was similar, and our results suggest that cost variation is related to the target population size, the intensity of the programme (in terms of number of contacts made per year) and a number of specific issues related to each target group. Based on our data policy makers and program managers need to consider the ease of accessing high risk population when planning and budgeting for HIV prevention services for these populations and avoid funding programmes on the basis of target population size alone.

  13. The Complexities of Teaching Prime Decomposition and Multiplicative Structure with Tools to Preservice Elementary Teachers

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    Kurz, Terri L.; Garcia, Jorge

    2012-01-01

    Preservice elementary teachers often struggle with prime decomposition and other mathematical topics that correlate with number theory. This paper provides a framework for integrating prime factor tiles into their curriculum with a particular emphasis on prime decomposition. Using this framework, preservice teachers explored and evaluated numbers…

  14. Elective Drama Course in Mathematics Education: An Assessment of Pre-Service Teachers

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    Sagirli, Meryem Özturan

    2014-01-01

    This study aimed to evaluate a newly introduced elective course "Drama in Mathematics Education" into mathematics education curriculum from the viewpoints of pre-service mathematics teachers. A case study was employed in the study. The study group consisted of 37 pre-service mathematics teachers who were enrolled in a Turkish state…

  15. Mathematics-Related Anxiety and Attitudes: Examining the Impact among Latina Preservice Teachers

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    Gautreau, Cynthia; Brye, Michelle VanderVeldt; Lunceford, Christina

    2016-01-01

    The purpose of this study was to investigate mathematics-related anxiety and attitudes among Latina preservice teachers. Three sections from the Inventory of Mathematics Attitudes, Experience, and Self Awareness were administered to preservice teachers enrolled in a curriculum and instruction mathematics course during the 1st semester of a…

  16. Preservice Teachers Develop an Understanding of Diversity Issues through Multicultural Literature

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    Jetton, Tamara L.; Savage-Davis, Emma M.

    2005-01-01

    This article explores issues of multicultural education and diversity. The authors present a preservice teacher education program that uses multicultural literature to prepare young teachers to better serve their students. The authors discuss the curriculum design of the program to help preservice teachers become more sensitive to the issues of…

  17. Pre-Service Geography Teachers' Confidence in Geographical Subject Matter Knowledge and Teaching Geographical Skills

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    Harte, Wendy; Reitano, Paul

    2015-01-01

    This research tracked the confidence of 16 undergraduate and postgraduate pre-service geography teachers as they completed a single semester, senior phase geography curriculum course. The study focused specifically on the pre-service teachers' confidence in geographical subject matter knowledge and their confidence in teaching geographical skills.…

  18. Assessing Pre-Service Physics Teachers’ Energy Literacy: An Application of Rasch measurement

    Science.gov (United States)

    Yusup, M.; Setiawan, A.; Rustaman, N. Y.; Kaniawati, I.

    2017-09-01

    This paper aims to present a summary of pre-service physics teachers’ responses on energy literacy assessment. A total of 123 pre-service physics teacher in first through third year of education participated. Data were analyzed using Rasch modeling. Research findings indicate that pre-service physics teachers show their low self-system toward energy conservation. They were also still lack of metacognitive and cognitive competencies. These finding provide information for the future development of curriculum, teaching and learning that can improve pre-service physics teachers’ energy literacy.

  19. Impact of STS Issue Oriented Instruction on Pre-Service Elementary Teachers' Views and Perceptions of Science, Technology, and Society

    Science.gov (United States)

    Amirshokoohi, Aidin

    2016-01-01

    The purpose of the study was to investigate the impact of Science, Technology, Society (STS) issue oriented science methods course on pre-service teachers' views and perceptions toward STS issues and instruction as well as their levels of environmental literacy. The STS issue oriented curriculum was designed to help pre-service teachers improve…

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

    Science.gov (United States)

    Nelson, Michael

    2001-01-01

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

  1. Addressing vulnerabilities of female sex workers in an HIV prevention intervention in Mumbai and Thane: experiences from the Aastha project

    Science.gov (United States)

    Ranebennur, Virupax; Gaikwad, Sanjeevsingh; Ramesh, Sowmya; Bhende, Amrita

    2014-01-01

    Background It is important for targeted interventions to consider vulnerabilities of female sex workers (FSWs) such as poverty, work-related mobility, and literacy, for effective human immunodeficiency virus (HIV) prevention. This paper describes and examines the association of the Aastha HIV/sexually transmitted infection (STI) prevention project in Mumbai and Thane, India, on the relationship between vulnerability and behavioral outcomes. Materials and methods Data were drawn from the Behavioural Tracking Survey, a cross-sectional behavioral study conducted in 2010 with 2,431 FSWs recruited in Mumbai and Thane. The key independent measures used were program exposure and “vulnerability index”, a composite index of literacy, factors of dependence (alternative livelihood options, current debt, and children), and aspects of sex work (mobility and duration in sex work). Dependent measures included service uptake, self-confidence, self-identity, and individual agency. Logistic regression analysis was used to examine the study objectives. Results Of the analytical sample of 2,431 FSWs, 1,295 (53.3%) were categorized as highly vulnerable. Highly vulnerable FSWs who were associated with the Aastha program for more than a year were more likely to have accessed crisis-response services in the past 6 months (adjusted odds ratio [AOR] 2.2, 95% confidence interval [CI] 1.4–3.6; P<0.001), to have visited a clinic to get a checkup for STI symptoms (AOR 2.4, 95% CI 1.2–4.8; P<0.015), not to be ashamed to disclose identity as an FSW to health workers (AOR 2.1, 95% CI 1.2–3.5; P<0.008), and to be confident in supporting a fellow FSW in crisis (AOR 1.7, 95% CI 1.0–2.8, P<0.033) compared to those less vulnerable with similar exposure to the Aastha program. Conclusion It is critical for HIV/STI interventions to consider vulnerabilities of FSWs at project inception and address them with focused strategies, including a segmented service-delivery model and community

  2. Attitudes Toward Integration as Perceived by Preservice Teachers Enrolled in an Integrated Mathematics, Science, and Technology Teacher Education Program.

    Science.gov (United States)

    Berlin, Donna F.; White, Arthur L.

    2002-01-01

    Describes the purpose of the Master of Education (M. Ed.) Program in Integrated Mathematics, Science, and Technology Education (MSAT Program) at The Ohio State University and discusses preservice teachers' attitudes and perceptions toward integrated curriculum. (Contains 35 references.) (YDS)

  3. 知識結構、同儕提問與交互對話之整合課程模式對師資生課程學習之探究 An Exploration of an Integrated Curriculum Model with Knowledge Structure, Peer Inquiry, and Reciprocal Dialogue on Pre-service Teachers’ Curriculum Learning

    OpenAIRE

    陳沛嵐 Pei-Lan Chen

    2016-01-01

    本研究主要提出一套整合性的課程設計模式,知識結構─提問─對話模式,結合知識結構、同儕提問與交互對話等方式以探究其對師資生課程學習之影響。本研究針對20位修讀「課程發展與設計」的師資生進行課程學習探究,主要以課程發展與設計知識測驗、課程發展與設計課程學習問卷,以及課程發展與設計課程作業作為研究工具,所獲致的結果如下:一、就課程概念而言,師資生的課程知識測驗與課程學習問卷呈現教學後優於教學前的現象;二、就課程提問而言,師資生呈現提問熟悉度的提升以及提問的效果;三、就課程對話而言,從師資生的學習中呈現出課程對話的效益。最後,根據目前初步的結果提出未來課程與研究之建議。 The aim of this article attempts to develop a model of curriculum design, structureinquiry-dialogue model, which combines knowledge structure, peer inquiry, and dialogue to explore its effect on pre-service te...

  4. Improving the Leadership Skills of Pre-Service School Librarians through Leadership Pre-Assessment

    Science.gov (United States)

    Smith, Daniella

    2014-01-01

    School librarian guidelines encourage active leadership in schools. Two ways school librarian educators can encourage school librarians to be leaders are to embed the standards into the certification curriculum and to assess the leadership potential of pre-service school librarians in order to adapt the curriculum to their needs. This mixed-method…

  5. Fueling Chemical Engineering Concepts with Biodiesel Production: A Professional Development Experience for High School Pre-Service Teachers

    Science.gov (United States)

    Gupta, Anju

    2015-01-01

    This one-day workshop for pre-service teachers was aimed at implementing a uniquely designed and ready-to-implement chemical engineering curriculum in high school coursework. This educational and professional development opportunity introduced: 1) chemical engineering curriculum and career opportunities, 2) basic industrial processes and flow…

  6. Considering risk contexts in explaining the paradoxical HIV increase among female sex workers in Mumbai and Thane, India.

    Science.gov (United States)

    Bandewar, Sunita V S; Bharat, Shalini; Kongelf, Anine; Pisal, Hemlata; Collumbien, Martine

    2016-01-28

    The period 2006-2009 saw intensive scale-up of HIV prevention efforts and an increase in reported safer sex among brothel and street-based sex workers in Mumbai and Thane (Maharashtra, India). Yet during the same period, the prevalence of HIV increased in these groups. A better understanding of sex workers' risk environment is needed to explain this paradox. In this qualitative study we conducted 36 individual interviews, 9 joint interviews, and 10 focus group discussions with people associated with HIV interventions between March and May 2012. Dramatic changes in Mumbai's urban landscape dominated participants' accounts, with dwindling sex worker numbers in traditional brothel areas attributed to urban restructuring. Gentrification and anti-trafficking efforts explained an escalation in police raids. This contributed to dispersal of sex work with the sex-trade management adapting by becoming more hidden and mobile, leading to increased vulnerability. Affordable mobile phone technology enabled independent sex workers to trade in more hidden ways and there was an increased dependence on lovers for support. The risk context has become ever more challenging, with animosity against sex work amplified since the scale up of targeted interventions. Focus on condom use with sex workers inadvertently contributed to the diversification of the sex trade as clients seek out women who are less visible. Sex workers and other marginalised women who sell sex all strictly prioritise anonymity. Power structures in the sex trade continue to pose insurmountable barriers to reaching young and new sex workers. Economic vulnerability shaped women's decisions to compromise on condom use. Surveys monitoring HIV prevalence among 'visible' street and brothel-bases sex workers are increasingly un-representative of all women selling sex and self-reported condom use is no longer a valid measure of risk reduction. Targeted harm reduction programmes with sex workers fail when implemented in

  7. From PCK to TPACK: Developing a Transformative Model for Pre-Service Science Teachers

    Science.gov (United States)

    Jang, Syh-Jong; Chen, Kuan-Chung

    2010-12-01

    New science teachers should be equipped with the ability to integrate and design the curriculum and technology for innovative teaching. How to integrate technology into pre-service science teachers' pedagogical content knowledge is the important issue. This study examined the impact on a transformative model of integrating technology and peer coaching for developing technological pedagogical and content knowledge (TPACK) of pre-service science teachers. A transformative model and an online system were designed to restructure science teacher education courses. Participants of this study included an instructor and 12 pre-service teachers. The main sources of data included written assignments, online data, reflective journals, videotapes and interviews. This study expanded four views, namely, the comprehensive, imitative, transformative and integrative views to explore the impact of TPACK. The model could help pre-service teachers develop technological pedagogical methods and strategies of integrating subject-matter knowledge into science lessons, and further enhanced their TPACK.

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

    Science.gov (United States)

    Udomkan, Watinee; Suwannoi, Paisan

    2018-01-01

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

  9. Not Nearly Enough Geography! University Provision for England's Pre-Service Primary Teachers

    Science.gov (United States)

    Catling, Simon

    2017-01-01

    Research into geography provision in primary initial teacher education [ITE] courses in the United Kingdom and worldwide is very limited. England educates pre-service primary teachers of 5-11 year olds to be "generalists" who teach the full range of curriculum subjects, including geography. This article identifies that the provision of…

  10. Preservice Teachers' Learning with Yuin Country: Becoming Respectful Teachers in Aboriginal Education

    Science.gov (United States)

    McKnight, Anthony

    2016-01-01

    The ownership of Aboriginal knowledge and the Aboriginal perspective presented in school curriculum is always with Country. A number of preservice teachers were taken to a sacred story, "Gulaga a Living Spiritual Mountain," to participate in an elective subject to engage in respectful reciprocal relationship with Country. The…

  11. Preservice Teachers and Religion: Serious Gaps in Religious Knowledge and the First Amendment

    Science.gov (United States)

    Marks, Melissa J.; Binkley, Russell; Daly, James K.

    2014-01-01

    Recognizing the influence of religion on people's worldview and daily lives, we wondered if elementary and secondary social studies preservice teachers knew enough about religions not only to be culturally responsive in a classroom but also whether they knew enough to teach about these religions within the appropriate curriculum. We used questions…

  12. Moving beyond Test-Prep Pedagogy: Dialoguing with Multicultural Preservice Teachers for a Quality Education

    Science.gov (United States)

    Rodríguez, Louie F.

    2013-01-01

    In a "post-NCLB era," the schooling experiences of mostly low-income students of color continue to be consumed by a test-prep pedagogy--narrowed curriculum, low expectations, and ignored relationships. In this article the author describes a pedagogical approach using educational dialogues to engage preservice teachers to critically…

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

    Science.gov (United States)

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

    2018-01-01

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

  14. Building Bridges Symposium: Linking the Disciplines during Pre-Service Teacher Education.

    Science.gov (United States)

    McBride, Lawrence, Ed.

    This program presents units of instruction by inter-disciplinary teams of preservice teacher education students showcasing student developed curriculum integration ideas. Lessons integrate the areas of social studies, language arts, business, science, industrial technology, and health. Presented in four sessions, Session 1 includes the following:…

  15. An Examination of Preservice Teachers' Capacity to Create Mathematical Modeling Problems for Children

    Science.gov (United States)

    Paolucci, Catherine; Wessels, Helena

    2017-01-01

    This study examined preservice teachers' (PSTs) capacity to create mathematical modeling problems (MMPs) for grades 1 to 3. PSTs created MMPs for their choice of grade level and aligned the mathematical content of their MMPs with the relevant mathematics curriculum. PSTs were given criteria adapted from Galbraith's MMP design principles to guide…

  16. A Revolving Model of Pre-Service Teacher Development in Mathematics

    Science.gov (United States)

    Wilson, Susanna

    2012-01-01

    This paper presents a theoretical model for the development of knowledge for teaching, based on a study of primary pre-service teachers (PSTs) in their final year of an Initial Teacher Education Programme. This model arose from findings about PSTs' perceptions of knowledge for mathematics teaching that were related to knowledge of the curriculum,…

  17. Transforming Pre-Service Teachers' Beliefs and Understandings about Design and Technologies

    Science.gov (United States)

    Best, Marnie

    2017-01-01

    Design and Technologies challenges students to think differently: to think critically and creatively. Yet, how, when and why students are exposed to Design and Technologies curriculum in school classrooms is at the prerogative of their teacher. For this reason, it is imperative that pre-service teachers are inspired by and engaged through…

  18. Animating Preservice Teachers' Noticing

    Science.gov (United States)

    de Araujo, Zandra; Amador, Julie; Estapa, Anne; Weston, Tracy; Aming-Attai, Rachael; Kosko, Karl W.

    2015-01-01

    The incorporation of animation in mathematics teacher education courses is one method for transforming practices and promoting practice-based education. Animation can be used as an approximation of practice that engages preservice teachers (PSTs) in creating classroom scenes in which they select characters, regulate movement, and construct…

  19. Pre-service teachers challenges while interpreting statistical graphs

    Science.gov (United States)

    Wahid, Norabiatul Adawiah Abd; Rahim, Suzieleez Syrene Abdul; Zamri, Sharifah Norul Akmar Syed

    2017-05-01

    Nowadays statistical graphs has been widely used as a medium to communicate. Awareness of the important of statistical graphs have been realized by Ministry of Education. Therefore, Ministry of Education have included this topic into national standard curriculum as early as Standard 3. It proved that this field of study is important to our students. However pre-service teachers still faced some difficulties to comprehend various types of statistical graphs. Among the problem faced by those pre-service teachers are the difficulties to relate two statistical graphs that carrying related issues. Therefore this study will look at the types of difficulties faced by pre-service teachers when they need to interpret two statistical graphs which carried related issues. We focus on data which came from interviews which gives evidence of several problems faced by pre-service teachers when they try to comprehend those graphs that are related with each other. The discussion of results might contribute to an understanding of the complexity of the interpretation of such graphs, and to the possible solutions that can be used to cater on the problems arise.

  20. A Study on the Impact of Observation Assimilation on the Numerical Simulation of Tropical Cyclones JAL and THANE Using 3DVAR

    KAUST Repository

    Viswanadhapalli, Yesubabu

    2013-12-08

    In this work, the impact of assimilation of conventional and satellite remote sensing observations (Oceansat-2 winds, MODIS temperature/humidity profiles) is studied on the simulation of two tropical cyclones in the Bay of Bengal region of the Indian Ocean using a three-dimensional variational data assimilation (3DVAR) technique. The Weather Research and Forecasting (WRF)-Advanced Research WRF (ARW) mesoscale model is used to simulate the severe cyclone JAL: 5–8 November 2010 and the very severe cyclone THANE: 27–30 December 2011 with a double nested domain configuration and with a horizontal resolution of 27 × 9 km. Five numerical experiments are conducted for each cyclone. In the control run (CTL) the National Centers for Environmental Prediction global forecast system analysis and forecasts available at 50 km resolution were used for the initial and boundary conditions. In the second (VARAWS), third (VARSCAT), fourth (VARMODIS) and fifth (VARALL) experiments, the conventional surface observations, Oceansat-2 ocean surface wind vectors, temperature and humidity profiles of MODIS, and all observations were respectively used for assimilation. Results indicate meager impact with surface observations, and relatively higher impact with scatterometer wind data in the case of the JAL cyclone, and with MODIS temperature and humidity profiles in the case of THANE for the simulation of intensity and track parameters. These relative impacts are related to the area coverage of scatterometer winds and MODIS profiles in the respective storms, and are confirmed by the overall better results obtained with assimilation of all observations in both the cases. The improvements in track prediction are mainly contributed by the assimilation of scatterometer wind vector data, which reduced errors in the initial position and size of the cyclone vortices. The errors are reduced by 25, 21, 38 % in vector track position, and by 57, 36, 39 % in intensity, at 24, 48, 72

  1. Visual Literacy in Preservice Teachers: a Case Study in Biology

    Science.gov (United States)

    Ruiz-Gallardo, José Reyes; García Fernández, Beatriz; Mateos Jiménez, Antonio

    2017-07-01

    In this study, we explore the competence of preservice teachers (n = 161) in labelling and creating new cross-sectional human diagrams, based on anatomy knowledge depicted in longitudinal sections. Using educational standards to assess visual literacy and ad hoc open questions, results indicate limited skills for both tasks. However, their competence is particularly poor creating diagrams, where shortcomings were observed not only in visual literacy but in content knowledge. We discuss the misconceptions detected during these assessments. Visual literacy training should be strengthened for these students, as it is a skill that is especially important for future teachers to use in learning, assessing, and reflecting on content in science education. This is particularly important in preservice teachers since they should be fluent in the use of visual teaching tools in teaching anatomy and other content in the biology curriculum.

  2. Language Arts Teacher Education within a Transdisciplinary Curriculum.

    Science.gov (United States)

    Lauritzen, Carol; Jaeger, Michael

    1994-01-01

    Describes a full-time, six-week block which immerses preservice teachers in a self-directed, collaborative, transdisciplinary learning adventure that they translate into a teaching adventure. Shares a vision of what teacher education can be by describing examples of learning contexts, the supportive curriculum model, and the effects these…

  3. Developing a Framework For The Assessment Of Pre-Service Physics Teachers’ Energy Literacy

    Science.gov (United States)

    Yusup, Muhamad; Setiawan, Agus; Rustaman, Nuryani Y.; Kaniawati, Ida

    2017-07-01

    Energy concept is one key component in physics education. Pre-service physics teachers are expected have energy literacy as their learning experience and for preparing their professional teaching. Measuring their energy literacy is therefore very important and its results are useful not only for faculty but also for national curriculum developers and policy makers. Yet there is no assessment instrument to measure how literate they are. In this paper, we develop an assessment framework to measure pre-service physics teachers’ energy literacy.

  4. Developing Digital Simulations and its Impact on Physical Education of Pre-Service Teachers

    Directory of Open Access Journals (Sweden)

    Esther Zaretsky

    2006-08-01

    Full Text Available The creation of digital simulations through the use of computers improved physical education of pre-service teachers. The method which was based on up-to-date studies focuses on the visualization of the body's movements in space. The main program of the research concentrated on building curriculum for teaching physical education through computerized presentations. The pre-service teachers reported about their progress in a variety of physical skills and their motivation in both kinds of learning was enhanced.

  5. Vertical distribution, composition profiles, sources and toxicity assessment of PAH residues in the reclaimed mudflat sediments from the adjacent Thane Creek of Mumbai.

    Science.gov (United States)

    Basavaiah, N; Mohite, R D; Singare, P U; Reddy, A V R; Singhal, R K; Blaha, U

    2017-05-15

    A study on vertical distribution of magnetic susceptibility, carcinogenic and endocrine disrupting PAHs was performed in the reclaimed mudflat sediments adjacent to the Thane Creek of Mumbai. The 5-rings PAHs and ΣC-PAHs were more dominant at 120cm depth contributing 52.23% and 60.19% respectively to ∑PAHs. The average ratio values of LMW/HMW PAHs (0.58); Fla/(Fla+Pyr) (0.50); Ant/(Ant+Phe) (0.50); BaA/(Chry+BaA) (0.48); BaP/BghiP (2.06), Phe/Ant (1.03) and BaA/Chr (0.93) indicate that the PAH contamination might have raised due to inefficient combustion and pyrogenic emissions during the open burning of solid waste in the vicinity. This was further supported by the anthropogenic ferri(o)magnetic loading over the last 100years influencing the Creek sediments. The PAHs toxicity estimation was performed by calculating the toxic equivalent quantity (TEQ) value of 8.62ng TEQ/g which was below the safe level (600ng TEQ/g) suggested by the Canadian risk-based soil criterion for protection of human health. Copyright © 2017 Elsevier Ltd. All rights reserved.

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

    Science.gov (United States)

    Canipe, Martha Murray

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

  7. Teacher Preparedness in the Implementation of the Integrated Business Studies Curriculum in Public Secondary Schools in Kenya

    Science.gov (United States)

    Jerotich, Florah; Kurgat, Susan J.; Kimutai, Chris K.

    2017-01-01

    The main purpose of this paper was to assess teacher preparedness in the implementation of the integrated Business Studies curriculum in public secondary schools in Kenya. Specifically, the study sought to: find out the level of preservice training of the Business Studies teachers implementing the integrated Business Studies curriculum and to find…

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

    Science.gov (United States)

    Alazmi, Fatemah M.

    2017-01-01

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

  9. The Plot Thickens: Supporting Pre-Service Teachers in Authentic Use of Cooperative Learning through the Storypath Instructional Approach

    Science.gov (United States)

    Stevahn, Laurie; McGuire, Margit E.

    2017-01-01

    Pre-service teachers typically find it challenging to implement cooperative learning authentically in schools given the complexities of classroom environments. Curriculum integration also is demanding because it requires combining research-informed pedagogies and best practices to promote academic and social learning. This article describes how…

  10. Development of Pre-Service Teachers' Information and Communication Technology (ICT) in Education Competencies in a Mainland Chinese University

    Science.gov (United States)

    Lim, Cher Ping; Yan, Hanbing; Xiong, Xibei

    2015-01-01

    This paper examines how the design and implementation of a core teacher education course develops pre-service teachers' information communication technology (ICT) in education competencies in a mainland Chinese university. This course adopted a four-component instructional design system to develop its curriculum, incorporated an inquiry-based…

  11. Choices in the Design of Inclusive Education Courses for Pre-Service Teachers: The Case of a South African University

    Science.gov (United States)

    Walton, Elizabeth; Rusznyak, Lee

    2017-01-01

    It is expected that that pre-service teachers are adequately equipped to meet the needs of diverse students. This article discusses the choices that teacher educators must make in designing inclusive education courses. The first choice is whether inclusive education will be infused into the curriculum or presented as a stand-alone course. If the…

  12. Elementary education preservice teachers' understanding of biotechnology and its related processes.

    Science.gov (United States)

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

    2011-07-01

    This study examined preservice teachers' understanding of biotechnology and its related processes. A sample comprised 88 elementary education preservice teachers at a large university in the Midwest of the USA. A total of 60 and 28 of the participants were enrolled in introductory and advanced science methods courses, respectively. Most participants had taken two integrated science courses at the college level. Data were collected using a questionnaire, which had open-ended items and which required participants to write the definitions and examples of the following terms: biotechnology, genetic engineering, cloning and genetically modified foods. The results indicate that preservice teachers had limited understanding of biotechnology and its related processes. The majority of the preservice teachers provided poor definitions, explanations, and examples of biotechnology, genetic engineering and genetically modified foods. Surprisingly, however, a moderate number of preservice teachers correctly defined cloning and provided correct examples of cloning. Implications for science teacher education, science curriculum, as well as recommendations for further research are discussed. Copyright © 2011 Wiley Periodicals, Inc.

  13. A study of prevalence of Sexually Transmitted Infections & response to syndromic treatment among married women of reproductive age group in rural area of Parol Primary Health Centre under Thane district

    Directory of Open Access Journals (Sweden)

    Vibha V. Gosalia

    2013-05-01

    Full Text Available Objectives To study prevalence of Sexually Transmitted Infections (STIs - symptomatic, clinical & laboratorial& response to syndromic treatment in among STI groups. Design Community based interventional study Setting Rual area-Parol Primary Health Centre(PHC, District Thane, Maharashtra state. Poulation Women of reproductive age groups 15 -45 years Methods Present Community based interventional study was conducted among representative group of 415 women of reproductive age groups who were selected by simple random sampling technique in Parol PHC, District Thane, Maharashtra state. All symptomatic & asymptomatic women were counseled for examination & investigations & given syndromic treatment. Follow-up done to assess impact of syndromic treatment. Main Outcome Prevalence of STI symptomatically was 39%, clinically 32.3% & Laboratorial 26%. After syndromic treatment, prevalence of STIs was significantly reduced. Statistical Analysis Z test Results Of the surveyed women (415, prevalence of STI symptomatically was 39%, clinically 32.3% & Laboratorial 26%. The most common presenting symptom was vaginal discharge (36.4% followed by Burning Micturition (24.7%, Vulval itching (17.3%, Lower abdominal pain (13% & Genital ulcer (8.6%. Clinically, 55.2% women were diagnosed as cervicitis & 44.8% as PID. Laboratorial diagnosed STIs were - vaginal candidiasis 46.3%, Bacterial vaginosis 25%, Trichmoniasis 19.4 %, Genital Herpes 7.4% & HIV 1.9%. After syndromic treatment, prevalence of STIs has statistically significantly reduced. Conclusion Syndromic Rx & health education can definitely reduce STIs.

  14. A study of prevalence of sexually transmitted infections & response to syndromic treatment among married women of reproductive age group in rural area of Parol Primary Health Centre under Thane district, Mahrashtra , India

    Directory of Open Access Journals (Sweden)

    Parmar Mehul Tribhovandas

    2013-07-01

    Full Text Available Objectives To study prevalence of Sexually Transmitted Infections (STIs - symptomatic, clinical & laboratorial & response to syndromic treatment in among STI groups. Design Community based interventional study Setting Rual area-Parol Primary Health Centre(PHC, District Thane, Maharashtra state. Poulation Women of reproductive age groups 15 -45 years Methods Community based interventional study, conducted among representative group of 415 women of reproductive age groups, by simple random sampling technique in Parol PHC, District Thane, Maharashtra state. All symptomatic & asymptomatic women were counseled for examination & investigations & given syndromic treatment. Follow-up done to assess impact of syndromic treatment. Main Outcome Prevalence of STI symptomatically was 39%, clinically 32.3% & Laboratorial 26%. After syndromic treatment, prevalence of STIs has statistically significantly reduced. Statistical Analysis Z-test Results Of the surveyed women (415, prevalence of STI symptomatically was 39%, clinically 32.3% & Laboratorial 26%. The most common presenting symptom was vaginal discharge (36.4% followed by Burning Micturition (24.7%, Vulval itching (17.3%, Lower abdominal pain (13% & Genital ulcer (8.6%. Clinically, 55.2% women were diagnosed as cervicitis & 44.8% as PID. Laboratorial diagnosed STIs were - vaginal candidiasis 46.3%, Bacterial vaginosis 25%, Trichmoniasis 19.4 %, Genital Herpes 7.4% & HIV 1.9%. After syndromic treatment, prevalence of STIs has statistically significantly reduced. Conclusion: Syndromic Rx & health education can definitely reduce STIs.

  15. A study of prevalence of sexually transmitted infections & response to syndromic treatment among married women of reproductive age group in rural area of Parol Primary Health Centre under Thane district, Mahrashtra , India

    Directory of Open Access Journals (Sweden)

    Parmar Mehul Tribhovandas

    2013-01-01

    Full Text Available Objectives To study prevalence of Sexually Transmitted Infections (STIs - symptomatic, clinical & laboratorial & response to syndromic treatment in among STI groups. Design Community based interventional study Setting Rual area-Parol Primary Health Centre(PHC, District Thane, Maharashtra state. Poulation Women of reproductive age groups 15 -45 years Methods Communitybasedinterventionalstudy,conductedamongrepresentativegroupof415womenof reproductive age groups, by simple random sampling technique in Parol PHC, District Thane, Maharashtra state. All symptomatic & asymptomatic women were counseled for examination & investigations & given syndromic treatment. Follow-up done to assess impact of syndromic treatment. Main Outcome Prevalence of STI symptomatically was 39%, clinically 32.3% & Laboratorial 26%. After syndromic treatment, prevalence of STIs has statistically significantly reduced Statistical Analysis Z-test Results Of the surveyed women (415, prevalence of STI symptomatically was 39%, clinically 32.3% & Laboratorial 26%. The most common presenting symptom was vaginal discharge (36.4% followed by Burning Micturition (24.7%, Vulval itching (17.3%, Lower abdominal pain (13% & Genital ulcer (8.6%. Clinically, 55.2% women were diagnosed as cervicitis & 44.8% as PID. Laboratorial diagnosed STIs were - vaginal candidiasis 46.3%, Bacterial vaginosis 25%, Trichmoniasis 19.4 %, Genital Herpes 7.4% & HIV 1.9%. After syndromic treatment, prevalence of STIs has statistically significantly reduced. Conclusion: Syndromic Rx & health education can definitely reduce STIs.

  16. THE PRACTICE OF GENRE-BASED PEDAGOGY IN INDONESIAN SCHOOLS: A CASE OF PRESERVICE TEACHERS IN BANDUNG, WEST JAVA PROVINCE

    Directory of Open Access Journals (Sweden)

    Iyen Nurlaelawati

    2017-05-01

    Full Text Available This paper reports preservice teachers’ knowledge and understanding about genre-based pedagogy in the curriculum and its implementation in their EFL classrooms. Six participants who were taking their teaching practicum program in two different state schools took part in the study. Employing a case study design, the data were collected through questionnaire, observations, interviews, and document analysis (lesson plans. The findings show that the preservice teachers had varying degrees of knowledge and understanding of what genre-based pedagogy is and how to apply it in the teaching and learning. All of them, though, believe that genre-based pedagogy is very useful and applicable in EFL teaching and learning. Out of the six participants, four employed the pedagogy in their classroom teaching and learning. There is, however, a gap between what the preservice teachers know and understand about genre-based pedagogy and how they apply it in the classroom. Most of the preservice teachers skip the most important part in genre-based pedagogy, namely building knowledge of the field. They also do not give feedback to their students’ writing. These findings have some implications for the English teacher education in Indonesia. Teacher education institutes should pay more attention on preservice teachers’ practices in the classroom. Cooperation between the teacher supervisor, lecturer, and preservice teachers is really needed.

  17. Utilisation de la post-décharge d'un plasma micro-ondes d'air ou d'azote pour valoriser le méthane

    Science.gov (United States)

    Oumghar, A.; Legrand, J. C.; Diamy, A. M.; Turillon, N.; Ben-Aïm, R. I.

    1994-01-01

    Valorization of methane is obtained by means of the reaction with a plasma. The plasma is produced in a quartz tube (30 mm in diameter) crossing a wave guide. The energy is supplied by a generator (Thomson CSF, 2 450 MHz, 15 to 1 500 W). Directional couplers followed by an attenuator and thermistor detectors enable forward Pi_i and reflected Pi_r power to be measured. Methane is introduced in the post-discharge zone through five tubes symmetrically arranged around the reactor. Methane consumption α, selectivity SX and yield RX are measured as a function of the following parameters : β methane/air ratio, F gaz flow, d distance where methane is introduced in the plasma, P pressure, Pi microwave power absorbed by air or nitrogen. It appears that acetylene is the major hydrocarbon obtained. The corresponding selectivity is increased when Pi and P are increased or when d and F are decreased. The optimum value of β is 4/5. If the best experimental conditions are selected, selectivity of total C2 reaches 44 % with a conversion ratio of 80 %. By decreasing methane/air ratio, carbon monoxide yield is increased. The ratio acetylene/ethylene can by varied without changing the conversion ratio, by introducing a catalyst in the post reaction zone. La valorisation du méthane est réalisée dans la post-décharge d'un plasma microondes (2 450 MHz) d'air ou d'azote. Lorsque la décharge est produite dans l'azote, les principaux produits dosés sont l'acétylène, l'éthylène, l'éthane et l'hydrogène. Lorsque la décharge est produite dans l'air, on dose en outre le monoxyde de carbone. Le taux de conversion du méthane ainsi que la sélectivité des produits ont été déterminés en fonction des paramètres expérimentaux suivants : proportion méthane/gaz plasmagène, flux gazeux, distance d'introduction du méthane dans la post-décharge, pression et puissance micro-ondes. Le procédé expérimenté permet d'obtenir des rendements chimiques importants et d'éviter la

  18. International Curriculums.

    Science.gov (United States)

    Neal, Larry L.

    This workshop presentation on international curriculums in the field of parks, recreation, leisure, cultural services, and travel/tourism comments that the literature is replete with articles addressing what the field is about, but not about curriculum issues, models, and structure. It reports an international survey of 12 college educators…

  19. The relationship between pre-service elementary teachers' scientific literacy and their self-efficacy in teaching science

    Science.gov (United States)

    Al Sultan, Adam

    The purpose of this study is threefold. First, this study examined pre-service elementary teachers' scientific literacy levels. Second, this study examined pre-service elementary teachers' personal and subject-specific self-efficacy levels toward teaching science. Third, this study investigated the extent to which pre-service elementary teachers' scientific literacy levels and subject-specific self-efficacy levels are related. This study involved 49 pre-service elementary teachers (4 male and 45 female) registered in two science methods courses at a mid-sized university in the Midwestern United States. Data were collected using the Test of Basic Scientific Literacy (TBSL), the Science Teaching Efficacy Belief Instrument-Preservice (STEBI-B), and Beliefs About Teaching (BAT). Results show that the pre-service elementary teachers in both groups had a satisfactory level of scientific literacy. There was a significant difference in the score for personal self-efficacy and subject-specific self-efficacy among the participants in the advanced science methods course. Participants in the advanced science methods course had an existing relationship between scientific literacy and subject-specific self-efficacy in teaching science. These results have implications on teacher preparation programs and science education research. Specifically, this study provided an indication of the level of scientific literacy and self-efficacy of pre-service elementary teachers as an attempt to inform policy makers and educational researchers about how realistic they are in their perception related to the pre-service elementary teachers' skills to achieve the goals of science curriculum.

  20. Capacity building of skilled birth attendants: a review of pre-service education curricula.

    Science.gov (United States)

    Adegoke, Adetoro A; Mani, Safiyanu; Abubakar, Aisha; van den Broek, Nynke

    2013-07-01

    to assess the level, type and content of pre-service education curricula of health workers providing maternity services against the ICM global standards for Midwifery Education and Essential competencies for midwifery practice. We reviewed the quality and relevance of pre-service education curricula of four cadres of health-care providers of maternity care in Northern Nigeria. we adapted and used the ICM global standards for Midwifery Education and Essential competencies for midwifery practice to design a framework of criteria against which we assessed curricula for pre-service training. We reviewed the pre-service curricula for Nurses, Midwives, Community Health Extension Workers (CHEW) and Junior Community Health Extension Workers (JCHEW) in three states. Criteria against which the curricula were evaluated include: minimum entry requirement, the length of the programme, theory: practice ratio, curriculum model, minimum number of births conducted during training, clinical experience, competencies, maximum number of students allowable and proportion of Maternal, Newborn and Child Health components (MNCH) as part of the total curriculum. four pre-service education programmes were reviewed; the 3 year basic midwifery, 3 year basic nursing, 3 year Community Health Extension Worker (CHEW) and 2 year Junior Community Health Extension Worker (JCHEW) programme. Findings showed that, none of these four training curricula met all the standards. The basic midwifery curriculum most closely met the standards and competencies set out. The nursing curriculum showed a strong focus on foundations of nursing practice, theories of nursing, public health and maternal newborn and child health. This includes well-defined modules on family health which are undertaken from the first year to the third year of the programme. The CHEW and JCHEW curricula are currently inadequate with regard to training health-care workers to be skilled birth attendants. although the midwifery curriculum

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

    Science.gov (United States)

    Gyimah, Emmanuel Kofi; Amoako, R.

    2016-01-01

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

  2. Transforming Pedagogies: Encouraging Pre-Service Teachers to Engage the Power of the Arts in Their Approach to Teaching and Learning

    Science.gov (United States)

    McLaren, Mary-Rose; Arnold, Julie

    2016-01-01

    This paper describes and analyses, through the use of case studies, two experiences of transformative learning in an undergraduate arts education unit. Pre-service teachers designed and engaged with arts-based curriculum activities, created their own artwork, participated in a modified production of The Tempest and kept a reflective journal. These…

  3. The Impact of Occupational Socialization on Physical Education Pre-Service Teachers' Beliefs about Four Important Curricular Outcomes: A Cross-Sectional Study

    Science.gov (United States)

    Adamakis, Manolis; Zounhia, Katerina

    2016-01-01

    Most national Physical Education (PE) curriculums worldwide are based on a variety of outcome goals. The most important are physical activity and fitness, self-actualization, motor skill development and social development. Capturing PE Teacher Education pre-service teachers' beliefs toward these outcomes may offer a useful insight into the process…

  4. Restructuring Pre-Service Education.

    Science.gov (United States)

    Callison, Daniel

    1995-01-01

    Describes steps for improving preservice teacher education, including the training of school library media specialists. Highlights include behavioral aspects, including imitation, isolation, transfer, and technique; technological aspects; and the evolution of library and information literacy skills of the school media specialist. (LRW)

  5. Professionality, Preservice Teachers, and Twitter

    Science.gov (United States)

    Gomez, Miguel; Journell, Wayne

    2017-01-01

    In this study, we explore how preservice teachers utilized Twitter during one middle grades social studies methods course. Specifically, we analyzed how various Twitter assignments--following specific accounts, weekly communication with class members, and participation in #sschats--contributed to either "restricted" or…

  6. Preservice Teachers' Understanding of Variable

    Science.gov (United States)

    Brown, Sue; Bergman, Judy

    2013-01-01

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

  7. Predominance of Procedural Knowledge and Between-Operation Interference as Deduced from Fraction Errors of Preservice Teachers

    Directory of Open Access Journals (Sweden)

    Amancio L. Cantoria, Jr.

    2016-11-01

    Full Text Available The study of fractions in Philippine mathematics curriculum starts as early as first grade. In spite of the regular rehearsal of this mathematical topic through secondary school level, many students reach college without showing adequate skills in fraction. This study determined the performance and analyzed the errors of preservice teachers in dealing with fractions. Findings revealed that preservice teachers’ performance in solving fractions reached an unacceptable level. Prevalent errors were demonstrated when adding dissimilar fractions, adding a mixed number and a fraction, and multiplying a mixed number by a fraction, because the dominant procedural knowledge in fraction addition interferes with their knowledge of fraction multiplication, and vice versa. Moreover, preservice teachers exhibit low level of content knowledge of fractions as shown in their inability to add common fractions and their failure to translate mixed numbers into equivalent fractions.

  8. Transitions and Transformations in Philippine Physics Education Curriculum: A Case Research

    Science.gov (United States)

    Morales, Marie Paz E.

    2017-01-01

    Curriculum, curricular transition and reform define transformational outcome-based education (OBE) in the Philippine education system. This study explores how alignment may be done with a special physics education program to suit the OBE curricular agenda for pre-service physics education, known as an outcome-based teacher education curriculum…

  9. Community Inquiry and Curriculum Development: A Relevant Education for Teachers about the Vietnam War

    Science.gov (United States)

    Dentith, Audrey M.; McCarry, David S.

    2003-01-01

    In this article, the authors describe an innovative university-based project that connected graduate-level, preservice, and beginning teachers enrolled in a curriculum class for secondary and elementary teaching certification with a community-based war museum memorial and educational center. The course required these teachers to construct units on…

  10. PRESERVICE TEACHERS ON TEACHING WITH AND ABOUT ICT: AN INDONESIAN STUDY

    Directory of Open Access Journals (Sweden)

    Stefanus Christian Relmasira

    2016-09-01

    Full Text Available Teaching about and with digital technologies continues to challenge teachers. Aligned with the permeation of Information Communication Technologies (ICT in our daily lives is the challenge of ICT in the classroom. Curriculum writers strive to identify declarative and procedural knowledge needed by future citizens. Teachers strive to design ICT-enabled learning that engages contemporary learners.  The identity of a teacher of ICT and using ICT for learning challenges preservice teachers as they create their own identity in the classroom.  These challenges cross borders, both geographical and cultural. Using a research approach developed by Hunt (2015, preservice teachers in a teacher education program in Central Java, Indonesia were asked to draw what teachers and ICT look like, sound like, and feel like. This study builds upon the ideas of Goodenough (1926 and Chambers (1983 to examine the views of teachers and ICT held by preservice teachers. These findings can inform the design of teacher education programs in supporting preservice teachers to build their self-efficacy as teachers teaching with and about ICT in their classroom and contribute to the construction of professional learning post-graduation.

  11. Pre-service Teachers' Subject Knowledge of and Attitudes about Radioactivity and Ionising Radiation

    Science.gov (United States)

    Denys Colclough, Nicholas; Lock, Roger; Soares, Allan

    2011-02-01

    This study focussed on secondary school (11-18 years) pre-service teachers' (n = 73) knowledge of and attitudes towards risks associated with alpha, beta, and gamma radiations. A multi-method approach was used with physics, chemistry, biology, and history graduates undertaking the one-year initial teacher training, Post Graduate Certificate in Education course at a university in central England. A novel research tool, involving interviews about real concrete contexts and first-hand data collection with radioactive sources, was employed to gain insights into a sub-set of the sample (n = 12) of pre-service teachers' subject knowledge of and attitudes towards risk. The subject knowledge of all the pre-service teachers was also measured using a Certainty of Response Index instrument; multiple-choice questions with associated confidence indicators. Although the physicists displayed the higher levels of knowledge, they also demonstrated limitations in their knowledge and held misconceptions such as irradiation being confused with contamination. Physics graduates hold more rational attitudes and a greater willingness to accept risk while the attitudes of graduates in the other subject disciplines are more disparate. These findings raise questions about the extent to which pre-service science and history teachers have the knowledge necessary to teach this topic. The article concludes with discussion of the implications these findings have for initial teacher training, continuing professional development needs for teachers already in the profession, and curriculum developers.

  12. Developing the language of thinking within a classroom community of inquiry: pre-service teachers' experiences

    Directory of Open Access Journals (Sweden)

    Lena Green

    2012-01-01

    Full Text Available We argue that the "community of inquiry" approach, using reading materials modelled on Lipman's Philosophy for Children programme, is a theoretically justified and teacher-friendly means of promoting effective thinking skills. The stimulus materials, used by the pre-service teachers, consist ofshort stories ofclassroom life designed to elicit children's ideas for further discussion as a community of inquiry. Research has shown that the community of inquiry approach to classroom discussion is perceived positively by educators and teachers and makes a difference to learners. This study explored how the Intermediate and Senior Phase pre-service teachers experienced a classroom community of inquiry by using a qualitative research design with 47 final year pre-service teachers. Data consisted of written reflections from the whole class and recordings of two focus group interviews with selected individuals from the group. From the analysis of the data, the following themes became evident: personal and professional development, changes in learners, contextual concerns, and curriculum links. We conclude that this approach is a valuable addition to the pedagogical strategies of pre-service teachers.

  13. L’apport de lin dans la ration des vaches laitières : Effets sur la production, la composition du lait et des produits laitiers, les émissions de méthane et les performances de reproduction

    OpenAIRE

    Brunschwig, Philippe; Hurtaud, Catherine; Chilliard, Yves; Glasser, Frederic

    2010-01-01

    La supplémentation en lin des rations des vaches laitières est une pratique qui se développe, avec pour objectifs l'amélioration de la qualité nutritionnelle du lait et la diminution des rejets de méthane. En effet, la recherche de laits moins riches en Acides Gras (AG) saturés et avec un rapport plus faible entre acide linoléique et acide linolénique, incite à utiliser des aliments riches en acides gras polyinsaturés (et en particulier en acide alpha-linolénique C18:3 n-3) pour corriger des ...

  14. VIRTUAL OR PHYSICAL: In-service and Pre-Service Teacher’s Beliefs and Preferences on Manipulatives

    Directory of Open Access Journals (Sweden)

    Yasar AKKAN,

    Full Text Available Although the use of physical manipulatives, which have been emphasized to use in preschool education program and primary and secondary mathematics curriculum, in classroom environments is old, it is very new to use virtual manipulatives in classroom environments. The selection, preparation, and the integration to learning environments of both types of manipulatives are the most basic duties of teachers. However, the experiences, of using the physical and virtual manipulatives in course environments, of teachers and pre-service teachers are influenced by beliefs about the nature, teaching and learning of mathematics. The aim of this study is to determine and compare the beliefs of teachers and pre-service teachers in different branches for the use of virtual and physical manipulatives in mathematics education. For this purpose, 148 teachers, in the provinces of Trabzon, Kars and Gümüşhane, and 228 pre-service teachers, in the Education Faculties of Karadeniz Technical University and Kafkas University, have been applied two types of scales and interviews have been conducted with 40 teachers and pre-service teachers selected from that sample. Frequencies, percentages and arithmetic averages have been used to analyze the data. As a result, the majority of teachers and pre-service teachers have been identified to carry positive beliefs for the use of virtual and physical manipulatives in mathematics education and they have expressed that they desire to use both types of manipulatives more in the future.

  15. THE IMPLICATION OF PRE-SERVICE TEACHERS BELIEF ABOUT GRAMMAR TEACHING AND LEARNING FOR ENGLISH LANGUAGE POLICY IN INDONESIA

    Directory of Open Access Journals (Sweden)

    Cecilia Titiek Murniati

    2016-07-01

    Full Text Available Recent studies have suggested that teachers beliefs have a significant influence on actual classroom practice and, consequently, on students achievements. However, little research has been done to investigate the influence of Indonesian language policy and teachers beliefs. The study reported seeks to examine the influence of English language policy on pre-service teacher's beliefs about the teaching of English language grammar in Indonesian schools. The research participants were pre-service teachers who have taken the subjects of Structure, Teaching Methods, and Micro-teaching in three public and private universities in Central Java and Yogyakarta Special District. Due to time and scheduling limitations, the sampling method used in this study was convenient sampling. Documentation, survey schedules, interviews, focus group discussions were used to gather the data. The findings revealed that although the language policy in Indonesia has put English language teaching and learning within the framework of communicative competence since the enactment of the 2006 School-based Curriculum, the pre-service teachers still believed that traditional method of teaching grammar (explicit grammar instruction was imperative to use. The pre-service teachers tended to exclude English language policy enacted by Indonesian government in their discussion about teachers beliefs. Instead, the pre-service teachers constructed their beliefs about English language grammar teaching and learning process on their prior experiences in learning and teaching grammar.

  16. Cyberbullying in Schools: An Examination of Preservice Teachers' Perception

    Science.gov (United States)

    Li, Qing

    2008-01-01

    This study examines preservice teachers' perceptions about cyberbullying. Specifically, the following questions guide the research: (i) To what extent are preservice teachers concerned about cyberbullying? (ii) How confident are preservice teachers in managing cyberbullying problems? (iii) To what extent do preservice teachers feel prepared to…

  17. Pre-service Teacher Extraneous Cognitive Load in the Pedagogical Content and Knowledge of Solar System Course

    Science.gov (United States)

    Permana, I.; Redjeki, S.; Hamidah, I.; Safitri, N.

    2017-09-01

    This study reported the student’s Extraneous Cognitive Load (ECL) in the Pedagogical Content and Knowledge of solar system Course. Participants in the study were 31 pre-service elementary school teachers from the university in Bogor Indonesia. The data collected from ECL were obtained using a Likert 4-scale questionnaire and interview. After taking lectures, we asked for some mental effort from pre-service elementary school teachers to attend courses in order to assess the ECL. The courses include 3 topics and they were non-experimental worksheet, developing experimental worksheet using Vee Diagram framework, and analysis for curriculum by grade IV, V and VI. Results of the data analysis showed that the course strategy resulted by ECL was relatively low. The ECL increased in the course of curriculum analysis due to material complexity.

  18. Scientific Reasoning for Pre-service Elementary Teachers

    Science.gov (United States)

    Sadaghiani, Homeyra R.

    2010-10-01

    The objectives of K-12 teacher education science courses often focus on conceptual learning and improving students overall attitude towards science. It is often assumed that with the use of research-based curriculum material and more hands on inquiry approaches, without any explicit instruction, student scientific and critical thinking skills would also be enhanced. In the last three years, we have been investigating student scientific and evidence-based reasoning abilities in a K-8 pre-service science course at Cal Poly Pomona. After recognizing student difficulties understanding the elements of scientific reasoning, we have provided explicit feedback using a rubric to assist students to become more rigorous and reflective thinkers; to use appropriate and accurate vocabulary; exercise evidence-base reasoning; and develop skepticism with respect to their own views. We will share the rubric and report on the preliminary results.

  19. Supervising Pre-service CFL teachers: A case study

    DEFF Research Database (Denmark)

    Zhang, Chun

    2015-01-01

    This paper reports on a case study that examines the experience of one researcher supervising three pre-service CFL teachers, Mary Ma, Wendy Wen, and Sophie Shen in a Danish university over a period of 2011-2014 years. Mary, Wendy and Sophie were born in China, and had completed primary, secondary...... academic year. The study data is collected by using in-depth interview. Based on the data, the discussions of the data are devoted to three thematic headings: ‘Chinese’ teaching methods, ‘Danish’ learning style, and CFL teacher’s role. The researcher concludes that there is a gap between what...... they understood about the subject of 'Intercultural Competency' from Chinese universities and what they could actually apply it in the classroom within a Danish context. The study concludes by proposing an urge to strengthen the teaching of intercultural competency from a pedagogical aspect in their MA curriculum....

  20. Preservice laboratory education strengthening enhances sustainable laboratory workforce in Ethiopia.

    Science.gov (United States)

    Fonjungo, Peter N; Kebede, Yenew; Arneson, Wendy; Tefera, Derese; Yimer, Kedir; Kinde, Samuel; Alem, Meseret; Cheneke, Waqtola; Mitiku, Habtamu; Tadesse, Endale; Tsegaye, Aster; Kenyon, Thomas

    2013-10-28

    There is a severe healthcare workforce shortage in sub Saharan Africa, which threatens achieving the Millennium Development Goals and attaining an AIDS-free generation. The strength of a healthcare system depends on the skills, competencies, values and availability of its workforce. A well-trained and competent laboratory technologist ensures accurate and reliable results for use in prevention, diagnosis, care and treatment of diseases. An assessment of existing preservice education of five medical laboratory schools, followed by remedial intervention and monitoring was conducted. The remedial interventions included 1) standardizing curriculum and implementation; 2) training faculty staff on pedagogical methods and quality management systems; 3) providing teaching materials; and 4) procuring equipment for teaching laboratories to provide practical skills to complement didactic education. A total of 2,230 undergraduate students from the five universities benefitted from the standardized curriculum. University of Gondar accounted for 252 of 2,230 (11.3%) of the students, Addis Ababa University for 663 (29.7%), Jimma University for 649 (29.1%), Haramaya University for 429 (19.2%) and Hawassa University for 237 (10.6%) of the students. Together the universities graduated 388 and 312 laboratory technologists in 2010/2011 and 2011/2012 academic year, respectively. Practical hands-on training and experience with well-equipped laboratories enhanced and ensured skilled, confident and competent laboratory technologists upon graduation. Strengthening preservice laboratory education is feasible in resource-limited settings, and emphasizing its merits (ample local capacity, country ownership and sustainability) provides a valuable source of competent laboratory technologists to relieve an overstretched healthcare system.

  1. Fostering Pre-service Teachers' Self-Determined Environmental Motivation Through Green Chemistry Experiments

    Science.gov (United States)

    Karpudewan, Mageswary; Ismail, Zurida; Roth, Wolff-Michael

    2012-10-01

    The global environmental crisis intensifies particularly in developing nations. Environmental educators have begun to understand that changing the environmental impact requires not only changes in pro-environmental knowledge and attitudes but also in associated, self-determined motivation. This study was designed to test the hypothesis that a green chemistry curriculum changes Malaysian pre-service teachers' environmental motivation. Two comparable groups of pre-service teachers participated in this study. The students in the experimental group ( N = 140) did green chemistry experiments whereas the control group ( N = 123) did equivalent experiments in a traditional manner. Posttest results indicate that there is significant difference between both the groups for intrinsic motivation, integration, identification, and introjections scales and no differences for external regulation and amotivation scales. The qualitative analysis of interview data suggests that the changes are predominantly due to the personal satisfaction that participants derived from engaging in pro-environmental behavior.

  2. Creating Zines in Preservice Art Teacher Education

    Science.gov (United States)

    Klein, Sheri

    2010-01-01

    Preservice art teachers often reflect about their classroom observations and art teaching experiences through papers, journaling, and blogging. Zines, or "Do It Yourself" (DIY) magazines offer preservice teachers a unique and unconventional format to reflect on issues relevant to teaching art. This article discusses the definition of zines, their…

  3. Preservice Science Teachers' Beliefs about Astronomy Concepts

    Science.gov (United States)

    Ozkan, Gulbin; Akcay, Hakan

    2016-01-01

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

  4. Marginalizing TESOL: Preservice Teacher Training in Arizona

    Science.gov (United States)

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

    2011-01-01

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

  5. Preservice Teachers' Perceptions of Challenging Behavior

    Science.gov (United States)

    Butler, Anne; Monda-Amaya, Lisa

    2016-01-01

    Challenging behavior can have adverse effects on both students and teachers, and preservice teachers often report feeling ill prepared to manage this behavior. The purpose of this study was to examine (a) preservice teacher perceptions of student and teacher behavior during scenarios of challenging behavior, (b) alternative solutions or strategies…

  6. Preservice Teachers' Technology Self-Efficacy

    Science.gov (United States)

    Kent, Andrea M.; Giles, Rebecca M.

    2017-01-01

    Since efficacy of experienced teachers is difficult to change (Hoy, 2000), preservice teachers' technology self-efficacy is a creditable indicator of graduates' likelihood to use instructional technology throughout their careers. A study was conducted with elementary preservice teachers (n = 62) who completed a 5-item, Likert-type survey measuring…

  7. Slovenian Pre-Service Teachers' Prototype Biography

    Science.gov (United States)

    Lipovec, Alenka; Antolin, Darja

    2014-01-01

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

  8. 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 ...

  9. Early Childhood and Elementary Preservice Teachers' Beliefs.

    Science.gov (United States)

    Lin, Huey-Ling; Taylor, Janet; Gorrell, Jeffrey; Hazareesingh, Nedra; Carlson, Helen L.; Asche, Megan

    This study examined the relationship between preservice teachers' perceived efficacy and their beliefs about teaching and learning. Subjects were 382 preservice teachers enrolled in either an early childhood or elementary teacher preparation program. Statistical analysis of responses to a version of the Gibson and Dembo Teacher Efficacy Scale…

  10. Preservice Agricultural Education Teachers' Mathematics Ability

    Science.gov (United States)

    Stripling, Christopher T.; Roberts, T. Grady

    2012-01-01

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

  11. Preservice Teachers Connecting Mathematics and Drumming

    Science.gov (United States)

    Marshall, Anne Marie

    2014-01-01

    Increasingly, elementary classroom teachers are being called to teach a myriad of subjects, including visual art, dance, and music. Preservice teachers must be prepared to teach and integrate multiple subjects. To that end, preservice teachers will need experiences in their preparation that help them to see connections across content areas and…

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

    OpenAIRE

    Qing Li

    2009-01-01

    Please note: This article contains some text used by the author in other publications. This study examines preservice teachers’ perceptions about cyberbullying. Specifically, the following questions guide the research: (i) To what extent are preservice teachers concerned about cyberbullying? (ii) How confident are preservice teachers in managing cyberbullying problems? (iii) To what extent do preservice teachers feel prepared to deal with cyberbullying? (iv) To what extent do preservice t...

  13. Welding Curriculum.

    Science.gov (United States)

    Alaska State Dept. of Education, Juneau. Div. of Adult and Vocational Education.

    This competency-based curriculum guide is a handbook for the development of welding trade programs. Based on a survey of Alaskan welding employers, it includes all competencies a student should acquire in such a welding program. The handbook stresses the importance of understanding the principles associated with the various elements of welding.…

  14. Representing Curriculum

    Science.gov (United States)

    Gaztambide-Fernandez, Ruben

    2009-01-01

    Handbooks denote representative authority, which gives their content normative value and through which editors and authors can emphasize certain views and orientations within a field. The representative authority of a handbook is reinforced in various ways, both obvious and subtle. The "SAGE Handbook of Curriculum and Instruction" is no exception…

  15. Tourism Curriculum.

    Science.gov (United States)

    Alaska State Dept. of Education, Juneau. Div. of Adult and Vocational Education.

    This competency-based curriculum guide is a handbook for the development of tourism education programs. Based on a survey of Alaskan tourism employers, it includes all competencies a student should acquire in such a welding program. The handbook stresses the importance of understanding the principles associated with the various components of the…

  16. In-Service Professional Development and Constructivist Curriculum: Effects on Quality of Child Care, Teacher Beliefs, and Interactions

    Science.gov (United States)

    Howe, Nina; Jacobs, Ellen; Vukelich, Goranka; Recchia, Holly

    2011-01-01

    The purpose of this study was to assess three methods of delivering in-service professional development regarding constructivist curriculum for early childhood educators. Educators in 44 not-for-profit child care centres in three Canadian cities were studied; 94 educators with formal preservice training participated. The three methods were (a) a…

  17. Perceptions of Students from the Department of Computer Education and Instructional Technologies Regarding the Concept of Curriculum

    Science.gov (United States)

    Uyar, Melis Yesilpinar

    2017-01-01

    In the study, the purpose was to determine the perceptions of students from the department of Computer Education and Instructional Technologies regarding the concept of curriculum. The participants of the study conducted with the phenomenology research design were 212 preservice teachers. The research data were collected via document analysis and…

  18. Mathematical Model and Simulation of Gas Hydrate Reservoir Decomposition by Depressurization Modèle mathématique et simulation de dépressurisation et de décompression d’un réservoir d’hydrates de méthane

    Directory of Open Access Journals (Sweden)

    Zhao J.

    2012-05-01

    Full Text Available The numerical model for the depressurization of methane hydrates in a confined reservoir is presented based on mass conservation in porous media, incorporating multiphase flow theory and kinetics of gas hydrate dissociation. The universal implicit difference method is adopted, and the corresponding computer program is developed. During the production of the hydrate reservoir, distribution and the physical changes are analyzed and the gas hydrate dissociation and gas production law are studied from the computation. A numerical simulation shows that the reservoir pressure is descending slowly, which benefits the stabilization of the reservoir and inevitably decreases the efficiency in the production of gas hydrates in the depressurizing process. The gas production rate is controlled by the well pressure. The results are presented to show how this model may be used to estimate a lower downhole pressure of the well for hydrate recovery and how these results depend on reservoir and hydrate properties. Le modèle numérique présenté ici simule la dépressurisation d’hydrates de méthane dans un réservoir confiné; il se base sur le principe de conservation de la masse en milieu poreux, en intégrant la théorie de l’écoulement polyphasique et la cinétique de dissociation des hydrates de méthane. La méthode implicite et universelle des différences finies est utilisée et le programme informatique qui s’y rapporte est développé. Lors de l’exploitation du réservoir d’hydrates de méthane, la répartition et les changements physiques sont analysés et les lois sur la dissociation des hydrates de méthane et la production de gaz sont étudiées à partir des calculs. Une simulation numérique montre que la pression dans le réservoir diminue lentement, ce qui permet au réservoir de se stabiliser et diminue inévitablement le rendement de l’exploitation d’hydrates de méthane lors du processus de dépressurisation. Le rythme de

  19. Preservice Elementary Teachers’ Alternative Conceptions of Science

    Directory of Open Access Journals (Sweden)

    Isil Koc

    2016-09-01

    Full Text Available This study was conducted to investigate the extent to which preservice elementary teachers held alternative conceptions in fundemental elementary science concepts. Eighty-six preservice elementary teachers participated in this study. Twelve preservice elementary teachers participated in follow-up interviews. Data were collected through the use of Alternative Conceptions in Science Instrument (Schoon, & Boone, 1998, a participant information form, and utilization of interviews. The results indicated that the majority of preservice elementary teachers (67.4% held a number of alternative conceptions with mostly in the physical science. Various sources of alternative conceptions emerged during the interviews. Findings from the study also confirmed that science courses completed do not seem to have influenced participants’ alternative conceptions. Overall, the results of the study suggest that more consideration be given to identifying and modifying of the alternative conceptions of science so that teachers could better help their own students arriving at more accurate conceptions.

  20. Envisioning Curriculum as Six Simultaneities

    Science.gov (United States)

    Hussain, Hanin; Conner, Lindsey; Mayo, Elaine

    2014-01-01

    This paper uses the discourse of complexity thinking to envision curriculum as six partial and coupled facets that exist simultaneously: curriculum as structure, curriculum as process, curriculum as content, curriculum as teaching, curriculum as learning and curriculum as activity. Such a curriculum is emergent and self-organising. It is emergent…

  1. Knowledge of attention/deficit hyperactivity disorder (ADHD – a comparison of pre-service teachers in primary and special education in Germany

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    Yumi Lee

    2015-09-01

    Full Text Available Background Given that the majority of children with attention deficit hyperactivity disorder (ADHD attend regular classroom settings in Germany, it is necessary for teachers to be well prepared to provide these children appropriate care and education on the basis of accurate knowledge of ADHD. Pre-service teachers should have enough learning possibilities in their curriculum about ADHD. The purpose of this study was to investigate German pre-service teachers’ knowledge of ADHD by differentiating between their future school type, their study progress, their learning experiences, gender, and age. Participants and procedure The participants were 234 pre-service teachers of the University of Leipzig, Germany. The survey instrument constructed by Lee (2015 was slightly modified for pre-service teachers, and consists of the three subscales: (a characteristics of ADHD, (b causes of ADHD, and (c subtypes of ADHD. Results Total accuracy of the knowledge of German pre-service teachers was 51.60%, inaccuracy was 21.60%, and no information was 25.80%. German pre-service teachers who majored in special education have a significantly higher accuracy rate than those who majored in primary education. The knowledge profiles consisting of total knowledge score and three domain-specific subscores can be explained significantly (ANOVAs by the main effects and the interactions among the independent factors (a future school type, (b study progress, (c experience by curriculum, and (d personal experience. It was possible to discriminate significantly four pre-service teacher groups (differentiated by future school type and study progress on the basis of their knowledge profiles by a discriminant analysis. Conclusions Teachers are an important target group for ADHD research because they play a major role in early diagnosis of ADHD as well as supporting their development. During their education, pre-service teachers need to be prepared for dealing appropriately with

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

    Science.gov (United States)

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

    2013-12-01

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

  3. In-service teachers' perspectives of pre-service teachers' knowledge domains in science

    Directory of Open Access Journals (Sweden)

    M L Botha

    2011-01-01

    Full Text Available The concept of pedagogical content knowledge is integral to teaching as a profession and is often considered to be an important aspect of a teacher's lived experience. Pedagogical content knowledge (PCK is described as a transformation of teacher knowledge from a variety of domains of knowledge, which includes subject matter knowledge, pedagogical knowledge, and knowledge about content. This exploratory study reports on in-service natural science teachers' inferences regarding pre-service teachers' performance in natural science teaching, as observed during a practice teaching period. Perspectives of in-service teachers of the different knowledge domains of pre-service teachers during their final year were investigated. Semi-structured interviews, incorporating a specific set of open-ended questions, were conducted with in-service teachers following a practice teaching period of four weeks. The findings indicate that the in-service teachers rated the pre-service teachers positively in some knowledge domains but less positively in other knowledge domains. This has prompted some rethinking on the structure and presentation of the curriculum, in our undergraduate teacher education programme, to include and accommodate approaches that would enable better uptake of various knowledge domains and improve PCK development.

  4. Influence of an Intensive, Field-Based Life Science Course on Preservice Teachers' Self-Efficacy for Environmental Science Teaching

    Science.gov (United States)

    Trauth-Nare, Amy

    2015-08-01

    Personal and professional experiences influence teachers' perceptions of their ability to implement environmental science curricula and to positively impact students' learning. The purpose of this study was twofold: to determine what influence, if any, an intensive field-based life science course and service learning had on preservice teachers' self-efficacy for teaching about the environment and to determine which aspects of the combined field-based course/service learning preservice teachers perceived as effective for enhancing their self-efficacy. Data were collected from class documents and written teaching reflections of 38 middle-level preservice teachers. Some participants ( n = 18) also completed the Environmental Education Efficacy Belief Instrument at the beginning and end of the semester. Both qualitative and quantitative data analyses indicated a significant increase in PSTs' personal efficacies for environmental teaching, t(17) = 4.50, p = .000, d = 1.30, 95 % CI (.33, .90), but not outcome expectancy, t(17) = 1.15, p = .268, d = .220, 95 % CI (-.06, .20). Preservice teachers reported three aspects of the course as important for enhancing their self-efficacies: learning about ecological concepts through place-based issues, service learning with K-5 students and EE curriculum development. Data from this study extend prior work by indicating that practical experiences with students were not the sole factor in shaping PSTs' self-efficacy; learning ecological concepts and theories in field-based activities grounded in the local landscape also influenced PSTs' self-efficacy.

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

    Science.gov (United States)

    Groves, Fred H.; Pugh, Ava F.

    1999-01-01

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

  6. Uncovering Portuguese teachers’ difficulties in implementing sciences curriculum

    Directory of Open Access Journals (Sweden)

    Clara Vasconcelos

    2015-12-01

    Full Text Available Many countries recognize the positive and effective results of improving science education through the introduction of reforms in the sciences curriculum. However, some important issues are generally neglected like, for example, the involvement of the teachers in the reform process. Taking the sciences curriculum reform under analysis and benefitting from 10 years of teachers’ experiences in teaching sciences based on this curriculum, 19 semi-structure interviews were applied so as to identify the major difficulties felt by science teachers when implementing the Portuguese sciences curriculum in the third cycle of middle school (pupils’ age range of 12–15. Some of the difficulties depicted by the data analysis include: length of the curriculum, lack of time, unsuitable laboratory facilities, insufficient means and materials for experimental work, pupils’ indiscipline and little interest in learning sciences. Although less frequently mentioned, the lack of professional development was also referred to as a constraint that seems to play an essential role in this process. Some recommendations for improving the success of sciences curriculum reforms’ implementation are given: defining and conceptualizing curricular policies by relating the reality of both the schools and the science classrooms; reorganizing and restructuring pre-service teachers’ courses; organizing professional development courses for in-service teachers.

  7. Scaffolding preservice teachers' noticing of elementary students' scientific thinking

    Science.gov (United States)

    Hawkins, Susan R.

    To effectively meet students' needs, educational reform in science calls for adaptive instruction based on students' thinking. To gain an understanding of what students know, a teacher needs to attend to, probe, and analyze student thinking to provide information to base curricular decisions, upon. These three components make up the skill of noticing. Learning to notice is not easy for any teacher, but is especially difficult for preservice teachers, who lack the experience these skills require. Additionally they lack the professional knowledge needed to inform responses. The purpose of this study was to discover how a combination of scaffolds: video-based reflection on practice, a professional learning community, and a content specific moderator as a guide can be embedded into a methods course to support preservice teachers' learning to professionally notice elementary students' scientific thinking in order to provide a responsive curriculum. The study was designed on the premise that the skill of professional noticing is critical for preservice teachers to acquire the knowledge and ability to develop their personal PCK and topic specific professional knowledge. It was situated in a methods course as this is the structure provided within teacher education programs to tie theory to practice. This qualitative case study, studied one section of an elementary science methods course during teaching of their science unit. In general participants' skills progressed from noticing the class as a whole to attending to specific students' thinking and from a focus on evaluation to interpretation. By the end they were connecting teaching strategies to student thinking. How participants' responded to what they had noticed progressed as well, moving from frontloading information to creating additional constructivist based learning experiences when encountering student confusion demonstrating growth in their professional knowledge as well as their noticing skills. They attributed

  8. Preservice Elementary Teachers and the Fundamentals of Probability

    Science.gov (United States)

    Dollard, Clark

    2011-01-01

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

  9. Preservice Teachers' Alternative Conceptions in Elementary Science Concepts

    Science.gov (United States)

    Koc, Isil; Yager, Robert E.

    2016-01-01

    This study was conducted to investigate the extent to which preservice teachers held alternative conceptions in elementary science concepts. Eighty-six preservice elementary teachers participated in this study. Twelve preservice elementary teachers participated in follow-up interviews. Data were collected through the use of Alternative Conceptions…

  10. Preservice Teachers’ Conceptual and Procedural Knowledge of Fraction

    Science.gov (United States)

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

    2013-01-01

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

  11. Experiential Learning and Literacy: Preservice Teachers' Perspectives

    Science.gov (United States)

    Pittman, Ramona T.; Dorel, Theresa G.

    2014-01-01

    In this study, we sought to determine preservice teachers' perceptions about participating in an experiential learning literacy program. A total of 86 preservice teachers participated in two hours of training and then tutored elementary students for a total of eight hours. The preservice teachers engaged in 10 hours of experiential learning…

  12. Florida Preservice Agricultural Education Teachers' Mathematics Ability and Efficacy

    Science.gov (United States)

    Stripling, Christopher T.; Roberts, T. Grady

    2012-01-01

    The purpose of this study was to examine the mathematics ability and efficacy of Florida preservice agricultural education teachers. Results indicated that the preservice teachers were not proficient in solving agricultural mathematics problems. On the other hand, the preservice teachers were efficacious in personal teaching efficacy and personal…

  13. Preservice Teachers' Perceptions about Teaching Mathematics through Music

    Science.gov (United States)

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

    2014-01-01

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

  14. Quality considerations in midwifery pre-service education: exemplars from Africa.

    Science.gov (United States)

    Fullerton, Judith T; Johnson, Peter G; Thompson, Joyce B; Vivio, Donna

    2011-06-01

    This paper uses comparisons and contrasts identified during an assessment of pre-service education for midwives in three countries in sub-Saharan Africa. The purpose of the paper is to stimulate discussion about issues that must be carefully considered in the context of midwifery educational programming and the expansion of the midwifery workforce. A mixed qualitative and quantitative participatory assessment was conducted in Ethiopia, Ghana and Malawi, in the context of a final review of outcomes of a USAID-funded global project (ACCESS). Quantitative surveys were distributed. Individual and focus group interviews were conducted. Participants included key informants at donor, government and policy-making levels, representatives of collaborating and supporting agencies, midwives and students in education programmes, and midwives in clinical practice. Information is presented concerning the challenges encountered by those responsible for midwifery pre-service education related to issues in programming including: pathways to midwifery, student recruitment and admission, midwifery curricula, preparation of faculty to engage in academic teaching and clinical mentorship, modes of curriculum dissemination and teaching/learning strategies, programme accreditation, qualifications for entry-into practice and the assessment of continued competence. Quality issues must be carefully considered when designing and implementing midwifery pre-service education programmes, and planning for the integration of new graduates into the health workforce. These issues, such as the availability of qualified tutors and clinical teachers, and measures for the implementation of competency-based teaching and learner-assessment strategies, are particularly relevant in countries that experience health manpower shortages. This review highlights important strategic choices that can be made to enhance the quality of pre-service midwifery education. The deployment, appropriate utilisation and

  15. Boundary Crossing during Pre-service Teacher Training: empowering or hampering professional growth?

    Science.gov (United States)

    Harrison, Christine

    2017-10-01

    Yuli Rahmawati's paper presents an auto-ethnographic inquiry into her lived experiences as a science teacher in different countries. Through her reflections and analysis of events, Yuli captures and builds a model of her identity and explores the influence of inter- and intra-cultural perspectives in shaping how she recognizes herself and brings meaning to her professional life. Yuli's insights and explanations of teaching within different cultural contexts highlight the importance of personally relevant and meaningful knowledge, where expectations and accepted norms, that might fit well within one community, may be seen quite differently in another. While for Yuli, this led to professional growth as she inquired and made sense of her new context, my concern is that the social and cultural change could, in some instances, lead to disengagement rather than professional growth. My concern is that the conflict that arises from boundary crossing may be experienced even stronger by inexperienced professionals, such as pre-service teachers. The learning trajectory of pre-service teachers is steep; they need to gain stronger knowledge of curriculum and pedagogy and an awareness of how their students learn. They also need to build confidence in their professional self and what they can do to support and trigger student learning. For this to happen, in the tight time frames available on teacher education courses, pre-service teachers need to understand and engage with the new community that they are placed in very quickly, to make sense of both their role and that of others within the community. This paper suggests that pre-service providers should carefully consider the learning opportunities offered by school contexts, that may vary dramatically from the social and cultural contexts experienced by their teachers as part of their own education, to prevent disengagement or misunderstanding hampering professional growth.

  16. The Questions of Curriculum

    Science.gov (United States)

    Dillon, J. T.

    2009-01-01

    What are the basic things that compose curriculum, and what are the questions that may be posed about these things? Joseph Schwab's conception of curriculum is used to introduce a scheme of questions concerning the nature, elements, and practice of curriculum. Formulations of questions by other curriculum theorists are reviewed and analysed in…

  17. Engineering the curriculum: Towards an adaptive curriculum

    Science.gov (United States)

    Johns-Boast, Lynette Frances

    The curriculum is one of the most important artefacts produced by higher education institutions, yet it is one of the least studied. Additionally, little is known about the decision-making of academics when designing and developing their curricula, nor how they make use of them. This research investigates how 22 Australian higher education engineering, software engineering, computer science, and information systems academics conceive of curriculum, what approaches they take when designing, and developing course and program curricula, and what use they make of the curriculum. It also considers the implications of these conceptions and behaviour upon their curricula. Data were collected through a series of one-to-one, in-depth, qualitative interviews as well as small focus group sessions and were analysed following Charmaz’ (2006) approach to grounded theory. In this thesis, I argue that the development of curricula for new higher degree programs and courses and / or the updating and innovating of an existing curriculum is a design problem. I also argue that curriculum is a complex adaptive system. Surrounding the design and development of a curriculum is a process of design that leads to the creation of a designed object – the official-curriculum. The official-curriculum provides the guiding principles for its implementation, which involves the design and development of the curriculum-in-use, its delivery, and evaluation. Data show that while the participants conceive of curriculum as a problem of design involving a design process leading to the development of the official-curriculum, surprisingly, their behaviour does not match their conceptions. Over a very short period, their behaviour leads to a process I have called curriculum drift where the official-curriculum and the curriculum-in-use drift away from each other causing the curriculum to lose its integrity. Curricular integrity is characterised through the attributes of alignment, coherence, and

  18. "The Sweetness of Struggle": Innovation in Physical Education Teacher Education through "Student-Centered Inquiry as Curriculum" in a Physical Education Methods Course

    Science.gov (United States)

    Oliver, Kimberly L.; Oesterreich, Heather A.; Aranda, Raquel; Archeleta, Jarrod; Blazer, Casey; de la Cruz, Kandy; Martinez, Daniel; McConnell, Jenn; Osta, Maggee; Parks, Lacie; Robinson, Rinalldo

    2015-01-01

    Purpose: The purpose of this study was to examine the challenges and benefits that emerged while using an innovative field-based student-centered inquiry as curriculum model in a secondary physical education methods course. Participants and setting: This study took place in the Southwest USA. Participants included 11 pre-service teachers who were…

  19. Classroom Management Instruction in the Context of a School-University Partnership: A Case Study of Team-Based Curriculum Deliberation, Design, and Delivery

    Science.gov (United States)

    Gimbert, Belinda

    2008-01-01

    This case study explored a process of team-based curriculum deliberation, design, and delivery, used to teach a classroom management course in the context of a school university partnership. A team of university and school-based teacher educators negotiated how best to prepare preservice teachers with effective classroom management knowledge and…

  20. A Qualitative Study on 6th Grade Science and Technology Curriculum

    Directory of Open Access Journals (Sweden)

    Yeliz Temli

    2011-11-01

    Full Text Available The rapid development in technology, the effect of globalization and economical competition between countries make educational innovations necessary. In order to harmonize new generation with scientific and technological challenges, the science and technology curriculum plays crucial role. The aim of the study is to analyze new 6th grade science and technology curriculum so as to determine its main characteristics and the main differences between formal curriculum and experienced curriculum is based on analysis of formal curriculum, interviews with science and technology teachers and one observation. In this study, the researcher addresses Posner’s (1995 curriculum analysis questions through using the documents provided, and interviews with four science and technology teachers who teach in four different cities. Additionally, one observation is conducted in a class to observe the implementation of the new curriculum in real learning environment and observe the infrastructure of school. Findings show that participant teachers are satisfied with characteristics of constructivist approach in new science and technology curriculum, whereas it is stated that they have difficulty in the implementation phase. The participants mention not only inadequate lab equipment, but also difficulty in schedule of laboratories. It is also believed that participants elicit sufficient theoretical information during their pre-service education; however, they criticize the inadequate practice sessions. It is also believed that crowded classrooms are obstacles to implement a new curriculum.

  1. Reconsideration of Methane Isotope Signature As a Criterion for the Genesis of Natural Gas: Influence of Migration on Isotopic Signatures Reconsidération de la signature isotopique du méthane comme critère pour la genèse du gaz naturel : influence de la migration sur les signatures isotopiques

    Directory of Open Access Journals (Sweden)

    Pernaton E.

    2006-11-01

    Full Text Available Experiments were performed in the purpose of studying the isotopic consequences of the diffusional transport of hydrocarbon gases through sediment rocks. Linked to a numerical model, these gas diffusion experiments through a shale porous plug allowed us to correlate porosity and diffusivity of the migration medium. Significant isotopic fractionations (carbon and hydrogen of methane, and ethane at a lesser degree were observed. This is in contradiction with the actual dogma of isotope geochemistry of natural gases which claims that no fractionation occurs during gas migration. The genetic characterization of natural gases by using the isotopic signature of methane appears as an ambiguous method. Plusieurs expériences ont été réalisées dans le but d'étudier les conséquences isotopiques du transport par diffusion des gaz hydrocarbures au travers des roches sédimentaires. Associées à un modèle numérique, ces expériences de diffusion au travers d'une membrane d'argile reconstituée nous ont permis de corréler deux paramètres pétrophysiques du milieu de migration : la porosité et la diffusivité. D'importants fractionnements isotopiques ont été observés au cours de la diffusion du méthane et, à plus petite échelle, lors de la diffusion de l'éthane. Ces résultats remettent en cause le dogme actuel de la géochimie isotopique des gaz naturels qui stipule que la migration des gaz ne peut induire de fractionnements isotopiques. En conséquence, les méthodes de caractérisation génétique des gaz naturels utilisant la signature isotopique du méthane apparaissent comme insuffisantes.

  2. Pre-service teacher professional development on climate change: Assessment of workshop success and influence of prior knowledge

    Science.gov (United States)

    Veron, D. E.; Ad-Marbach, G.; Fox-Lykens, R.; Ozbay, G.; Sezen-Barrie, A.; Wolfson, J.

    2017-12-01

    As states move to adopt the next generation science standards, in-service teachers are being provided with professional development that introduces climate change content and best practices for teaching climate change in the classroom. However, research has shown that it is challenging to bring this information into the higher education curriculum in education courses for pre-service teachers due to curricular and programming constraints. Over two years, the Maryland and Delaware Climate Change Assessment and Research (MADE-CLEAR) project explored a professional development approach for pre-service teachers which employed paired workshops that resulted in participant-developed lesson plans based on climate change content. The workshops were designed to provide pre-service teachers with climate change content related to the carbon cycle and to model a variety of techniques and activities for presenting this information in the classroom. Lesson plans were developed between the first and second workshop, presented at the second workshop and discussed with peers and in-service teachers, and then revised in response to feedback from the second workshop. Participant climate change content knowledge was assessed before the first workshop, and after the final revision of the lesson plan was submitted to the MADE-CLEAR team. Climate content knowledge was also assessed using the same survey for additional pre-service teacher groups who did not participate in the professional development. Results show that while the paired workshop approach increased climate content knowledge, the amount of improvement varied depending on the participants' prior knowledge in climate change content. In addition, some alternate conceptions of climate change were not altered by participant involvement in the professional development approach. Revised lesson plans showed understanding of underlying climate change impacts and demonstrated awareness of appropriate techniques for introducing this

  3. Production of Olefins and Higher Hydrocarbons by Thermal Coupling of Methane Production d'oléfines et d'hydrocarbures supérieurs par couplage thermique du méthane

    Directory of Open Access Journals (Sweden)

    Weill J.

    2006-11-01

    Full Text Available Thermal coupling of methane or methane pyrolysis, which is a possible way for the direct chemical conversion of natural gas, can be used to produce ethylene, acetylene and benzene. But the high stability of methane requires a very high pyrolysis temperature (1200°C. To perform this reaction, IFP decided to build and elecric pilot furnace with an overall capacity of 10 m3/h. The design of this furnace is based on shell-and-tube heat exchanger technology with the use of new materials such as ceramics. This furnace has now been operating for more than one year without any noteworthy incident. First we will describe the technological and parametric study that has now been completed. In conclusion, we will make a short economic assessment of the production of ethylene and acetylene in France. Dans le domaine de la conversion du gaz naturel en hydrocarbures supérieurs, il nous a paru intéressant de reconsidérer la pyrolyse du méthane. Contrairement au couplage oxydant [1, 2], il s'agit d'une réaction très ancienne [3] n'ayant fait l'objet que de travaux épisodiques dans le passé [4, 5]. En effet, compte-tenu de sa réactivité très faible, le méthane doit être porté à très haute température, de l'ordre de 1 200°C, pour produire par couplage thermique principalement de l'éthylène de l'acétylène, du benzène, du coke et de l'hydrogène. Ce qui a gouverné notre démarche et la reprise de travaux sur cette réaction, était l'idée que les nouvelles technologies et spécialement les nouveaux matériaux réfractaires tels que les matériaux céramiques devaient permettre de réaliser de nouveaux designs de réacteurs pour mettre en oeuvre cette réaction. Lors d'une étude paramétrique préliminaire [8], réalisée sur un micro-pilote de faible capacité (50 l/h, nous avons pu obtenir des résultats intéressants, parmi lesquels nous avons sélectionné un bilan matière moyen , qui représente un compromis entre les imp

  4. Analysis of Maths Learning Activities Developed By Pre-service Teachers in Terms of the Components of Content, Purpose, Application Methods

    Directory of Open Access Journals (Sweden)

    Çağla Toprak

    2014-04-01

    Full Text Available Today- when the influence of the alteration movement done in order to keep up with the age of the educational system is still continuing- the importance of teachers in students’ learning and achieving what is expected from the education system has been stated by the studies conducted (Hazır & Bıkmaz, 2006. Teachers own a critical role in the stage of both preparing teaching materials and using them (Stein & Smith, 1998b; Swan, 2007. When the existing curriculums –in particular, maths and geometry cirriculums- are analyzed, it can be observed that activities are the most significant teaching materials (Bozkurt, 2012. In fact, it is possible to characterize the existing curriculums as activity-based ones (Report of Workshop Examining Content of Primary School Curriculums According to Branches, 2010; Epö, 2005. Therefore, what sort of learning activities there are, what qualities they need to have, how to design and apply them are topics that must be elaborated (Uğurel et al., 2010.  At this point, our study to increase the skills of pre-service teachers during the process of developing activities was conducted with 27 pre-service teachers -19 girls 8 boys- studying in the 4th year in Mathematics Education Department at a state university in the Aegean Region. The activity designs the pre-service teachers developed considering the patterns given after a series of practice were analyzed in documents in terms of the aim of design and the form of practice. As a result of the studies, it is observed that pre-service teachers deal with the topics from the maths curriculum and these topics are of different grade levels. The result of the examination named as target component suggests that activities developed aim firstly at providing learning and this is followed by reinforcing the concepts already learned. It is stated that pre-service teachers prefer mostly small group (cooperative studies in the activities they develop.Key Words:

  5. Shaping instructional communication competence of preservice teachers

    Science.gov (United States)

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

    2018-01-01

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

  6. Social, moral, and temporal qualities: Pre-service teachers' considerations of evolution and creation

    Science.gov (United States)

    Hahn, Deirdre

    The introduction of the theories of evolution into public education has created a history of misinterpretation and uncertainty about its application to understanding deep time and human origins. Conceptions about negative social and moral outcomes of evolution itself along with cognitive temporal constraints may be difficult for many individuals to uncouple from the scientific theory, serving to provoke the ongoing debate about the treatment of evolution in science education. This debate about teaching evolution is strongly influenced by groups who strive to add creationism to the science curriculum for a balanced treatment of human origins and to mediate implied negative social and moral outcomes of evolution. Individual conceptualization of evolution and creation may influence the choice of college students to teach science. This study is designed to examine if pre-service teachers' conceptualize an evolutionary and creationist process of human development using certain social, moral or temporal patterns; and if the patterns follow a negative conceptual theme. The pilot study explored 21 pre-service teachers' conceptual representation of an evolutionary process through personal narratives. Participants tended to link evolutionary changes with negative social and moral consequences and seemed to have difficulty envisioning change over time. The pilot study was expanded to include a quantitative examination of attribute patterns of an evolutionary and creationist developmental process. Seventy-three pre-service teachers participated in the second experiment and tended to fall evenly along a continuum of creationist and evolutionist beliefs about life. Using a chi-square and principle components analysis, participants were found to map concepts of evolution and creation onto each other using troubling attributes of development to distinguish negative change over time. A strong negative social and moral pattern of human development was found in the creation condition

  7. Into the Curriculum.

    Science.gov (United States)

    School Library Media Activities Monthly, 1991

    1991-01-01

    Provides fully developed library media activities designed for specific curriculum units. Curriculum areas represented include art (wire sculpture); mathematics (place values); reading and language arts (poetry); science (properties of chemical elements); and social studies (famous women, and American history). (LRW)

  8. Curriculum Development: Teacher Involvement in Curriculum Development

    Science.gov (United States)

    Alsubaie, Merfat Ayesh

    2016-01-01

    In order for curriculum development to be effective and schools to be successful, teachers must be involved in the development process. An effective curriculum should reflect the philosophy, goals, objectives, learning experiences, instructional resources, and assessments that comprise a specific educational program ("Guide to curriculum…

  9. School Curriculum Committee: Its Role In Curriculum ...

    African Journals Online (AJOL)

    Moreover, the Regional Education Bureau, the Zonal Education Department or the school should give orientation about the roles and responsibilities of the school curriculum committee members, and the purpose of supervision for principals, department heads, and supervisor, allocate budget for school curriculum ...

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

    Science.gov (United States)

    Wagler, Ronald Robert

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

  11. Special Curriculum Issue.

    Science.gov (United States)

    O'Connor, Bridget N.; And Others

    1996-01-01

    Includes "Foreword" (O'Connor, Fidoten); "Organizational and End-User Information Systems (OEIS)" (Regan); "Curriculum Development" (Bronner); "OEIS Model Curriculum" (O'Connor); "OEIS Model Curriculum: A Template for Implementation" (Moses, Rehwaldt); "Status of Model Curricula Development" (Caouette, Lutz); "Training in Industry and Education"…

  12. Curriculum Evaluation in Greece

    Science.gov (United States)

    Krikas, Vangelis

    2009-01-01

    The role of curriculum in the official educational process is widely recognized by the international scientific community. Beginning in the 19th century, and perhaps even earlier, curriculum research began, not only to be systematized, but to also constitute an autonomous field of study. On the other hand, curriculum evaluation has captured the…

  13. Curriculum Integration: An Overview

    Science.gov (United States)

    Wall, Amanda; Leckie, Alisa

    2017-01-01

    Curriculum integration is a tenet of middle level education. "This We Believe," the position paper of the Association for Middle Level Education, advocates for curriculum that is exploratory, relevant, integrative, and meaningful for young adolescents. Teachers can integrate curriculum across content areas by anchoring units of study in…

  14. Educating Preservice Media Specialists: Developing School Leaders.

    Science.gov (United States)

    Vansickle, Sharon

    2000-01-01

    This study was conducted to determine how preservice media specialists perceive leadership responsibilities and certain tasks associated with the school library media profession. Results indicate that many viewed themselves as support personnel rather than school leaders, thus establishing the need to include leadership development courses in…

  15. Preservice Secondary Mathematics Teachers’ Knowledge of Students

    Directory of Open Access Journals (Sweden)

    Hülya Kılıç

    2011-04-01

    Full Text Available The aim of this paper is to present the nature of preservice secondary mathematics teachers’ knowledge of students as emerged from a study investigating the development of their pedagogical content knowledge in a methods course and its associated field experience. Six preservice teachers participated in the study and the data were collected in the forms of observations, interviews and written documents. Knowledge of students is defined as teachers’ knowledge of what mathematical concepts are difficult for students to grasp, which concepts students typically have misconceptions about, possible sources of students’ errors, and how to eliminate those difficulties and misconceptions. The findings revealed that preservice teachers had difficulty in both identifying the source of students’ misconceptions, and errors and generating effective ways different than telling the rules or procedures to eliminate such misconceptions. Furthermore, preservice teachers’ knowledge of students was intertwined with their knowledge of subject matter and knowledge of pedagogy. They neither had strong conceptual knowledge of mathematics nor rich repertoire of teaching strategies. Therefore, they frequently failed to recognize what conceptual knowledge the students were lacking and inclined to address students’ errors by telling how to carry out the procedure or apply the rule to solve the given problem correctly.

  16. Lattice Multiplication in a Preservice Classroom

    Science.gov (United States)

    Nugent, Patricia M.

    2007-01-01

    This article discusses the algorithm for multiplication that is referred to as lattice multiplication. Evidence of how the author's preservice students' conceptual understanding of the algorithm grew through the semester is given. In addition, the author extends the conceptualization of the algorithm from the multiplication of whole numbers to the…

  17. Pre-Service Teachers and Classroom Authority

    Science.gov (United States)

    Pellegrino, Anthony M.

    2010-01-01

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

  18. Analyzing Preservice Mathematics Teachers' Professional Noticing

    Science.gov (United States)

    Amador, Julie M.; Carter, Ingrid; Hudson, Rick A.

    2016-01-01

    Recent research in mathematics education has highlighted the importance of teachers' abilities to professionally notice students' thinking. This study examined what preservice teachers professionally notice during lesson study to further describe their attention to students' mathematical thinking, their interpretations about students' reasoning,…

  19. Taking the Reins: Preservice Teachers Practicing Leadership

    Science.gov (United States)

    Dunlap, Karen; Hansen-Thomas, Holly

    2011-01-01

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

  20. Promoting Preservice Teachers' Mathematics Identity Exploration

    Science.gov (United States)

    Heffernan, Kayla

    2016-01-01

    Despite the effort of teacher education programs, early childhood, and elementary preservice teachers often fear mathematics, have high mathematics anxiety, hold negative self-perceptions in relation to mathematics, find mathematics irrelevant, and have low mathematics achievement. The aim of this study was to implement and investigate the…

  1. Preservice Music Teachers' Employment Preferences: Consideration Factors

    Science.gov (United States)

    Robinson, Nicole R.

    2012-01-01

    This study was designed to investigate preservice music teachers' (N = 187) perceptions of employment preferences when considering future teaching positions. Adaptive Conjoint Analysis, a business market-based research tool, was used to determine preferences for personal factors (e.g., salary, commute), school environmental factors (e.g.,…

  2. Moving From Theory to Practice: ELT Pre-service Teachers

    OpenAIRE

    Şaziye Yaman; Meryem Özdemir

    2012-01-01

    This study was conducted to investigate the perceptual change in pre-service teachers’ effective teacher beliefs throughout their education in English Language Teaching (ELT) Department of which programme is constructed spirally from theoretical knowledge to the practical one. Throughout a data collection procedure lasted 5 academic terms, 80 pre-service teachers were asked to write their ideas about “the characteristics of an effective teacher”. In each time, as the pre-service teachers move...

  3. Pre-Service Physics Teachers’ Perception toward Hands-on Lab Activity and 21st Century Skills

    Science.gov (United States)

    Putri, D. H.; Risdianto, E.; Sutarno, S.

    2017-09-01

    This study aimed to describe the hands-on lab activities and 21st century skills of pre-service physics teachers at a university in Bengkulu. The respondents of this study were 113 students who have been finished and were following the laboratory course. The research instrument was questionnaire. The explored aspects of laboratory activities were motivation, the importance of laboratory activities, equipment, laboratory activities process, suitability of curriculum, assessment, laboratory design, and the 21st century skills training. The 21st century skills explored consist of learning and innovation skills, life and careers skills, and media, information and technology skills. The data obtained will be analyzed descriptively. Based on the results of data analysis was obtained that they have a good perception toward the aspect of motivation, the importance of hands-on lab activities, and laboratory activities process; and the perception was fair for other aspects. The lowest perception score was obtained in the aspects of the 21st century skills training. This result was in accordance with the 21st century skills of pre-service physics teachers which were still in moderate category. So it is necessary to develop a model of laboratory activities design that can training and enhancing the 21st century skills for pre-service physics teachers.

  4. What Kills Science in School?: Lessons from Pre-Service Teachers' Responses to Urban children's Science Inquiries.

    Science.gov (United States)

    Matusov, Eugene

    2018-02-20

    This opportunistic case-study highlights striking differences in 6 urban children's and 12 preservice suburban middle-class teachers' perception of science and discuss consequences of science education and beyond. I found that all of the interviewed urban children demonstrated scientific inquiries and interests outside of the school science education that can be characterized by diverse simultaneous discourses from diverse practices, i.e., "heterodiscoursia" (Matusov in Culture & Psychology, 17(1), 99-119, 2011b), despite their diverse, positive and negative, attitudes toward school science. In contrast to the urban children's mixed attitudes to science, the preservice teachers view science negatively. They could not see science inquiries in the videotaped interviews of the urban children. There seemed to be many reasons for that. One of the possible reasons for that was that the preservice teachers tried to purify the science practice. Another reason was that they did not see a necessity to be interested and engaged in the curriculum that they are going to teach in future. The pedagogical consequences and remedies are discussed.

  5. Constructivism and the use of performance assessment in science: A comparative study of beliefs among preservice and inservice teachers

    Science.gov (United States)

    Bednarski, Marsha H.

    Reform efforts in science education stress the importance of preservice and inservice teacher education in curriculum, instruction, and assessment. A change in current student assessment practices is seen as the catalyst in the reform of curriculum and instruction. Recommended for assessment of the proposed inquiry-based science programs are performance-based assessments (National Research Council, 1996). The constructivist philosophy, the foundation for these reform efforts, proposes that knowledge acquisition by the learner is a result of the interaction between what is brought to the learning situation and what is experienced while in it. Literature supports the use of constructivist-based instructional strategies for preservice and inservice teacher education (American Federation of Teachers, National Council on Measurement in Education, and National Education Association, 1990). Literature also provides support for the importance of teacher beliefs in relation to the successful transfer of these instructional strategies (Keegan, 1992; Nespor, 1987). There is not supporting evidence related to constructivist instructional strategies and teacher beliefs transferring to the use of performance assessment. This study identified whether preservice and inservice teachers differed with respect to their beliefs about constructivist-based learning strategies and performance assessment. It also identified whether teacher beliefs held about constructivist-based learning strategies were related to the construction of assessments they developed for use in their classrooms. Education majors enrolled in a Northeastern university's assessment course and inservice teachers from three Northeast public school districts participated in this study. Results of a 36-item belief survey, administered to preservice and inservice teachers, and a 10-item checklist, used to score assessment examples provided by the teachers, concluded that attitudes toward constructivist-based learning

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

    Science.gov (United States)

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

    2013-08-28

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

  7. Appraising Pre-service EFL Teachers' Assessment in Language Testing Course Using Revised Bloom's Taxonomy

    Directory of Open Access Journals (Sweden)

    Elham Mohammadi

    2015-07-01

    Full Text Available The teachers need to be conceived as a “change agent” and not as a mere transmitter of knowledge and culture. In developing countries like Iran, one of the most significant concerns in the field of teachers’ education is efficiency of pre-service programs. To this aim, the current descriptive-evaluative study intended to describe the state of pre-service teachers' assessment in the field of language testing by (a examining the exam questions to find out whether they are aligned with curriculum objectives and syllabus (content validity, (b exploring whether they take care of higher order cognitive processes and (c finding what combinations of cognitive process levels and knowledge types in Revised Bloom's Taxonomy are prevalent in the questions. The results exhibited an unbalanced coverage of content in exams. Also the questions were found to be inadequate in terms of measuring complex cognitive skills (Analyze and Evaluate; Remember and Understand domains take up 91.6 % of all questions and no item was found for Create. Three combinations of cognitive process level and knowledge type was dominant in the data set: (1 Remember Factual Knowledge, (2 Understand Conceptual Knowledge, and (3 Apply Procedural Knowledge. These associations confirm the Anderson and Krathwohl's (2001 proposition.

  8. Social Science Pre-service Teachers’ Preparation to Teach About Asia: A Research Study

    Directory of Open Access Journals (Sweden)

    Joshua L. Kenna

    2017-05-01

    Full Text Available Asia is the world’s largest continent, both in terms of land mass and human population; yet, many of the schools in the United States still embrace a Eurocentric curriculum, and resultantly, U.S. citizens remain largely ignorant about topics pertaining to Asian nations including their geography, histories, politics, economics, religions, and cultures. The ignorance is particularly troubling considering the ever-increasing prominence that Asian nations play in global affairs. A crucial first step in broadening students’ knowledge about Asian topics would be to improve the preparation of pre-service teachers, due to the influence that teachers have in determining students’ educational experiences. Therefore, this phenomenological study sought to inquire about the shared experiences that a group of Social Science Education (SSE seniors had, at a large public university located in the southeastern region of the United States, with regards to how they felt their program prepared them to teach accurately and confidently about topics and issues related to Asia. It was discovered that although the pre-service teachers within the SSE program expressed great confidence in the pedagogical skills they acquired through their teacher education program, they felt their lack of subject knowledge made them ill prepared to teach about Asian related content.

  9. Comparing Classroom Interactive Behaviors of Science and Non-Science Pre-Service Teachers

    Science.gov (United States)

    Bergman, Daniel; Morphew, Jason

    2014-01-01

    This study compared classroom interactive behaviors of science pre-service teachers and pre-service teachers of other subjects. Participants included pre-service teachers enrolled in a general methods course for secondary educators and its school-based fieldwork counterpart. Statistical tests found that science pre-service teachers had fewer…

  10. Voices in a Preservice Teacher Discussion Group

    OpenAIRE

    Sheila Fram-Kulik

    2011-01-01

    This discourse analysis study focuses on the dominant voices in a preservice teacher discussion group in a language variation course included in a teacher education program. The voices in the discussion group have what Bakhtin (1981) considers heteroglossic characteristics and what Kristeva (1986) calls intertextuality and what Fairclough (1992) considers interdiscursivity. The analysis of the voices shows textualized voices, that include appropriated voices from mentors or previous teachers ...

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

    Science.gov (United States)

    Kandil Ingec, Sebnem

    2015-01-01

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

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

    Science.gov (United States)

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

    2010-01-01

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

  13. Pre-Service Teachers' Juxtaposed Memories: Implications for Teacher Education

    Science.gov (United States)

    Balli, Sandra J.

    2014-01-01

    Teacher education research has long understood that pre-service teachers' beliefs about teaching are well established by the time they enroll in a teacher education program. Based on the understanding that teacher memories help shape pre-service teachers' beliefs, teacher educators have sought ways to both honor such memories and facilitate a…

  14. Early childhood pre-service teachers' concerns and solutions to ...

    African Journals Online (AJOL)

    The purpose of this qualitative study is to determine early childhood pre-service teachers' concerns and solutions. One hundred early childhood pre-service teachers who were enrolled at Pamukkale University, Turkey, answered two open-ended questions by e-mail. In addition, six of these participants were interviewed for ...

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

    Science.gov (United States)

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

    2008-01-01

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

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

    Science.gov (United States)

    Majoko, Tawanda

    2016-01-01

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

  17. Engaging Elementary Preservice Teachers with Active Learning Teaching Methodologies

    Science.gov (United States)

    Olgun, Ozlem Sila

    2009-01-01

    The main purpose of this study was to investigate the effects of active learning on preservice teachers' dignity, energy, self-management, community, and awareness (DESCA) abilities, attitudes toward teaching, and attitudes toward science. Third year preservice teachers (n = 77) from two different classes were involved in the study. One intact…

  18. "We Make It Controversial": Elementary Preservice Teachers' Beliefs about Race

    Science.gov (United States)

    Buchanan, Lisa Brown

    2015-01-01

    The impetus for this study began during an elementary teacher education course meeting, where preservice teachers discussed whether or not it was appropriate to discuss controversial topics--including race--with young children. Preservice teachers disclosed their "uncomfortableness" with race at large, and emphasized that discussions…

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

    Science.gov (United States)

    Wang, Feng; Hannafin, Michael J.

    2009-01-01

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

  20. The ABCs for Pre-Service Teacher Cultural Competency Development

    Science.gov (United States)

    He, Ye; Cooper, Jewell E.

    2009-01-01

    In an effort to combine pre-service teachers' self-reflection with their field experiences to enhance their cultural competency, this study adopted Schmidt's ABC's (Autobiography, Biography, and Cross-cultural Comparison) Model in two courses in a pre-service teacher education program. Through group comparisons, this study measured the impact that…

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

    Science.gov (United States)

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

    2010-01-01

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

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

    Science.gov (United States)

    Karakus, Fatih

    2016-01-01

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

  3. Pre-Service Teachers Designing Virtual World Learning Environments

    Science.gov (United States)

    Jacka, Lisa; Booth, Kate

    2012-01-01

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

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

    African Journals Online (AJOL)

    In this paper I analyse the potential that participatory action research holds for educating pre-service teachers to become more critically reflective and socially conscious. I also describe the rationale for and process of engaging pre-service teachers in their teacher education programme. Involving these candidate teachers in ...

  5. Investigating Pre-Service Teachers' Beliefs about Classroom Discipline

    Science.gov (United States)

    Polat, Soner; Kaya, Sibel; Akdag, Murat

    2013-01-01

    The purpose of this descriptive study was to investigate pre-service teachers' beliefs about classroom discipline in terms of different variables. The sample of the study was 731 2nd, 3rd, and 4th year pre-service teachers from seven different programs at Kocaeli University Faculty of Education in the 2010-2011 academic year. The participants were…

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

    Science.gov (United States)

    Baran, Evrim; Uygun, Erdem; Altan, Tugba

    2017-01-01

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

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

    African Journals Online (AJOL)

    kofi.mereku

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

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

    Science.gov (United States)

    Nelson, Mike

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

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

    Science.gov (United States)

    Arslan, A. Saglam; Durikan, U.

    2016-01-01

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

  10. Preservice Mathematics Teachers' Perceptions of Drama Based Instruction

    Science.gov (United States)

    Bulut, Neslihan

    2016-01-01

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

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

    Science.gov (United States)

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

    2017-01-01

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

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

    Science.gov (United States)

    Reeves, Todd D.

    2017-01-01

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

  13. Predicting the Geometry Knowledge of Pre-Service Elementary Teachers

    Science.gov (United States)

    Duatepe Aksu, Asuman

    2013-01-01

    In this study, the aim was to examine the factors that predict the geometry knowledge of pre-service elementary teachers. Data was collected on 387 pre-service elementary teachers from four universities by using a geometry knowledge test, the van Hiele geometric thinking level test, a geometry self efficacy scale and a geometry attitude scale.…

  14. Investigation of Pre-Service Teachers' Communication Skills

    Science.gov (United States)

    Kana, Fatih

    2015-01-01

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

  15. A Narrative of Two Preservice Music Teachers with Visual Impairment

    Science.gov (United States)

    Parker, Elizabeth Cassidy; Draves, Tami J.

    2017-01-01

    The purpose of this narrative inquiry was to re-story the student teaching experience of two preservice music education majors who are visually impaired or blind. While music education scholars have devoted attention to P-12 students with disabilities, research with preservice music teachers with impairments is seemingly nonexistent. Using a…

  16. Examining Changes in Pre-Service Teachers' Beliefs of Pedagogy

    Science.gov (United States)

    Sheridan, Lynn

    2016-01-01

    Pre-service teachers enter teacher education with beliefs about teaching and ideas on pedagogical approaches. This research focuses on monitoring the pedagogical beliefs of a cohort of pre-service teachers' pre-existing pedagogical beliefs on important/relevant pedagogy for secondary teaching and how these beliefs changed over the course of their…

  17. An Examination of Preservice Teachers' Perceptions of Cyberbullying

    Science.gov (United States)

    Yilmaz, Harun

    2010-01-01

    Today, in parallel with the increase of technology use, cyberbullying becomes one of the major issues in schools affecting students' lives negatively similar to bullying. To minimize the negative effects of cyberbullying and to get preservice teachers ready for managing cyberbullying, it is necessary to examine preservice teachers' perception…

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

    Science.gov (United States)

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

    2017-01-01

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

  19. Preparing for the Plunge: Preservice Teachers' Assessment Literacy

    Science.gov (United States)

    Siegel, Marcelle A.; Wissehr, Cathy

    2011-01-01

    Using a framework of assessment literacy that included principles, tools, and purposes, this study explored the assessment literacy of 11 secondary preservice teachers. Participants' journals, teaching philosophies, and inquiry-based science units served as data sources. We examined how the preservice teachers understood assessment tools as well…

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

    Science.gov (United States)

    Artym, Corbett; Carbonaro, Mike; Boechler, Patricia

    2016-01-01

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

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

    African Journals Online (AJOL)

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

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

    African Journals Online (AJOL)

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

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

    African Journals Online (AJOL)

    The main purpose of the study was to explore pre-service secondary science teachers' self-efficacy beliefs regarding science teaching. The study also compared pre-service secondary science teachers' self-efficacy beliefs with regard to gender and educational level. Data were collected by administering the science ...

  4. Examining Preservice Elementary Mathematics Teachers' Understandings about Irrational Numbers

    Science.gov (United States)

    Guven, Bulent; Cekmez, Erdem; Karatas, Ilhan

    2011-01-01

    The purpose of this study is to provide an account of preservice elementary mathematics teachers' understandings about irrational numbers. Three dimensions of preservice mathematics teachers' understandings are examined: defining rational and irrational numbers, placing rational and irrational numbers on the number line, and operations with…

  5. How Do Preservice Teachers View Tenure and Accountability?

    Science.gov (United States)

    Thompson, Carol C.; Dentino, Gary

    2016-01-01

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

  6. Pre-Service Teachers' Conceptions of Education for Sustainability

    Science.gov (United States)

    Evans, Neus; Whitehouse, Hilary; Hickey, Ruth

    2012-01-01

    Environmental education researchers argue that pre-service teachers have a limited understanding of education for sustainability. The research described in this article applies a phenomenographic approach to investigating variations in how a representative cohort of 30 pre-service teachers, at various stages of completing an education degree at a…

  7. Promoting Experiential Learning in Pre-Service Teacher Education

    Science.gov (United States)

    Gao, Xuesong

    2015-01-01

    This report introduces the experiential learning initiative at a major university in Hong Kong that prepares pre-service teachers with experience of engaging with social and cultural issues in teaching. It calls on teacher educators in different contexts to work together on similar initiatives that help pre-service teachers grow professionally…

  8. Exploring Preservice Teachers' Emerging Understandings of Disciplinary Literacy

    Science.gov (United States)

    Masuda, Avis M.

    2014-01-01

    This qualitative inquiry examined 14 secondary preservice teachers' emerging understandings of disciplinary literacy. Data included preservice teachers' written reflections and annotated lesson plans, which were analyzed for understanding of discipline-specific habits of thinking, texts, reading and writing demands of academic texts, language and…

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

    Science.gov (United States)

    Sumners, Sarah Elizabeth

    2012-01-01

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

  10. Pre-Service Teachers' Use of Multicultural Literature

    Science.gov (United States)

    Lawrence, Salika A.

    2017-01-01

    This qualitative study examines how pre-service teachers in urban elementary classrooms develop student literacy with multicultural literature. By evaluating the action research reports of three pre-service teacher candidates, the authors determine how reading experiences with texts align to Bloom's Taxonomy and expectations for Common Core State…

  11. Preservice Agriculture Teachers' Perceptions of Career Barriers and Support

    Science.gov (United States)

    Rocca, Steven J.; Washburn, Shannon G.

    2008-01-01

    This descriptive study examined the perceptions of career barriers and career support of preservice agriculture teachers and determined if gender differences existed. Data were collected from 215 preservice agriculture teachers using a survey instrument administered by teacher educators at 35 institutions across the nation. Results showed…

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

    Science.gov (United States)

    Applebaum, Lauren

    2014-01-01

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

  13. Preservice Teachers and Self-Assessing Digital Competence

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

    Zambo, Debby; Zambo, Ron; Sidlik, Lawrence

    2013-01-01

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

  15. Developing Preservice Teachers: A Self-Study of Instructor Scaffolding

    Science.gov (United States)

    Kindle, Karen J.; Schmidt, Cynthia M.

    2013-01-01

    In this collaborative self-study, two teacher educators examined transcripts of preservice teachers' inquiry groups focused on assessment and tutoring of struggling readers as part of a reading methods course. The analysis identified instances of scaffolding by the course instructor that influenced preservice teachers' development. Types…

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

    African Journals Online (AJOL)

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

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

    Science.gov (United States)

    Alajmi, Amal Hussain

    2016-01-01

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

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

    Science.gov (United States)

    Akinoglu, Orhan; Karsantik, Yasemin

    2016-01-01

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

  19. Pre-Service Teachers' Perceptions of Instructors' Teaching Skills

    Science.gov (United States)

    Sahan, Hasan Huseyin

    2017-01-01

    The purpose of this study was to investigate the perceptions of pre-service teachers attending the pedagogical formation program offered by Balikesir University Necatibey Faculty of Education pertaining to instructors' teaching skills. A total of 220 pre-service teachers participated in the study. The data were collected by "Perceptions of…

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

    Naah, Basil Mugaga

    2015-01-01

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

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

    Science.gov (United States)

    Dikmentepe, Emel; Yakar, Zeha

    2016-01-01

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

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

    Science.gov (United States)

    Boon, Helen J.

    2016-01-01

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

  4. WebQuest experience: Pre-Service secondary maths and chemistry teachers

    OpenAIRE

    Erdoğan Halat

    2016-01-01

    The aim of this study was to examine the impact of developing WebQuests on the attention, confidence, relevance and satisfaction, or motivation, of pre-service secondary mathematics and chemistry teachers in the instructional technologies and material design course. There were a total of 67 pre-service teachers, 32 pre-service secondary mathematics teachers and 35 pre-service secondary chemistry teachers involved in this study, which took place over seven weeks. The pre-service teachers in bo...

  5. Pre-service inspection performance of Chashma Nuclear Power Plant

    International Nuclear Information System (INIS)

    Li Songbai; Cheng Jianxiu

    2001-01-01

    Chashma Nuclear Power Plant of Pakistan is a turnkey project which is constructed by China National Nuclear Corporation (CNNC). The Pre-service Inspection (PSI) for the plant was performed by the Research Institute of Nuclear Power Operation (RINPO) following the requirement of ASME (section V, XI, edition 1989) codes. The pre-service inspection activities are outlined, which include establishing organization, developing advanced technologies, drawing up general Pre-service Inspection and In-service Inspection program, designing and manufacturing reference blocks (tubes), preparing examination procedures and other technical documents, scheduling pre-service inspection plans, setting-up and validating the inspection equipment, training utility NDT engineers and conducting on-site pre-service inspection and generating the inspection reports

  6. Beliefs and Attitudes about Science and Mathematics in Pre-Service Elementary Teachers, STEM, and Non-STEM Majors in Undergraduate Physics Courses

    Science.gov (United States)

    Michaluk, Lynnette; Stoiko, Rachel; Stewart, Gay; Stewart, John

    2017-09-01

    Elementary teachers often hold inaccurate beliefs about the Nature of Science (NoS) and have negative attitudes toward science and mathematics. Using a pre-post design, the current study examined beliefs about the NoS, attitudes toward science and mathematics, and beliefs about the teaching of mathematics and science in a large sample study (N = 343) of pre-service teachers receiving a curriculum-wide intervention to improve these factors in comparison with Science, Technology, Engineering, and Mathematics (STEM) and non-STEM majors in other physics courses (N = 6697) who did not receive the intervention, over a 10-year period. Pre-service teachers evidenced initially more negative attitudes about mathematics and science than STEM majors and slightly more positive attitudes than non-STEM majors. Their attitudes toward mathematics and science and beliefs about the NoS were more similar to non-STEM than STEM majors. Pre-service teachers initially evidenced more positive beliefs about the teaching of mathematics and science, and their beliefs even increased slightly over the course of the semester, while these beliefs in other groups remained the same. Beliefs about the NoS and the teaching of mathematics and science were significantly negatively correlated for STEM and non-STEM majors, but were not significantly correlated for pre-service teachers. Beliefs about the NoS and attitudes toward mathematics and science were significantly positively correlated for both pre-service teachers and STEM students pursing the most mathematically demanding STEM majors. Attitudes toward science and mathematics were significantly positively correlated with accurate beliefs about the teaching of mathematics and science for all student groups.

  7. Beliefs and Attitudes about Science and Mathematics in Pre-Service Elementary Teachers, STEM, and Non-STEM Majors in Undergraduate Physics Courses

    Science.gov (United States)

    Michaluk, Lynnette; Stoiko, Rachel; Stewart, Gay; Stewart, John

    2018-04-01

    Elementary teachers often hold inaccurate beliefs about the Nature of Science (NoS) and have negative attitudes toward science and mathematics. Using a pre-post design, the current study examined beliefs about the NoS, attitudes toward science and mathematics, and beliefs about the teaching of mathematics and science in a large sample study ( N = 343) of pre-service teachers receiving a curriculum-wide intervention to improve these factors in comparison with Science, Technology, Engineering, and Mathematics (STEM) and non-STEM majors in other physics courses ( N = 6697) who did not receive the intervention, over a 10-year period. Pre-service teachers evidenced initially more negative attitudes about mathematics and science than STEM majors and slightly more positive attitudes than non-STEM majors. Their attitudes toward mathematics and science and beliefs about the NoS were more similar to non-STEM than STEM majors. Pre-service teachers initially evidenced more positive beliefs about the teaching of mathematics and science, and their beliefs even increased slightly over the course of the semester, while these beliefs in other groups remained the same. Beliefs about the NoS and the teaching of mathematics and science were significantly negatively correlated for STEM and non-STEM majors, but were not significantly correlated for pre-service teachers. Beliefs about the NoS and attitudes toward mathematics and science were significantly positively correlated for both pre-service teachers and STEM students pursing the most mathematically demanding STEM majors. Attitudes toward science and mathematics were significantly positively correlated with accurate beliefs about the teaching of mathematics and science for all student groups.

  8. Preservice elementary teachers learning of astronomy

    Science.gov (United States)

    Fidler, Chuck Gary

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

  9. A Critical Humanist Curriculum

    Science.gov (United States)

    Magill, Kevin; Rodriguez, Arturo

    2015-01-01

    This essay is a critical humanist discussion of curriculum; a departure from the technicist view of education [education meant to support a global capitalist economy] and an analysis of curriculum considering critical humanism, political economy and critical race theory among other modes of critical analysis and inquiry. Our discussion supports a…

  10. Criminal Justice Curriculum Models.

    Science.gov (United States)

    Lumb, Richard C.; Alm, Mary

    This report outlines three new curriculum models for criminal justice developed as part of the North Carolina Community College System's Curriculum Improvement Project (CIP): the "Generalist"; "Generalist-with-Options" for a Law Enforcement Specialty, Corrections Specialty, or Protective Services Specialty; and "Generalist…

  11. Cosmetology. Secondary Curriculum Guide.

    Science.gov (United States)

    Moye, Michael D.; And Others

    This curriculum guide is designed to offer guidelines along with supporting resources and teaching ideas from which the local secondary instructor can extract a cosmetology curriculum that meets local needs. Following an outline of the philosophy and goals underlying state and local vocational education programs in Georgia, the purpose and…

  12. Into the Curriculum.

    Science.gov (United States)

    School Library Media Activities Monthly, 1991

    1991-01-01

    Provides fully developed library media activities designed for specific curriculum units. Curriculum areas represented include reading and language arts (proverbs and fables, letters of the alphabet, and biographies); science (the study of Gregor Mendel and genetics, oil resources); and social studies (global awareness). (LRW)

  13. Marketing Education Curriculum Guide.

    Science.gov (United States)

    Michigan State Univ., East Lansing. Coll. of Agriculture and Natural Resources Education Inst.

    This curriculum guide is intended to provide a common core of competencies from which to design an effective secondary marketing education program. Introductory materials include a definition of marketing education, objectives, outline of instructional content, and questions and answers regarding the curriculum guide. These practical materials are…

  14. Equasions for Curriculum Improvement.

    Science.gov (United States)

    Eckenrod, James S.

    1986-01-01

    Describes the Technology in Curriculum (TIC) program resource guides which will be distributed to California schools in the fall of 1986. These guides match available instructional television programs and computer software to existing California curriculum guides in order to facilitate teachers' classroom use. (JDH)

  15. The Galapagos Jason Curriculum.

    Science.gov (United States)

    National Science Teachers Association, Arlington, VA.

    The JASON Curriculum Project materials are designed to prepare teachers and students for an exploration around the Galapagos Islands via satellite transmission of live images and sound. This curriculum package contains five units, 25 lesson plans, and over 50 activities, along with teacher background material, student worksheets and readings, a…

  16. Solar Technology Curriculum, 1980.

    Science.gov (United States)

    Seward County Community Coll., Liberal, KS.

    This curriculum guide contains lecture outlines and handouts for training solar technicians in the installation, maintenance, and repair of solar energy hot water and space heating systems. The curriculum consists of four modular units developed to provide a model through which community colleges and area vocational/technical schools can respond…

  17. Thematic curriculum approach

    Directory of Open Access Journals (Sweden)

    Šefer Jasmina P.

    2003-01-01

    Full Text Available Thematic curriculum combines disciplines and media. The process is problem-oriented and the scenario most often follows the logic of exploring or storytelling. Those two approaches to teaching are appropriate because they fit into interdisciplinary and creative open-ended problem solving through play, as insisted upon by thematic curriculum. The matrix, where seven types of abilities intersect with five types of problems according to their degree of openness, defines well the outcomes of teaching. However, it did not prove to be suitable for planning the majority of activities in thematic curriculum, for it follows with difficulty the process of exploring or storytelling i.e. it disrupts the subject matter coherence of thematic curriculum. Therefore, it is suggested that matrix should be used for disciplinary curriculum planning but for that of thematic curriculum only in exclusive cases. The matrix should be used primarily as a framework for evaluating the distribution of various types of abilities and problem situations in teaching. The logic of diverse approaches to teaching reflects itself in the manner of planning and organizing the teaching process. Conceptual, visual-graphic, structural and other aids employed during educational process planning should suit the nature of the approach chosen. On the basis of qualitative investigations of educational process, in the present paper considerations are given to various approaches to teaching development of various drafts for the planning of teaching, and recognition of the logic of storytelling and exploring in thematic curriculum.

  18. The Integrated Curriculum Model (ICM)

    Science.gov (United States)

    VanTassel-Baska, Joyce; Wood, Susannah

    2010-01-01

    This article explicates the Integrated Curriculum Model (ICM) which has been used worldwide to design differentiated curriculum, instruction, and assessment units of study for gifted learners. The article includes a literature review of appropriate curriculum features for the gifted, other extant curriculum models, the theoretical basis for the…

  19. Personal and Professional Numeracy: A Unit for Pre-Service Teachers at the University of Tasmania

    Directory of Open Access Journals (Sweden)

    Jane M. Watson

    2011-01-01

    Full Text Available This paper addresses issues associated with the development of a unit preparing pre-service teachers to be quantitatively literate in three respects. These issues surround (i the need to be aware of numeracy demands across the curriculum, (ii the need to model numerate behavior in all interactions of teachers, and (iii the need to be able to interpret and use system data provided from local and national testing programs. The context for the unit described is Australia, where a national testing program for literacy and numeracy requires teachers to analyze extensive data on their students, a national curriculum requires teachers of all subjects and levels to encompass literacy and numeracy in their teaching, and national standards for the teaching profession are being progressively introduced to set and assess teachers’ proficiency across their careers. The unit consists of 12 topics covered in lectures and tutorial material, which was offered to over 800 students in External and On-campus modes in 2010.

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

    Science.gov (United States)

    Daniel, Shannon M.

    2015-01-01

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

  1. Moving From Theory to Practice: ELT Pre-service Teachers

    Directory of Open Access Journals (Sweden)

    Şaziye Yaman

    2012-05-01

    Full Text Available This study was conducted to investigate the perceptual change in pre-service teachers’ effective teacher beliefs throughout their education in English Language Teaching (ELT Department of which programme is constructed spirally from theoretical knowledge to the practical one. Throughout a data collection procedure lasted 5 academic terms, 80 pre-service teachers were asked to write their ideas about “the characteristics of an effective teacher”. In each time, as the pre-service teachers moved from theoretical courses to practical ones, the data obtained at each time was analyzed through content analysis and classified under 3 semantic groups; “content knowledge, classroom behaviours, academic qualities”. Results showed that pre-service teachers’ beliefs of effective teacher changed throughout their teacher education programme as they moved from theory to practice.

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

    Directory of Open Access Journals (Sweden)

    Alice J. Feret, EdD

    2010-08-01

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

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

    Science.gov (United States)

    Desfitri, R.

    2018-01-01

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

  4. Reflections of Preservice Information Technology Teachers Regarding Cyberbullying

    OpenAIRE

    Akbulut, Yavuz; Çuhadar, 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 the assignment of take-home reflection papers. Document analysis on reflection papers led researchers to find out underlying themes regarding partic...

  5. A Global Curriculum? Understanding Teaching and Learning in the United States, Taiwan, India, and Mexico

    Directory of Open Access Journals (Sweden)

    Ervin F. Sparapani

    2014-05-01

    Full Text Available While educators recognize that teaching and learning are complex activities evolving from social and cultural contexts, pressure is mounting to be internationally competitive. This research relates a global and responsive discussion of internationalization in education through comparative analyses of current educational discourse about mathematics, science, and technology in the United States, Mexico, India, and Taiwan. Interestingly, changes in education in countries around the globe seem to be leading to a global curriculum. This research examines that phenomenon in several ways. First, we examine what has been happening in the United States. Second, we examine what has been happening in one area of Mexico. Third, we examine what has been happening in India. Fourth, we examine what has been happening in Taiwan. Fifth, we discuss what we have learned relative to the possibility of a global curriculum, specifically related to mathematics, science, and technology, and sixth, we make recommendations for teacher education. In our search for a “global” curriculum, we use an ethnographic procedure referred to as “walking around” culture, which includes participant observation, personal reflection, and cultural immersion. Four of us made several visits to the three countries: India, Mexico, and Taiwan. The findings show that, even though there is no actual global curriculum, there appears to be a de facto global curriculum. Based on that, six recommendations are provided for preparing pre-service and in-service teachers.

  6. A Survey of Conceptions of Energy of Israeli Pre-Service High School Biology Teachers.

    Science.gov (United States)

    Trumper, Ricardo

    1997-01-01

    Identifies the conceptions of energy of preservice high school biology teachers. Findings indicate that this group of preservice teachers holds alternate conceptual frameworks when describing physical situations. Contains 35 references. (DDR)

  7. Modification of Attitudes of Regular Education Preservice Teachers toward Visually Impaired Students.

    Science.gov (United States)

    Skrtic, Thomas M.; And Others

    1982-01-01

    The study compared the effectiveness of two intervention strategies on the attitudes of 53 regular education preservice teachers toward visually impaired students. The importance of personal contact with visually impaired students in attitude interventions for preservice teachers is stressed. (Author)

  8. A Kaleidoscope of Understanding: Pre-service Elementary Teachers' Knowledge of Climate Change Concepts and Impacts

    Science.gov (United States)

    Hayhoe, D.; Bullock, S.; Hayhoe, K.

    2010-12-01

    Teachers are at the forefront of efforts to increase climate literacy; however, even teachers’ understanding can contain significant misconceptions. Probes aimed at capturing these misconceptions have been used with pre-service teachers in several countries. Here, we report on a unique 59-item questionnaire useful as a pre-post diagnostic for teacher training. Topics include Earth’s climate system, long-range climatic changes, recent changes, various gases and types of radiation involved in the greenhouse effect, future impacts of climate change, and mitigation options This questionnaire is unique in three ways: 1. the topics include climate change concepts not usually probed, 2. the questions have a binary-choice format that avoided both the “positive statement bias” of agree-disagree questions and the superfluous distractors of multiple-choice tests, and 3. the questionnaire was piloted with pre-service elementary teachers in Toronto, one of the most multicultural cities in the world. The questionnaire items were written for the Ontario curriculum (K-10); however, they also address almost all of the principles identified in Climate Literacy: The Essential Principles of Climate Science. The questionnaire was completed by 89 volunteers from a pool of 280. Most had a substantial knowledge of climate change concepts, with 34 of the 59 questions being answered correctly by more than 60% of the subjects. The item discrimination of most questions was relatively low, however, and only a very few item pairs showed a significant correlation. This suggests that subjects’ knowledge consisted of a “kaleidoscope of understanding,” rather than a coherent picture. Significant misconceptions were also identified, with 18 of the 59 items being answered incorrectly by more than 60% of the subjects. Of these, 11 correspond to misconceptions previously noted, while 7 suggest new misconceptions not yet identified in studies done with students or teachers, such as the

  9. The Use of 3d Virtual Learning Environments in Training Foreign Language Pre-Service Teachers

    Directory of Open Access Journals (Sweden)

    Tuncer CAN

    2015-10-01

    Full Text Available The recent developments in computer and Internet technologies and in three dimensional modelling necessitates the new approaches and methods in the education field and brings new opportunities to the higher education. The Internet and virtual learning environments have changed the learning opportunities by diversifying the learning options not only in general education but also in the field of foreign language for teachers, curriculum designers and students. Many higher education institutions are employing one of the most widely used virtual worlds the Second Life Platform and are conducting classes on their virtual campuses, and organize meetings, seminars and conferences. In this study, it has been aimed to devise and implement learning applications on the 3D Second Life Platform for the prospective foreign language preservice teachers of Istanbul University, Hasan Ali Yücel Faculty of Education, English Language Teaching Department. The study will report a research Project on Second Life aiming at introducing foreign language pre-service teachers with 3D Virtual Learning Environments and enabling them to use this environment for language teaching at Istanbul University, Hasan Ali Yucel Faculty of Education, English Language Teaching Department. In the scope of the Project, “Comparative Education” class has been conducted both face to face and in World. The method of the study is descriptive. Furthermore, a mixed model, where qualitative and quantitative research techniques have analyzed, has been used. Thus, triangulation of the data has been aimed. In the study, a description of the project, methodology, results and student work will be given.

  10. Online learning management systems (LMS) and sense of community: A pre-service practicum perspective

    OpenAIRE

    Glenn Rideout; Robert Bruinsma; John Hull; Jacob Modayil

    2008-01-01

    This paper examines the impact of the implementation of an online learning management system (LMS) on pre-service teachers during their major pre-service practicum. The LMS enabled students to remain connected to peers, professors, and supervisors while new relationships were formed with in-school personnel such as mentor teachers, principals, and students. The quantitative data analysis revealed that pre-service teachers perceived a higher sense of community when it included pre-service teac...

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

    Basturk, Savas

    2016-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    Bektasli, Behzat

    2016-01-01

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

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

    Science.gov (United States)

    Helfrich, Sara R.; Clark, Sarah K.

    2016-01-01

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

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

    Science.gov (United States)

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

    2011-01-01

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

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

    Science.gov (United States)

    Ekici, Didem Inel

    2016-01-01

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

  18. Pre-Service Teachers' Conceptual Structures and Reasoning Patterns on Animal Classification

    Science.gov (United States)

    Kiliç, Didem

    2016-01-01

    The main purpose of the study was to investigate pre-service teachers' perceptions of the criteria used to classify animals. In this regard, it was also aimed at exploring conceptual structures and reasoning patterns shaping the pre-service teachers' perceptions. The participants of the present study were 324 pre-service teachers attending science…

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

    Science.gov (United States)

    Zogheib, Salah

    2014-01-01

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

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

    Science.gov (United States)

    Latterell, Carmen M.; Wilson, Janelle L.

    2016-01-01

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

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

    Science.gov (United States)

    Mundy, Charlotte Anne; Leko, Melinda Marie

    2015-01-01

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

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

    Science.gov (United States)

    Liu, Shih-Hsiung

    2016-01-01

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

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

    Science.gov (United States)

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

    2010-01-01

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

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

    Science.gov (United States)

    Savas Basturk

    2016-01-01

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

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

    Science.gov (United States)

    Bilir-Seyhan, Gamze; Ocak-Karabay, Sakire

    2018-01-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

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

    Science.gov (United States)

    Robinson, Nicole R.

    2017-01-01

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

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

    Science.gov (United States)

    Zogheib, Salah

    2015-01-01

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

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

    Science.gov (United States)

    Karatekin, Kadir; Merey, Zihni

    2015-01-01

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

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

    Science.gov (United States)

    Demirer, Veysel; Bozoglan, Bahadir; Sahin, Ismail

    2013-01-01

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

  11. Mediators of a Preservice Teacher's Use of the Inquiry-Application Instructional Model

    Science.gov (United States)

    Gunckel, Kristin L.

    2011-01-01

    This paper reports on one preservice teacher's use of the Inquiry-Application Instructional Model (I-AIM) to plan and teach an instructional sequence on photosynthesis to 5th-grade students. Analysis of the preservice teacher's planned and enacted instructional sequences and interviews shows that the preservice teacher was successful in leveraging…

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

    Science.gov (United States)

    Baydas, Ozlem; Yilmaz, Rabia M.

    2018-01-01

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

  13. Singaporean Pre-Service Music Teachers' Identities, Motivations and Career Intentions

    Science.gov (United States)

    Bennett, Dawn; Chong, Eddy K. M.

    2018-01-01

    This article explores pre-service music teachers' professional identities during pre-service training. Its focus is a student cohort whose studies are funded by the Singaporean Ministry of Education in return for a commitment--a teaching bond or contract--to work as teachers in schools. An overview of pre-service teacher education and the…

  14. A Model for Preservice Teachers' Intentions to Use ICT in Future Lessons

    Science.gov (United States)

    Baydas, Ozlem; Goktas, Yuksel

    2017-01-01

    This study proposes a model for determining preservice teachers' intentions to use information and communication technology (ICT) in future lessons. Data were collected from 21 preservice teachers via interview in the first stage of the study and from 2904 preservice teachers from 16 different universities via a designed scale in the second stage…

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

    Science.gov (United States)

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

    2015-01-01

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

  16. Pre-Service Science Teachers' Interpretations of Graphs: A Cross-Sectional Study

    Science.gov (United States)

    Çil, Emine; Kar, Hazel

    2015-01-01

    This study focuses on pre-service science teachers' interpretations of graphs. First, the paper presents data about the freshman and senior pre-service teachers' interpretations of graphs. Then it discusses the effects of pre-service science teacher training program on student teachers' interpretations of graphs. The participants in the study were…

  17. Hidden Curriculum as One of Current Issue of Curriculum

    Science.gov (United States)

    Alsubaie, Merfat Ayesh

    2015-01-01

    There are several issues in the education system, especially in the curriculum field that affect education. Hidden curriculum is one of current controversial curriculum issues. Many hidden curricular issues are the result of assumptions and expectations that are not formally communicated, established, or conveyed within the learning environment.…

  18. Behavior Intention To Use Of Learning Management System Among Malaysian Pre-Service Teachers: A Confirmatory Factor Analysis

    Directory of Open Access Journals (Sweden)

    Sousan Baleghi-Zadeh

    2014-01-01

    Full Text Available Learning Management system is a type of Information system that many universities invest on to be integrated with their curriculum. Therefore, factors which make students accept or reject Learning Management System is crucial for educational managers of universities. The main purpose of the present study is to modify and validate a measurement model based on two models of Technology Acceptance Model and Fit Model. The proposed measurement model included five constructs of perceived ease of use, perceived usefulness, behavior intention to use, technical support and task-technology fit. The sample size of the study was 300 pre-service teachers studying at Universiti Putra Malaysia (UPM and Universiti of Malaya (UM. The results of the study revealed that after deleting eleven items, the proposed measurement model was validated and fit. Therefore, the modified measurement model was able to present the theoretical patterns of the actual data.

  19. How Preservice Teachers Use Children’s Literature to Teach Mathematical Concepts: Focus on Mathematical Knowledge for Teaching

    Directory of Open Access Journals (Sweden)

    Jennifer EDELMAN

    2017-06-01

    Full Text Available This descriptive study examines the elements of mathematical knowledge for teaching (MKT that elementary teacher candidates exhibit as they plan, teach, and reflect on a mathematics lesson that integrates children’s literature. Data for this study were gathered from observations and written work of preservice elementary teacher candidates enrolled in a methods of teaching mathematics course. The data were analyzed using three criteria: that of knowledge of content and students, knowledge of content and teaching, and knowledge of content and curriculum. The findings suggest a need for further development of teacher candidates’ ability to identify and locate mathematical concepts in children’s literature, as well as the need for supporting teacher candidates’ critical analysis of curricular materials and mathematical representations in children’s literature.

  20. How preservice teachers use children’s literature to teach mathematical concepts: Focus on mathematical knowledge for teaching

    Directory of Open Access Journals (Sweden)

    Jennifer Edelman

    2017-06-01

    Full Text Available This descriptive study examines the elements of mathematical knowledge for teaching (MKT that elementary teacher candidates exhibit as they plan, teach, and reflect on a mathematics lesson that integrates children’s literature. Data for this study were gathered from observations and written work of preservice elementary teacher candidates enrolled in a methods of teaching mathematics course. The data were analyzed using three criteria: that of knowledge of content and students, knowledge of content and teaching, and knowledge of content and curriculum. The findings suggest a need for further development of teacher candidates’ ability to identify and locate mathematical concepts in children’s literature, as well as the need for supporting teacher candidates’ critical analysis of curricular materials and mathematical representations in children’s literature.

  1. Rethinking the mathematics curriculum

    CERN Document Server

    Hoyles, Celia; Woodhouse, Geoffrey

    1998-01-01

    At a time when political interest in mathematics education is at its highest, this book demonstrates that the issues are far from straightforward. A wide range of international contributors address such questions as: What is mathematics, and what is it for? What skills does mathematics education need to provide as technology advances? What are the implications for teacher education? What can we learn from past attempts to change the mathematics curriculum? Rethinking the Mathematics Curriculum offers stimulating discussions, showing much is to be learnt from the differences in culture, national expectations, and political restraints revealed in the book. This accessible book will be of particular interest to policy makers, curriculum developers, educators, researchers and employers as well as the general reader.

  2. Learners, teachers and curriculum

    DEFF Research Database (Denmark)

    Petersen, Karen Bjerg

    2008-01-01

    of virtual e-learning, interviews with teachers and 10 learner participants in a virtual classroom setting, and discourse analysis of curriculum developed for the particular e-learning course The research has taken place in the context of a study of e-learning and virtual teaching of Danish as a Second...... language for adults. The research results indicate that teachers seem to compensate by trying to create virtual communities of learning. Learners, however, experience disembedded relations. Conversely, curriculum development, on tends to ‘exploit’ the conditions of disembedding social relations in e-learning......, locationally distant”. The aim of the paper is to analyse and discuss how different positions in e-learning settings result in different answers to modernity. These settings can be applied to either teacher, learner or curriculum positions. The research was based on a qualitative longitudinal case study...

  3. Curriculum at the Interface

    DEFF Research Database (Denmark)

    This Symposium presents curriculum design and content issues in a Scandinavian business school at its Centenary. The aim is an exploration of an educational institution at the interface of the European Higher Education Area (EHEA) within the historical trends of the European Union. We hope...... this step will empirically document how the goals of the European Higher Education Area are functionally linked with the entrepreneurial sensibilities of administration, faculty, and administrative staff during the concrete operations of work. The series of presentations are framed between trans......-cultural epistemological foundations in insight-based critical realism and inquiry into how the institutional entrepreneurs – the program directors – negotiate opportunities, risks, and tensions in curriculum and program implementation. Detailed case presentations take up curriculum effort to successfully engage issues...

  4. ICT and Curriculum Change

    Directory of Open Access Journals (Sweden)

    Joke Voogt

    2005-01-01

    Full Text Available The change towards the information society implies that many countries have to change their curricula, because students need to develop competencies that are not addressed in the traditional curricula. A case study approach was applied to examine curriculum changes in ICT-supported pedagogical practices from 28 countries. The analysis focused on curriculum content and goals of the ICT-supported pedagogical practices, how these aims were implemented in practice and which outcomes for students and teachers could be observed. The results showed that the curriculum content often was not new but rather was delivered in a different way. Many ICT-supported pedagogical practices strove to realize new goals important for lifelong learning in an information society. Content and goals were offered in curricular settings, often crossing the traditional boundaries of academic subjects. In many of the cases students worked on topics that were meaningful to them.

  5. Achieving a coherent curriculum in second grade: Science as the organizer

    Science.gov (United States)

    Park Rogers, Meredith A.

    , the findings have implications for elementary preservice and inservice programs with respect to using science teaching as a foundation for developing curriculum coherency.

  6. Curriculum Pearls for Faculty Members

    Science.gov (United States)

    Staykova, Milena P.

    2013-01-01

    Many nurse educators fear involvement in curriculum development because of limited understanding of what it entails. Curricula, as etymological, epistemological, and phenomenological concepts have attracted the attention of educators for decades. Several curriculum models exist to explain curriculum decision-making, and the relationship among…

  7. Preservice History Teachers' Attitudes towards Identity Differences

    Science.gov (United States)

    Yazici, Fatih

    2017-01-01

    The ongoing changes in history education in support of diversity have an effect on Turkey even if on a limited scale. Although the current history curriculum in Turkey promotes the identity transmission instead of respecting different identities, it also has some goals such as "teaching the students about basic values including peace,…

  8. Pre-service and in-service capacity building: Lessons learned from the Integrated Management of Childhood Illness (IMCI)

    International Nuclear Information System (INIS)

    Were, Wilson

    2014-01-01

    workers in a cost effective and sustainable manner and influence practices of health professionals in both the public and private sectors. From inception, many countries responded by introducing pre-service IMCI in the training of nurses, midwives, health officers and medical doctors. The main challenges for pre-service IMCI have been negotiating adequate time and placement into the curriculum, ensuring adequate facilities and organization for clinical sessions, sustaining the supply of teaching materials and coordinating between different academic programmes.

  9. Degrassi Health Education Curriculum.

    Science.gov (United States)

    Kirsch, Robin J.

    This health curriculum is intended to help teachers deal with some of today's adolescent health issues: (1) alcoholism (issues surrounding family alcoholism); (2) relationships (stereotyping and teen friendships); (3) Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) (insight into what it is like to live with HIV);…

  10. Incentives from Curriculum Tracking

    Science.gov (United States)

    Koerselman, Kristian

    2013-01-01

    Curriculum tracking creates incentives in the years before its start, and we should therefore expect test scores to be higher during those years. I find robust evidence for incentive effects of tracking in the UK based on the UK comprehensive school reform. Results from the Swedish comprehensive school reform are inconclusive. Internationally, I…

  11. Community as Curriculum

    Science.gov (United States)

    Cummins, Jim; Chow, Patricia; Schechter, Sandra R.

    2006-01-01

    This article describes a project involving teachers, parents, and university researchers in collaborations to support multilingual children's development and use of language. Strategies for fostering an inclusive climate included building on the interests and resources of the local community, involving community members in curriculum development,…

  12. Listening across the Curriculum

    Science.gov (United States)

    Ediger, Marlow

    2014-01-01

    Listening as a skills objective must be emphasized throughout the curriculum of school subjects. There are a variety of learning opportunities which stress the art and skills of listening. In conversation, it might be embarrassing if the sender of the message needs to repeat content due to faulty listening habits. Or, the responder in response…

  13. Revisiting the Rhetorical Curriculum

    Science.gov (United States)

    Rutten, Kris; Soetaert, Ronald

    2012-01-01

    The aim of the special strand on "Revisiting the rhetorical curriculum" is to explore the educational potential of a new rhetorical perspective, specifically in relation to different traditions within educational and rhetorical studies. This implies that we do not only look at education "in" rhetoric, but that we position education also "as" a…

  14. School Curriculum in Japan

    Science.gov (United States)

    Nakayasu, Chie

    2016-01-01

    This article examines Japanese education system especially relevant to the school curriculum, which might support Japanese high performance in the OECD's Programme for International Student Assessment (PISA), mainly through Japanese policy documents. The Japanese education systems have been constructed by the local context of society and politics,…

  15. The Corporate Law Curriculum

    Science.gov (United States)

    Mofsky, James S.

    1976-01-01

    On the premise that corporate counsel must be an able diagnostician before he can focus on highly specialized and interrelated issues of business law, the author suggests an approach to corporate law curriculum in which the basic course balances the quality and quantity of material designed to create the needed sensitivity. (JT)

  16. Curriculum Development Through Delphi

    Science.gov (United States)

    Reeves, Gary; Jauch, Lawrence R.

    1978-01-01

    The basic Delphi methodology is outlined along with possible goals and objectives in a Delphi study. The results of an actual case study in the use of the Delphi method for higher education curriculum development are reported, and attention is given to the problem of selecting participants for a Delphi exercise. (Author/LBH)

  17. Classical Curriculum Design

    Science.gov (United States)

    George, Judith W.

    2009-01-01

    The article identifies some key findings in pedagogical research over recent decades, placing them within a framework of logical curriculum development and current practice in quality assurance and enhancement. Throughout, the ideas and comments are related to the practice of teaching classics in university. (Contains 1 figure and 3 notes.)

  18. Decolonizing the (Distance) Curriculum

    Science.gov (United States)

    Walder, Dennis

    2007-01-01

    Postcolonial theory remains part of the challenge of literary theory to curriculum development. As the author's personal history suggests, it is more than simply another way of reading and interpretation, but enables an engagement with, a bearing witness to, the gross inequalities of the world today. Drama is a good example, evidenced by the…

  19. Across the Curriculum.

    Science.gov (United States)

    Burns, Marilyn; And Others

    1994-01-01

    Across-the-curriculum articles focus on four areas. A math activity describes optical illusions and the properties of shapes. A hands-on science activity presents the chemistry of secret messages. A writing lesson helps students capture the essence of character. An art lesson presents a project on medieval castles. (SM)

  20. Solar Curriculum Guides, 1980.

    Science.gov (United States)

    Seward County Community Coll., Liberal, KS.

    This document contains an outline for a curriculum to train solar energy technicians in community colleges. The guide contains eight courses, each of which is divided into one to five modules. Modules, in turn, are divided into units, and units contain student handouts appropriate to the material. The following eight courses are included in this…

  1. The Counseling & Guidance Curriculum.

    Science.gov (United States)

    Ediger, Marlow

    Counseling and guidance services are vital in any school curriculum. Counselors may themselves be dealing with students of diverse abilities and handicaps. Counselors may have to work with students affected by drug addiction, fetal alcohol syndrome, homelessness, poverty, Acquired Immune Deficiency Syndrome (AIDS) and divorce. Students may present…

  2. Hospitality Occupations. Curriculum Guide.

    Science.gov (United States)

    California State Dept. of Education, Sacramento. Bureau of Homemaking Education.

    This curriculum guide on the hospitality occupations was developed to help secondary and postsecondary home economics teachers prepare individuals for entry-level jobs in the hospitality industry. The content is in seven sections. The first section presents organizational charts of a medium-size hotel, food and beverage division, housekeeping and…

  3. Plumbing and Heating Curriculum.

    Science.gov (United States)

    EASTCONN Regional Educational Services Center, North Windham, CT.

    Theory and experience in the following areas are included in this plumbing curriculum: (1) plumbing fixtures and heating; (2) city water service; (3) fixture roughing; (4) venting; and (5) solar heating systems. The plumbing program manual includes the following sections: (1) general objectives for grades 10, 11, and 12; (2) a list of 33 major…

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

    Directory of Open Access Journals (Sweden)

    Fazri Nur Yusuf

    2017-09-01

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

  5. Curriculum, curriculum development, curriculum studies? Problematising theoretical ambiguities in doctoral theses in the education field

    Directory of Open Access Journals (Sweden)

    Petro du Preez

    2014-06-01

    Full Text Available Theoretical ambiguities in curriculum studies result in conceptual mayhem. Accordingly, they hinder the development of the complicated conversation on curriculum as a verb. This article aims to contribute to reconceptualizing curriculum studies as a dynamic social practice that aspires to thinking and acting with intelligences and sensitivity so as to understand oneself and others. It also raises awareness that equating all forms of research on curriculum with curriculum studies dilutes the scope of the conversation. This exploration asks two key questions: What is the nature of doctoral theses in the field of education's theoretical contributions to nuances of curriculum (curriculum, curriculum development, and curriculum studies? In what ways do these theses perpetuate or even add to current ambiguities in the discipline of curriculum studies? The exploration of these two questions draws on a critical meta-study of 511 theses completed in South African universities (2005-2012 conducted using a three level process. It appears that the main detractions of these theses are that some of them see curriculum studies as a dumping ground and others make no theoretical contribution to the discipline. The article concludes by suggesting ways which would encourage the intellectual advancement of curriculum studies through rigorous disciplinarity.

  6. Curriculum, Curriculum Development, Curriculum Studies? Problematising Theoretical Ambiguities in Doctoral Theses in the Education Field

    Science.gov (United States)

    du Preez, Petro; Simmonds, Shan

    2014-01-01

    Theoretical ambiguities in curriculum studies result in conceptual mayhem. Accordingly, they hinder the development of the complicated conversation on curriculum as a verb. This article aims to contribute to reconceptualizing curriculum studies as a dynamic social practice that aspires to thinking and acting with intelligences and sensitivity so…

  7. Reflections of Preservice Information Technology Teachers Regarding Cyberbullying

    Directory of Open Access Journals (Sweden)

    Yavuz Akbulut

    2011-03-01

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

  8. Reflections of Preservice Information Technology Teachers Regarding Cyberbullying

    Directory of Open Access Journals (Sweden)

    Yavuz Akbulut

    2011-07-01

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

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

    Science.gov (United States)

    Merdekawati, Krisna

    2017-12-01

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

  10. Design Approaches to Support Preservice Teachers in Scientific Modeling

    Science.gov (United States)

    Kenyon, Lisa; Davis, Elizabeth A.; Hug, Barbara

    2011-02-01

    Engaging children in scientific practices is hard for beginning teachers. One such scientific practice with which beginning teachers may have limited experience is scientific modeling. We have iteratively designed preservice teacher learning experiences and materials intended to help teachers achieve learning goals associated with scientific modeling. Our work has taken place across multiple years at three university sites, with preservice teachers focused on early childhood, elementary, and middle school teaching. Based on results from our empirical studies supporting these design decisions, we discuss design features of our modeling instruction in each iteration. Our results suggest some successes in supporting preservice teachers in engaging students in modeling practice. We propose design principles that can guide science teacher educators in incorporating modeling in teacher education.

  11. Establishing Professional Identity: Narrative as Curriculum for Pre-Service Teacher Education

    Science.gov (United States)

    Hooley, Neil

    2007-01-01

    It is unclear to what extent Australian teachers over recent years have resisted the impact of globalisation, marketisation and commodification on education generally and their daily work in classrooms specifically. Do teachers still see education as a public good, of personal and democratic importance in its own right regardless of the…

  12. Supply chain management curriculum integration in pre-service training in Tanzania

    OpenAIRE

    Machagge, Matiko; Matoyo, Dorothy; Alenga, Irene

    2014-01-01

    An assessment in 2011 identified the need to incorporate supply chain management (SCM) in academic curricula for health care workers in Tanzania. As a result, a competency-based curricula was developed for pharmacists, pharmacy technicians, clinical officers and nursing cadres. An initiative to train pharmacy graduates in SCM as part of their professional training was thereafter embarked on in 2013. Consultative meetings with various government and health education related institutio...

  13. Pre-service teachers’ awareness of child abuse

    Directory of Open Access Journals (Sweden)

    Nihal TUNCA

    2015-12-01

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

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

    Directory of Open Access Journals (Sweden)

    Muhammet ÖZDEN

    2015-04-01

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

  15. Reducing anti-fat prejudice in preservice health students: a randomized trial.

    Science.gov (United States)

    O'Brien, Kerry S; Puhl, Rebecca M; Latner, Janet D; Mir, Azeem S; Hunter, John A

    2010-11-01

    Anti-fat sentiment is increasing, is prevalent in health professionals, and has health and social consequences. There is no evidence for effective obesity prejudice reduction techniques in health professionals. The present experiment sought to reduce implicit and explicit anti-fat prejudice in preservice health students. Health promotion/public health bachelor degree program students (n = 159) were randomized to one of three tutorial conditions. One condition presented an obesity curriculum on the controllable reasons for obesity (i.e., diet/exercise). A prejudice reduction condition presented evidence on the uncontrollable reasons for obesity (i.e., genes/environment); whereas a neutral (control) curriculum focused on alcohol use in young people. Measures of implicit and explicit anti-fat prejudice, beliefs about obese people, and dieting, were taken at baseline and postintervention. Repeated measures analyses showed decreases in two forms of implicit anti-fat prejudice (decreases of 27 and 12%) in the genes/environment condition relative to other conditions. The diet/exercise condition showed a 27% increase in one measure of implicit anti-fat prejudice. Reductions in explicit anti-fat prejudice were also seen in the genes/environment condition (P = 0.006). No significant changes in beliefs about obese people or dieting control beliefs were found across conditions. The present results show that anti-fat prejudice can be reduced or exacerbated depending on the causal information provided about obesity. The present results have implications for the training of health professionals, especially given their widespread negativity toward overweight and obesity.

  16. Designing a Mathematics Curriculum

    Directory of Open Access Journals (Sweden)

    Lee Peng Yee

    2010-07-01

    Full Text Available A decade of PMRI saw the changes in the classroom in some of the primary schools in Indonesia. Based on observation, we can say that though the mathematics syllabus in Indonesia did not change, its curriculum has changed under the movement of PMRI. In this article, we put in writing some of the experience gained through the involvement in designing curricula since 1971. Hopefully, some of the observations made may be of use to the colleagues in Indonesia. The discussion below will cover some deciding factors in designing a curriculum, some practices, and the latest trends. For convenience, we keep the discussion general, and do not refer to a specific syllabus. Also, in many cases, we refer mainly to secondary schools, that is, Grade 7 to Grade 10.

  17. Optimizing pre-service inspection data

    International Nuclear Information System (INIS)

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

    1986-01-01

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

  18. The teacher and the curriculum;

    DEFF Research Database (Denmark)

    Priestley, M.; Biesta, G.; Philippou, Stavroula

    2015-01-01

    A key debate in the curriculum field has centred on the extent to which teachers should or could achieve agency over the curriculum they enact. Risks to teacher agency have come from top-down control of curricula, either through input regulation (prescription of content, methods and/or teaching...... with a discussion of why it is important to understand and take into account teacher agency, when formulating and developing curriculum policy....

  19. Organizing Curriculum Change: An Introduction

    Science.gov (United States)

    Westbury, Ian; Aspfors, Jessica; Fries, Anna-Verena; Hansén, Sven-Erik; Ohlhaver, Frank; Rosenmund, Moritz; Sivesind, Kirsten

    2016-01-01

    This paper introduces the questions and approaches of a five-nation cross-cultural study of state-based curriculum-making discussed in this issue of "JCS." The paper reviews the two decade-long interest of many nations in state-based curriculum-making and presents a framework for thinking about state-based curriculum-making as a tool of…

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

    Science.gov (United States)

    Kidd, Warren

    2013-01-01

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

  1. Pre-Service Teacher Training at the Museum School

    Science.gov (United States)

    Stetson, Ranae; Stroud, Nicole Devlin

    2014-01-01

    This article describes the powerful and long-term partnership between a museum preschool and a local university teacher preparation program. The authors describe the unique and rich learning environment of the Museum School and its dramatic and positive impact on pre-service teacher training. The hands-on learning experiences taught at the Museum…

  2. Reflective Teaching: A Process for Analyzing Journals of Preservice Educators.

    Science.gov (United States)

    Dieker, Lisa A.; Monda-Amaya, Lisa E.

    1995-01-01

    The journals of six special education graduate students were examined in order to define operational categories of reflective thought. The development of reliable and operational definitions for classifying, coding, and evaluating written journals of preservice teachers is described. Past research on the importance of reflective teaching is…

  3. Motivation and Personality of Preservice Teachers in Croatia

    Science.gov (United States)

    Jugovic, Ivana; Marusic, Iris; Ivanec, Tea Pavin; Vidovic, Vlasta Vizek

    2012-01-01

    The study presents results founded upon the Factors Influencing Teaching Choice scale validation and the relations between personality traits and motivation for teaching in Croatia. A sample of 374 first-year preservice teachers from three universities participated in the study. Confirmatory factor analysis of the items comprising the Croatian…

  4. Television for the Hearing Handicapped Learner. Preservice Teacher Handbook.

    Science.gov (United States)

    Southern Regional Media Center for the Deaf, Knoxville, TN.

    The guide is intended for preservice teacher education in the use of video technology for the education of the deaf. Listed are advantages of instructional television such as its ability to provide immediate feedback through instant replay. Suggestions for use of the videotape recorded and monitor for playback include renting commercially prepared…

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

    Science.gov (United States)

    Li, Kun; Li, Yanju; Franklin, Teresa

    2016-01-01

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

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

    Science.gov (United States)

    Lin, Kuen-Yi; Williams, P. John

    2016-01-01

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

  7. Developing Preservice Teachers' Knowledge of Science Teaching Through Video Clubs

    Science.gov (United States)

    Johnson, Heather J.; Cotterman, Michelle E.

    2015-06-01

    Though an adequate understanding of content is a natural prerequisite of teaching (Carlsen in Journal of Research in Science Teaching 30:471-481, 1993), teachers also need to be able to interpret content in ways that facilitate student learning. How to best support novice teachers in developing and refining their content knowledge for teaching is a crucial and ongoing question for preservice teacher educators. Recently, video clubs are being explored as potential contexts for teacher learning (Barnhart & van Es in Teaching and Teacher Education 45:83-93, 2015; Sherin & Han in Teaching and Teacher Education 20:163-183, 2004). We hypothesized that pairing video clubs with student teaching experiences would provide a forum for preservice teachers to discuss issues relevant to their professional trajectory through exposure to models of peer teaching and opportunities to reflect on practice. In this study, we explored how secondary science preservice teachers used video club to restructure their overall science knowledge into science knowledge for teaching. Our findings suggest that video clubs allowed preservice teachers to access and leverage student thinking and instructional resources to deepen their understanding of science content and trajectories for science learning.

  8. Integrating WebQuests in Preservice Teacher Education

    Science.gov (United States)

    Wang, Feng; Hannafin, Michael J.

    2008-01-01

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

  9. Service Learning and Social Action: Feeding Preservice Teachers' Souls

    Science.gov (United States)

    Eidson, Karla W.; Nickson, Lautrice; Hughes, Teresa

    2014-01-01

    Preservice teacher education candidates identified personal and professional benefits of participating in a service-learning project helping a food pantry, culminating in a 48-hour fast. At the end of the project, student reflections revealed that the service-learning component influenced participants' preconceptions about hunger.

  10. Relationship of Some Variables in Predicting Pre-Service Teachers ...

    African Journals Online (AJOL)

    The study examines the extent to which the relationship between pre-service Nigerian Certificate in Education (NCE) teachers' academic level, college specialization and gender could predict their problem solving performance in chemistry. The sample for the study involved two hundred and four, 200 and 300 level, ...

  11. Pre-Service Social Studies Teachers' Perspectives towards Netizenship

    Science.gov (United States)

    Yigit, E. Özlem

    2014-01-01

    Nowadays, in technologically mediated discourses of citizenship, new kinds of political, social, economic and cultural forms of belonging are discussed. This study tried to formed a general frame for netizenship and civic virtues in views of pre-service social studies teachers because, social studies teachers are expected to be both model citizens…

  12. Pre-Service Teachers in Second Life: Potentials of Simulations

    Science.gov (United States)

    Teoh, Jase

    2012-01-01

    An in-depth qualitative study with nine secondary pre-service teachers from an undergraduate "Language and Literacy" class was conducted to examine the potential of simulation using Second Life (SL) in teacher education. Games and simulations were operationally defined in the broadest sense to distinguish key characteristics between…

  13. Influences on Preservice Teacher Socialization: A Qualitative Study

    Science.gov (United States)

    Marks, Melissa J.

    2007-01-01

    This qualitative two-year study traces the changes in beliefs and actions of four preservice teachers through the final two years of their university education program. Dialectical Theory of Socialization and Cognitive Dissonance Theory provide the theoretical framework. The findings show that three main factors affect the transfer of learning…

  14. Online Instruction in Braille Code Skills for Preservice Teachers.

    Science.gov (United States)

    Koenig, Alan J.; Robinson, Margaret C.

    2001-01-01

    An evaluation of a Web-based course in Braille code skills for 20 preservice teachers of students with visual impairments found that the online course offered a high-quality, rigorous approach to delivering instruction in Braille code skills when students had appropriate technology skills and equipment and were independent, persistent learners.…

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

    Science.gov (United States)

    Thomas, Kevin; O'Bannon, Blanche

    2013-01-01

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

  16. Preparing Elementary English Teachers: Innovations at Pre-Service Level

    Science.gov (United States)

    Zein, Mochamad Subhan

    2015-01-01

    The teaching of English for Young Learners has become a global phenomenon, but many countries are facing dilemma in terms of teacher preparation (Nunan, 2003; Kaplan, Baldauf, & Kamwangamalu, 2011). Indonesia is of no exception. Its pre-service system has not been adequate to sufficiently prepare elementary English teachers with knowledge and…

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

    Science.gov (United States)

    Eckhoff, Angela

    2011-01-01

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

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

    African Journals Online (AJOL)

    Background: The Integrated Management of Newborn and Childhood Illness strategy equips health workers with essential knowledge and skills to effectively manage sick ... Main challenges encountered in the pre-service teaching were constraints with trained staff and other resources each by 28 (82.3%) programs.

  19. Metaphors of Turkish Preservice Teachers about the Concept of "Literature"

    Science.gov (United States)

    Bagci, Hasan

    2013-01-01

    This research has been done for the purpose of searching out the perceptions of the Turkish preservice teachers related to the term of "Literature" by the help of the concept of metaphors. 230 students have been participated to the study who have studied at Mehmet Akif Ersoy University(Turkey),Faculty of Education, Department of Turkish…

  20. ORIGINAL ARTICLE EVALUATION OF PRE-SERVICE TRAINING ...

    African Journals Online (AJOL)

    user

    schools to evaluate pre-service Inte- grated Management of ..... 9. 7. 5. 3. 26.5. 20.6. 14.7. 8.8. Future needs. More trained staff. More training materials. More training facilities. 31. 8. 4. 91.2. 23.5. 11.8. Ethiop J Health Sci. Vol. 20, No. 1. March 2010 ...

  1. Preservice Teachers Developing Coherent Inquiry Investigations in Elementary Astronomy

    Science.gov (United States)

    Plummer, Julia D.; Tanis Ozcelik, Arzu

    2015-01-01

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

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

    Science.gov (United States)

    Ammentorp, Louise; Madden, Lauren

    2018-01-01

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

  3. Cyberbully and Victim Experiences of Pre-Service Teachers

    Science.gov (United States)

    Tosun, Nilgün

    2016-01-01

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

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

    Science.gov (United States)

    Dündar, Sefa; Gündüz, Nazan

    2016-01-01

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

  5. Climate Change in the Preservice Teacher's Mind

    Science.gov (United States)

    Lambert, Julie L.; Bleicher, Robert E.

    2013-01-01

    Given the recent media attention on the public's shift in opinion toward being more skeptical about climate change, 154 preservice teachers' participated in an intervention in an elementary science methods course. Findings indicated that students developed a deeper level of concern about climate change. Their perceptions on the evidence…

  6. A Study of Geometry Content Knowledge of Elementary Preservice Teachers

    Science.gov (United States)

    Aslan-Tutak, Fatma; Adams, Thomasenia Lott

    2015-01-01

    The purpose of this research is to examine preservice elementary school teachers' geometry learning as investigated by both qualitative and quantitative methods. For the qualitative investigation, narrative analysis and thematic analysis methods were used. The findings of narrative analysis indicated two main kinds of stories: as a learner and as…

  7. 38 CFR 3.306 - Aggravation of preservice disability.

    Science.gov (United States)

    2010-07-01

    ... disability. 3.306 Section 3.306 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS... Connection § 3.306 Aggravation of preservice disability. (a) General. A preexisting injury or disease will be... disability during such service, unless there is a specific finding that the increase in disability is due to...

  8. Critical Thinking Dispositions of Pre-Service Teachers

    Science.gov (United States)

    Bakir, Selda

    2015-01-01

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

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

    African Journals Online (AJOL)

    PROF.MIREKU

    to the classroom behaviour of the teacher, involving openness to new ideas and the development of positive .... In a study to identify changes in pre-service elementary teachers' sense of efficacy in teaching science ... any other perceptions of science teachers about their self-efficacy changes according to gender and years ...

  10. Preservice Music Teachers' Descriptions of Successful and Unsuccessful Teachers

    Science.gov (United States)

    Powell, Sean R.; Parker, Elizabeth Cassidy

    2017-01-01

    The purpose of this study was to examine how undergraduate music education students identify, through a reflective writing exercise, the major characteristics of successful and unsuccessful teachers. We asked two research questions: (1) How did preservice music teachers describe successful and unsuccessful teachers (2) How did perceptions differ…

  11. Preservice and inservice teachers' knowledge of language constructs in Finland.

    Science.gov (United States)

    Aro, Mikko; Björn, Piia Maria

    2016-04-01

    The aim of the study was to explore the Finnish preservice and inservice teachers' knowledge of language constructs relevant for literacy acquisition. A total of 150 preservice teachers and 74 inservice teachers participated in the study by filling out a questionnaire that assessed self-perceived expertise in reading instruction, knowledge of phonology and phonics, and knowledge of morphology. The inservice teachers outperformed the preservice teachers in knowledge of phonology and phonics, as well as morphology. Both groups' knowledge of morphology was markedly lower than their knowledge of phonology and phonics. Because early reading instruction does not focus on the morphological level of language but is phonics-based, this result was expected. However, the findings also revealed a lack of explicit knowledge of basic phonological constructs and less-than-optimal phonemic awareness skills in both groups. Problems in phonemic skills manifested mostly as responding to the phonological tasks based on orthographic knowledge, which reflects an overreliance on the one-to-one correspondence between graphemes and phonemes. The preservice teachers' perceptions of expertise were weakly related to their knowledge and skills. Among the inservice teachers, perceived expertise and knowledge of language constructs were completely unrelated. Although the study was exploratory, these findings suggest that within the Finnish teacher education there is a need to focus more on explicit content studies for language structures and the concepts relevant for literacy instruction, as well as phonological and phonemic skills.

  12. Employability and Employment Outcomes of No-Fee Preservice Students

    Science.gov (United States)

    Jin, Yule; Li, Ling; Ding, Shujing; Li, Zhichao

    2013-01-01

    This study used interviews and questionnaires to survey 770 no-fee preservice students. Its findings were as follows: (1) Their employability encompasses five dimensions: teaching skills, ability to learn specialized knowledge, ability to grasp elementary and secondary teaching materials and methods, communication skills, and ability to apply for…

  13. A Preservice Mathematics Teacher's Beliefs about Teaching Mathematics with Technology

    Science.gov (United States)

    Belbase, Shashidhar

    2015-01-01

    This paper analyzed a preservice mathematics teacher's beliefs about teaching mathematics with technology. The researcher used five semi-structured task-based interviews in the problematic contexts of teaching fraction multiplications with JavaBars, functions and limits, and geometric transformations with Geometer's Sketchpad, and statistical data…

  14. Developing Mathematical Knowledge for Teaching: Documenting Preservice Elementary Teachers' Experiences

    Science.gov (United States)

    Kwiatkowski-Egizio, Erica

    2013-01-01

    The two research questions that guided this study were: (1) How do preservice teachers develop mathematical knowledge for teaching during a coordinated math methods course and field experience? and (2) What types of portfolio tasks lend themselves to documenting mathematical knowledge in teaching? Six, female, elementary (K-8) teacher candidates…

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

    Science.gov (United States)

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

    2012-01-01

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

  16. Nature Connectedness and Landscape Preferences of Turkish Preservice Preschool Teachers

    Science.gov (United States)

    Yilmaz, Simge; Olgan, Refika; Yilmaztekin, Elif Öztürk

    2016-01-01

    The current paper had two aims, first to investigate Turkish pre-service preschool teachers' perceptions of different kinds of landscapes that can be used to achieve their educational goals, their ideas about the characteristics of these settings, and the contribution to children's education, the resource needs, motivations, and barriers they…

  17. The Attitudes of Pre-Service Teachers towards EFL Writing

    Science.gov (United States)

    Aydin, Selami; Basoz, Tutku

    2010-01-01

    The results of the previous studies indicate that no consensus exists on either the attitudes towards EFL writing or the factors that affect these attitudes. In addition, the studies mainly focused on the attitudes of language learners, rather than teachers. Thus, the present study aims to investigate the attitudes of pre-service teachers towards…

  18. Preparing Preservice Teachers to Address Bullying through Cartoon Lessons

    Science.gov (United States)

    Rule, Audrey C.; Logan, Stephanie R.; Kohler, Frank W.

    2013-01-01

    Students who qualify for special education services are at risk for being bullied because of their cognitive, emotional, behavioral, or physical differences. Currently, teachers are not effective enough in reducing bullying; better preservice teacher preparation in this area may help to alleviate the problem. The current study explored the effects…

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

    Science.gov (United States)

    Cullen, Theresa A.; Greene, Barbara A.

    2011-01-01

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

  20. Indicators to Evaluate Pre-Service Teachers' Cultural Competence

    Science.gov (United States)

    Liang, Xin; Zhang, Gang

    2009-01-01

    This study identifies and examines multiple indicators to evaluate cultural competence of pre-service teachers in teacher education institutions. National Council for Accreditation of Teacher Education's concepts of culturally responsive teaching and theory discussions on cultural competence serve as the impetus for the study. The analysis applied…

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

    Science.gov (United States)

    Clark, Sarah K.; Byrnes, Deborah

    2015-01-01

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

  2. Preservice Teachers' In-the-Moment Teaching Decisions in Reading

    Science.gov (United States)

    Griffith, Robin

    2017-01-01

    This study examines the types of in-the-moment teaching decisions 97 preservice teachers made while teaching reading and how their growing bodies of teacher knowledge influenced their abilities to think, know, feel and act like a teacher (Feiman-Nemser, 2008). Findings indicated that the teacher educator's use of "metacognitive…

  3. Preservice Teachers' Developing Conceptions of Teaching English Learners

    Science.gov (United States)

    Kelly, Laura Beth

    2018-01-01

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

  4. Describing Preservice Instrumental Music Educators' Pedagogical Content Knowledge

    Science.gov (United States)

    Millican, J. Si

    2016-01-01

    In this descriptive study, I investigated the pedagogical content knowledge of 206 undergraduate music education students by presenting video recordings of beginning band students playing excerpts from their class method books. I asked these preservice educators to identify performance problems and offer potential solutions to the causes of those…

  5. Developing Preservice Teachers' Expertise in Equitable Assessment for English Learners

    Science.gov (United States)

    Siegel, Marcelle A.

    2014-04-01

    This study illustrated a pathway of growth that a preservice teacher might traverse when learning to use and develop equitable assessments (EA). The study is rare in that it looks at the development of preservice teachers' understanding and ability to design EA. I examined the understanding and implementation of EA of 23 secondary preservice teachers within two classes. The methods classes focused on the academic content area of science. Participants' journals, teaching philosophies, and inquiry-based science units served as data sources. Participants progressed from a simple view of EA as "fairness" to a more sophisticated view of EA, including: ways to increase fairness, the importance of challenging students, and using assessments for learning. Results also showed changes in preservice teachers' views of learners and the purpose of assessment. While understanding developed robustly, teachers' assessment plans in their units were not as strong. Teacher education programs need to place more emphasis on developing critical understanding of EA practices to meet the needs of diverse learners.

  6. Preservice Teachers' Perceptions of Using Digital Technologies in Literacy Instruction

    Science.gov (United States)

    Pierczynski, Melissa

    2015-01-01

    In order to best prepare our preservice teachers to incorporate digital technologies into future literacy instruction, we must first explore how they perceive implementation of digital technologies in literacy instruction. Limited research exists which examines the employment of digital technologies in literacy instruction, and even less considers…

  7. Teacher Efficacy and Preservice Teachers: A Construct Validation.

    Science.gov (United States)

    Kushner, Susan N.

    A construct validation of a modified version of a teacher efficiency scale was conducted to establish its use with preservice teachers. The scale adapted by A. E. Woolfolk and W. K. Hoy from one constructed by S. Gibson and M. H. Dembo, which contained 12 personal efficacy (PE) and 6 general teaching efficacy (TE) items, was further modified for…

  8. Preservice Social Studies Teachers' Opinions Regarding History Education

    Science.gov (United States)

    Alaca, Eray; Yildirim, Tercan

    2018-01-01

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

  9. Music Education Preservice Teachers' Confidence in Resolving Behavior Problems

    Science.gov (United States)

    Hedden, Debra G.

    2015-01-01

    The purpose of this study was to investigate whether there would be a change in preservice teachers' (a) confidence concerning the resolution of behavior problems, (b) tactics for resolving them, (c) anticipation of problems, (d) fears about management issues, and (e) confidence in methodology and pedagogy over the time period of a one-semester…

  10. Arthropods: Attitude and Incorporation in Preservice Elementary Teachers

    Science.gov (United States)

    Wagler, Ron; Wagler, Amy

    2011-01-01

    Invertebrates perform many beneficial and essential ecological services for humans. Despite this, the general public tends to view them negatively. Preservice elementary teachers often find themselves in a tenuous position because they possess the same negativity toward invertebrates as the general public but have been commissioned by United…

  11. The Pre-Service Teachers' Value Orientations

    Science.gov (United States)

    Akin, Mehmet Ali

    2018-01-01

    It is important to note that social scientists have recently concentrated on the issue of values. People's thoughts, decisions, behaviors etc. values that have an important place in the explanations constitute the subject of this research. The main purpose of the research is to analyze whether the value orientations of the pre-service teacher'…

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

    Science.gov (United States)

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

    2016-01-01

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

  13. Narrative Inquiry: Preservice Teachers' Understanding of Teaching English Learners

    Science.gov (United States)

    Pu, Chang

    2012-01-01

    Informed by the narrative inquiry approach (Connelly & Clandinin, 1990), this qualitative study examined preservice teachers' narratives to investigate what they think, know, and believe in teaching English learners. Beyond just telling stories, narrative structures and meanings were examined with the goal of gaining insight of the preservice…

  14. A podcasting-based pre-service teacher training model

    Directory of Open Access Journals (Sweden)

    Jing Zhao

    2012-03-01

    Full Text Available Podcasting has been increasingly used as a new approach to broadcasting information. In the educational field, podcasting offers plenty of opportunities to improve and facilitate pre-service teacher training in normal schools. This study analyses the practice of using podcasting for teaching skills training, and proposes a TSTP (Teaching Skills Training on Podcasting model to improve the training effectiveness.

  15. Modeling Preservice Teachers' TPACK Competencies Based on ICT Usage

    Science.gov (United States)

    Yurdakul, I. Kabakci; Coklar, A. N.

    2014-01-01

    The purpose of this study was to build a model that predicts the relationships between the Technological Pedagogical Content Knowledge (TPACK) competencies and information and communication technology (ICT) usages. Research data were collected from 3105 Turkish preservice teachers. The TPACK-Deep Scale, ICT usage phase survey and the ICT usage…

  16. Integrating HIV&AIDS education in pre-service Mathematics ...

    African Journals Online (AJOL)

    Drawing on self-study, the work of a Mathematics teacher educator who worked with pre-service teachers to integrate HIV & AIDS education at a higher education institution is described. By considering integration of HIV & AIDS education in Mathematics Education and taking action it is possible to develop strategies which ...

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

    African Journals Online (AJOL)

    Journeys across Difference: Pre-Service Teacher Education Students' Perceptions of a Pedagogy of Discomfort in a Digital Storytelling Project in South Africa. ... Keywords: affective turn, digital storytelling, higher education, pedagogy of discomfort, politics of emotions, social engagement, South Africa, transformation.

  18. Predictors of Cyberloafing among Preservice Information Technology Teachers

    Science.gov (United States)

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

    2018-01-01

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

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

    Science.gov (United States)

    Boon, Helen J.; Maxwell, Bruce

    2016-01-01

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

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

    Science.gov (United States)

    Waters, Stewart; Russell, William B., III

    2014-01-01

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

  1. Pre-Service Elementary Teachers' Understandings of Graphs

    Science.gov (United States)

    Alacaci, Cengiz; Lewis, Scott; O'Brien, George E.; Jiang, Zhonghong

    2011-01-01

    Choosing graphs to display quantitative information is a component of "graph sense". An important aspect of pre-service elementary teachers' content knowledge; ability to choose appropriate graphs in applied contexts is investigated in this study. They were given three scenarios followed by four graphs representing the same quantitative data. They…

  2. Preparing Pre-Service Teachers for Multicultural Classrooms

    Science.gov (United States)

    Premier, Jessica Aimee; Miller, Jenny

    2010-01-01

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

  3. Inculcating Noble Values for Pre-Service Teachers

    Science.gov (United States)

    Hasan, Anita Abu; Hamzah, Mohd Isa; Awang, Mohd Mahzan

    2014-01-01

    This study aims to identify the noble values that are being cultivated and practiced in the process of teaching and learning of Ethnic Relations Course for pre-service teachers. Element values investigated including the identity, loyalty, patriotism, tolerance, cooperation and pride as a Malaysian. This quantitative research employs a survey…

  4. Pre-Service Teachers Methods of Teaching Science

    Directory of Open Access Journals (Sweden)

    Dr. Raquel C. Pambid

    2015-02-01

    Full Text Available The study described the teaching methods used by pre-service teachers in Science. It focused on the strategies, techniques, materials, innovative methods and pattern of teaching science used by the pre-service teachers as described in their lesson plans. The qualitative and quantitative design was used in the study. The books, teacher hand-outs from classroom lectures were the sources of methods, strategies and techniques. The chalkboard and self-made drawings and charts were the materials often used. Conventional methods like lecture, open class discussion and demonstration were commonly employed. The strategies included group discussion, use of motivating questions and stories to arouse the interest of students. The direct eye contact, body expressions, jokes and news/trivia were frequent techniques. Integration of values in the lesson became less as the year level increases. The pattern of teaching drawn followed the formal style: I Objectives, II Subject matter, III Learning Tasks, IV Synthesis of the lesson, V Assessment and VI Enrichment. The conventional method and pattern of teaching by the pre-service teachers of PSU suggest that students in the College of Teacher Education should be trained to be more innovative and open in trying out more advanced teaching methods. Furthermore, PSU science pre-service teachers should use methods which can develop higher order thinking skills among high school students.

  5. Preservice Teachers' Identity Development during the Teaching Internship

    Science.gov (United States)

    Nghia, Tran Le Huu; Tai, Huynh Ngoc

    2017-01-01

    This article reports the analysis of two preservice teachers' narratives to highlight the process of teacher identity development during their teaching internship. The analysis showed that their teacher identities had been shaped before they entered the teacher education program where it continued to be shaped by educational experts. In that way,…

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

    Science.gov (United States)

    Kavanoz, Suzan; Yüksel, Hatice G.

    2017-01-01

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

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

    African Journals Online (AJOL)

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

  8. Teacher learning in collaborative curriculum design

    NARCIS (Netherlands)

    Voogt, J.; Westbroek, H.B.; Handelzalts, A.; Walraven, A.; McKenney, S.; Pieters, J.M.; Vries, de B.

    2011-01-01

    Hollingsworth, 2002) was used to identify processes of teacher learning during the collaborative design of curriculum materials in the context of curriculum innovation. Nine published studies from six different countries about teachers’ collaborative curriculum design were analyzed to identify the

  9. Backwards Faded Scaffolding Impact on Pre-Service Teachers’ Cognition

    Science.gov (United States)

    Slater, T. F.; Slater, S. J.

    2009-12-01

    In response to national reform movements calling for future teachers to be prepared to design and deliver science instruction using the principles of inquiry in the context of Earth system science, we created and evaluated an innovative curriculum for specially designed courses for pre-service elementary education and secondary undergraduates based upon an inquiry-oriented teaching approach framed by the notions of backwards faded-scaffolding as an overarching theme for inquiry-oriented instruction. Students completed both structured- and open-inquiry projects using online scientific data bases, particularly those available from NASA, and presented the results of their investigations several times throughout the semester as a mini-science conference. Using a single-group, multiple-measures, quasi-experimental design, students demonstrated enhanced content knowledge of astronomy and inquiry as well as attitudes and self-efficacy toward teaching as measured by the Test of Astronomy STandards (TOAST), the Science Teaching Efficacy Belief Instrument - Version B, and the Attitudes Toward Science Inventory. We adopted a model of inquiry where: (i) students are engaged in questions; (ii) students are designing plans to pursue data; and (iii) students are generating and defending conclusions based on evidence they have collected. We developed an approach that is directly in contrast with the open inquiry “science fair” model to specifically use carefully scaffolded, shorter term inquiries, placing the most challenging aspects of “question generation” at the end of the lessons. In this model, during students' first experience with inquiry they are guided through the entire process, from research question to the appropriate content and format for a scientific conclusion. In their second experience, students generate their conclusions independently, with the previous experience set out as a guide for content and format. They are required to make sense of data that has

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

    Science.gov (United States)

    Aykutlu, Isil; Bayrak, Celal; Bezen, Sevim

    2018-02-01

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

  11. Examining Elementary Preservice Teachers’ Self-Efficacy Beliefs: Combination of Quantitative and Qualitative Methods

    Directory of Open Access Journals (Sweden)

    Çiğdem ŞAHİN-TAŞKIN

    2010-04-01

    Full Text Available This study examines elementary preservice teachers’ self-efficacy beliefs. Quantitative and qualitative research methods were used in this study. In the quantitative part, data were collected from 122 final year preservice teachers. The instrument developed by Tschannen–Moran and Woolfolk–Hoy (2001 was administered to preservice teachers. Findings of the quantitative part revealed that preservice teachers’ self-efficacy towards teaching profession was not fully adequate. There were no differences amongst preservice teachers’ self-efficacy towards teaching regarding gender and achievement. In the qualitative part of the study, preservice teachers responded to factors involving Student Engagement and Classroom Management based on experiences that they gained in teaching practice. However, their explanation relied on their theoretical knowledge regarding the Instructional Strategies factor. This could be explained as they have lack of experiences regarding this factor

  12. Curriculum Assessment: Constructivist Primary Mathematics Curriculum in Turkey

    Science.gov (United States)

    Sahin, Ismet

    2010-01-01

    Many national and international studies put forward the idea that primary education in Turkey is questionable in many aspects. As a result, the Ministry of National Education changed primary curriculums in 2004 in Turkey. The curriculum for primary mathematics was redeveloped taking into consideration constructivist theory of education. The…

  13. Curriculum Online Review System: Proposing Curriculum with Collaboration

    Science.gov (United States)

    Rhinehart, Marilyn; Barlow, Rhonda; Shafer, Stu; Hassur, Debby

    2009-01-01

    The Curriculum Online Review System (CORS) at Johnson County Community College (JCCC) uses SharePoint as a Web platform for the JCCC Curriculum Proposals Process. The CORS application manages proposals throughout the approval process using collaboration tools and workflows to notify all stakeholders. This innovative new program has changed the way…

  14. Engendering Curriculum History. Studies in Curriculum Theory Series

    Science.gov (United States)

    Hendry, Petra

    2011-01-01

    How can curriculum history be re-envisioned from a feminist, poststructuralist perspective? "Engendering Curriculum History" disrupts dominant notions of history as linear, as inevitable progress, and as embedded in the individual. This conversation requires a history that seeks "rememberance" not representation, "reflexivity" not linearity, and…

  15. Whatever Happened to Curriculum Theory? Critical Realism and Curriculum Change

    Science.gov (United States)

    Priestley, Mark

    2011-01-01

    In the face of what has been characterised by some as a "crisis" in curriculum--an apparent decline of some aspects of curriculum studies combined with the emergence of new types of national curricula which downgrade knowledge--some writers have been arguing for the use of realist theory to address these issues. This article offers a…

  16. The Hidden Curriculum

    Directory of Open Access Journals (Sweden)

    Onatra Amparo

    2004-08-01

    Full Text Available This article shows the way hidden curriculum goes farther than just being the conscious and unconscious setting within the formal instruction context. It also shapes students personality and assigns to each individual the role they are supposed to play in society. In this process, interaction with the teacher is crucial since he/she is the one who directly moulds and cultivates the singularity of students according to the specific demands of the social class to which they belong. This phenomenon is well described in research conducted by Jane Anyon (1980 which is referred to in this paper as an example of the influence of the hidden curriculum on school life. Key words: Hidden Curriculum, Unconscious Setting, Teacher’s Role, Singularity, Society Este artículo muestra cómo el currículo oculto va más allá de ser simplemente el escenario consciente e inconsciente en el que se desarrolla la instrucción formal. El currículo oculto define la personalidad del estudiante y asigna a cada uno el papel que se supone debe ocupar en la sociedad. En este proceso, la interacción directa con el docente es decisiva ya que es éste quien directamente moldea y cultiva la singularidad de los estudiantes según las exigencias específicas de la clase social a la que pertenecen. Dicho fenómeno se describe muy bien en la investigación adelantada por Jane Anyon (1980, a la cual se hace referencia en este escrito, como ejemplo de la influencia del currículo oculto en la vida escolar. Palabras claves: Currículo Oculto, Escenario Inconsciente, Rol del Docente, Singularidad, Sociedad

  17. Sustainability Infused Curriculum

    Science.gov (United States)

    Ibarra, D. L.

    2015-12-01

    The Independent Schools Foundation Academy (ISF) in Hong Kong established a sustainability policy in 2015, which explicitly states, "an experimentally integrated, environmentally and ethically sustainable system of science education and conservation practices based on the 2012 Jeju Declaration of the World Conservation Congress will be implemented through the school". ISF Academy is a private Chinese bilingual school in Hong Kong serving over 1500 students K-12, following the framework and curriculum of the International Baccalaureate Organization (IBO). The strategy behind the implementation of this policy includes: development of a scientific sustainable curriculum that is age appropriate; establish a culture of sustainability within the ISF community and beyond to the wider HK community; install sustainable infrastructure that allows students to learn; and learn first hand sustainable living practices. It is well understood that solutions to the environmental challenges facing Hong Kong and our planet will require multiple disciplines. The current sustainability programs at ISF include: a) a whole school aerobic food waste composting system and organic farming, b) energy consumption monitoring of existing buildings, c) upcoming installation of an air pollution monitoring equipment that will correlate with the AQHI data collected by the Hong Kong government, d) a Renewable Energy Education Center (REEC) that will teach students about RE and also produce solar energy for classroom consumption, and e) student lead environmental group that manages the paper and used cooking oil recycling on campus. The Shuyuan Science and Sustainability faculty work closely with classroom teachers to ensure that the above mentioned projects are incorporated into the curriculum throughout the school. Interdisciplinary units (IDU) of study are being developed that encourage faculty and students to work across subject areas. Projects include Personal Projects, Extended Essays

  18. Themes in the Research on Preservice Teachers' Views of Cultural Diversity: Implications for Researching Millennial Preservice Teachers

    Science.gov (United States)

    Castro, Antonio J.

    2010-01-01

    This article traces themes found in the research on preservice teachers' views of cultural diversity published in peer-reviewed journals from 1985 to 2007. The article seeks to draw insights that inform education researchers interested in interrogating and unpacking views about diversity expressed by today's millennial college students. Findings…

  19. Pre-Service EFL Teachers’ Attitudes towards ‘Language Acquisition Courses’

    OpenAIRE

    Kızıltan, Nalan

    2014-01-01

    This study discusses the attitudes of pre-service English language teachers towards „Language Acquisition Courses‟ in English Language Teacher Education Programs. The data have been collected through a developed questionnaire of 20 questions given to 324 students in the department of Pre-service English Language Teacher Education at Ondokuz Mayıs University. SPSS has been used for the evaluation of the data. The results indicate that the pre-service teachers of English believe in the importan...

  20. Integrated Curriculum and Subject-based Curriculum: Achievement and Attitudes

    Science.gov (United States)

    Casady, Victoria

    The research conducted for this mixed-method study, qualitative and quantitative, analyzed the results of an academic year-long study to determine whether the use of an integrated fourth grade curriculum would benefit student achievement in the areas of English language arts, social studies, and science more than a subject-based traditional curriculum. The research was conducted based on the international, national, and state test scores, which show a slowing or lack of growth. Through pre- and post-assessments, student questionnaires, and administrative interviews, the researcher analyzed the phenomenological experiences of the students to determine if the integrated curriculum was a beneficial restructuring of the curriculum. The research questions for this study focused on the achievement and attitudes of the students in the study and whether the curriculum they were taught impacted their achievement and attitudes over the course of one school year. The curricula for the study were organized to cover the current standards, where the integrated curriculum focused on connections between subject areas to help students make connections to what they are learning and the world beyond the classroom. The findings of this study indicated that utilizing the integrated curriculum could increase achievement as well as students' attitudes toward specific content areas. The ANOVA analysis for English language arts was not determined to be significant; although, greater growth in the students from the integrated curriculum setting was recorded. The ANOVA for social studies (0.05) and the paired t-tests (0.001) for science both determined significant positive differences. The qualitative analysis led to the discovery that the experiences of the students from the integrated curriculum setting were more positive. The evaluation of the data from this study led the researcher to determine that the integrated curriculum was a worthwhile endeavor to increase achievement and attitudes

  1. Transportation Consumer Education Curriculum Guide.

    Science.gov (United States)

    Finn, Peter; And Others

    Materials in this curriculum guide represent a selection of the major transportation consumer topics and ideas and are designed to set the stage for more intensive transportation consumer education curriculum development and teacher efforts. (Eleven manuals covering the four transportation topics of public transportation, transportation and the…

  2. Curriculum Guidelines on Forensic Dentistry.

    Science.gov (United States)

    Journal of Dental Education, 1990

    1990-01-01

    The American Association of Dental Schools' guidelines for curriculum design explain the scope of forensic dentistry and interrelationships with other fields, give an overview of the curriculum, and outline suggested primary educational goals, prerequisites, core content, specific behavioral objectives, sequencing, faculty and facility…

  3. Life Science. A Curriculum Guide.

    Science.gov (United States)

    Spann, Margaret; Cowan, Connie

    The life science curriculum is designed to promote the development of healthy living habits. Emphasis is placed on problems of major concern in the daily life of students and on significant problems in modern society. The curriculum is designed for students enrolled in the coordinated vocational education and training for disadvantaged and…

  4. Vocational Preparation Curriculum: Electrical Wiring.

    Science.gov (United States)

    Usoro, Hogan

    This document is a curriculum guide for instructors teaching vocational preparation for electrical wiring to special needs students. The purpose of the curriculum guide is to provide minimum skills for disadvantaged and handicapped students entering the mainstream; to supplement vocational skills of those students already in a regular training…

  5. Many Mansions: Conceptualizing Translingual Curriculum

    Science.gov (United States)

    Gilmetdinova, Alsu; Burdick, Jake

    2016-01-01

    This article presents a vision for fostering multilingualism in schools that extends the notion of translanguaging to include the realm of multilingual curriculum theorizing. We locate our analysis at the intersection of multicultural education, multilingual education, and curriculum studies in order to conceptualize language, culture, and…

  6. Curriculum Development. Instructional Leadership Series.

    Science.gov (United States)

    Glatthorn, Allan A.

    Practical strategies for administrative education faculty involved in principal preparation programs are compiled in this guidebook. This unit in an instructional leadership series focuses on curriculum development and implementation, with a secondary focus on curriculum evaluation. Stages of the process include evaluation, planning, development,…

  7. Precision Machining Technology. Curriculum Guide.

    Science.gov (United States)

    Idaho State Dept. of Education, Boise. Div. of Vocational Education.

    This curriculum guide was developed from a Technical Committee Report prepared with the assistance of industry personnel and containing a Task List which is the basis of the guide. It presents competency-based program standards for courses in precision machining technology and is part of the Idaho Vocational Curriculum Guide Project, a cooperative…

  8. Cosmetology. Post Secondary Curriculum Guide.

    Science.gov (United States)

    Moye, Michael D.; And Others

    This curriculum guide is designed to offer guidelines along with supporting resources and teaching ideas from which the local postsecondary instructor can extract a cosmetology curriculum that meets local needs. Following an outline of the philosophy and goals underlying state and local vocational education programs in Georgia, the purpose and…

  9. Research and the music curriculum

    OpenAIRE

    Swanwick, Keith

    2000-01-01

    In this paper I wish to demonstrate how research can illuminate practice and inform curriculum and teachingdecisions. I shall draw attention to three areas where I believe research contributes to the development of music education. These are: assessment of the musical work of students, the evaluation of curriculum activities, the relationship between music in schools and music beyond the school gate.

  10. Curriculum theory in physical education

    Science.gov (United States)

    Jewett, Ann E.

    1989-03-01

    Primary current concerns of curriculum theorists in sport and physical education relate to clarification of value orientations underlying curricular decision-making, selection and statement of curriculum goals, identification and organization of programme content, and the process of curriculum change. Disciplinary mastery is the most traditional value orientation and that which is most frequently found in practice. Curriculum theorists have identified four other value orientations for study: social reconstruction, self-actualization, learning process, and ecological validity. Health-related fitness and the development of motor skills have long been the primary goals of physical education. In recent years, however, curriculum specialists have begun to assign higher priorities to goals of personal integration and challenge, of social development and multicultural understanding. There is general agreement that human movement activities constitute the subject-matter of the sport and physical education curriculum. Differences exist, however, as to how learning activities should be selected for particular programmes. The current trend in seeking better understanding of content is toward studying the operational curriculum with particular attention to the historical and social contexts. An important contemporary focus is the need to translate short-term results into lifestyle changes. The curriculum in sports and physical education should be viewed as a multitude of possibilities.

  11. Context, Curriculum and Professional Knowledge

    Science.gov (United States)

    Goodson, Ivor

    2014-01-01

    This article provides a historical overview of how the process of curriculum change has evolved over the past 40 years. The intention is to explore how patterns of power and control have changed their configuration during different historical periods. The historical investigation of curriculum change shows a progressive movement away from the…

  12. Regrouping for an Integrated Curriculum

    Science.gov (United States)

    Murdock, Jane E.

    1978-01-01

    A new integrated nursing curriculum at the University of Connecticut School of Nursing, representative of a change from a traditional to an integrated nursing program, required teachers to become generalists in nursing theory and practice. The author describes the new curriculum framework, redefined faculty teams, and clinical experience. (MF)

  13. When Integrated in the Curriculum

    Science.gov (United States)

    Herberholz, Barbara

    2010-01-01

    A rich and stimulating opportunity awaits teachers who plan to connect or bring together an art project with another subject area of the curriculum, thus addressing the sixth listing in the National Visual Arts Standards. While art is important in its own right, the reality is there is often too much content in the curriculum nowadays and not…

  14. Curriculum Change Management and Workload

    Science.gov (United States)

    Alkahtani, Aishah

    2017-01-01

    This study examines the ways in which Saudi teachers have responded or are responding to the challenges posed by a new curriculum. It also deals with issues relating to workload demands which affect teachers' performance when they apply a new curriculum in a Saudi Arabian secondary school. In addition, problems such as scheduling and sharing space…

  15. Computer Timetabling and Curriculum Planning.

    Science.gov (United States)

    Zarraga, M. N.; Bates, S.

    1980-01-01

    A Manchester, England, high school designed lower school curriculum structures via computer and investigated their feasibility using the Nor Data School Scheduling System. The positive results suggest that the computer system could provide all schools with an invaluable aid to the planning and implementation of their curriculum. (CT)

  16. IBE Glossary of Curriculum Terminology

    Science.gov (United States)

    UNESCO International Bureau of Education, 2013

    2013-01-01

    The International Bureau of Education (IBE) has compiled a "Glossary of Curriculum Terminology" offering definitions for over 180 terms related to the curriculum. It is also intended to be a working reference tool for specialists, educators and practitioners, and therefore feedback and suggestions are invited to help us to continue to…

  17. Whales. Ocean Related Curriculum Activities.

    Science.gov (United States)

    Jones, Claire

    The ocean affects all of our lives. Therefore, awareness of and information about the interconnections between humans and oceans are prerequisites to making sound decisions for the future. Project ORCA (Ocean Related Curriculum Activities) has developed interdisciplinary curriculum materials designed to meet the needs of students and teachers…

  18. Nucleonics across the curriculum

    International Nuclear Information System (INIS)

    Marrano, Rich

    2005-01-01

    Many within the ''nuclear'' community are interested in attracting young people to careers in nuclear related fields while they are at the age when they are considering career choices. High school is a good to introduce students to ideas that may lead them to investigate careers in nuclear science. However, they may not even be exposed to those ideas for various reasons. For example, many teachers may not see the connection between nuclear issues and other areas of instruction. In addition, most teachers already have a full curriculum, and adding another topic is unlikely. As a result many students will not see some of the practical applications of nuclear science in other fields of study unless they take a class where nuclear science is a specified topic of study. A good alternative is to incorporate nuclear examples across the curriculum to illustrate concepts already included in other classes. This would be a simple step that teachers may find interesting and would expose a variety of students to nuclear issues. (author)

  19. Toward a Curriculum Innovation

    Science.gov (United States)

    Thoronka, Kevin F. W.

    2008-05-01

    This paper proposes an innovation on HIV prevention, in response to the United Nations Millennium Development Goal to combat HIV/AIDS. The curriculum innovation is through a participatory research design of life skills based education course, involving both healthy faculty tutors and young community leaders at the centre. The innovation builds onto the strengths of previous IIV prevention interventions and argues that effective life skills based education targets the individual, peers and the wider community since the same levels are crucial in HIV transmission. The innovation also recommends a rethinking of the content used to teach and learn life skill based education to prevent HIV and recommends that such content is to be co-conducted by the young community involvement. The content is to be delivered in a participatory way in order for the young community leaders to engage in critical action to prevent HIV. Because of the novelty of such an intervention, the innovation recognizes that such an approach to the design and implementation of the curriculum initiative is complex and involves careful planning, monitoring and evaluation to yield desired outcomes. In conclusion, the innovation recommends that HIV prevention can be possible even in a country such as Sierra Leone, with increasing HIV prevalence in the world.

  20. New Vision and Challenges in Inquiry-Based Curriculum Change in Singapore

    Science.gov (United States)

    Kim, Mijung; Tan, Aik Ling; Toralballa Talaue, Frederick

    2013-01-01

    A new primary science syllabus with strong inquiry focus has been implemented in Singapore since 2008. In this study, we attempted to understand how teachers experience the emphasis of inquiry-based curriculum under the current educational conditions that is routined and highly teacher fronted. We invited 50 pre-service and 41 in-service teachers to participate in survey questionnaires and narratives, reflective writings, and group discussions related to science inquiry which formed our data corpus. Data analysis in the form of thematic coding was carried out using NVivo8, with over 80% inter-rater coding agreement level. Three key aspects of teachers' perceptions of science inquiry were revealed: (1) teachers' responsibilities as facilitators, (2) privileging content knowledge rather than process skills, and (3) pressure of assessment systems in current educational contexts. These understandings bring out conflicts of inquiry teaching between teacher- and student-centredness, content and process, and curriculum and assessment. Based on these teachers' perceptions and dilemmas of inquiry science teaching, the visions and challenges of inquiry science curriculum change against assessment requirements are discussed.

  1. Elementary science education: Dilemmas facing preservice teachers

    Science.gov (United States)

    Sullivan, Sherry Elaine

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

  2. Preservice Teachers' Perceptions about Using Mobile Phones and Laptops in Education as Mobile Learning Tools

    Science.gov (United States)

    Sad, Süleyman Nihat; Göktas, Özlem

    2014-01-01

    The purpose of this research was to investigate preservice teachers' perceptions about using m-phones and laptops in education as mobile learning tools. A total of 1087 preservice teachers participated in the study. The results indicated that preservice teachers perceived laptops potentially stronger than m-phones as m-learning tools. In…

  3. Collaboration between the University Pre-Service Teacher Education Program and the Local Elementary School on English Remedial Education

    Science.gov (United States)

    Chien, Chin-Wen

    2015-01-01

    This study analyzed 24 pre-service elementary school English teachers' design and delivery of remedial education to the fifth and sixth graders in the collaboration between the university pre-service teacher education program and the local elementary school in a city in northwest Taiwan. The pre-service teachers were encouraged by the elementary…

  4. The Effect of Creative Drama Method on Pre-Service Classroom Teachers' Writing Skills and Attitudes towards Writing

    Science.gov (United States)

    Erdogan, Tolga

    2013-01-01

    The aim of the study is to explore the effect of the creative drama method on pre-service classroom teachers' writing skills and attitudes towards writing. Additionally, the views of the pre-service teachers concerning the creative drama method were also investigated in the study. The participants of the study were 24 pre-service teachers studying…

  5. Exploring the Impact of Reform Mathematics on Entry-Level Pre-Service Primary Teachers Attitudes towards Mathematics

    Science.gov (United States)

    Leavy, Aisling; Hourigan, Mairead; Carroll, Claire

    2017-01-01

    This study reports entry-level mathematics attitudes of pre-service primary teachers entering an initial teacher education (ITE) program one decade apart. Attitudes of 360 pre-service primary teachers were compared to 419 pre-service teachers entering the same college of education almost one decade later. The latter experienced reform school…

  6. Social Interactions and Familial Relationships Preservice Science Teachers Describe during Interviews about Their Drawings of the Endocrine and Gastrointestinal Systems

    Science.gov (United States)

    Patrick, Patricia

    2014-01-01

    This study examined preservice science teachers' understandings of the structure and function of the human gastrointestinal and endocrine systems through drawings and interviews. Moreover, the preservice science teachers described where they thought they learned about the systems. The 142 preservice teachers were asked to draw the human…

  7. "The Strawberry Generation… They Are Too Pampered": Pre-Service Physical Education Teachers' Perspectives on Outdoor Education in Singapore

    Science.gov (United States)

    Atencio, Matthew; Tan, Yuen Sze Michelle; Ho, Susanna; Ching, Chew Ting

    2015-01-01

    This paper explores pre-service PE teachers' conceptions of outdoor education (OE) in Singapore. Survey questionnaires were administered to 120 pre-service teachers; 14 teachers participated in follow-up semi-structured interviews. The findings indicate that OE is predominantly situated within the outdoor camp environment. Pre-service teachers…

  8. Effects of Self-Efficacy, Emotional Intelligence, and Perceptions of Future Work Environment on Preservice Teacher Commitment

    Science.gov (United States)

    Chesnut, Steven R.; Cullen, Theresa A.

    2014-01-01

    This study was designed to examine the effects of self-efficacy, expectations of future work environment, and emotional intelligence on preservice teacher commitment to the teaching profession on a sample of 209 preservice teachers. The purpose of the study was to add to the existing knowledge surrounding preservice teacher commitment and promote…

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

    NARCIS (Netherlands)

    Agyei, D.D.

    2012-01-01

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

  10. Critical Intentions and "Care of the Self:" Reconsidering the Role of Agency in Preservice Teachers' Thinking

    Science.gov (United States)

    Clark, J. Spencer

    2016-01-01

    Using Foucault's conceptualization of "care of the self," this article considers the ways in which social studies methods courses can better address preservice teachers' agency. The author considers the intentionality of two preservice teachers and uses the notion of "care of the self" to explore the preservice teachers'…

  11. A Review of Research Literature on Obstacles That Prevent Use of ICT in Pre-Service Teachers' Educational Courses

    Science.gov (United States)

    Mirzajani, Hassan; Mahmud, Rosnaini; Ayub, Ahmad Fauzi Mohd; Luan, Wong Su

    2015-01-01

    In spite of growing amount of technologies, tools and information communication and technology (ICT) by providing pre-service teacher education courses, pre-service teachers' ICT utilization is not still as predicted. Research shows many barriers influencing pre-service teachers' utilization of ICT. Many researchers have identified a number of…

  12. A Comprehensive Analysis on Technopedagogical Education Competency and Technology Perception of Pre-Service Teachers: Relation, Levels and Views

    Science.gov (United States)

    Incik, Eylem Yalcin; Akay, Cenk

    2017-01-01

    The main purpose of this research is to identify the competency and the perceptions of pre-service teachers on technopedagogical education. While study group of quantitative dimension is composed of 626 pre-service teachers; study group of qualitative extent is composed of 67 pre-service teachers. The sample represents 35% of the population of…

  13. Curriculum Prototypes and the Seven Dwarfs.

    Science.gov (United States)

    Chapman, Shirley

    Jonathan Culler's notion, that each change of perspective a reader makes brings something different from the text, is explored by using four curricula. They are: the traditional language arts curriculum, an active reading comprehension curriculum, a psychology curriculum, and a feminist curriculum. By analyzing the same text, "Snow White and…

  14. Developing a National Geography Curriculum for Australia

    Science.gov (United States)

    Maude, Alaric Mervyn

    2014-01-01

    Australia is in the process of implementing a national geography curriculum to replace the separate state and territory curriculums. The paper describes the process of curriculum development, and identifies the different groups that were involved. These included the board and staff of the national curriculum authority, geography teachers across…

  15. Stability and Change in Curriculum Evaluation.

    Science.gov (United States)

    Levine, Tamar

    2002-01-01

    Addresses the lack of congruence between different curricular and evaluation ideologies and the lack of sensitivity regarding underlying theoretical assumptions in curriculum evaluation practices from a perspective that calls for a joint ontological and epistemological view of the curriculum and curriculum evaluation. Explores curriculum as a…

  16. 14 CFR 121.911 - Indoctrination curriculum.

    Science.gov (United States)

    2010-01-01

    ... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Indoctrination curriculum. 121.911 Section... Indoctrination curriculum. Each indoctrination curriculum must include the following: (a) For newly hired persons... curriculums, as appropriate. (d) For evaluators: General evaluation requirements of the AQP; methods of...

  17. 24 CFR 3286.308 - Training curriculum.

    Science.gov (United States)

    2010-04-01

    ... 24 Housing and Urban Development 5 2010-04-01 2010-04-01 false Training curriculum. 3286.308... States § 3286.308 Training curriculum. (a) Curriculum for initial installer licensing. The training... regulations in this part. The curriculum must include, at a minimum, training in the following areas: (1) An...

  18. Pre-service Elementary Teachers Understanding on Force and Motion

    Science.gov (United States)

    Anggoro, S.; Widodo, A.; Suhandi, A.

    2017-09-01

    The research is done to investigate the understanding on the subtopic of Force and Motion that exists among the pre-services elementary teachers. The participants were 71 Elementary Teachers Study Program students in 6th and 77 one in 2nd semester at private university. Research instrument consisted of background information of respondents, belief of preconception and 8 questions that relates to Force and Motion with four alternative answers and their explained. Descriptive statistics such as percentage and bar chart were used for analyzing the data collected. Research findings have shown many participants have some misunderstand or misconception conception especially in free fall object, rest object, buoyant force and gravitation. This research recommends learning progression pre-services teachers to be exposed with conflict cognitive strategy for science conceptual change.

  19. Elementary Preservice Teachers' Science Vocabulary: Knowledge and Application

    Science.gov (United States)

    Carrier, Sarah J.

    2013-03-01

    Science vocabulary knowledge plays a role in understanding science concepts, and science knowledge is measured in part by correct use of science vocabulary (Lee et al. in J Res Sci Teach 32(8):797-816, 1995). Elementary school students have growing vocabularies and many are learning English as a secondary language or depend on schools to learn academic English. Teachers must have a clear understanding of science vocabulary in order to communicate and evaluate these understandings with students. The present study measured preservice teachers' vocabulary knowledge during a science methods course and documented their use of science vocabulary during peer teaching. The data indicate that the course positively impacted the preservice teachers' knowledge of select elementary science vocabulary; however, use of science terms was inconsistent in microteaching lessons. Recommendations include providing multiple vocabulary instruction strategies in teacher preparation.

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

    Directory of Open Access Journals (Sweden)

    Qing Li

    2009-03-01

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

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

    OpenAIRE

    Alice J. Feret, EdD; Judith J. Smith, EdD

    2010-01-01

    Art educators have a unique opportunity to develop and strengthen a crosscurricular foundation in literacy through art education. Enrolled in a content area reading course, pre-service teachers in art education at one, large southeastern university discovered that using language skills as a lens sharpened their observations of student performance in art classes at the elementary and high school levels. The inclusion of brief lessons featuring listening, reading, speaking, or writing st...

  2. Cyberbully and Victim Experiences of Pre-service Teachers

    OpenAIRE

    Nilgün Tosun

    2016-01-01

    The aim of this study was to determine the prevalence of different types of cyber bullying, the ways in which cyber bullying occurred, whether the identity of cyber bullies were known, and reaction to being cyber bullied among pre-service teachers. Relationships between gender and likelihood of being a cyber bully/victim were also investigated. Using a questionnaire based on the Cyber Bully and Victim Scale developed by [1], males were found to engage in cyber bullying more than females. Cybe...

  3. Personality Self-Perceptions of Turkish Music Pre-Service Teachers in Relation to Departmental Satisfaction

    Science.gov (United States)

    Cevik, Beste

    2011-01-01

    The purpose of this study was to examine individual differences in the field of music education. The "Big Five" model of personality served as the framework to help meet the purpose. Using a sample of 83 music pre-service teachers enrolled in a department of music education, we found that music pre-service teachers scored high in the Openness,…

  4. Relationship between Pre-Service Music Teachers' Personality and Motivation for Computer-Assisted Instruction

    Science.gov (United States)

    Perkmen, Serkan; Cevik, Beste

    2010-01-01

    The main purpose of this study was to examine the relationship between pre-service music teachers' personalities and their motivation for computer-assisted music instruction (CAI). The "Big Five" Model of Personality served as the framework. Participants were 83 pre-service music teachers in Turkey. Correlation analysis revealed that three…

  5. Against the Unchallenged Discourse of Homelessness: Examining the Views of Early Childhood Preservice Teachers

    Science.gov (United States)

    Kim, Jinhee

    2013-01-01

    This study investigated views about children experiencing homelessness held by preservice teachers in an early childhood education program. Thirteen early childhood preservice teachers were actively involved in class discussion, reading, doing class assignments, and visiting homeless shelters as community-based field experience. They were asked to…

  6. The Relationship between Critical Thinking Disposition and Locus of Control in Pre-Service Teachers

    Science.gov (United States)

    Oguz, Aytunga; Sariçam, Hakan

    2016-01-01

    The aim of the current research study was to examine the link between critical thinking dispositions and locus of control in pre-service teachers. The participants of this study were selected via easily accessible sampling technique. The participants consist of 347 pre-service teachers (203 female, 144 male) in Kütahya, Turkey. The Rotter…

  7. Scrutinizing Practicum for a More Powerful Teacher Education: A Longitudinal Study with Pre-Service Teachers

    Science.gov (United States)

    Serdar Tülüce, Hande; Çeçen, Sevdeger

    2016-01-01

    This study aims to explore the role of school-based practicum in promoting pre-service English language teachers' professional development through the use of a longitudinal design in combination with qualitative methods. To achieve this aim, pre-service teachers were asked to successively reflect on video-recordings of their micro-lessons in their…

  8. Pre-Service Teacher Use of Communication Strategies upon Receiving Immediate Feedback

    Science.gov (United States)

    Coogle, Christan Grygas; Rahn, Naomi L.; Ottley, Jennifer Riggie

    2015-01-01

    The purpose of this research was to investigate the impact of immediate feedback through bug-in-ear eCoaching on early childhood special education pre-service teachers' use of communication strategies using an activity-based intervention approach. Three early childhood special education pre-service teachers participated in this study. A…

  9. Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching

    NARCIS (Netherlands)

    Velthuis, C.H.; Fisser, Petra; Pieters, Julius Marie

    2014-01-01

    This study focuses on the improvement of pre-service teachers’ self-efficacy for teaching science by including science courses within the teacher training program. Knowing how efficacy beliefs change over time and what factors influence the development by pre-service primary teachers of positive

  10. Investigating Pre-Service Teachers' Mathematics Anxiety Using the Revised Mathematics Anxiety Scale (RMARS)

    Science.gov (United States)

    Wilson, Sue

    2012-01-01

    Pre-service primary (elementary) teachers' mathematics anxiety affects their engagement with and future teaching of mathematics. The study measured the range of mathematics anxiety in 219 pre-service teachers starting a teacher education course in an Australian university. They responded to the Revised Mathematics Anxiety Scale (RMARS) and a set…

  11. Middle-Level Preservice Mathematics Teachers' Mental Representations of Classroom Floor Plans

    Science.gov (United States)

    Matteson, Shirley M.; Ganesh, Bibi S.; Coward, Fanni L.; Patrick, Patricia

    2012-01-01

    This study reports the results of an innovative assignment in which preservice teachers' mental representations were examined through drawing floor plans of an "ideal middle-level mathematics classroom." The 41 middle-level mathematics preservice teachers created two floor plans, one at the beginning of the semester and the other for the…

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

    Science.gov (United States)

    Reid-Griffin, Angelia; Slaten, Kelli M.

    2016-01-01

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

  13. Learning Science through Creating a `Slowmation': A case study of preservice primary teachers

    Science.gov (United States)

    Hoban, Garry; Nielsen, Wendy

    2013-01-01

    Many preservice primary teachers have inadequate science knowledge, which often limits their confidence in implementing the subject. This paper proposes a new way for preservice teachers to learn science by designing and making a narrated stop-motion animation as an instructional resource to explain a science concept. In this paper, a simplified way for preservice teachers to design and make an animation called 'slowmation' (abbreviated from 'slow animation') is exemplified. A case study of three preservice primary teachers creating one from start to finish over 2 h was conducted to address the following research question: How do the preservice primary teachers create a slowmation and how does this process influence their science learning? The method of inquiry used a case study design involving pre- and post-individual interviews in conjunction with a discourse analysis of video and audio data recorded as they created a slowmation. The data illustrate how the preservice teachers' science learning was related to their prior knowledge and how they iteratively revisited the content through the construction of five representations as a cumulative semiotic progression: (i) research notes; (ii) storyboard; (iii) models; (iv) digital photographs; culminating in (v) the narrated animation. This progression enabled the preservice teachers to revisit the content in each representation and make decisions about which modes to use and promoted social interaction. Creating a slowmation facilitated the preservice teachers' learning about the life cycle of a ladybird beetle and revised their alternative conceptions.

  14. Investigation of Pre-Service Science Teachers' Attitudes towards Sustainable Environmental Education

    Science.gov (United States)

    Keles, Özgül

    2017-01-01

    The purpose of the current study is to investigate pre-service science teachers' sustainable environmental education attitudes and the factors affecting them in terms of some variables (gender and grade level). The study group of the current research is comprised of 154 pre-service teachers attending the Department of Science Education in the…

  15. Elementary Preservice Teachers' and Teacher Educators' Perceptions of Financial Literacy Education

    Science.gov (United States)

    Henning, Mary Beth; Lucey, Thomas A.

    2017-01-01

    The authors conducted an online survey of elementary teacher education programs within a large midwestern state to assess preservice teachers' and teacher educators' beliefs about and preparedness to teach financial literacy. Very few preservice teachers had meaningful experiences with personal finance in high school, college, or personal decision…

  16. Environmental Education in Pre-Service Teacher Training: A Literature Review of Existing Evidence

    Science.gov (United States)

    Álvarez-García, Olaya; Sureda-Negre, Jaume; Comas-Forgas, Rubén

    2015-01-01

    The importance of pre-service teacher training regarding environmental education (EE) has been vastly demonstrated. This systematic review examined the existing evidence from studies evaluating and analysing the relationship between EE, including environmental competences and pre-service primary school teacher training. The literature review…

  17. Measuring Pre-Service Teachers' Asia Literacy and Their Preparedness to Teach Asia

    Science.gov (United States)

    Grainger, Peter; Christie, Michael

    2016-01-01

    Asia literacy is a growing concern of the Federal Government in relation to the development of an Asia literate workforce. Despite 30 years of funded initiatives, the thought of teaching about Asia is a daunting one for pre-service teachers. This is due to the lack of Asia foci in university pre-service courses and complicated by the definition of…

  18. A Multivariate Analysis of Pre-Service Teachers Use of Metacognitive Reading Strategies

    Science.gov (United States)

    Kana, Fatih

    2015-01-01

    The aim of this study is to analyze the level of Turkish language pre-service teachers metacognitive reading strategy use by various variables. Relational screening model is used in the study. Participants are 342 Turkish language pre-service teachers studying in the Turkish Language Education Program of a university located in the Western part of…

  19. Strategies of Number Sense in Pre-Service Secondary Mathematics Teachers

    Science.gov (United States)

    Almeida, Rut; Bruno, Alicia; Perdomo-Díaz, Josefa

    2016-01-01

    This paper presents some results of an investigation on the number sense of a group of pre-service secondary teachers from Spain. The objective of this research was to analyze students' use of strategies associated to number sense and compare them with those obtained in a previous study with pre-service primary teachers in Taiwan, (Yang, Reys…

  20. Foundation Content Knowledge: What Do Pre-Service Teachers Need to Know?

    Science.gov (United States)

    Linsell, Chris; Anakin, Megan

    2013-01-01

    The mathematics content knowledge of pre-service teachers is a growing area of inquiry. This topic requires further theoretical development due to the limited applicability of current cognitive and practice-oriented frameworks of mathematics content knowledge to beginning pre-service teachers. Foundation content knowledge is an integrated,…

  1. An Exploration of Pre-Service Teachers' Intention to Use Mobile Devices for Teaching

    Science.gov (United States)

    Hur, Jung Won; Shen, Ying W.; Kale, Ugur; Cullen, Theresa A.

    2015-01-01

    Teachers in the US have been increasingly adopting mobile devices for teaching, but little research has examined how pre-service teachers perceive mobile device integration in classrooms. To address this issue, the study developed a research model that explained factors affecting pre-service teachers' intention to use mobile devices and the…

  2. Pre-Service Science Teachers' Pedagogical Content Knowledge in the Physics, Chemistry, and Biology Topics

    Science.gov (United States)

    Bektas, Oktay

    2015-01-01

    This study investigated pre-service science teachers' pedagogical content knowledge in the physics, chemistry, and biology topics. These topics were the light and sound, the physical and chemical changes, and reproduction, growth, and evolution. Qualitative research design was utilized. Data were collected from 33 pre-service science teachers…

  3. Teaching How to Write Instructional Objectives to Pre-Service Language Teachers through the ABCD Model

    Science.gov (United States)

    Kiliçkaya, Ferit

    2016-01-01

    This paper presents the use of the ABCD model as a way to train teachers of English to write clear and specific objectives. It is stated here that most of the instructional objectives written by pre-service teachers are inadequately formulated. With this in mind, pre-service teachers (n = 46) were trained in writing instructional objectives…

  4. WebQuest experience: Pre-Service secondary maths and chemistry teachers

    Directory of Open Access Journals (Sweden)

    Erdoğan Halat

    2016-04-01

    Full Text Available The aim of this study was to examine the impact of developing WebQuests on the attention, confidence, relevance and satisfaction, or motivation, of pre-service secondary mathematics and chemistry teachers in the instructional technologies and material design course. There were a total of 67 pre-service teachers, 32 pre-service secondary mathematics teachers and 35 pre-service secondary chemistry teachers involved in this study, which took place over seven weeks. The pre-service teachers in both groups designed their WebQuests suitable for the level of high-school students. The researcher used a questionnaire in the collection of the data to find the motivational level of the participants. It was given to the participants by the researcher before and after the instruction during a single class period. The paired-samples t-test, independent samples t-test and ANCOVA were used in the analysis of the quantitative data. The study showed that designing WebQuests had more effect on the attention, confidence and relevance of the pre-service chemistry teachers than of the pre-service mathematics teachers. However, in general, although developing WebQuests had positive effects on the motivational levels of both pre-service secondary maths and chemistry teachers, there were no statistically significant differences found in relation to the motivational levels of both groups.

  5. Treatment Foster Care Pre-Service Trainings: Changes in Parenting Attitudes and Fostering Readiness

    Science.gov (United States)

    Strickler, Amy; Trunzo, Annette C.; Kaelin, Michael S.

    2018-01-01

    Background: Pre-service training of treatment parents is a requirement for all foster care models to ensure safety and well-being of children in care. Researchers theorize treatment parents benefit more from enhanced pre-service trainings; however, no rigorous studies exist indicating the effectiveness of these trainings for treatment parents.…

  6. Surfacing the Assumptions: Pursuing Critical Literacy and Social Justice in Preservice Teacher Education

    Science.gov (United States)

    Robertson, Lorayne; Hughes, Janette

    2012-01-01

    This paper outlines a four-year study of a preservice education course based on a socio-constructivist research framework. The preservice English Language Arts course focuses on critical literacy and teaching for social justice while employing digital technologies. The research study examines two concepts across all aspects of the course: 1) new…

  7. Preservice Teachers' Lived Experience on the Mentoring Relationship with Their University Supervisor

    Science.gov (United States)

    Brague, Michele L.

    2013-01-01

    Historically, teacher education faculty were the field supervisors. As teacher education evolved, adjunct supervisors emerged to supervise preservice teachers where they were assigned (Slick, 1995a). By examining the preservice teachers' lived experiences of their mentoring relationship with their university supervisor, teacher education programs…

  8. Metaphoric Perceptions of Teachers and Pre-Service Teachers about 4+4+4 Education System

    Science.gov (United States)

    Aykac, Necdet; Bilgin, Hilal; Kabaran, Hasret

    2016-01-01

    This study aims to determine the perceptions of teachers and pre-service teachers about 4+4+4 education system via the metaphors they have developed. In this study, the opinions of teachers and pre-service teachers are described with qualitative approach. The participants of the study are 137 primary school 1st grade teachers, working in Mugla in…

  9. The Effects of a Course in Educational Psychology on Pre-Service Teachers' Epistemological Beliefs.

    Science.gov (United States)

    King, Catherine A.; Levesque, Maurice J.; Weckerly, Scott J.; Blythe, Nicole L.

    This study examined the effects of a course in educational psychology on the epistemological beliefs of preservice teachers. Participants were preservice teachers enrolled in educational psychology and a control group of students recruited from other classes. The Epistemological Beliefs Scale, which measures beliefs about the nature of knowledge…

  10. Using Visual Literacy to Teach Science Academic Language: Experiences from Three Preservice Teachers

    Science.gov (United States)

    Kelly-Jackson, Charlease; Delacruz, Stacy

    2014-01-01

    This original pedagogical study captured three preservice teachers' experiences using visual literacy strategies as an approach to teaching English language learners (ELLs) science academic language. The following research questions guided this study: (1) What are the experiences of preservice teachers' use of visual literacy to teach science…

  11. Traditional vs. Innovative Uses of Computers among Mathematics Pre-Service Teachers in Serbia

    Science.gov (United States)

    Teo, Timothy; Milutinovic, Verica; Zhou, Mingming; Bankovic, Dragic

    2017-01-01

    This study examined pre-service teachers' intentions to use computers in traditional and innovative teaching practices in primary mathematics classrooms. It extended the technology acceptance model (TAM) by adding as external variables pre-service teachers' experience with computers and their technological pedagogical content knowledge (TPCK).…

  12. Pre-Service Teachers' Perceptions of Teaching after Concurrent Service-Learning Training and Engagement

    Science.gov (United States)

    Stewart, Trae

    2009-01-01

    This article presents the findings from a study on the impact of concurrent service-learning pedagogical training and service-learning engagement on pre-service teachers' perceptions of teaching and inclination toward using service-learning. Findings reveal that experiential activities in which pre-service teachers can engage in real classrooms in…

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

    Science.gov (United States)

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

    2012-01-01

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

  14. Metaphor Perceptions of Pre-Service Teachers towards Mathematics and Mathematics Education in Preschool Education

    Science.gov (United States)

    Keles, Oguz; Tas, Isil; Aslan, Durmus

    2016-01-01

    The aim of this study was to identify the thoughts of pre-service teachers, who play an important role in the early preschool experience of children in mathematics, towards the concepts of mathematics and education of mathematics with the help of metaphors. The study group of the research consists of a total of 227 pre-service teachers at the…

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

    Science.gov (United States)

    Rizzo, Kelly; Bajovic, Mira

    2016-01-01

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

  16. Pre-Service Teachers' Blog Reflections: Illuminating Their Growth and Development

    Science.gov (United States)

    Garza, Rubén; Smith, Shaunna F.

    2015-01-01

    Blogging, a mode of electronic journaling, has been identified as an effective means to help pre-service teachers to construct meaning about their experiences. The purpose of this study was to examine pre-service teachers' reflections about their praxis through blogging and to describe the nature of their growth and development. The use of…

  17. Web 2.0 Tools and the Reflections of Preservice Secondary Science Teachers

    Science.gov (United States)

    Andersen, Lori; Matkins, Juanita Jo

    2011-01-01

    This study examined the effect of using blogs as reflective journals during a methods course and practicum period on preservice science teacher reflections. The researchers investigated blogging and commenting as potential catalysts for critical reflection using an action research approach. The participants were 10 graduate preservice secondary…

  18. Pre-Service English Teachers' Beliefs on Speaking Skill Based on Motivational Orientations

    Science.gov (United States)

    Dinçer, Ali; Yesilyurt, Savas

    2013-01-01

    This study aimed to explore pre-service English teachers' perceptions of teaching speaking in Turkey, the importance they give to this language skill, and their self-evaluation of their speaking competence. With case design and maximum variation sampling approach, seven pre-service English teachers' beliefs about speaking skills were gathered in…

  19. The Relationship between the Entrepreneurship Characteristics and Metacognitive Awareness Levels of Pre-Service Teachers

    Science.gov (United States)

    Duman, Burcu

    2018-01-01

    The purpose of this study is to determine the relationship between the entrepreneurship characteristics and metacognitive awareness levels of pre-service teachers. Qualitative research method is used in this study and the study is designed as a relational survey. The sample of the study was 441 pre-service teachers studying at the faculty of…

  20. Preservice Elementary Mathematics Teachers' Level of Relating Mathematical Concepts in Daily Life Contexts

    Science.gov (United States)

    Akkus, Oylum

    2008-01-01

    The purpose of this study was to investigate preservice elementary mathematics teachers' ability of relating mathematical concepts and daily life context. Two research questions were set; what is the preservice elementary mathematics teachers' level of relating mathematical concepts and daily life context regarding to their education year and…

  1. Pre-Service Secondary Science and Mathematics Teachers' Classroom Management Styles in Turkey

    Science.gov (United States)

    Yilmaz, Kursad

    2009-01-01

    The aim of this study is to determine Pre-service secondary science and mathematics teachers' classroom management styles in Turkey. In addition, differences in pre-service secondary science and mathematics teachers' classroom management styles by gender, and field of study were examined. In the study, the survey model was employed. The research…

  2. Perceptions of Forest Health among Preservice Educators and Implication for Teaching Youth

    Science.gov (United States)

    Monroe, Martha C.; Lauretta, Sarah

    2014-01-01

    The objectives of this study were to (a) determine preservice educators' perceptions of forest health, (b) define the experiences which may have influenced their understanding, and (c) identify the approaches they might use to convey forest health information. Twelve interviews were conducted with preservice science and agriculture education…

  3. Pre-Service Social Studies Teachers' Views about the Teaching Knowledge Test

    Science.gov (United States)

    Beldag, Adem

    2017-01-01

    The aim of this study is to determine pre-service social studies teachers' views about the Teaching Knowledge Test (TKT). The study was conducted within the framework of case-study which is one of the qualitative research methods. The study-group consists of 13 pre-service teachers. Two semi-structured interview forms were used to collect data.…

  4. Preservice Music Teachers' and Therapists' Nonverbal Behaviors and Their Relationship to Perceived Rapport

    Science.gov (United States)

    Darrow, Alice-Ann; Johnson, Christopher

    2009-01-01

    The purpose of the two studies reported in the article was to determine whether or not a relationship exists between preservice music therapists' and teachers' nonverbal behaviors and their perceived rapport. In study 1, evaluators (N = 56) viewed a stimulus tape consisting of 15 45-second segments of 15 preservice music therapists leading songs…

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

    Science.gov (United States)

    Jaipal-Jamani, Kamini; Angeli, Charoula

    2017-01-01

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

  6. Riding the Wave of Social Networking in the Context of Preservice Teacher Education

    Science.gov (United States)

    Highfield, Kate; Papic, Marina

    2015-01-01

    This study examined the use of one online social networking tool, NING™, in teacher education, highlighting preservice teachers' engagement and perceptions of the tool. Data obtained from 91 preservice teachers suggest that they found the multimodal platform useful as a tool to build pedagogic and content knowledge. Responses to surveys and online…

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

    Science.gov (United States)

    Spaulding, Michael

    2013-01-01

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

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

    Science.gov (United States)

    Raphael, Christina; Mtebe, Joel S.

    2017-01-01

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

  9. Examining Changes of Preservice Teachers' Beliefs about Technology Integration during Student Teaching

    Science.gov (United States)

    Hsu, Pi-Sui

    2013-01-01

    The purpose of this qualitative case study was to examine changes in preservice teachers' beliefs about technology integration during the student teaching semester in USA. This study used in-depth interviews, review of documents, and observations. The findings indicated the preservice teachers' beliefs about technology integration changed in two…

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

    Science.gov (United States)

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

    2015-01-01

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

  11. Investigation of Pre-Service Teachers' Levels of Readiness to Technology Integration in Education

    Science.gov (United States)

    Cuhadar, Cem

    2018-01-01

    This study aims to expose the training and experience that pre-service teachers acquire in the course of their study at schools of education in regard to the use of information and communication technology (ICT). The study adopts the survey model and its sampling is comprised of 832 pre-service teachers who attend four different faculty of…

  12. Perceptions of Talk, Text, Transactions, and Technology: Preservice Teachers, CMC, and Reader Response

    Science.gov (United States)

    Akers, Anne Trice Thompson

    2009-01-01

    This qualitative study examined middle grades preservice language arts teachers' perceptions of young adult literature through the lenses of reader response, new literacy, and activity theory. Undergraduate preservice teachers used synchronous and asynchronous computer-mediated communication (CMC) to respond online to three young adult books with…

  13. The Effect of Media on Preservice Science Teachers' Attitudes toward Astronomy and Achievement in Astronomy Class

    Science.gov (United States)

    Bektasli, Behzat

    2013-01-01

    Studies show that it is hard to change students' attitudes toward science. This study specifically explored if media affect preservice science teachers' attitudes toward astronomy and their astronomy achievement. The sample for the pilot study consisted of 196 preservice science and mathematics teachers for attitude assessment and 230 preservice…

  14. Reverberating Chords: Implications of Storied Nostalgia for Borderland Discourses in Pre-Service Teacher Identity

    Science.gov (United States)

    Strong-Wilson, Teresa; Johnston, Ingrid; Wiltse, Lynne; Burke, Anne; Phipps, Heather; Gonzalez, Ismel

    2014-01-01

    The research that is the subject of this paper set out to interrogate pre-service teachers' responses to issues of national identity, ideology, and representation in contemporary multicultural Canadian picture books. While the research focused on whether and how the literature could serve to inform and broaden pre-service teachers'…

  15. Assessing the Impact of Service-Learning on Preservice Teachers in an After-School Program

    Science.gov (United States)

    Spencer, Brenda H.; Cox-Petersen, Anne M.; Crawford, Teresa

    2005-01-01

    The study reported uses a qualitative design to investigate the benefits of service-learning through the eyes of the preservice teachers who participated in it. The study focuses on how preservice teachers compare and contrast teaching and learning in the formal classroom during student teaching and teaching and learning in service-learning. Based…

  16. Preservice Science Teachers' Field Experiences with Educational Technologies as Part of Portfolio Development: A Turkish Perspective

    Science.gov (United States)

    Korkmaz, Hunkar; Gucum, Berna; Hakverdi, Meral

    2006-01-01

    The purpose of this study is to assess the usage of educational technology of pre-service science teachers in their field experiences. This study was carried out on 45 pre-service science teachers taking School Experience and Practice Teaching courses at Hacettepe University in Turkey. The data were obtained from the evaluation of pre-service…

  17. Factors Influencing Pre-Service Science Teachers' Perception of Computer Self-Efficacy

    Science.gov (United States)

    Hakverdi, Meral; Gucum, Berna; Korkmaz, Hunkar

    2007-01-01

    This study examined the factors influencing pre-service teachers' perceptions of computers' self- efficacy. Participants in the study were 305 pre-service science teachers at a four-year public university in Turkey. Two instruments were used for this study: the Turkish version of the Microcomputer Utilization in Teaching Efficacy Beliefs…

  18. Cultural Identity in Teaching across Borders: Mainland Chinese Pre-Service Teachers in Hong Kong

    Science.gov (United States)

    Gu, Mingyue Michelle

    2013-01-01

    This study explores transformations in the cultural identities of a group of pre-service teachers from mainland China during their educational experiences in Hong Kong, and how these transformations subsequently impact their professional identity. Individual and focus group interviews were conducted with 16 cross-border pre-service teachers from a…

  19. Preservice teachers' perceptions of an ICT-rich learning environment : Development of an instrument

    NARCIS (Netherlands)

    Handelzalts, Adam; Van Den Berg, Ellen; Van Slochteren, Geesje; Verdonschot, Suzanne

    This article reports the development of an instrument to measure preservice teachers' perceptions of the Study Landscape (SLS), which is an ICT-infused learning environment that encourages preservice teachers to direct their own learning to build a two-way relationship between theory and teaching

  20. Preservice Teachers' Perceived Control over Negative Caregiving Outcomes: Implications for Early-Childhood Teacher Preparation

    Science.gov (United States)

    Guzell-Roe, Jacqueline; Stringer, Sharon A.

    2005-01-01

    This study is focused on preservice early-childhood teachers' attributions about control and responsibility for negative caregiving outcomes. Prior research has linked low perceived control over failed outcomes with harsh care-giving behavior. In this sample of 81 preservice teachers in a pre-kindergarten, Associate-degree program, bivariate…