Christian preservice teachers' practical arguments in a science curriculum and instruction course

1996 ◽  
Vol 80 (4) ◽  
pp. 437-456 ◽  
Author(s):  
Jazlin V. Ebenezer
Keyword(s):  
Preservice Teachers ◽  
Curriculum And Instruction ◽  
Science Curriculum ◽  
Practical Arguments

scholarly journals Using a problem based, multimedia enhanced approach in learning about teaching

2002 ◽  
Vol 18 (3) ◽  
Author(s):  
Susan E. Gibson
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Studies ◽  
Curriculum And Instruction ◽  
Traditional Instruction ◽  
Field Trip ◽  
Education Faculty ◽  
Social Studies Curriculum ◽  
Virtual Field ◽  
Integrate Technology

Many teachers graduate from teacher education institutions with minimal understanding about how to use technology in their classrooms. This is due mainly to the limited exposure they receive to innovative uses for technology in their preservice programs. There is a need for more information on what new ways of teaching using computers by education faculty might look like. Faculty sharing of stories about their own innovative attempts to integrate technology can be powerful catalysts for others. This article describes the use of a WebCT based virtual field trip to a school used as part of a social studies curriculum and instruction course, designed to help preservice teachers to "rethink" traditional instruction.

Bee Pollination

2020 ◽  
pp. 205-223
Author(s):  
Kerry Carley Rizzuto ◽  
John Henning ◽  
Catherine Duckett
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Instructional Practices ◽  
Science Curriculum ◽  
School Science ◽  
Constructivist Approach ◽  
School Of Education ◽  
Vital Part ◽  
Enhance Student Learning ◽  
Outstanding Teacher

The purpose of the chapter is to provide an exemplar of an inquiry-based unit on pollination for designing and implementing constructivist instructional practices while simultaneously providing outstanding teacher preparation. The unit on pollination was developed by preservice teachers through a partnership between the Monmouth Conservation Foundation and the Monmouth University School of Education. Through collective action, these institutions were able to enhance student learning on a vital part of the science curriculum, provide a rich clinical experience for pre-service teachers, and to familiarize teachers with a more constructivist approach to pre-school science instruction.

Bee Pollination

2019 ◽  
pp. 929-943
Author(s):  
Kerry Carley Rizzuto ◽  
John Henning ◽  
Catherine Duckett
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Instructional Practices ◽  
Science Curriculum ◽  
School Science ◽  
Constructivist Approach ◽  
School Of Education ◽  
Vital Part ◽  
Enhance Student Learning ◽  
Outstanding Teacher

The purpose of the chapter is to provide an exemplar of an inquiry-based unit on pollination for designing and implementing constructivist instructional practices while simultaneously providing outstanding teacher preparation. The unit on pollination was developed by preservice teachers through a partnership between the Monmouth Conservation Foundation and the Monmouth University School of Education. Through collective action, these institutions were able to enhance student learning on a vital part of the science curriculum, provide a rich clinical experience for pre-service teachers, and to familiarize teachers with a more constructivist approach to pre-school science instruction.

scholarly journals The Culturally Responsive Teacher Preparedness Scale: An Exploratory Study

2015 ◽  
Vol 8 (4) ◽  
pp. 541-250 ◽  
Author(s):  
Yun-Ju Hsiao
Keyword(s):  
Preservice Teachers ◽  
Factor Analysis ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Curriculum And Instruction ◽  
Teacher Preparation Programs ◽  
Teacher Preparedness ◽  
Responsive Teaching ◽  
Preparation Programs ◽  
Literature Reviews

The purpose of this study was to investigate the competencies of culturally responsive teaching and construct a Culturally Responsive Teacher Preparedness Scale (CRTPS) for the use of teacher preparation programs and preservice teachers. Competencies listed in the scale were identified through literature reviews and input from experts. The preparedness scale was created through an exploratory factor analysis. According to the factor analysis, there were three factors for CRTPS: curriculum and instruction, relationship and expectation establishment, and group belonging formation. The scale is well supported by psychometric analysis including factor loadings, internal consistency, and testing fairness with gender and race. Limitations and conclusions were made for the use of this scale.

Bee Pollination

2017 ◽  
pp. 164-182
Author(s):  
Kerry Carley Rizzuto ◽  
John Henning ◽  
Catherine Duckett
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Instructional Practices ◽  
Science Curriculum ◽  
School Science ◽  
Constructivist Approach ◽  
School Of Education ◽  
Vital Part ◽  
Enhance Student Learning ◽  
Outstanding Teacher

The purpose of the chapter is to provide an exemplar of an inquiry-based unit on pollination for designing and implementing constructivist instructional practices while simultaneously providing outstanding teacher preparation. The unit on pollination was developed by preservice teachers through a partnership between the Monmouth Conservation Foundation and the Monmouth University School of Education. Through collective action, these institutions were able to enhance student learning on a vital part of the science curriculum, provide a rich clinical experience for pre-service teachers, and to familiarize teachers with a more constructivist approach to pre-school science instruction.

Crossing over

2019 ◽  
Vol 7 (1) ◽  
pp. 88-114
Author(s):  
Anita Hernández ◽  
Sylvia Bonscher ◽  
Patricia Recio ◽  
Johanna Esquivel ◽  
Melissa Hererra
Keyword(s):  
Professional Development ◽  
Preservice Teachers ◽  
Language Acquisition ◽  
Language Learning ◽  
Situated Learning ◽  
Dual Language ◽  
Science Curriculum ◽  
Pedagogical Content ◽  
Language Classrooms ◽  
Speakers Of Other Languages

Abstract This study analyzes a professional development intervention for preservice teachers that integrates language-acquisition strategies and academic content. The intervention is based on the Guided Language Acquisition Design (Project GLAD) and an elementary school’s science curriculum (FOSS), which included elements of effective professional development: active learning, models of effective practice, a focus on content, job-embeddedness, and reflection. The Teaching English to Speakers of Other Languages (TESOL) and Bilingual Education-certified preservice teachers found that scaffolding context-reduced and cognitively-demanding lessons were foundational for content and language learning. Helping to plan lessons, creating lesson materials, and implementing them with third-grade dual-language students were key to the preservice teachers’ pedagogical content knowledge of integrating language and content. This study illustrates how situated learning experiences are beneficial for preservice teachers to orchestrate effective integration of language and content instruction for students in dual-language classrooms.

scholarly journals Remaking Science Teaching: Border Crossing Between Home and School

2021 ◽  
Vol 14 (1) ◽  
pp. 363-378
Author(s):  
Sumer Seiki ◽  
Daniela Domínguez ◽  
Jolynn Asato
Keyword(s):  
Preservice Teachers ◽  
Science Curriculum ◽  
Border Crossing ◽  
Science Lesson ◽  
Her Family ◽  
Family Science ◽  
Curriculum Making ◽  
Home And School ◽  
Transformative Curriculum

In this case study, we explore ways to prepare preservice teachers to translate theory into practice and make science curriculum accessible through familial curriculum. Using her “Family Science Lesson Planning” assignment sequence, Sumer taught preservice teachers the theory of transformative curriculum making (Seiki, 2016), and guided them to recognize, articulate, and translate their own familial curriculum into science lessons. As a result, the three participant preservice teachers’ own histories and familial knowledge were repositioned and valued alongside science. Our findings show how to use science curriculum and instruction to border cross between home and school, thereby making science more accessible.

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