Japanese Elementary Teachers’ Abilities to Learn How to Teach Science from Curriculum Materials: Preparation for Future Learning Perspectives

2015 ◽  
pp. 425-437 ◽  
Author(s):  
Etsuji Yamaguchi
2012 ◽  
Vol 41 (1) ◽  
pp. 191-216 ◽  
Author(s):  
Stephanie A. Siler ◽  
David Klahr ◽  
Norman Price

Author(s):  
Michael P. Downton

Teacher education programs are tasked with a myriad of responsibilities to help improve the quality of future teachers. Despite the constraints of using non-licensed teachers in a public classroom setting in order for the pre-service teacher to gain experience, a Teaching Assistant (TA) program has been implemented in a university setting and thus removing the logistical obstacles pre-service teachers face. Using a preparation for future learning model, pre-service teachers enrolled in a human learning and development course engaged in activities that ranged from mentoring students, developing grading rubrics, and grading student assignments. Triangulation of qualitative data showcases the importance of assessment (i.e., feedback) and the pre-service teacher's identity as emergent themes. Discussion of possible design iterations to the TA program and its potential impact are discussed.


Author(s):  
Karen Swan ◽  
Phil Vahey ◽  
Ken Rafanan ◽  
Tina Stanford ◽  
Louise Yarnall ◽  
...  

2015 ◽  
Vol 50 (1) ◽  
pp. 115-123 ◽  
Author(s):  
Maria Mylopoulos ◽  
Ryan Brydges ◽  
Nicole N Woods ◽  
Julian Manzone ◽  
Daniel L Schwartz

1966 ◽  
Vol 13 (1) ◽  
pp. 30-31
Author(s):  
William B. Moody

The recent revolution by the modern mathematics movement has resulted in some major changes at the elementary level in curriculum materials and the training of teachers to handle these materials. Universities and colleges are starting to offer and require courses especially designed for elementary teachers at both the pre- and in-service levels.


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