Small stories in online classroom discussion as resources for preservice teachers’ making sense of becoming a bilingual educator

2016 ◽  
Vol 58 ◽  
pp. 1-16 ◽  
Author(s):  
Eunjeong Choi ◽  
Rachel E. Gaines ◽  
Jeong-bin H. Park ◽  
Kyle M. Williams ◽  
Diane L. Schallert ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Classroom Discussion ◽  
Online Classroom ◽  
Making Sense ◽  
Small Stories

Multiplication by 10 base-5: Making Sense of Place Value Structure Through an Alternate Base

2015 ◽  
Vol 3 (2) ◽  
pp. 83-98
Author(s):  
Jodi Fasteen ◽  
Kathleen Melhuish ◽  
Eva Thanheiser
Keyword(s):  
Preservice Teachers ◽  
Conceptual Understanding ◽  
Sense Of Place ◽  
Number System ◽  
Place Value ◽  
Mathematical Activity ◽  
Making Sense ◽  
Procedural Fluency ◽  
Whole Number

Prior research has shown that preservice teachers (PSTs) are able to demonstrate procedural fluency with whole number rules and operations, but struggle to explain why these procedures work. Alternate bases provide a context for building conceptual understanding for overly routine rules. In this study, we analyze how PSTs are able to make sense of multiplication by 10five in base five. PSTs' mathematical activity shifted from a procedurally based concatenated digits approach to an explanation based on the structure of the place value number system.

I have a student who…

2009 ◽  
Vol 19 (2) ◽  
pp. 356-371 ◽  
Author(s):  
Kathryn S. Young
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Ethnographic Study ◽  
Shared Understanding ◽  
Social Categories ◽  
Small Stories ◽  
Education Coursework

This article investigates the use of co-constructed narrative strands to better understand the function of institutional narratives in teacher education. It uses data drawn from a large ethnographic study of talk in interaction in teacher education coursework. The analysis demonstrates how a series of similar small stories functions together to create a larger message about social categories in schooling. Narratives created by preservice teachers, through shared understanding of category systems like gender and disability, penetrate stories told in coursework and impact understandings of students in schools.

When students want to stand out: Discourse moves in online classroom discussion that reflect students' needs for distinctiveness

2016 ◽  
Vol 58 ◽  
pp. 1-11 ◽  
Author(s):  
Li-Tang Yu ◽  
Diane L. Schallert ◽  
Jeong-bin Park ◽  
Kyle M. Williams ◽  
Eunjin Seo ◽  
...  
Keyword(s):  
Classroom Discussion ◽  
Online Classroom

Exploring students’ perceptions of identity and helper heuristics in the online classroom discussion board

2021 ◽  
pp. 1-17
Author(s):  
Xialing Lin ◽  
Renee Kaufmann ◽  
Stephen A. Spates ◽  
Kenneth A. Lachlan ◽  
Patric R. Spence
Keyword(s):  
Discussion Board ◽  
Classroom Discussion ◽  
Online Classroom

scholarly journals Preservice Teacher Reflections about Short-Term Summer Study Abroad Experiences in Italy

2016 ◽  
pp. 91-111 ◽  
Author(s):  
Jamie Colwell ◽  
Diane Nielsen ◽  
Barbara A. Bradley ◽  
Mindy Spearman
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Language Learners ◽  
Personal Growth ◽  
Lessons Learned ◽  
Italian Language ◽  
Making Sense ◽  
Studying Abroad ◽  
Study Abroad Program ◽  
Summer Study

This chapter studies 21 preservice teachers' blog reflections about working in an Italian classroom and living with a host family during a four-week study abroad program in Northern Italy. During the program, preservice teachers were required to blog about their experiences living and studying abroad using personal blog sites. To encourage more candid reflection about the program, the blog posts could be related to any aspect of the program preservice teachers chose to reflect on. After setting the context of the study through description of the study abroad program and its requirements, the authors present qualitative findings regarding preservice teachers' (a) thoughts related to their observations of Italian classrooms, (b) thoughts related to becoming an Italian language learner, and (c) lessons learned from the study abroad experience. Findings discuss preservice teachers' reflections on making sense of educational and cultural differences, experiences as Italian language learners, and opportunities for professional and personal growth.

scholarly journals Preservice Teacher Reflections About Short-Term Summer Study Abroad Experiences in Italy

2018 ◽  
pp. 1743-1763
Author(s):  
Jamie Colwell ◽  
Diane Nielsen ◽  
Barbara A. Bradley ◽  
Mindy Spearman
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Language Learners ◽  
Personal Growth ◽  
Lessons Learned ◽  
Italian Language ◽  
Making Sense ◽  
Studying Abroad ◽  
Study Abroad Program ◽  
Summer Study

This chapter studies 21 preservice teachers' blog reflections about working in an Italian classroom and living with a host family during a four-week study abroad program in Northern Italy. During the program, preservice teachers were required to blog about their experiences living and studying abroad using personal blog sites. To encourage more candid reflection about the program, the blog posts could be related to any aspect of the program preservice teachers chose to reflect on. After setting the context of the study through description of the study abroad program and its requirements, the authors present qualitative findings regarding preservice teachers' (a) thoughts related to their observations of Italian classrooms, (b) thoughts related to becoming an Italian language learner, and (c) lessons learned from the study abroad experience. Findings discuss preservice teachers' reflections on making sense of educational and cultural differences, experiences as Italian language learners, and opportunities for professional and personal growth.

Preparing Preservice Teachers’ Minds, Hearts and Actions for Teaching in Remote Indigenous Contexts

2003 ◽  
Vol 31 ◽  
pp. 17-24 ◽  
Author(s):  
Barry Osborne
Keyword(s):  
Preservice Teachers ◽  
Social Justice ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Indigenous Communities ◽  
Making Sense ◽  
Relevant Pedagogy ◽  
Remote Setting

ABSTRACTThis paper examines some challenges we confront working with preservice teachers prior to serving in remote Indigenous communities. Some challenges include what preservice teachers bring to their studies - subjectivities, experiential understandings of teaching and notions of childhood/adolescence, culture and social justice, all of which involve minds, emotions and our notions of our places in society. Some challenges involve linking new notions of teaching to what they already know which may entail unlearning before relearning. Some challenges involve making sense of the theory/action dialectic - teasing out links between strongly held but unarticulated values, beliefs and actions that derive from them. Some challenges involve anticipating what it might be like to live and teach in a remote setting and preparing to work effectively across cultures. I then discuss how we might tackle them in the light of productive pedagogy and culturally relevant pedagogy (Osborne, 2001a, 2001b).

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