Role of Values in Preservice Teachers' Intentions for Professional Engagement

2017 ◽  
Author(s):  
Annette R. Ponnock ◽  
Benjamin M. Torsney
Keyword(s):  
Preservice Teachers

Chapter 2 Creating a Before-School Physical Activity Program: Pre-Service Physical Educators’ Experiences and Implications for PETE

2014 ◽  
Vol 33 (4) ◽  
pp. 449-466 ◽  
Author(s):  
Jaimie McMullen ◽  
Hans van der Mars ◽  
Julie A. Jahn
Keyword(s):  
Physical Activity ◽  
Preservice Teachers ◽  
Participant Observation ◽  
Physical Educators ◽  
Systematic Observation ◽  
Physical Education Teacher Education ◽  
Physical Educator ◽  
Before School ◽  
Pete Programs

The purpose of this study is to describe the experiences of physical education teacher education (PETE) majors enrolled in an internship course that provided them with authentic experiences promoting and facilitating a before-school physical activity (PA) program and to examine the associated implications for PETE programs within the Comprehensive School Physical Activity (CSPAP) framework. In this study, five PETE majors were recruited to participate. Data were collected from several sources including participant observation, interviews, systematic observation, and document analysis. The results show that preservice physical educators struggled with PA promotion as a consequence of perceptions of early programmatic success, feelings of nervousness and influences of their existing beliefs about the role of the physical educator. Therefore, when considering the role of the physical educator relative to a CSPAP, PETE programs should consider making adjustments to their curricula to include experiences that allow preservice teachers to practice skills associated with out-of-class PA promotion.

scholarly journals Successful Learning with Hypermedia: The Role of Epistemological Beliefs and Metacognitive Awareness

2003 ◽  
Vol 28 (1) ◽  
pp. 15-30 ◽  
Author(s):  
Lisa D. Bendixen ◽  
Kendall Hartley
Keyword(s):  
Preservice Teachers ◽  
Epistemological Beliefs ◽  
Metacognitive Awareness ◽  
Hierarchical Regression ◽  
Hypermedia Learning ◽  
Posttest Performance ◽  
Cognitive Awareness ◽  
And Control ◽  
The Relationship

This study examined the relationship between epistemological beliefs, meta-cognition, and student achievement in a hypermedia learning environment. Epistemological beliefs refer to beliefs about the nature of knowledge and knowing (see review by Hofer & Pintrich, 1997) and metacognition refers to the ability to reflect upon, understand, and control one's learning (Schraw & Dennison, 1994). We predicted that the epistemological beliefs and meta-cognitive awareness of 116 preservice teachers would be significantly related to achievement in a hypermedia tutorial. Achievement was measured by a posttest based on the tutorial content. Results from a forced-order, hierarchical regression analysis indicated that reading comprehension, GPA, and three of the five epistemological beliefs (i.e., fixed ability, omniscient authority, and quick learning) significantly predicted posttest performance. Belief in omniscient authority and fixed ability being related to lower achievement supports previous research. Contrary to our expectations, a belief in quick learning was positively correlated with achievement. Educational and instructional design implications are discussed.

Online Teaching Practices of Science and Mathematics Preservice Teachers in middle schools

2022 ◽  
pp. 195-228
Author(s):  
Neusa Branco ◽  
Susana Colaço ◽  
Bento Cavadas
Keyword(s):  
Preservice Teachers ◽  
Teaching Practices ◽  
Online Teaching ◽  
Teacher Educators ◽  
Inservice Teachers ◽  
Internship Experience ◽  
And Mathematics ◽  
6Th Graders ◽  
Work Student

The chapter presents a qualitative study that describes and discusses the teaching practices of four preservice teachers (PSTs) during their mathematics and science internship with 6th graders, performed in the context of distance learning related with the COVID-19 pandemic. The data collected included PSTs' documents, such as lesson plans, descriptions of and reflections on the practical work, student outputs, and interviews. The online organization and dynamics of the internship process describe the practices of the PSTs, inservice teachers, and teacher educators, which provided a practical context for the development of PSTs' online practice. Moreover, the results present digital educational resources used by PSTs, mainly for inquiry, communication, construction, and problem-solving purposes. PSTs pointed out benefits arising from the online internship experience. It better prepared them to use and create digital resources, increased awareness of the importance of collaboration and the role of formative assessment.

She’s Not There

2012 ◽  
Vol 82 (3) ◽  
pp. 243-295 ◽  
Author(s):  
Sally Campbell Galman ◽  
Christine A. Mallozzi
Keyword(s):  
Preservice Teachers ◽  
Women Educators ◽  
The United States ◽  
Women Teachers ◽  
Male Students ◽  
Elementary Level ◽  
Social Categories ◽  
Female Teachers ◽  
K 12

For this literature review, the authors asked, “What is the role of gender in research about elementary-level women teachers and preservice teachers in the past 15 years, and what have scholars learned about the gendered nature of women’s experiences in elementary-level preservice and in-service teaching in that time?” To be eligible for inclusion, works had to be published during or after 1995, study elementary preservice or practicing women educators, take place in the United States, focus on gender, and be empirical. Of the 54 articles that warranted in-depth investigation, 42 articles were excluded because teachers’ gender was subsumed under other social categories such as K–12 female students or male students and teachers. The majority of the 12 relevant articles employed small participant samples and exploratory approaches and depicted female teachers as struggling with or marginalized in the profession. A minority presented women teachers as reveling in the legacies of teaching. These findings beg for more research on women teachers’ gendered experiences.

“The Teacher Said My Story Was Excellent”: Preservice Teachers Reflect on the Role of the “External” in Writing

2006 ◽  
Vol 50 (4) ◽  
pp. 290-297 ◽  
Author(s):  
Brandi Gribble Mathers ◽  
Susan Kushner Benson ◽  
Evangeline Newton
Keyword(s):  
Preservice Teachers

Use of Web-Based Portfolios as Tools for Reflection in Preservice Teacher Education

2011 ◽  
Vol 62 (5) ◽  
pp. 477-492 ◽  
Author(s):  
Diler Oner ◽  
Emine Adadan
Keyword(s):  
Preservice Teachers ◽  
Reflective Thinking ◽  
Preservice Teacher Education ◽  
Mixed Methods Study ◽  
Easy Access ◽  
Web Based ◽  
High Level ◽  
Reflective Skills ◽  
The Web

This mixed-methods study examined the use of web-based portfolios for developing preservice teachers’ reflective skills. Building on the work of previous research, the authors proposed a set of reflection-based tasks to enrich preservice teachers’ internship experiences. Their purpose was to identify (a) whether preservice teachers demonstrated evidence of reflective thinking throughout a semester and, if so, the types of reflective thinking indicators; (b) whether there was an increase in the number of high-level reflective indicators over time; and (c) the role of the web-based portfolio construction, as perceived by the participants, in developing reflective skills. The findings suggested that preservice teachers demonstrated high- and low-level reflective skills throughout a semester. There was a statistically significant improvement in the number of high-level reflective indicators in the second reflection task compared with the first. In addition, the web-based platform was perceived by participants as a medium that enabled easy access and the development of better portfolio artifacts.

The Role of Children’s Literature in Cultivating Preservice Teachers as Transformative Intellectuals: A Literature Review

2019 ◽  
Vol 51 (2) ◽  
pp. 214-232 ◽  
Author(s):  
Tracey T. Flores ◽  
Saba Khan Vlach ◽  
Catherine Lammert
Keyword(s):  
Preservice Teachers ◽  
Children's Literature ◽  
Instructional Practices ◽  
Children’S Literature ◽  
Literacy Education ◽  
Methods Courses ◽  
Literacy Methods ◽  
K 12 ◽  
Literacy Educators

This review of literacy education scholarship examines the ways that children’s literature is used as a resource within literacy methods courses in the preparation of preservice teachers (PTs) as transformative intellectuals. The research indicates that the use of children’s literature in literacy methods courses has served two distinct purposes: (a) to engage PTs in learning literacy instructional practices and (b) to engage PTs in building sociocultural knowledge and learning transformative (e.g., culturally relevant) pedagogies. This review is framed by Giroux’s call for educators to disrupt technocratic approaches to instruction. The findings emphasize the importance of using children’s literature with PTs to broaden PTs’ understandings of their future student’s lives, so they might engage in transformative pedagogies as future K-12 literacy educators.

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