Interplay of Preservice Teachers' Mindfulness, Motivation, and Proposed Instructional Practices

2013 ◽  
Author(s):  
Revathy Kumar ◽  
John Losey ◽  
Kathryn Crawford
Keyword(s):  
Preservice Teachers ◽  
Instructional Practices

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.

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.

Practice-Based Evidence: A Model for Helping Educators Make Evidence-Based Decisions

2018 ◽  
Vol 42 (1) ◽  
pp. 82-92 ◽  
Author(s):  
Barbara Fink Chorzempa ◽  
Michael D. Smith ◽  
Jane M. Sileo
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Problem Solving ◽  
Instructional Practices ◽  
Learning Outcomes ◽  
Teacher Candidates ◽  
Graduate Program ◽  
Evidence Based ◽  
Certification Programs ◽  
K 12

Within their teacher preparation courses and field experiences, preservice teachers are introduced to numerous instructional practices, not all of which are considered research-based. For this reason, instruction in how to evaluate the effectiveness of one’s practices is essential, but it is often a lacking component of initial certification programs. In this article, a flexible, problem-solving model for collecting and reflecting on practice-based evidence (PBE) is described. The model, utilized in a graduate program in Special Education, was designed to assist teacher candidates in evaluating the effectiveness of the practices they implement to optimize students’ learning outcomes. Implications for practice in the K-12 environment are also provided.

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.

Lesson Study with Preservice Teachers

2008 ◽  
Vol 102 (3) ◽  
pp. 186-191
Author(s):  
Mary T. McMahon ◽  
Ellen Hines
Keyword(s):  
Preservice Teachers ◽  
Instructional Practices ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Secondary Mathematics ◽  
Time Constraints ◽  
Collaborative Reflection ◽  
Secondary Mathematics Teachers ◽  
Preservice Teaching ◽  
Study Experience

The value of collaboration and reflection with peers to improving instructional practices is well known (e.g., Lieberman 1992; Little 1982; Little and McLaughlin 1993; Romberg 1988). However, practicing mathematics teachers are often challenged to find time in their busy schedules to collaborate with peers. Recently, during the implementation of a lesson study experience with a small group of preservice secondary mathematics teachers, we observed firsthand how lesson study could be used to encourage collaborative reflection among preservice teaching peers and how it potentially could be used to support ongoing professional development of in-service teachers while respecting their time constraints.

scholarly journals Practicing Policy: Preservice Teachers’ Experiences with a Proficiency-Based Education Model

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Meredith JC Swallow
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Preparation ◽  
Instructional Practices ◽  
Teaching And Learning ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teachers Experiences ◽  
Education Model ◽  
University Setting

Abstract: Varying policy on the implementation of proficiency-based education (PBE) presents a challenge in the preparation of future educators. It becomes critical to include structures and strategies in teacher education programs that support learning and application in different assessment frameworks. This study explores a piloted PBE model in a university teacher preparation course to better understand the enactment of PBE in classrooms, and the associated teaching and learning implications in a university setting. Results point toward reflection, choice, and standards as objectives as benefits of a PBE model, while challenges include time and scalability in classrooms. Implications focus on the instructional practices identified as benefits in a PBE model and the implementation of those practices in teacher preparation.

scholarly journals Developing Preservice Teachers’ Equity Consciousness and Equity Literacy

2021 ◽  
Vol 6 ◽  
Author(s):  
Debra Bukko ◽  
Kimy Liu
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Transformative Learning ◽  
Instructional Practices ◽  
Lived Experiences ◽  
Funds Of Knowledge ◽  
Learning Experience ◽  
Educational Institutions ◽  
Educational Barriers ◽  
Literacy Knowledge

Teachers need the knowledge and dispositions to identify and dismantle barriers contributing to persistent educational inequity. This work begins by centering equity in teacher education with a focus on developing teachers’ critical consciousness of the systems of power and privilege in educational institutions. Utilizing equity-focused instruction and coaching, this study explored the development of preservice teachers’ Equity Consciousness and Equity Literacy knowledge and dispositions during a teaching-coaching-reflection transformative learning experience. Participants demonstrated increased Equity Consciousness and Equity Literacy, recognizing their assumptions about learners’ lived experiences and the funds of knowledge students bring to the learning environment. Findings from this empirical study indicate this approach contributes to the development of the equity-based dispositions essential to dismantling current educational barriers and replacing them with inclusive and empowering instructional practices.

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