Elementary Preservice Teachers’ and Teacher Educators’ Perceptions of Financial Literacy Education

In an effort to elicit elementary preservice teachers' mathematical noticing, mathematics teacher educators at 6 universities designed and implemented a 3-step task that used video, writing, and animation. The intent of the task was to elicit preservice teachers' mathematical noticing–that is, noticing specific to mathematics content and how students reason about content. Preservice teachers communicated their noticing through both written accounts and selfcreated animations. Findings showed that the specific city of mathematical noticing differed with the medium used and that preservice teachers focused on different mathematical content across the methods sections, illuminating the importance for mathematics teacher educators understanding of the noticing practices of the preservice teachers with whom they work. This report includes implications for using the task in methods courses and modifying course instruction to develop noticing following task implementation.

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Promoting Race Talk With Elementary Preservice Teachers Through Diverse Picture Book Read Alouds

Advances in Early Childhood and K-12 Education - Handbook of Research on Teaching Diverse Youth Literature to Pre-Service Professionals ◽

10.4018/978-1-7998-7375-4.ch011 ◽

2021 ◽

pp. 210-234

Author(s):

Bethany Louise Scullin

Keyword(s):

Preservice Teachers ◽

Teacher Educators ◽

Picture Book ◽

Read Aloud ◽

Read Alouds ◽

Curricular Framework ◽

The Us ◽

Elementary Preservice Teachers ◽

History Of ◽

Education Courses

The purpose of this chapter is to provide teacher educators with considerations on how to incorporate diverse picture book read alouds into their own education courses in an effort to promote race talk with preservice teachers (PST). The chapter begins by explaining the need for children to talk about race and the resistance of many PST engaging in these important discussions. Next, an explanation is provided of why diverse picture book read alouds may be a catalyst for preservice teachers to engage in race talk. The chapter continues with a description of the developed Race Talk Read Aloud Curricular Framework which includes a Race Talk Text Set. Eight considerations explain how the curricular framework and text set were developed with the purpose of promoting race talk with PST as they read and discussed the history of racism in the US, how it applies to ourselves, and current literacy instruction in our nation's schools.

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Toward critically compassionate financial literacy: How elementary preservice teachers view the standards

Theory & Research in Social Education ◽

10.1080/00933104.2020.1859422 ◽

2021 ◽

pp. 1-30

Author(s):

Thomas A. Lucey ◽

Mary Beth Henning

Keyword(s):

Preservice Teachers ◽

Financial Literacy ◽

Elementary Preservice Teachers

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Mathematics teacher educators’ perspectives on their design of content courses for elementary preservice teachers

Journal of Mathematics Teacher Education ◽

10.1007/s10857-016-9356-9 ◽

2016 ◽

Vol 21 (2) ◽

pp. 179-201 ◽

Cited By ~ 5

Author(s):

Wenjuan Li ◽

Alison Castro Superfine

Keyword(s):

Preservice Teachers ◽

Mathematics Teacher ◽

Teacher Educators ◽

Mathematics Teacher Educators ◽

Elementary Preservice Teachers

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Developing Teachers as Critical Curators: Investigating Elementary Preservice Teachers’ Inspirations for Lesson Planning

Journal of Teacher Education ◽

10.1177/0022487119879894 ◽

2019 ◽

Vol 71 (5) ◽

pp. 518-536 ◽

Cited By ~ 1

Author(s):

Amanda G. Sawyer ◽

Katie Dredger ◽

Joy Myers ◽

Susan Barnes ◽

Reece Wilson ◽

...

Keyword(s):

Preservice Teachers ◽

Teacher Educators ◽

Cooperating Teachers ◽

New Literacies ◽

Lesson Plans ◽

Online Resources ◽

Know How ◽

Internet Resources ◽

University Courses ◽

Elementary Preservice Teachers

Internet resources abound for preservice teacher (PST) use today, but we do not know how they choose and describe their implementation of them. This study investigates 158 elementary PSTs’ lesson plans across eight courses to describe plan inspiration and justification. PSTs reported being inspired by cooperating teachers (CTs), friends and family members, university courses, and Internet resources. In some cases, these PSTs simply followed lesson plans given to them. In other cases, they collected, curated, synthesized, and applied ideas based on inspirations, showing dispositions of New Literacies Theory. This study provides evidence that teacher educators need to engage PSTs in intentionally developing the skills of curation by acknowledging and modeling the depth and breadth of resources, including those that are not necessarily sanctioned. Implications include ways that teacher educators can frame PSTs’ understandings as they critically consume online resources through Critical Curation Theory.

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U.S. Preservice Teachers and Their Media Worlds

Journal of School Leadership ◽

10.1177/105268460501500302 ◽

2005 ◽

Vol 15 (3) ◽

pp. 243-261

Author(s):

Stephanie A. Flores-Koulish

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Popular Culture ◽

Media Literacy ◽

Literacy Education ◽

Qualitative Investigation ◽

Pedagogical Skills ◽

Elementary Preservice Teachers ◽

The Media ◽

Media Habits

This study provides a baseline of experiences and understandings that undergraduate elementary preservice teachers have with media and popular culture. Through a qualitative investigation, future teachers reveal their childhood and current media habits. What also emerges is a glimpse of their future pedagogical skills related to the media as a subject matter. Additionally these preservice teachers express fear over the power of the media, with particular indignation when it comes to children as viewers. Implications for policy in teacher education related to media literacy education are discussed.

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Against the Script With edTPA: Preservice Teachers Utilize Performance Assessment to Teach Outside Scripted Curriculum

Urban Education ◽

10.1177/0042085919873689 ◽

2019 ◽

pp. 004208591987368 ◽

Cited By ~ 1

Author(s):

Kathryn Struthers Ahmed

Keyword(s):

Preservice Teachers ◽

Performance Assessment ◽

Student Teaching ◽

Teacher Educators ◽

Bilingual Students ◽

High Poverty ◽

Scripted Curriculum ◽

Literacy Curriculum ◽

Elementary Preservice Teachers ◽

Emergent Bilingual Students

This article reports on how the policy context shaped the development of two elementary preservice teachers’ (PSTs) literacy instructional practice. While student teaching emergent bilingual students in urban, high-poverty classrooms that utilized mandated scripted literacy curriculum, PSTs completed edTPA, a Teacher Performance Assessment, for their credential. Participants’ edTPA lessons represented the only time PSTs taught literacy outside the mandated curriculum’s script and in ways that were more aligned with their—and their teacher education program’s—ideals. Findings from this study show that it might be possible for PSTs and teacher educators to appropriate edTPA for their own purposes.

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Financial Literacy Education Through Fiqh Mu'āmalāt Learning

10.31237/osf.io/htnm7 ◽

2019 ◽

Author(s):

Adib Rifqi Setiawan

Keyword(s):

Research And Development ◽

Financial Literacy ◽

Lesson Plan ◽

Literacy Education ◽

Assessment Instrument ◽

Learning Program ◽

Development Study

The goal of this research and development study is to gain the design for financial literacy education through fiqh mu’āmalāt learning program. It was gained a syllabus that completed by lesson plan, student worksheets, nor assessment instrument as well, that validated by experts and practitioners and reliability counted based on test.

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