Visions of Middle School: How Beginning Teacher Candidates Describe their Early Visions for Teaching

2021 ◽  
Vol 96 (4) ◽  
pp. 436-451 ◽  
Author(s):  
Amanda Wall
Keyword(s):  
Middle School ◽  
Teacher Candidates ◽  
Beginning Teacher

The Important Thing about Teaching Problem Solving

2010 ◽  
Vol 16 (2) ◽  
pp. 104-108
Author(s):  
Sally K. Roberts
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Teachers ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
School Teachers ◽  
Learning Practices ◽  
Teaching Problem ◽  
Math Problems ◽  
New Strategies

I teach a content course in problem solving for middle school teachers. During the course, teacher candidates have the opportunity to confront their insecurities as they actively engage in solving math problems using a variety of strategies. As the semester progresses, they add new strategies to their problem-solving arsenal and explicitly reflect on teaching and learning practices that are conducive to this process.

scholarly journals Teaching About Interdisciplinary Health Lesson Plans In Middle School And High School

2003 ◽  
Vol 1 (3) ◽  
pp. 14-42
Author(s):  
Jan Campbell
Keyword(s):  
High School ◽  
Middle School ◽  
Health Status ◽  
High School Teachers ◽  
Teacher Candidates ◽  
New Teacher ◽  
California State University ◽  
State University ◽  
School Teachers ◽  
Healthy Environment

As part of the study for potential teacher candidates in the California State University credentialing program, it is necessary to introduce these future middle school and high school teachers to a health framework and curricular issues involving teaching about adolescent health. These new teacher candidates are required by state law to have an understanding of what adolescence is, and comprehension about the health status of teens. They must also provide a healthy environment in which students can learn. Additionally, these teachers may teach health in the secondary arena.

Multi-User Virtual Learning Environments in Education

2011 ◽  
pp. 146-159
Author(s):  
Nancy Sardone ◽  
Roberta Devlin-Scherer
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Educational Games ◽  
Beginning Teacher ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Learning Tools ◽  
School Students

Today’s middle school students represent a generation growing up where digital tools abound and where using them for home and school is the norm. Virtual learning environments to include multi-user virtual environments (MUVEs) are fairly new to formal educational settings as teaching and learning tools but are growing in popularity. These learning environments have an ability to reach all levels of students in ways that are both familiar and appealing. This chapter reviews interest and trends in educational games and describes beginning teacher reactions to using one of these critical thinking tools designed for middle school students. Recommendations for future implementation in classrooms are made. Faculty perspectives about these newer forms of educational technology are explored.

Teaching About Interdisciplinary Health Lesson Plans In Middle School And High School

2003 ◽  
Vol 1 (3) ◽  
pp. 14-42
Author(s):  
Jan Campbell
Keyword(s):  
High School ◽  
Middle School ◽  
Health Status ◽  
High School Teachers ◽  
Teacher Candidates ◽  
New Teacher ◽  
California State University ◽  
State University ◽  
School Teachers ◽  
Healthy Environment

As part of the study for potential teacher candidates in the California State University credentialing program, it is necessary to introduce these future middle school and high school teachers to a health framework and curricular issues involving teaching about adolescent health. These new teacher candidates are required by state law to have an understanding of what adolescence is, and comprehension about the health status of teens. They must also provide a healthy environment in which students can learn. Additionally, these teachers may teach health in the secondary arena.

Supporting Dialogically Organized Instruction in an English Teacher Preparation Program: A Video-Based, Web 2.0-Mediated Response and Revision Pedagogy

2012 ◽  
Vol 114 (3) ◽  
pp. 1-42
Author(s):  
Mary M. Juzwik ◽  
Michael B. Sherry ◽  
Samantha Caughlan ◽  
Anne Heintz ◽  
Carlin Borsheim-Black
Keyword(s):  
Teacher Preparation ◽  
Web 2.0 ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Online Social Network ◽  
Beginning Teacher ◽  
Classroom Interactions ◽  
Teacher Preparation Program ◽  
English Teacher ◽  
Pedagogical Design

Background/Context This paper theorizes and describes a program-wide pedagogical design for teacher preparation that addresses central problems related to supporting beginning teacher candidates in designing engaging classroom interactions in and across diverse contexts. Focus of Study In particular, we aimed to support the development of dialogically-organized classroom interactions over time through a pedagogy informed by Multiliteracies. Our pedagogy involved a Web 2.0-mediated process of Video-Based Response and Revision (VBRR), developed and implemented over two years with secondary English teacher candidates at Michigan State University engaged in fifth-year internships in local secondary schools. Project Design Four times over the course of their year-long internships, teacher candidates recorded video of their teaching, posted clips and other related materials to an online social network, commented on each others’ practices, and reflected on how they might implement the feedback they received from their peers and instructors. In addition, they created an end-of-year “digital reflection” drawing on all of these materials. Conclusions/ Recommendations Based upon analysis of teacher candidates’ moves within the structure of the pedagogical design, we present pedagogical and programmatic considerations for teacher educators interested in designing learning environments that make beginning teacher practices visible in networked spaces, that invite collaborative responses to those practices, and that create opportunities for transformed practices.

scholarly journals Learning to Teach, Learning to Play the Game: A Case Study of a Minority Teacher Candidate Teaching for Equity, Diversity and Social Justice

2008 ◽  
Vol 37 (2) ◽  
Author(s):  
Andrew Allen
Keyword(s):  
Social Justice ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Real Life ◽  
Beginning Teacher ◽  
Teacher Candidate ◽  
Learning To Teach ◽  
Changement Social ◽  
Justice Sociale ◽  
Minority Teacher

In this article, the author explores the premise that possibilities for social change in an antiracist teacher education program might be revealed by closely examining the struggles and real life experiences of a beginning teacher from a minority background working from the margins of the educational setting. Focusing on the quality of the teaching-learning activities being negotiated and forged, this article is grounded in a study of the tensions, dilemmas and conflicts experienced by teacher candidates learning to teach for social justice. The study revealed that the inherent tensions caused by discontinuities between the intent and critical antiracist philosophy of the program and its actual content, processes and the experience within practicum schools can be necessary for moving teacher candidates in their thinking about antiracist teaching and teaching critically. The article’s focus is on one participant from a Latino background who began to come to terms with accepting the existence of tensions and conflicts and became less obsessed with finding definite solutions or resolutions. Explicit discussion of his experiences within all aspects of the program and direct talk about the tensions and conflicts began to help the teacher candidate make sense of his experiences. Critical teaching for equity, diversity and social justice is a journey into teaching filled with risks and uneasiness. Dans cet article, l'auteur explore la prémisse que l'on peut révéler les possibilités du changement social dans un programme d'éducation antiraciste pour les enseignants stagiaires en examinant de près les luttes et les expériences de vie d'un enseignant stagiaire débutant de souche minoritaire et qui travaille en marge du milieu d'éducation. Se concentrant sur la qualité des activités d'enseigner et d'apprendre en négociation et en formation, l'article est fondé sur une étude des tensions, des dilemmes et des conflits subis par les enseignants stagiaires quand ils apprennent à enseigner la justice sociale. L'étude révèle que les tensions inhérentes causées par les discontinuités entre l'intention et la philosophie antiraciste du programme et son contenu, les processus et l'expérience dans les écoles peuvent être nécessaires pour changer la façon de penser des enseignants stagiaires sur l'enseignement antiraciste et l'enseignement critique. L'article est centré sur un participant de souche Latino-américaine qui commence à accepter l'existence des tensions et des conflits et à devenir moins obsédé par la découverte des solutions ou des résolutions définitives. Une discussion explicite de ses expériences dans tous les aspects du programme et un entretien direct sur les tensions et conflits commencent à aider cet enseignant stagiaire à donner un sens à ses expériences. Enseignement critiquement de l'égalité, la diversité et la justice sociale représente un voyage dans l'enseignement et est rempli de risques et d'inquiétudes et non une destination.

Sign in / Sign up

Export Citation Format

Share Document