The Design of Inclusive Education Courses and the Self‐efficacy of Preservice Teacher Education Students

2007 ◽  
Vol 54 (2) ◽  
pp. 245-256 ◽  
Author(s):  
Julie Lancaster ◽  
Alan Bain
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Inclusive Education ◽  
Self Efficacy ◽  
Preservice Teacher Education ◽  
The Self ◽  
Education Students ◽  
Education Courses ◽  
Teacher Education Students

Recruiting Preservice Teacher Education Students

1983 ◽  
Vol 34 (4) ◽  
pp. 10-13 ◽  
Author(s):  
Jerrold D. Hopfengardner ◽  
Thomas Lasley ◽  
Ellis A. Joseph
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Preservice Teacher Education ◽  
Education Students ◽  
Teacher Education Students

scholarly journals Preservice Teacher Experience with Technology Integration: How the Preservice Teacher’s Efficacy in Technology Integration is Impacted by the Context of the Preservice Teacher Education Program

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Liz Ebersole
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Technology Integration ◽  
Preservice Teacher ◽  
Education Program ◽  
Self Efficacy ◽  
Field Experience ◽  
Teacher Education Program ◽  
Preservice Teacher Education ◽  
Iste Standards

This paper explores self-efficacy theory (Bandura), situated learning theory (Lave & Wenger), and self-determination theory (Ryan and Deci), the technological pedagogical content knowledge framework (TPCK or TPACK; Mishra & Koehler) and the International Society for Technology in Education (ISTE) Standards (for Educators) as they relate to the preservice teacher education program, including both coursework and field experience. Regarding teacher education program coursework, this paper examines research studies that report on findings from both quantitative and qualitative research about preservice teachers’ experience with technology integration in the context of the teacher education program, in which the TPACK framework or ISTE Standards were used in the curricular design of the program’s academic coursework. Regarding teacher education program field experience, this paper examines the context provided by the mentor teachers’ self-efficacy regarding and use of technology.

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