The Power of Practicum Support: A Quasi-experimental Investigation of Elementary Preservice Teachers’ Science Instruction in A Highly Supported Field Experience

This study engaged 26 preservice teachers (PTs) in research focused on students in a secondary methods course who had early field experience (EFE). The purposes of the study were (a) to determine what PTs learned about students in an early field experience (EFE) that engaged them in a structured teacher research project and (b) to examine how the teacher research process was used by PTs. Results indicated that questions about students became more refined and focused through the research process and that there were fluctuations between student-centered and teacher-centered questions during the EFE. The prevailing themes indicated that PTs came to know more about student motivation and interests, characteristics, and peer interactions. More importantly, much of their data challenged previous beliefs and assumptions about students, as PTs began making connections between their newfound knowledge of students and its implications for curriculum, instruction, and management decisions.

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Exploring the Use of Lesson Study to Develop Elementary Preservice Teachers’ Pedagogical Content Knowledge for Teaching Nature of Science

International Journal of Science and Mathematics Education ◽

10.1007/s10763-015-9690-x ◽

2015 ◽

Vol 15 (2) ◽

pp. 293-312 ◽

Cited By ~ 10

Author(s):

Valarie L. Akerson ◽

Khemmawadee Pongsanon ◽

Meredith A. Park Rogers ◽

Ingrid Carter ◽

Enrique Galindo

Keyword(s):

Preservice Teachers ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Nature Of Science ◽

Lesson Study ◽

Pedagogical Content ◽

Knowledge For Teaching ◽

Elementary Preservice Teachers ◽

Content Knowledge For Teaching

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Preservice Elementary Teachers and Music in the Elementary Classroom

Update Applications of Research in Music Education ◽

10.1177/87551233211052583 ◽

2021 ◽

pp. 875512332110525

Author(s):

Jennifer Potter

Keyword(s):

Preservice Teachers ◽

Elementary Teachers ◽

Elementary Classroom ◽

Preservice Elementary Teachers ◽

Music Teaching ◽

Teachers Perceptions ◽

Music Integration ◽

Elementary Preservice Teachers ◽

Online Music ◽

N 93

The purpose of this pretest-posttest study was to investigate elementary preservice teachers’ perceptions of and level of comfort with music in the elementary classroom after enrolling in an online music integration course. Participants were preservice elementary teachers ( N = 93) enrolled in three sections of an online music integration course at a large university in Southern California. Results showed significant differences in participants’ agreement with aspects of music teaching, comfort with music, and music integration. Findings also indicated significant differences in participants’ rankings of musical outcomes in an elementary setting. There were no significant differences found among participants’ ranking of music and other subjects in the elementary classroom.

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Helping Preservice Teachers Learn to Negotiate Sociopolitical Relationships Through a Physical Education Teacher Education Outdoor Education Experience

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2018-0102 ◽

2019 ◽

Vol 38 (4) ◽

pp. 296-304 ◽

Cited By ~ 1

Author(s):

Jenn M. Jacobs ◽

K. Andrew R. Richards ◽

Zach Wahl-Alexander ◽

James D. Ressler

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Physical Education ◽

Outdoor Education ◽

Field Experience ◽

Physical Education Teacher ◽

Descriptive Case Study ◽

Education Teacher ◽

Physical Education Teacher Education ◽

Education Experience

Physical education teacher education programs are tasked with preparing students for a teaching career in a field that possesses inherent challenges. Purpose: The current study, designed as a descriptive case study, examined how an outdoor education field experience can facilitate important learning for preservice teachers about navigating sociopolitical relationships among colleagues and the greater school community. Method: Interviews were conducted with 13 preservice physical educators and the course instructor, in addition to field observations. Results: An outdoor education experience that includes opportunities to interface with and reflect on working with various stakeholders can help preservice teachers learn to navigate sociopolitics and persist through challenges. Discussion/Conclusion: Despite challenges, the nontraditional and intensive nature of the field experience, as well as the positive relationships developed with students, compelled the preservice teachers to find effective ways to collaborate and manage teaching roles.

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