Complex, compound and critical: recognising and responding to the factors influencing diverse preservice teacher experiences of practicum

Co-operative group learning is known to be an effective instructional practice, especially for mathematics. While group work can be incorporated into the classroom in multiple ways, not every group is a co-operative learning community. In the current study, class observations and preservice teacher interviews were used to compare experiences during formal and informal group work. The findings indicate that formal co-operative learning groups, or prolonged interaction with the same group of people, develops a sense of strong community within the classroom, thereby providing a safe space and facilitating discussions. Preservice teachers involved in formal co-operative learning reported they learned better, gained confidence in the subject, and associated positively to using group work in their future classroom. However, preservice teachers involved in informal co-operative learning had neutral perceptions about group work. We suggest that prolonged interactions among the group members is required to establish effective co-operative learning groups.

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Patterns of Preservice Teacher–Student Negotiation Within the Teaching Personal and Social Responsibility Model

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2019-0098 ◽

2020 ◽

Vol 39 (2) ◽

pp. 264-273

Author(s):

Kelsey McEntyre ◽

Matthew D. Curtner-Smith ◽

K. Andrew R. Richards

Keyword(s):

Preservice Teachers ◽

Social Responsibility ◽

Preservice Teacher ◽

Key Factors ◽

Early Field Experience ◽

Teacher Student ◽

Factors Influencing ◽

Effective Training ◽

Personal And Social Responsibility ◽

Responsibility Model

Purpose: The purpose of this study was to describe the patterns of teacher–student negotiation that occurred when preservice teachers (PTs) taught within the teaching personal and social responsibility (TPSR) model. Method: The participants were seven PTs enrolled in an elementary early field experience. They taught three to four mini-units of TPSR. Seven qualitative techniques were employed to collect data, and standard interpretive techniques were used to analyze them. Results: Three general patterns of negotiation were identified. In the units taught by two of the PTs, the negotiations became more positive. For three of the PTs, the rates of negotiation were constant. In the units taught by the remaining two PTs, the negotiations became more negative. Key factors influencing the patterns of negotiation were PTs’ comprehension of and comfort with the TPSR model; class size; and students’ age, gender, and skill level. Conclusion: These findings may help faculty develop more nuanced and effective training for PTs learning to teach through TPSR.

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Creative mathematical reasoning and content as an evaluative framework for preservice teacher experiences

Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education ◽

10.51272/pmena.42.2020-284 ◽

2020 ◽

Author(s):

Tami S. Martin ◽

Craig J. Cullen

Keyword(s):

Preservice Teacher ◽

Mathematical Reasoning ◽

Teacher Experiences ◽

Creative Mathematical Reasoning

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Factors influencing adhesive bonding at the bone/implant interface

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100130201 ◽

1992 ◽

Vol 50 (2) ◽

pp. 1114-1115

Author(s):

Julie A. Martini ◽

Robert H. Doremus

Keyword(s):

Electron Microscopy ◽

Adhesive Bonding ◽

Microscopy Study ◽

Electron Microscopy Study ◽

Bone Implant ◽

Factors Influencing ◽

Lr White ◽

Transmission Electron ◽

New Zealand White Rabbits ◽

Scanning Electron

Tracy and Doremus have demonstrated chemical bonding between bone and hydroxylapatite with transmission electron microscopy. Now researchers ponder how to improve upon this bond in turn improving the life expectancy and biocompatibility of implantable orthopedic devices.This report focuses on a study of the- chemical influences on the interfacial integrity and strength. Pure hydroxylapatite (HAP), magnesium doped HAP, strontium doped HAP, bioglass and medical grade titanium cylinders were implanted into the tibial cortices of New Zealand white rabbits. After 12 weeks, the implants were retrieved for a scanning electron microscopy study coupled with energy dispersive spectroscopy.Following sacrifice and careful retrieval, the samples were dehydrated through a graduated series starting with 50% ethanol and continuing through 60, 70, 80, 90, 95, and 100% ethanol over a period of two days. The samples were embedded in LR White. Again a graduated series was used with solutions of 50, 75 and 100% LR White diluted in ethanol.

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Factors Influencing Electrophysiologic Responsivity in Normal Adults

Journal of Speech and Hearing Research ◽

10.1044/jshr.0804.323 ◽

1965 ◽

Vol 8 (4) ◽

pp. 323-347

Author(s):

Robert Goldstein ◽

Benjamin RosenblÜt

Keyword(s):

Conditioned Stimulus ◽

White Light ◽

Pure Tone ◽

Alpha Rhythm ◽

White Women ◽

White Men ◽

Inverse Relation ◽

Factors Influencing ◽

Electrodermal Responses ◽

Normal Adults

Electrodermal and electroencephalic responsivity to sound and to light was studied in 96 normal-hearing adults in three separate sessions. The subjects were subdivided into equal groups of white men, white women, colored men, and colored women. A 1 000 cps pure tone was the conditioned stimulus in two sessions and white light was used in a third session. Heat was the unconditioned stimulus in all sessions. Previously, an inverse relation had been found in white men between the prominence of alpha rhythm in the EEG and the ease with which electrodermal responses could be elicited. This relation did not hold true for white women. The main purpose of the present study was to answer the following questions: (1) are the previous findings on white subjects applicable to colored subjects? (2) are subjects who are most (or least) responsive electrophysiologically on one day equally responsive (or unresponsive) on another day? and (3) are subjects who are most (or least) responsive to sound equally responsive (or unresponsive) to light? In general, each question was answered affirmatively. Other factors influencing responsivity were also studied.

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