STEM Teaching Experiences: Impacting Elementary Teacher Candidates’ Perceptions of Teaching Mathematics

2022 ◽  
pp. 1-14
Author(s):  
Megan Burton
Keyword(s):  
Elementary Teacher ◽  
Teacher Candidates ◽  
Teaching Mathematics ◽  
Teaching Experiences ◽  
Perceptions Of Teaching ◽  
Elementary Teacher Candidates ◽  
Stem Teaching

scholarly journals HOTSCC-Ichsan: HOTS of Climate Change with Ichsan’s Taxonomy for Elementary Teacher Candidates

2022 ◽  
Vol 8 (1) ◽  
pp. 13-17
Author(s):  
Ilmi Zajuli Ichsan ◽  
Diana Vivanti Sigit ◽  
Nur Fadli Hazhar Fachrial ◽  
Sri Nurafifah ◽  
Ahmad Ali ◽  
...  
Keyword(s):  
Climate Change ◽  
Elementary Teacher ◽  
Teacher Candidates ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
School Level ◽  
Higher Order Thinking Skills ◽  
Environmental Learning ◽  
Elementary Teacher Candidates ◽  
Data Collection Technique

It is a necessity to develop environmental learning to solve climate change problems, in particular. One of the focuses is climate change learning at the elementary school level that requires elementary teacher candidates to understand various climate change issues. Skills needed are Higher Order Thinking Skills (HOTS) measurable using Ichsan’s taxonomy as an innovation. Ichsan’s taxonomy consists of six thinking levels, namely identify, compare, implement, criticize problems, solve problems, and develop innovation. The study describes the HOTS of elementary teacher candidates using the HOTS of Climate Change with Ichsan’s taxonomy (HOTSCC-Ichsan). The study uses a descriptive method with a survey as the data collection technique. The study finds that the HOTS scores of the elementary teacher candidates measured using the HOTSCC-Ichsan are in a very low category (28.03). The finding indicates the need to enhance the HOTS-based learning intensively for the elementary teacher candidates. It requires learning media development to address the low HOTS. The research conclusion is that the HOTS of the elementary teacher candidates is low and needs an improvement

Elementary Teacher Candidates' Use of Number Strings: Creating a Math-Talk Learning Community

2015 ◽  
Vol 3 (2) ◽  
pp. 99-115
Author(s):  
Laura Bofferding ◽  
Melissa Kemmerle
Keyword(s):  
Beginning Teachers ◽  
Learning Community ◽  
Elementary Teacher ◽  
Teacher Candidates ◽  
Exploratory Study ◽  
Student Participation ◽  
Methods Course ◽  
Math Talk ◽  
Elementary Teacher Candidates

This article presents the results of an exploratory study detailing 4 teacher candidates' initial implementations of a number string protocol in which they presented sequences of related problems to 3rd graders. We detail how the teacher candidates were taught the components of the protocol in their methods course and describe the math-talk (student-participation) levels that occurred during their 1st number string experience with their students. We coded the lesson transcripts for math-talk levels, which range from teacher-led to student-driven, and provide examples of the number strings and excerpts from the teacher candidates' reflections to illustrate our results. Results indicate that number strings are a supportive structure for beginning teachers as they facilitate math talk.

Elementary Teacher Candidates' Perspectives on the Teaching and Learning of English Learners

2018 ◽  
pp. 23-41
Author(s):  
Stefanie D. Livers ◽  
Liang-Yin. Lin
Keyword(s):  
Teacher Preparation ◽  
English Learners ◽  
Elementary Teacher ◽  
Teacher Candidates ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Preparation Programs ◽  
Successful Teachers ◽  
Research Institution ◽  
Elementary Teacher Candidates

Research suggests that K-12 teacher candidates are not prepared to meet the needs of English Learners (ELs) (O'Neal, Ringler, & Rodriguez, 2008), and that their belief systems about teaching impact their ability to learn best practices for instruction (Nosich, 2009). In order to be successful teachers of ELs, teacher candidates must be adequately prepared to meet the needs of diverse learners by making targeted changes to instruction. It is essential that teacher preparation programs include opportunities to develop knowledge and skills. The goal of this study was to evaluate one preparation program's effect on knowledge, beliefs and attitudes, and self-efficacy of teacher candidates in regard to teaching ELs. The study examined perceptions, experience and knowledge of ELs and the effectiveness of a teacher preparation program in changing teacher candidates' beliefs about ELs. This exploratory study builds on previous research from a four-phase elementary teacher preparation program at a research institution.

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