Preservice Teachers’ Introduction to Computing

2016 ◽  
Vol 54 (7) ◽  
pp. 997-1021 ◽  
Author(s):  
Ibrahim Cetin
Keyword(s):  
Preservice Teachers ◽  
Teacher Educators ◽  
Attitude Scale ◽  
Visual Programming ◽  
Academic Community ◽  
Second Phase ◽  
Semistructured Interview ◽  
Based Instruction ◽  
K 12 ◽  
Introductory Computing

Computational thinking has been gaining new impetus in the academic community and in K-12 level education. Scratch is a visual programming environment that can be utilized to teach and learn introductory computing concepts. There are some studies investigating the effectiveness of Scratch for K-12 level education. However, studies that have been conducted at the collegiate level, especially in the context of preservice computing teacher education, are very rare. The present study aimed to investigate the effect of Scratch-based instruction on preservice teachers’ understanding of basic programming concepts and their attitudes toward programming. In the present study, a mixed method design was utilized. In the first phase of the study, the data were collected using an achievement test, a practice test, and a computer programming attitude scale. In the second phase of the study, data were collected through a semistructured interview. The results of the study indicated that preservice teachers in Scratch-based instruction had significantly better understanding of basic computing concepts. Qualitative data indicated that Scratch-based instruction was useful in constructing a more meaningful learning environment for preservice teachers. The results of this study have implications for researchers and preservice computing teacher educators when designing an introductory computing course.

scholarly journals Preservice Teachers’ Perceptions of Students with Learning Disabilities: Using Mixed Methods to Examine Effectiveness of Special Education Coursework

2016 ◽  
Author(s):  
Renée Greenfield ◽  
Megan Mackey ◽  
Gretchen Nelson
Keyword(s):  
Preservice Teachers ◽  
Learning Disabilities ◽  
General Education ◽  
Teacher Educators ◽  
Methods Course ◽  
Students With Learning Disabilities ◽  
Teachers Perceptions ◽  
Assigned Reading ◽  
Based Instruction ◽  
K 12

As the number of K-12 students with learning disabilities educated in general education classrooms grow, it is essential to examine the preparation and perceptions of pre-service teachers (N=15) who will educate students with learning disabilities. Within the context of an undergraduate learning disabilities method course, this study examined how pre-service teachers perceived students with learning disabilities as well as the effectiveness of particular course experiences, including fieldwork with students with learning disabilities, video vignettes, lesson planning, assigned reading, and center-based instruction, in shifting perceptions. Using a convergent, mixed method design, teacher educators at a university in the northeast used surveys, journals, and focus groups to examine pre-service teachers’ perceptions over time. Both quantitative and qualitative data indicate perceptions shifted positively in response to the methods course. Reflections and suggestions for other teacher educators are offered.

Teaching and Learning in the Digital Age

2019 ◽  
pp. 1-23
Keyword(s):  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Technological Pedagogical Content Knowledge ◽  
Theoretical Description ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
K 12

Technological pedagogical content knowledge (TPACK) is a dynamic theoretical description of teachers' knowledge for designing, implementing, and evaluating curriculum and instruction with digital technologies. TPACK portrays the complex interaction among content knowledge, pedagogical knowledge, and technological knowledge for guiding all teachers (K-12 and higher education faculty) in the strategic thinking of when, where, and how to direct students' learning with technologies. Teacher educators' and educational researchers' acceptance of the TPACK construct mirrors the acceptance of its parent construct of pedagogical content knowledge (PCK). The importance of teachers' continued practice in integrating technologies is essential for extending and enhancing their TPACK. Connections with the knowledge-of-practice construct suggest calling TPACK TPACK-of-practice to more accurately describe the process of the knowledge development efforts for guiding inservice and preservice teachers in gaining, developing, and transforming their knowledge for teaching as new and more powerful technologies emerge for integration in education. Ultimately, the very nature of the TPACK construct describes a transformation of teachers' knowledge for teaching in the 21st century – a century reframed by robust and advanced technologies that have been integrated into the fabric of a more complex social, cultural, and educational environment.

Assistive Technology for Teacher Education

2010 ◽  
pp. 325-338
Author(s):  
Marcie M. Belfi ◽  
Kristen E. Jones
Keyword(s):  
Preservice Teachers ◽  
Learning Disabilities ◽  
Assistive Technology ◽  
Teacher Educators ◽  
Linguistically Diverse ◽  
Family Context ◽  
Culturally And Linguistically Diverse ◽  
Diverse Populations ◽  
Students With Learning Disabilities ◽  
K 12

The purpose of this chapter is to provide teacher educators with current research related to assistive technology (AT) in K-12 schools. The first two sections present findings from the literature, first related to providing AT to culturally and linguistically diverse populations within a family context, and secondly to helping students with learning disabilities use AT for writing. Implications for practice are discussed. This chapter concludes with an overview of a curriculum model for training preservice teachers to become familiar with AT across the lifespan, choose appropriate AT for their students, and be able to practically use AT in the classroom.

Beyond Damage-Centered Teacher Education: Humanizing Pedagogy for Teacher Educators and Preservice Teachers

2019 ◽  
Vol 121 (6) ◽  
pp. 1-28
Author(s):  
Dorinda J. Carter Andrews ◽  
Tashal Brown ◽  
Bernadette M. Castillo ◽  
Davena Jackson ◽  
Vivek Vellanki
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Teacher Preparation ◽  
Critical Consciousness ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
K 12 ◽  
Humanizing Pedagogy

Background/Context In our best efforts to increase preservice teachers’ critical consciousness regarding the historical and contemporary inequities in the P–12 educational system and equip them to embody pedagogies and practices that counter those inequities, teacher educators often provide curricular and field experiences that reinforce the deficit mindsets that students bring to the teacher education classroom. For many social justice-oriented teacher educators, our best intentions to create humanizing experiences for future teachers can have harmful results that negatively impact preservice teachers’ ability to successfully teach culturally diverse students in a multitude of learning contexts. Purpose/Objective/Research Question/Focus of Study In this article, we propose a humanizing pedagogy for teacher education that is informed by our experiences as K–12 teachers and teacher educators in a university-based teacher preparation program. We focus on the general questions, How can university-based teacher preparation programs embody and enact a humanizing pedagogy? and What role can curriculum play in advancing a humanizing pedagogy in university-based teacher preparation programs? Research Design In this conceptual article, we theorize a humanizing pedagogy for teacher education and propose a process of becoming asset-, equity-, and social justice-oriented teachers. This humanizing pedagogy represents a strengths-based approach to teaching and learning in the teacher preparation classroom. Conclusions/Recommendations We propose core tenets of a humanizing pedagogy for teacher education that represent an individual and collective effort toward critical consciousness for preservice teachers and also for teacher educators. If university-based teacher education programs are committed to cultivating the development of asset-, equity-, and social justice-oriented preservice teachers, the commitments to critical self-reflection, resisting binaries, and enacting ontological and epistemological plurality need to be foundational to program structure, curricula alignment, and instructional practice.

scholarly journals Exploring the Effect of Training in Visual Block Programming for Preservice Teachers

2020 ◽  
Vol 4 (3) ◽  
pp. 65
Author(s):  
José Manuel Sáez-López ◽  
Javier del Olmo-Muñoz ◽  
José Antonio González-Calero ◽  
Ramón Cózar-Gutiérrez
Keyword(s):  
Preservice Teachers ◽  
Mixed Method ◽  
Visual Programming ◽  
Programming Environment ◽  
Programming Tool ◽  
Mixed Method Design ◽  
Pedagogic Tool ◽  
Education Degree ◽  
Based Instruction ◽  
Positive Results

This study evaluates the effectiveness of visual block programming-based instruction and its possibilities in the training of future teachers. In particular, the application Scratch, a visual programming environment, was employed to introduce pre-service teachers to programming. The study followed a mixed-method design with a sample of 79 pre-service teachers. A quantitative approach was used to evaluate the gains in the participants’ knowledge of computational concepts and attitudes towards Scratch as a pedagogic tool. A qualitative analysis aimed at evaluating the participants’ knowledge concerning programming applications, and their perception about possible difficulties in the implementation of programming in educational contexts. Positive results were obtained for programming in the classroom, with significant improvements in innovation, collaboration, active learning, motivation, and fun for the students. After the experiment, the subjects highlighted Scratch as a fundamental block programming tool and the need for teacher training in this field. The need to improve the implementation of visual block programming in Education Degree curricula is supported.

Musicianship for Teaching

2019 ◽  
pp. 293-321
Author(s):  
Cynthia Crump Taggart ◽  
Stuart Chapman Hill
Keyword(s):  
Preservice Teachers ◽  
Teacher Educators ◽  
Music Teachers ◽  
Structural Barriers ◽  
Musical Skills ◽  
Entry Requirements ◽  
The Many ◽  
Musical Interests ◽  
K 12 ◽  
University Settings

This chapter considers the broad and versatile musicianship skills that music teachers require to be successful in 21st-century classrooms in which students from a variety of backgrounds bring with them diverse musical interests and needs. After considering how musicianship has been defined in a variety of professional and scholarly literature, the chapter enumerates musical skills that are important for preservice teachers to develop and considers how those skills, which often have been too narrowly construed, can be expanded and reimagined. This includes emphasis on creativity (composition, improvisation, songwriting), as well as exploration of vernacular music and music technology. Consideration also is given to the many structural barriers that limit the way musicianship is conceived, taught, and learned in both K–12 and college/university settings, as well how some adjustments to curriculum, entry requirements, and other structures could open the door to solving the musicianship conundrum that music teachers and music teacher educators face.

Technology Familiarization to Preservice Teachers

2016 ◽  
Vol 45 (2) ◽  
pp. 236-255 ◽  
Author(s):  
Gilbert Kalonde ◽  
Rabab Mousa
Keyword(s):  
Preservice Teachers ◽  
Technology Integration ◽  
Instructional Technology ◽  
Teacher Educators ◽  
Ease Of Use ◽  
Methods Courses ◽  
Different Types ◽  
K 12

The purpose of this study was to investigate factors that influence teacher educators’ technology decisions in methods courses. Research has shown various reasons why teachers use different types of technologies and not able to integrate certain technologies. However, this study focused on the source of teachers’ instructional technology foundations, knowledge, and preparation for teaching. A total of 90 teacher educators were surveyed and stated that content, ease of use, availability, experiences, students’ interest, and obstacles influence decisions on technologies modeled to preservice teachers in the methods courses. This study provides a different perspective on understanding teachers’ dilemma on technology integration in K-12 classrooms. The findings provide information to understand teacher educators’ technology decisions and modeling influence on K-12 teachers’ technology integration in the classroom.

Assessment and Orff Schulwerk Pedagogy

2019 ◽  
pp. 538-560
Author(s):  
Daniel Johnson
Keyword(s):  
Teacher Educators ◽  
Authentic Assessment ◽  
Research Literature ◽  
National Standards ◽  
International Adoptions ◽  
Practical Applications ◽  
Orff Schulwerk ◽  
Recent Developments ◽  
Based Instruction ◽  
Assessment Strategies

This chapter on assessing student learning and Orff Schulwerk examines the foundations of this approach, its focus on creativity, and practical applications of this pedagogy. By reviewing current research literature and international adoptions of the Schulwerk, the chapter focuses on three assessment-related challenges: a lack of clearly defined teaching practices, a de-emphasis of evaluation in the Orff process, and inherent challenges related to assessing creativity. An examination of professional resource documents and recent developments in national standards provides ways to address each of these assessment challenges in Orff-based instruction. A discussion of curricular levels offers more possibilities for enhancing authentic assessment strategies. Practical recommendations for Orff Schulwerk teachers to improve their assessment protocols and implications for teacher-educators conclude this chapter.

Pushing the Boundaries from the Inside

2019 ◽  
pp. 1-22
Author(s):  
Colleen Conway ◽  
Shannan Hibbard
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Music Education ◽  
Best Practice ◽  
Teacher Educators ◽  
Music Teacher ◽  
Adaptive Expertise ◽  
Music Teacher Education ◽  
Classroom Relationships ◽  
School Based

This chapter situates the study of music teacher education within the larger body of music education and teacher education research. It problematizes the terms teacher training, teacher education, and best practice and introduces the concept of teaching as an “impossible profession.” Goals of teacher education, including reflective practice and adaptive expertise, are discussed. The chapter outlines the challenges that music teacher educators face as they try to prepare preservice teachers for the realities of P-12 school-based music education while instilling in these new colleagues a disposition toward change. It concludes with narratives that examine teachers’ descriptions of classroom relationships throughout the lens of presence in teaching as a way to remind teacher educators of the importance of their work to push the boundaries of music teacher education in order to serve the profession at large.

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