Preservice Elementary Teachers and Music in the Elementary Classroom

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.

The Transference Between Elementary Preservice Teachers' Courses and Technology Use in Teaching

2018 ◽  
pp. 1459-1489
Author(s):  
Debra R. Sprague ◽  
Maria Katradis
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Elementary Teachers ◽  
Case Studies ◽  
Technology Use ◽  
Data Sources ◽  
Mixed Method Study ◽  
Teachers Perceptions ◽  
Elementary Preservice Teachers ◽  
Integrate Technology

This mixed-method study explored a cohort of 18 preservice elementary teachers' perceptions of technology and their abilities to integrate technology in their teaching. Data sources included blog postings, a confidence survey, lessons plans and observations. Results showed a disconnect between the blog postings and confidence survey (their perceptions) and their lessons plans and observations (their abilities). Five case studies were examined, using the TPACK framework, to determine where the disconnect was occurring. Although Technical Knowledge seemed to be an issue for some, the majority of the preservice teachers struggled with Pedagogical Knowledge. Suggestions for how to address this issue are included. Implications for teacher education are discussed.

The Transference between Elementary Preservice Teachers' Courses and Technology Use in Teaching

2015 ◽  
pp. 108-134
Author(s):  
Debra R. Sprague ◽  
Maria Katradis
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Elementary Teachers ◽  
Case Studies ◽  
Technology Use ◽  
Data Sources ◽  
Mixed Method Study ◽  
Teachers Perceptions ◽  
Elementary Preservice Teachers ◽  
Integrate Technology

This mixed-method study explored a cohort of 18 preservice elementary teachers' perceptions of technology and their abilities to integrate technology in their teaching. Data sources included blog postings, a confidence survey, lessons plans and observations. Results showed a disconnect between the blog postings and confidence survey (their perceptions) and their lessons plans and observations (their abilities). Five case studies were examined, using the TPACK framework, to determine where the disconnect was occurring. Although Technical Knowledge seemed to be an issue for some, the majority of the preservice teachers struggled with Pedagogical Knowledge. Suggestions for how to address this issue are included. Implications for teacher education are discussed.

Correlating the Perceptions of Preservice Elementary Teachers and Social Studies in the Elementary Curriculum

2021 ◽  
pp. 002205742199832
Author(s):  
Rina Bousalis
Keyword(s):  
Preservice Teachers ◽  
Elementary Teachers ◽  
Social Studies ◽  
Preservice Elementary Teachers ◽  
Methods Courses ◽  
Elementary Curriculum ◽  
Teachers Perceptions ◽  
Elementary Social Studies ◽  
Perceptions And Attitudes

Elementary social studies is often viewed as less important than mathematics and reading. Although part of the curriculum, social studies is often overlooked by teachers due to testing demands. Therefore, it was important to investigate preservice teachers’ perceptions and attitudes about social studies upon entering their methods courses to determine what may be needed to enrich the course. The study’s findings suggest preservice teachers often hold negative views of social studies and fail to connect it to citizenship, the goal of social studies. The results have assisted educators in strengthening the methods courses to help preservice teachers teach social studies.

The Transference between Elementary Preservice Teachers' Courses and Technology Use in Teaching

2016 ◽  
pp. 790-818
Author(s):  
Debra R. Sprague ◽  
Maria Katradis
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Elementary Teachers ◽  
Case Studies ◽  
Technology Use ◽  
Data Sources ◽  
Mixed Method Study ◽  
Teachers Perceptions ◽  
Elementary Preservice Teachers ◽  
Integrate Technology

This mixed-method study explored a cohort of 18 preservice elementary teachers' perceptions of technology and their abilities to integrate technology in their teaching. Data sources included blog postings, a confidence survey, lessons plans and observations. Results showed a disconnect between the blog postings and confidence survey (their perceptions) and their lessons plans and observations (their abilities). Five case studies were examined, using the TPACK framework, to determine where the disconnect was occurring. Although Technical Knowledge seemed to be an issue for some, the majority of the preservice teachers struggled with Pedagogical Knowledge. Suggestions for how to address this issue are included. Implications for teacher education are discussed.

Preservice Elementary Teachers: Building Portfolios Around Students' Writings

1996 ◽  
Vol 2 (5) ◽  
pp. 308-313
Author(s):  
Patricia Pokay ◽  
Carla Tayeh
Keyword(s):  
Preservice Teachers ◽  
Elementary Teachers ◽  
Mathematics Classroom ◽  
Portfolio Assessment ◽  
Preservice Elementary Teachers ◽  
College Mathematics ◽  
Mathematics Courses ◽  
Lecture Format ◽  
Mathematics Course

Traditionally, college mathematics courses have rarely asked students to write or to reflect on their learning, concentrating instead on textbook exercises and problem sets in a lecture format. The intent of this study was to model the use of portfolio assessment in a college mathematics course for preservice teachers while focusing on the contributions of the students' writing in the mathematics classroom. In the study, portfolios were the vehicle for organizing the students' writings.

scholarly journals How Do Sources of Self-Efficacy Predict Preservice Teachers’ Beliefs Related to Constructivist and Traditional Approaches to Teaching and Learning?

SAGE Open ◽  
2019 ◽  
Vol 9 (4) ◽  
pp. 215824401988512 ◽  
Author(s):  
Mustafa Cansiz ◽  
Nurcan Cansiz
Keyword(s):  
Preservice Teachers ◽  
Elementary Teachers ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Preservice Elementary Teachers ◽  
Constructivist Teaching ◽  
Teaching Beliefs ◽  
State University ◽  
Mastery Experience ◽  
Traditional Approaches

Guided by Bandura’s theoretical construct of self-efficacy, in this study, we attempted to model the relationship between preservice elementary teachers’ sources of self-efficacy and their constructivist, and traditional beliefs related to teaching and learning by multiple linear regression analyses. Participants consist of 151 preservice elementary teachers at a state university. Results indicated that while mastery experience is significantly contributed to preservice elementary teachers’ constructivist teaching beliefs, physiological/emotional state made a statistically significant contribution to their traditional teaching beliefs. These results suggested that preservice elementary teachers hold more constructivist teaching beliefs as they gain experience with teaching based on the constructivist approach. Moreover, when preservice teachers have high anxiety, fear, or stress, they tend to be more traditional-oriented. The implications were discussed in terms of teacher education programs.

An Extensive Analysis of Preservice Elementary Teachers’ Knowledge of Fractions

2008 ◽  
Vol 45 (4) ◽  
pp. 1080-1110 ◽  
Author(s):  
Kristie Jones Newton
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Elementary Teachers ◽  
Preservice Elementary Teachers ◽  
Comprehensive Understanding ◽  
Extensive Analysis ◽  
Before And After ◽  
Solution Methods ◽  
Basic Concepts ◽  
Computational Skill

The study of preservice elementary teachers’ knowledge of fractions is important because fractions are notoriously difficult to learn and teach. Unfortunately, studies of preservice teachers’ fraction knowledge are limited and have focused primarily on division. The present study included all four operations to provide a more comprehensive understanding of this knowledge. Because knowledge is complex, it was examined in five ways: computational skill, basic concepts, word problems, flexibility, and transfer. To further capture the complexity of knowledge, solution methods were examined for patterns that might reveal understandings and misconceptions. Data were gathered before and after a course designed to deepen preservice teachers’ knowledge. Quantitative and qualitative shifts occurred during the semester, but flexibility and transfer were low. Implications for teacher education are discussed.

Challenging Preservice Elementary Teachers' Image of Rectangles

2013 ◽  
Vol 2 (1) ◽  
pp. 27-41
Author(s):  
Gayle Millsaps
Keyword(s):  
Preservice Teachers ◽  
Elementary School ◽  
Elementary Teachers ◽  
Elementary School Teachers ◽  
Preservice Elementary Teachers ◽  
School Teachers ◽  
Class Inclusion ◽  
Early Experiences ◽  
Concept Images ◽  
Mathematics Community

Preservice elementary school teachers (PSTs) often have difficulty understanding hierarchical (i.e., class inclusion) relationships between geometric shapes. In particular, PSTs' predisposition to place squares and rectangles in separate categories can be attributed to their concept images. Although the larger mathematics community prefers the hierarchical definitions of special quadrilaterals, the concept images of special quadrilaterals such as squares and rectangles that PSTs develop in their early experiences contribute to a preference for partitional definitions. This study examines the benefits and limitations of using the Shape Makers curriculum unit to modify preservice teachers' concept images and their definitions of special quadrilaterals.

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