From Teacher Preparation to Classroom Practice: Perceptions of Novice Emirati Teachers

2013 ◽  
Vol 2 (2) ◽  
pp. 75-88 ◽  
Author(s):  
Martina Dickson ◽  
Lilly Tennant ◽  
Keith Kennetz ◽  
Julie Riddlebarger ◽  
Patricia Stringer
Keyword(s):  
Teacher Preparation ◽  
Classroom Practice

Using Lesson Study to Prepare Preservice Special Educators

2017 ◽  
Vol 53 (4) ◽  
pp. 237-244 ◽  
Author(s):  
Carly A. Roberts ◽  
Amber E. Benedict ◽  
So Yeon Kim ◽  
Jacob Tandy
Keyword(s):  
Teacher Preparation ◽  
Students With Disabilities ◽  
Lesson Study ◽  
Classroom Practice ◽  
Teacher Educators ◽  
Special Educators ◽  
Teacher Preparation Program ◽  
Core Knowledge ◽  
Preparation Program ◽  
Knowledge And Skills

Learning to teach students with disabilities is challenging. Preservice special educators must develop critical knowledge of content as well as skill for enacting evidence-based practices effectively. Preservice special educators need increased opportunities to learn core knowledge coupled with a mechanism to support them in situating their newly acquired knowledge and skills in classroom practice. This column describes lesson study (LS), a practice-based approach that can be integrated within a teacher preparation program preparing preservice special educators to teach students with high-incidence disabilities. The column includes (a) a description of steps that teacher educators can take to integrate the LS process into their teacher preparation program, (b) reproducible items needed to facilitate LS, and (c) recommendations for evaluating the effect of LS on preservice special educators’ knowledge and skills.

scholarly journals Preparing teachers to integrate Web 2.0 in school practice: Toward a framework for Pedagogy 2.0

2013 ◽  
Vol 29 (2) ◽  
Author(s):  
Athanassios Jimoyiannis ◽  
Panagiotis Tsiotakis ◽  
Dimitrios Roussinos ◽  
Anastasia Siorenta
Keyword(s):  
Teacher Preparation ◽  
Web 2.0 ◽  
Classroom Practice ◽  
Development Program ◽  
Teacher Preparation Program ◽  
Learning Space ◽  
Web 2.0 Tools ◽  
Pedagogical Content ◽  
Instruction And Learning ◽  
Pedagogical Framework

<p>Web 2.0 has captured the interest and the imagination of both educators and researchers while it is expected to exert a significant impact on instruction and learning, in the context of the 21st century education. Hailed as an open collaborative learning space, many questions remain unanswered regarding the appropriate teacher preparation and the pedagogical impact of using Web 2.0 tools in the classroom practice. Do teachers feel comfortable and ready to adopt educational Web 2.0? What are their beliefs and perceptions regarding the educational potential of Web 2.0? What are the educational and contextual issues that determine teachers' challenges and decisions to use Web 2.0 in their classroom practice? This paper addresses the questions above by presenting the design and the implementation of a development program aiming to prepare teachers to make meaningful and purposeful use of Web 2.0 tools in their classroom. The model of technological pedagogical content knowledge and the authentic learning approach were the guiding principles that largely influenced the Web 2.0 pedagogical framework, which was designed and applied in this particular teacher preparation program. The program findings were encouraging as far as the participants' perceptions and beliefs towards educational Web 2.0 and the expected outcomes for the students. Implications and recommendations are drawn in relation to the use of the proposed Web 2.0 pedagogical framework to guide teachers' development and the effective implementation of Web 2.0 tools in the classroom to maximize benefits and enhance students' learning.</p>

K-12 Educators as Instructional Designers

2011 ◽  
pp. 515-530
Author(s):  
Kendall Hartley
Keyword(s):  
Instructional Design ◽  
Teacher Preparation ◽  
Information And Communication Technologies ◽  
Classroom Practice ◽  
Communication Technologies ◽  
Instructional Designers ◽  
Information And Communication ◽  
History Of ◽  
Design Perspective ◽  
K 12

This chapter will describe the realities of K-12 classroom practice and how this compares to common tenets in the field of instructional design. Specifically, the chapter will describe how trends towards the use of information and communication technologies in classrooms might be made more advantageous through the use of an instructional design approach. The chapter will include an introduction to the field and history of instructional design, an overview of current teacher preparation as it relates to designing instruction, and how a systematic instructional design perspective might differ. The chapter will conclude with a description of how changes in teacher preparation and access to the appropriate tools could facilitate increases in student achievement.

scholarly journals Pre-service education : preparing teachers for english language learners in the classroom

2021 ◽  
Author(s):  
Nina Lee
Keyword(s):  
English Language Learners ◽  
Teacher Preparation ◽  
Language Learners ◽  
Classroom Practice ◽  
English Language ◽  
Linguistically Diverse ◽  
Initial Step ◽  
Structured Interview ◽  
Knowledge And Beliefs ◽  
Faculties Of Education

English language learners (ELLs) in classrooms is becoming a common occurrence with Ontario's escalating immigration trends. This influx pressures teachers who encounter barriers and indadequate training for linguistically diverse needs. Teacher education has the potential to overcome these barriers through effective ELL training. This qualitative study explores current teacher preparation practices through pre-service teachers' (PT)perspectives. This study aims to address a Canadain literature void by exploring how prepared primary-junior PTs are to teach ELLs in Southwestern Ontario. Using a structured interview, six certified graduates shared descriptive experiences, knowledge and beliefs. The findings are organized as; 1)Faculties of Education. 2)PTs' Beliefs, 3)In Future Classrooms and 4)Beyond the Classroom. Although moving towards greater ELL awareness and inclusive mindsets, there is a good indication that well-intentioned teachers lack the competence necessary for effective classroom practice. This exploration is an initial step towards a better understanding of teacher preparation.

Preservice Teachers Creating Electronic Portfolios

2011 ◽  
pp. 1508-1515
Author(s):  
Katherine C. Wieseman
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Classroom Practice ◽  
Professional Growth ◽  
Personal Communication ◽  
Electronic Portfolio ◽  
Electronic Portfolios ◽  
Teacher Preparation Program ◽  
Storage Space ◽  
Work Sample

The use of portfolios stored and published in electronic formats is based on at least two assumptions. First, as performance-based assessments, they can extensively represent a preservice teacher’s or teacher’s competence, achievement, learning, and/or professional growth (Bartlett, 2002; Milman, 1999; Wieseman, 2004). Advances in electronic and digital technology permit classroom action to be documented and stored, thus capturing classroom practice and work of teacher for asynchronous viewing by others. Because they require less physical storage space than print media portfolios, electronic portfolios are increasingly being used to document, assess, and evaluate teacher quality, including eligibility for initial teacher licensure/credential or documentation of competence with respect to teaching and technology standards (Bartlett, 2002; Peters, 2000; Wieseman & Wenzlaff, 2004). A variety of models are emerging that are being labeled as electronic portfolios, not all of which portfolio experts would agree are portfolios; for example, an electronic work sample may not truly be an electronic portfolio (Barrett, personal communication, April 14, 2004; Barrett & Wilkerson, 2004). Regardless, reflection in some fashion is necessary in electronic portfolio creation. A second assumption, particularly in longitudinal electronic portfolio approaches, is that reflection will become more rich and complex as preservice teachers continue through a teacher preparation program (Levin & Camp, 2002; Mullen, Doty & Rice, 2002).

scholarly journals Pre-service education : preparing teachers for english language learners in the classroom

2021 ◽  
Author(s):  
Nina Lee
Keyword(s):  
English Language Learners ◽  
Teacher Preparation ◽  
Language Learners ◽  
Classroom Practice ◽  
English Language ◽  
Linguistically Diverse ◽  
Initial Step ◽  
Structured Interview ◽  
Knowledge And Beliefs ◽  
Faculties Of Education

English language learners (ELLs) in classrooms is becoming a common occurrence with Ontario's escalating immigration trends. This influx pressures teachers who encounter barriers and indadequate training for linguistically diverse needs. Teacher education has the potential to overcome these barriers through effective ELL training. This qualitative study explores current teacher preparation practices through pre-service teachers' (PT)perspectives. This study aims to address a Canadain literature void by exploring how prepared primary-junior PTs are to teach ELLs in Southwestern Ontario. Using a structured interview, six certified graduates shared descriptive experiences, knowledge and beliefs. The findings are organized as; 1)Faculties of Education. 2)PTs' Beliefs, 3)In Future Classrooms and 4)Beyond the Classroom. Although moving towards greater ELL awareness and inclusive mindsets, there is a good indication that well-intentioned teachers lack the competence necessary for effective classroom practice. This exploration is an initial step towards a better understanding of teacher preparation.

Assessing and Evaluating Teacher Preparation Programs

2014 ◽  
Author(s):  
Frank C. Worrell ◽  
Mary M. Brabeck ◽  
Carol Anne Dwyer ◽  
Kurt F. Geisinger ◽  
Ronald W. Marx ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Preparation Programs
Sign in / Sign up

Export Citation Format

Share Document