scholarly journals Voices in a Preservice Teacher Discussion Group

2011 ◽  
pp. 27
Author(s):  
Sheila Fram-Kulik
Keyword(s):  
Teacher Education ◽  
Discourse Analysis ◽  
Preservice Teacher ◽  
Education Program ◽  
Teacher Education Program ◽  
Discussion Group ◽  
The Other ◽  
Analysis Study ◽  
Relationship Of ◽  
The Relationship

This discourse analysis study focuses on the dominant voices in a preservice teacher discussion group in a language variation course included in a teacher education program. The voices in the discussion group have what Bakhtin (1981) considers heteroglossic characteristics and what Kristeva (1986) calls intertextuality and what Fairclough (1992) considers interdiscursivity. The analysis of the voices shows textualized voices, that include appropriated voices from mentors or previous teachers that replace the personal voices, at times. The dominant voice of the teacher comes into conflict with the other dominant voices during discussions. Thus, the relationship of these voices structures the discussion group sessions.

Elementary Preservice Teachers and Questioning Strategies in Mathematics

2019 ◽  
pp. 60-65
Author(s):  
Sandra Browning
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Inservice Teachers ◽  
Questioning Strategies ◽  
Elementary Preservice Teachers ◽  
The Relationship ◽  
Cognitive Rigor

Research has demonstrated an interest in the relationship between teachers’ questioning strategies and children’s ability to reason and learn (Baroody & Ginsburg, 1990; Buschman, 2001; Fennema, Franke, Carpenter & Carey, 1993). Helping preservice teachers develop effective questioning strategies is an important component of a teacher education program. This session describes an exploration designed to determine if EC-6 preservice teachers can (a) recognize effective questioning strategies when observing inservice teachers and (b) use Hess’s Cognitive Rigor Matrix to analyze the level and effectiveness of their own questioning strategies during field experiences.

scholarly journals Preservice Teacher Experience with Technology Integration: How the Preservice Teacher’s Efficacy in Technology Integration is Impacted by the Context of the Preservice Teacher Education Program

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Liz Ebersole
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Technology Integration ◽  
Preservice Teacher ◽  
Education Program ◽  
Self Efficacy ◽  
Field Experience ◽  
Teacher Education Program ◽  
Preservice Teacher Education ◽  
Iste Standards

This paper explores self-efficacy theory (Bandura), situated learning theory (Lave & Wenger), and self-determination theory (Ryan and Deci), the technological pedagogical content knowledge framework (TPCK or TPACK; Mishra & Koehler) and the International Society for Technology in Education (ISTE) Standards (for Educators) as they relate to the preservice teacher education program, including both coursework and field experience. Regarding teacher education program coursework, this paper examines research studies that report on findings from both quantitative and qualitative research about preservice teachers’ experience with technology integration in the context of the teacher education program, in which the TPACK framework or ISTE Standards were used in the curricular design of the program’s academic coursework. Regarding teacher education program field experience, this paper examines the context provided by the mentor teachers’ self-efficacy regarding and use of technology.

Technology Literacy Issues for Freshmen Education Majors in a Leading Teacher Program

2003 ◽  
pp. 228-237
Author(s):  
David D. Carbonara
Keyword(s):  
Teacher Education ◽  
Instructional Technology ◽  
Preservice Teacher ◽  
Information Literacy ◽  
Education Program ◽  
Teacher Education Program ◽  
Technology Literacy ◽  
Education Majors ◽  
Complex Problems ◽  
Leadership Diversity

In this chapter, the literacy issues of a preservice leading teacher education program are discussed. The leading teacher program is constructed on the foundation of the three major themes of leadership, diversity, and technology. The technology theme ensures that the preservice teacher is cognizant of information literacy issues and instructional technology principles and practices. The student is well-prepared to become a leading teacher in the nation’s schools, where he or she is entrusted to prepare a citizenry that will communicate and collaborate to solve complex problems in the new millennium.

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