scholarly journals Secondary Teacher Candidates’ Mathematical Modeling Task Design and Revision

Mathematics ◽  
2021 ◽  
Vol 9 (22) ◽  
pp. 2933
Author(s):  
Dong-Joong Kim ◽  
Sang-Ho Choi ◽  
Younhee Lee ◽  
Woong Lim
Keyword(s):  
Mathematical Modeling ◽  
Teacher Education ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Task Design ◽  
Secondary Teacher ◽  
Scoring Rubrics ◽  
Design Activities ◽  
Support Teacher ◽  
Modeling Task

The purpose of this study is to investigate secondary teacher candidates’ experience of mathematical modeling task design. In the study, 54 teacher candidates in a university-based teacher education program created modeling tasks and scoring rubrics. Next, the participants pilot-tested the tasks with students and had the opportunity to revise the original tasks and rubrics based on student responses. The data included participants’ statements, in which they described and reflected on the design and revision process of modeling tasks. The study describes six didactic revision strategies in revising modeling tasks and identifies five emerging pedagogical ideas from revising tasks and rubrics. The study also discusses the way modeling task design activities have the potential to support teacher candidates’ learning through a bottom-up modeling curriculum in teacher education.

A Continuum of Pedagogies for Preparing Teachers to Use High-Leverage Practices

2019 ◽  
Vol 40 (6) ◽  
pp. 338-355 ◽  
Author(s):  
Mary T. Brownell ◽  
Amber E. Benedict ◽  
Melinda M. Leko ◽  
David Peyton ◽  
Daisy Pua ◽  
...  
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Teacher Preparation ◽  
Lesson Study ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
College Classrooms ◽  
Virtual Simulations ◽  
Pedagogies Of Enactment ◽  
Support Teacher

This article provides a framework and description of pedagogies that may be used in teacher preparation across a range of settings from college classrooms to P-12 settings to support teacher candidates as they learn to use high-leverage practices (HLPs). These “pedagogies of enactment” must include a continuum of opportunities to use teaching practices in increasingly authentic settings, ranging from video analysis, case studies, rehearsal, and virtual simulations to use of practices with coaching support in a classroom (e.g., lesson study, structured tutoring, and aligned field experiences). In this article, we use research on the development of professional expertise and from cognitive science to identify pedagogies from the teacher education research base that have promise for promoting candidates’ learning and describe how these pedagogies might be scaffolded over the duration of a teacher education program to promote learning.

scholarly journals Teacher Education through Art: How to Teach Social Sciences through Artwork –The Student-Teachers’ Views

2018 ◽  
Vol 4 (1) ◽  
pp. 57
Author(s):  
Vasiliki Brinia ◽  
Reni Giannimara ◽  
Paraskevi Psoni ◽  
George Stamatakis
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Candidates ◽  
Teaching Method ◽  
Teacher Education Program ◽  
Fine Arts ◽  
Specific Teaching ◽  
Multi Level ◽  
Collaborative Skills ◽  
First Time

The present paper aims at presenting an innovative approach to educating teacher-candidates through the art. More specifically, it aims at exploring the benefits of this approach for student-teachers and for their future teaching of social science subjects. It is an experiential approach, based on a multi-level methodology, developed and implemented through the collaboration of the Teacher Education Program of Athens University of Economics and Business with the Aalto University and the Athens School of Fine Arts. After the completion of the implementation of the specific teaching method, the student-teachers have been interviewed, in order to detect their views on the effectiveness of this method, which has been introduced for the first time in the Teacher Education field in Greece. The results are positive with the interviewees reporting having achieved an in-depth and multi-perspective understanding of the matter in discussion as well as enhanced collaborative skills among other benefits.

scholarly journals Implementing Action Research in a Teacher Preparation Program: Opportunities and Limitations

2021 ◽  
Vol 21 (2) ◽  
pp. 47-71
Author(s):  
Glenda L. Black
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Action Research ◽  
Professional Learning ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Lessons Learned ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Problem Solving Skills

Action research has the potential to reconstruct schools into professional learning communities that are able to identify educational issues and develop appropriate solutions for 21st century learning. Increasingly, teacher education programs are providing action research experiences to encourage analytical thinking and problem-solving skills (Darling-Hammond, 2009, 2012). The purpose of this study was to critically examine the experiences of the teacher educator and teacher candidates involved in the implementation of an action research component over four years in a revised consecutive initial teacher preparation program. A case study design using action research methodology was used in the research, which provided the tools to explore a complex phenomenon within its context: the implementation of an action research assignment in a core course in a teacher preparation program. The perceptions of the faculty teaching the course and the teacher candidates (n=544) in each of the four years provided insight into challenges, benefits, and lessons learned.  The discussion centers on the implementation of action research in a compulsory course in a teacher education program; identifying opportunities and limitations settled into four main categories: structural incongruence, reflection, growth, and recommendations.

scholarly journals Attainment of the Immediate Program Graduate Attributes and Learning Outcomes of Teacher Candidates towards Global Competence Initiatives

2020 ◽  
Vol 19 (12) ◽  
pp. 106-125
Author(s):  
Gilbert C. Magulod ◽  
Leonilo B. Capulso ◽  
Josephine Pineda Dasig ◽  
Micheal Bhobet B. Baluyot ◽  
John Noel S. Nisperos ◽  
...  
Keyword(s):  
Teacher Education ◽  
Learning Outcomes ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
The Philippines ◽  
Global Competence ◽  
Graduate Attributes ◽  
The Difference ◽  
High Level ◽  
Program Graduate

This paper focuses on assessing the immediate program graduate attributes and learning outcomes for the teacher preparation towards global competence initiatives. It describes the students' retrospection, which will serve as a basis for the program's strategic enhancement. This study employed a descriptive survey of 75 teacher candidates in the Philippines. Findings revealed that the top five highest program graduate attributes are lifelong learner, responsive teacher, ethical educator, subject matter expert, and multi-literate educator. Simultaneously, the bottom five are effective communicator, value-laden educator, instructional material developer, classroom manager, assessor and evaluator, and curriculum planner and implementer. Grade in experiential learning courses spelled the difference in the acquisition of graduate attributes. Implying that students with high academic performance perceived themselves to have a high level of acquisition of the Immediate Graduate Attributes (IGA). Retrospection of the respondents showed excellent satisfaction with the research and extension services, educational counseling program, and the instructors and professors' qualities while family and relatives were influential in choosing teaching as career preparation. Finally, parents' satisfaction and geographic locations are important factors that affect the teacher education program enrollment. This study will serve as reference in designing teacher education initiatives towards internationalization.

scholarly journals Cultivating Agentic Teacher Identities in the Field of a Teacher Education Program

2016 ◽  
Vol 25 (2) ◽  
Author(s):  
Lee Anne Block ◽  
Paul Betts
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Identity ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Strong Connection ◽  
Socially Constructed ◽  
The University

Teacher candidates’ individual and collaborative inquiry occurs within multiple and layered contexts of learning. The layered contexts support a strong connection between the practicum and the university and the emergent teaching identities. Our understanding of teacher identity is as situated and socially constructed, yet fluid and agentic. This paper explores how agentic teaching identities emerge within the layered contexts of our teacher education program as examined in five narratives of teacher candidates’ experience. These narratives involve tension, inquiry, successes and risks, as teacher candidates negotiate what is means to learn how to teach, to teach and to critically reflect on knowledge needed to teach. We conclude that navigating teacher identity is a teacher candidate capacity that could be explicitly cultivated by teacher education programs.

Transformational Learning for Community Health

2014 ◽  
pp. 164-181
Author(s):  
Carlos E. Quiñones-Padovani ◽  
Clarena Larrotta
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Community Health ◽  
Transformational Learning ◽  
Education Program ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education

The qualitative research study explored in this chapter took place in a physical education teacher education program at a large public university in Puerto Rico. Study findings are relevant for similar programs in the United States. The research questions guiding the chapter are: (1) What can physical education teacher candidates do to help promote community health awareness? (2) What does transformational learning look like for physical education teacher candidates in a physical education teacher education program? (3) From the point of view of the university instructor, what are the challenges training physical education teacher candidates to promote health awareness? Data collection sources include: The researcher's journal, informal conversations with physical education teacher education university colleagues from different institutions, alumni questionnaire responses, electronic communications with 11 physical education teacher education program graduates, and documents (e.g., the National Association for Sports and Physical Education Standards, and the Physical Education Teacher Education Standards). The authors draw on transformational learning theory as a framework to inform the study, and narrative analysis plays a central role reporting study findings. The chapter includes the following sections: a theoretical framework section discussing how transformational learning theory informs the study; a relevant literature section that provides the definition, benefits, and connection with concepts such as physical activity, community health, and effective teaching in physical education; a qualitative methodology section that describes the study setting and participants; data collection sources and data analysis procedures; a study findings section that is organized by research questions; an implications for practice section; and conclusion.

Technology-Supported Inquiry in STEM Teacher Education

2017 ◽  
pp. 252-281 ◽  
Author(s):  
Marina Milner-Bolotin
Keyword(s):  
Teacher Education ◽  
Stem Education ◽  
Collaborative Design ◽  
Teacher Candidates ◽  
Peer Instruction ◽  
Collaborative Reflection ◽  
Positive Attitudes ◽  
Data Collection And Analysis ◽  
Support Teacher ◽  
Stem Teacher

The chapter describes the implementation of collaborative educational technologies in STEM teacher education to support teacher-candidates in acquiring inquiry-based teaching skills and positive attitudes about inquiry learning. The focus is on five different collaborative technology-enhanced pedagogies: (1) Peer Instruction, (2) collaborative design of conceptual questions with PeerWise, (3) data-driven STEM inquiry via using live data collection and analysis, (4) computer modeling-enhanced inquiry, and (5) collaborative reflection on peer teaching. Teacher-candidates experienced these pedagogical approaches first as learners, then reflected on them as future teachers, and lastly incorporated some of them during the practicum. As a result, teacher-candidates gained experience in promoting technology-enhanced inquiry in STEM education and began developing positive attitudes towards technology-enhanced inquiry-based STEM education.

scholarly journals Pre-Service Teachers’ Reactions to Education Teacher Performance Assessment

2019 ◽  
Vol 11 (2) ◽  
pp. 44-52
Author(s):  
Belete Mebratu ◽  
Kelly Ahuna
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Education Teacher ◽  
Master Of Science ◽  
Science Degree ◽  
Research Questions ◽  
Insight Into

The purpose of study was to explore the experiences of teacher candidates about being assessed by the Education Teacher Preparation Assessment (edTPA) requirements during their student teaching practicum. Fifty-six elementary and adolescent majors working for a Master of Science Degree in Education participated in the study by responding to open-ended survey questions. The study aimed at answering two research questions: (1) What are the challenges/concerns that the student teachers report about their experiences of edTPA during their student teaching placements? (2) Do teacher candidates suggest edTPA remains as part of the teacher education program requirement? The findings of the study indicate that the teacher candidates are adamant about their unfavorable experiences of edTPA implementation. They expressed that they found edTPA requirements to be an additional burden, not beneficial, a distraction, and they suggest that edTPA should be discarded from current teacher education programing. While such findings call for considerations to revisit aspects of edTPA for improvement, further studies are suggested to add insight into the nature of edTPA implementation.

scholarly journals The Impact of Visual Frameworks on Teacher Candidates’ Professional Reflection

2011 ◽  
Vol 5 (1) ◽  
pp. 193-210
Author(s):  
Nancy Maynes ◽  
Lynn Julien-Schultz
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Professional Growth ◽  
Graphic Organizers ◽  
Teacher Education Program ◽  
Growth Data ◽  
Teaching Evaluations ◽  
Instructional Focus ◽  
Professional Contexts ◽  
The Impact

This study examined teacher candidates’ reflections about the use of two graphic organizers referenced in their teacher education program. Fourteen themes were identified relating to teacher candidates’ instructional focus; awareness of the value of the organizers to improve focus on their students’ learning, growth, and independence with instructional tasks; and their focus on professional growth. Data from this study provides information to allow future comparison of teacher candidates’ diversity in reflections with their teaching evaluations. Connections with brain development are identified to support the use of complex graphic organizers in professional contexts for teachers.

scholarly journals Accommodations in Teacher Education: Perspectives of Teacher Candidates with Learning Disabilities and their Faculty Advisors

2012 ◽  
Vol 22 (2) ◽  
Author(s):  
Karen Csoli ◽  
Tiffany L Gallagher
Keyword(s):  
Teacher Education ◽  
Learning Disabilities ◽  
Education Program ◽  
Teacher Candidates ◽  
Lived Experiences ◽  
Teacher Education Program ◽  
Content Area ◽  
Teaching Mathematics ◽  
Faculty Advisors ◽  
Required Courses

This study of teacher candidates with learning disabilities profiles their experi-ence in a teacher education program. Two teacher candidates and their faculty advisors offer perspectives at various points during the teacher education pro-gram. Findings indicate that the teacher candidates were able to complete their required courses when their professors facilitated appropriate accommodations for them. In their elementary classroom practica, the participants thrived when teaching in their trained discipline or content area, but often needed scaffolding from teacher associates when teaching mathematics and reading. Prior to dis-closing their disability to their teacher associates, the teacher candidates attempted to gauge their mentors’ tolerance of learning disabilities. Based on their lived experiences, the participants held distinct beliefs about integration and reducing the stigma of learning disabilities. Discussion on the implications for teacher education and support of teacher candidates with learning disabilities is offered.

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