Prospective Teachers' Incorporation of Technology in Mathematics Lesson Plans

2016 ◽  
pp. 272-292 ◽  
Author(s):  
Karen Hollebrands ◽  
Allison W. McCulloch ◽  
Hollylynne S. Lee
Keyword(s):  
Prospective Teachers ◽  
Lesson Plans ◽  
Mathematics Lesson

Assessing Prospective Teachers' Analysis of Teaching: How Well Can They Link Teaching and Learning?

2018 ◽  
Vol 7 (1) ◽  
pp. 34-49
Author(s):  
Christine Phelps-Gregory ◽  
Sandy M. Spitzer
Keyword(s):  
Prospective Teachers ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Minimal Effect ◽  
Mathematics Lesson ◽  
Research Attention ◽  
Assessment Task ◽  
Question Prompts ◽  
Question Prompt ◽  
Analysis Of Teaching

One goal in teacher education is to prepare prospective teachers (PTs) for a career of systematic re_ ection and learning from their own teaching. One important skill involved in systematic re_ ection, which has received little research attention, is linking teaching actions with their outcomes on student learning; such links have been termed hypotheses. We developed an assessment task to investigate PTs' ability to create such hypotheses, prior to instruction. PTs (N = 16) each read a mathematics lesson transcript and then responded to four question prompts. The four prompts were designed to vary along research-based criteria to examine whether different contexts in_ uenced PTs' enactment of their hypothesizing skills. Results suggest that the assessment did capture PTs' hypothesizing ability and that there is room for teacher educators to help PTs develop better hypothesis skills. Additional analysis of the assessment task showed that the type of question prompt used had only minimal effect on PTs' responses.

scholarly journals Prospective Science Teacher TPACK Skills in Preparing the Lesson Plans

2021 ◽  
Vol 8 (2) ◽  
pp. 132
Author(s):  
Dais Shopie Azizah ◽  
Dea Anjani Putri ◽  
Diah Mulhayatiah
Keyword(s):  
Science Teacher ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Learning Process ◽  
Industrial Revolution ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Use Of Technology ◽  
Library Research ◽  
Prospective Science Teachers

Prospective teacher education is faced with the issue of integrating technological pedagogical and content knowledge (TPACK). Prospective teachers are expected to become teachers who are skilled at teaching effectively, mastering content, and are able to utilize technology in the learning process. The ability of TPACK for prospective science teacher can be seen from the preparation of a lesson plan, because there are elements of pedagogy, content, and technology in it, and it is seen from the suitability of the lesson plans with the implementation of learning by teachers in the classroom. Moreover, in implementing science learning, students must apply a scientific attitude to support learning so that students not only understand the theory but also master real concepts. The purpose of this study was to analyze the skills of prospective science teachers to apply TPACK in preparing lesson plans so that the weaknesses and strengths could be identified. The research method used is library research, by examining several sources related to the skills of prospective science teachers in implementing TPACK through the preparation of the lesson plan. The results of the research showed that some prospective science teachers still lacked skills in using integrated technology in the preparation of lesson plans, and the implementation of learning was not optimal so that it became a big challenge that science teachers had to face in the industrial revolution 4.0. Implementing TPACK in the preparation of the lesson plan can improve the quality of learning. The advantages produced can be seen from the effectiveness of the learning process provided through the use of technology in learning.

Pre-Service Elementary Teachers' Evaluations of Technology Tools for Mathematical Learning

2010 ◽  
pp. 258-276 ◽  
Author(s):  
Christopher J. Johnston
Keyword(s):  
Teacher Education ◽  
Elementary Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Lesson Plans ◽  
Mathematics Lesson ◽  
Mathematical Learning ◽  
Mathematics Teacher Educators ◽  
Technology Tools

Pre-service elementary teachers are faced with numerous technology tools which can be incorporated into their mathematics lesson plans. However, these teachers may not be experienced in evaluating technology tools for mathematical learning prior to using them. This chapter presents a reflective model for mathematics teacher educators. In a three-part activity, pre-service elementary teachers identify their criteria for evaluating technology tools, evaluate several technology tools according to their own criteria, and make recommendations for or against those technology tools. As pre-service elementary teachers reflect upon the criteria they feel are essential for evaluating technology tools, they begin to identify the specific affordances and limitations of the technology tools. This chapter describes this three-part activity by placing it within the context of a model for mathematics teacher education.

scholarly journals SEKOLAH MITRA SEBAGAI KOMUNIKATOR PELAKSANAAN MAGANG PENGUASAAN KOMPETENSI CALON PENDIDIK PADA FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Gunahumas ◽  
2020 ◽  
Vol 2 (1) ◽  
pp. 248-263
Author(s):  
Hilman Farouq Ghoer
Keyword(s):  
Teacher Training ◽  
Prospective Teachers ◽  
Academic Community ◽  
Lesson Plans ◽  
School Education ◽  
Content Standards ◽  
Analytic Method ◽  
Management Standards ◽  
Partner Schools

Abstrak Sekolah mitra merupakan bagian dari terbentuknya sikap keguruan para mahasiswa, secara teoretis penguasaan kompetensi dasar itu berpengaruh positive pada mahasiswa dan timbal balik kerjasama dengan sekolah mitra untuk pengabdian masyarakat sekolah yang bersangkutan atau dengan kata lain timbal balik mutualisme. Tujuan penelitian ini untuk mengetahui cara membangun sikap keguruan dalam program magang 1, 2 dan 3. Metode deskriptif analitik maka hasil penelitian menunjukkan bahwa untuk instrument magang 1, 2 dan 3 sudah cukup baik isi instrumennya; hambatan yang terjadi secara internal kampus adalah bentroknya antara jadwal kuliah dengan jadwal magang, mahasiswa masih belum memadai dalam teori magang 1, 2 dan 3 sedangkan secara eksternal pelaksanaan magang harus disesuaikan dengan kalender pendidikan sekolah, perlu koordinasi antara pihak kampus dengan pihak sekolah saat persiapan magang atau sosialisasi dan koordinasi serta komunikasi kontinyu (sebagai komunikator) ; Pengembangan desain /panduan magang 1 perlu disesuaikan dengan ketunaannya atau spesifikasi yang ada di PLB Uninus Bandung sedangkan program magang 2 berisi manajemen standar pengelolaan, standar isi, standar proses, standar kompetensi lulusan, standar pendidik dan tenaga kependidikan, standar pembiayaan, standar sarana dan standar penilaian); sebelum praktik sosialisasi dan teori ; program magang 3 “asistensi” mengajar sebanyak 3 x dan 1 x ujian; Cara membangun sikap keguruan dalam magang 1 perlu pendalaman kompetensi pedagogik mulai dari silabus, RPP, membuat media, LKPD, membuat evaluasi/penilaian, cara mengasesmen peserta didik, kompetensi kepribadian perlu memahami pribadi civitas akademika. Kata Kunci : Sekolah mitra; Penguasaan kompetensi calon guru Abstract Descriptive analytic method, the results of the study showed that for the apprenticeship instruments 1, 2 and 3 the contents of the instruments were good enough; Barriers that occur internally within the campus are the clash between the lecture schedule and the apprenticeship schedule, students are still inadequate in internship theory 1, 2 and 3 while externally the implementation of the internship must be adjusted to the school education calendar, need coordination between the campus and the school when preparing internships or continuous socialization and coordination and communication (as a communicator); The development of the design / apprenticeship guide 1 needs to be adjusted to its disability or specifications in PLB Uninus Bandung while the 2nd internship program contains management management standards, content standards, process standards, graduate competency standards, educator and education staff standards, financing standards, facility standards and standards assessment); before socialization practices and theories; internship program 3 "assistance" teaching as much as 3 times and 1 test; How to build teacher training attitudes in internships 1 need to deepen pedagogical competencies starting from syllabus, lesson plans, making media, LKPD, making evaluations / assessments, how to assess students, personality competencies need to understand the personal academic community. Keywords : Partner schools; Mastery of competency of prospective teachers

scholarly journals Developing Preservice Teachers’ Expertise in Evaluating and Adapting Mathematics Lesson Plans

2021 ◽  
Vol 1 (1) ◽  
pp. 36-46
Author(s):  
Stephanie Morano ◽  
Paul J. Riccomini
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Students With Disabilities ◽  
Explicit Instruction ◽  
Lesson Plans ◽  
Methods Course ◽  
Opportunities To Learn ◽  
Mathematics Lesson ◽  
Instructional Supports ◽  
Support Students

To provide appropriate and effective instructional supports to students with disabilities, special education preservice teachers require development of expertise in the design and delivery of specially designed lessons. It is critical that special education preservice education programs provide students ample opportunities to learn how to evaluate and adapt lesson plans through the application of the elements of explicit instruction. In this article, we explain how to develop preservice teachers’ expertise in the evaluation and adaptation of mathematics lesson plans with the elements of explicitness to better support students with disabilities. The example activity and assignments provided are anchored in the context of a university math methods course and include all necessary materials.

scholarly journals Thematic Based Private Vocational School Learning Chomparison Analysis In One Sheet Lesson Plan

2021 ◽  
Vol 2 (2) ◽  
pp. 123-133
Author(s):  
Mohammad Imam Sufiyanto ◽  
Roviandri Roviandri
Keyword(s):  
Prospective Teachers ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Vocational School ◽  
Learning Practices ◽  
Core Components ◽  
School Learning ◽  
New Policies

The existence of new policies in the field of education is often interpreted as having changed the curriculum even though this is a common thing. The point is how learning practices in schools will become better, more efficient, and more effective. Likewise with the policy of drafting a one-sheet RPP which was initiated the Minister of Education and Culture to help reduce the burden on teachers in the field implementing learning. In simple terms, actually several RPP pages that previously could be summarized/abstracted into just one-sheet, then select the components that are considered core and must exist. There are also other components that can be attached or even removed, because it could be implied and expressed in the existing core components. However, for prospective teachers, it is better if they continue to study the lesson plans with the full component version and then learn to abstract into one-sheet RPP.

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