Supporting Literacy in Math and Science Classrooms

2017 ◽  
pp. 239-255
Author(s):  
Maria Boeke Mongillo
Keyword(s):  
Teacher Preparation ◽  
Student Learning ◽  
Curriculum Design ◽  
Self Efficacy ◽  
Student Assessment ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Literacy Strategies ◽  
Math And Science ◽  
Teacher Self Efficacy

Teacher self-efficacy is the belief a teacher holds that he or she can successfully influence student learning. It has been tied to both positive teacher practices and student achievement. This chapter explores the challenges of building teacher self-efficacy for literacy across the math and science disciplines. It then looks at how teachers can use content area and disciplinary literacy strategies to support student learning, and suggests how teacher preparation programs and school leaders can further encourage teacher and student growth in literacy. Finally, the chapter raises questions regarding future areas for research, including the curriculum design of teacher preparation programs and student assessment strategies.

Today's Demands on Education

2019 ◽  
pp. 42-68
Author(s):  
Linda M. Brown
Keyword(s):  
Teacher Preparation ◽  
Student Learning ◽  
Effective Schools ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Learning Needs ◽  
Quality Teachers ◽  
Preparation Programs ◽  
Instruction And Learning

The concerns are growing when it comes to today's demands on education. This chapter will explain how demands on teachers are critical to student success. It is imperative that teacher preparation programs are preparing quality teachers who will contribute to effective schools and student learning. The scholarship of teaching and learning needs to accompany teacher education so that teacher educators can understand and communicate the complexity of instruction and learning. Teachers as professionals need to be able to make informed and accountable deliberations about how they will engage in their practice to increase student learning. Reflective practice needs to begin early in teacher preparation programs and continue throughout the preserves teachers' programs.

scholarly journals Preservice agriculture teachers’ perceived self-efficacy of specific SAE competencies

2021 ◽  
Vol 2 (3) ◽  
pp. 50-60
Author(s):  
Eric Rubenstein ◽  
James Scott
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Student Teaching ◽  
Agricultural Education ◽  
Self Efficacy ◽  
The Self ◽  
Teacher Preparation Programs ◽  
Agriculture Teachers ◽  
Preparation Programs ◽  
Supervised Agricultural Experience

With the implementation of the supervised agricultural experience (SAE) within school-based agricultural education (SBAE), hands-on learning has changed how students learn in the classroom. SAE programs, a key component of agricultural education, are an example of experiential learning within the SBAE model. The implementation of SAE experiences has been often viewed as difficult for many teachers, and many new agricultural educators struggle with implementing SAE into their classroom instruction. Therefore, this study sought to determine the self-efficacy of preservice agriculture teachers towards the American Association for Agricultural Education-Supervised Agricultural Experience (AAAE) SAE competencies. Results indicated that a majority of preservice teachers considered SAE an important aspect of the SBAE model. However, results indicated that few competencies showed significant differences between pre- and post-completion of the agricultural program, and gender differences did not indicate much significance in self-efficacy. Data indicates that teacher preparation programs have been successful in preparing students to develop, implement, and supervise SAE programs during student teaching. The researchers recommend that further research should examine additional agricultural teacher preparation programs and determine the self-efficacy of cooperating teachers in the classroom.

scholarly journals Alternative Web-Based Assessment and Academic Self-Efficacy of Pre-Service Student Teachers

2020 ◽  
Vol 15 (4) ◽  
pp. 66-81
Author(s):  
Dina Ahmed Ismaeel
Keyword(s):  
Teacher Preparation ◽  
Student Teachers ◽  
Self Efficacy ◽  
Peer Assessment ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Web Based ◽  
Significant Difference ◽  
Academic Self Efficacy

The aim of the present study was to identify the effect of web-based self and peer-assessment approaches on improving pre-service student teachers' academic self-efficacy. In this context, a study was carried out during the second semester of the 2018 academic year among 48 pre-service student teachers enrolled in the Teacher Preparation Program, at the College of Education at King Faisal University. The Academic Self-Efficacy of Alternative Web-Based Assessment survey questionnaire (ASEAWA) was used for the purpose of this study. The results highlighted the value of utilizing self and peer-assessment approaches to enhance pre-service student teacher academic self-efficacy. The study found no significant difference between the influence of web-based self and peer-assessment approaches on academic self-efficacy in terms of the two ASEAWA factors investigated: Academic Achievement and Academic Development. This study has several implications for designers and developers of teacher preparation programs as well as for further research in the field.

The Impact of Technology on PK-12 Teacher Preparation Programs

2014 ◽  
pp. 235-245
Author(s):  
Amy L. Sedivy-Benton ◽  
Katina M. Leland
Keyword(s):  
Teacher Preparation ◽  
Student Learning ◽  
Teacher Preparation Programs ◽  
Classroom Teachers ◽  
Preparation Programs ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Impact Of Technology ◽  
The Impact ◽  
Pre Service Teacher

Technology is becoming more and more ubiquitous in our daily activities. There has been a drastic change in the technology skills that PK-20 students have acquired prior to enrolling in school. In order to be successful in the classroom, teachers need to know how to integrate technology in a way that benefits student learning and teacher effectiveness. Teacher preparation programs need to put a concentrated effort into teaching pre-service teachers the use of technology and the integration of technology into their teaching to assist in student learning. This chapter provides an overview of what the technology expectations are of pre-service teachers as they enter the profession of teaching and what pre-service teacher preparation programs are offering these candidates. The chapter concludes with recommendations and future trends with technology and its use in teacher preparation programs.

Are We Part of the Problem?

2019 ◽  
pp. 110-123
Author(s):  
Heidi Lee Schnackenberg
Keyword(s):  
Teacher Preparation ◽  
Student Learning ◽  
Teacher Preparation Programs ◽  
The Internet ◽  
Preparation Programs ◽  
Practicing Teachers ◽  
Overwhelming Evidence ◽  
Google Search ◽  
Magazine Articles ◽  
Enhance Student Learning

Do a quick search in Google Scholar and you will find overwhelming evidence that teachers both are and are not using technology in meaningful ways to enhance student learning. Actually, just do a simple Google search and you will find many news and magazine articles revealing the exact same confusing information. Yet despite all of the Internet traffic, are teachers any better at using technology to enhance student learning now than they were when educational technologies first arrived in schools? And are teacher preparation programs hindering or helping pre-service teachers in this endeavor? As Gen Z enters college and becomes practicing teachers, with their own particular characteristics and digital abilities and needs, it is important that we re-examine these questions and find out how to best serve the newest generation of teachers.

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
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