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 Preservice Teachers’ Comfort Levels with Technology in an Online Standalone Educational Technology Course

2018 ◽  
Vol 7 (1) ◽  
pp. 70-86
Author(s):  
Kevin J. Graziano
Keyword(s):  
Preservice Teachers ◽  
Educational Technology ◽  
Teacher Preparation ◽  
Teacher Educators ◽  
Personal Communication ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Comfort Levels ◽  
Technology Course

While some researchers and teacher educators recommend the integration of technology throughout a teacher preparation program, it may not be realistic for all teacher preparation programs to comply with this recommendation. A lack of training, a lack of interest from faculty, limited faculty or facilities, and/or a lack of vision from educational leaders may prevent some teacher preparation programs from successfully integrating technology throughout the curriculum. For various reasons, colleges and schools of education may rely on standalone educational technology courses. The purpose of this study was to examine technology comfort levels of preservice teachers who completed an online standalone educational technology course with pedagogy and content integrated into the course curriculum. Findings reveal there were no statistically significant mean differences between students’ comfort levels using technology for personal communication and to teach academic content. The findings have implications for teacher preparation programs and teacher educators.

scholarly journals Preservice Teachers’ Comfort Levels with Technology in an Online Standalone Educational Technology Course

2018 ◽  
Vol 7 (1) ◽  
pp. 70-86 ◽  
Author(s):  
Kevin J. Graziano
Keyword(s):  
Preservice Teachers ◽  
Educational Technology ◽  
Teacher Preparation ◽  
Teacher Educators ◽  
Personal Communication ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Comfort Levels ◽  
Technology Course

While some researchers and teacher educators recommend the integration of technology throughout a teacher preparation program, it may not be realistic for all teacher preparation programs to comply with this recommendation. A lack of training, a lack of interest from faculty, limited faculty or facilities, and/or a lack of vision from educational leaders may prevent some teacher preparation programs from successfully integrating technology throughout the curriculum. For various reasons, colleges and schools of education may rely on standalone educational technology courses. The purpose of this study was to examine technology comfort levels of preservice teachers who completed an online standalone educational technology course with pedagogy and content integrated into the course curriculum. Findings reveal there were no statistically significant mean differences between students’ comfort levels using technology for personal communication and to teach academic content. The findings have implications for teacher preparation programs and teacher educators.

Exploring Digitally Enhanced Literacy Practices With Preservice Teachers

2020 ◽  
pp. 394-416
Author(s):  
Meredith J. C. Swallow ◽  
Kathryn Will-Dubyak
Keyword(s):  
Preservice Teachers ◽  
Educational Technology ◽  
Teacher Preparation ◽  
Literacy Instruction ◽  
Literacy Practices ◽  
Learning Opportunities ◽  
Teacher Preparation Program ◽  
Elementary Student ◽  
Instructional Decisions ◽  
Integration Of Technology

Two professors in a teacher preparation program purposefully examined their courses for ways in which the learning opportunities in each separate course could be connected to facilitate development of preservice teachers' understandings of purposeful integration of technology within literacy instruction for elementary student learners. Preservice teachers in the courses used their knowledge of children's literature and best practices to create rich learning opportunities before examining them through the lens of the TPACK framework and SAMR model. This process enhanced and transformed preservice teachers' instructional decisions to illuminate educational technology as part of literacy instruction.

Preservice Physical Education Teachers’ Perceived Physical Literacy and Teaching Efficacy

2021 ◽  
Vol 40 (1) ◽  
pp. 146-156
Author(s):  
Siu-Ming Choi ◽  
Raymond Kim-Wai Sum ◽  
Tristan Wallhead ◽  
Amy Sau-Ching Ha ◽  
Cindy Hui-Ping Sit ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Physical Education ◽  
Teaching Efficacy ◽  
Teacher Preparation Program ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Physical Literacy ◽  
Students With Special Needs ◽  
Education Teacher

Physical education teacher education is a time when preservice teachers can reinforce their physical literacy (PL). Professional coursework within the teacher preparation program should also develop their teaching efficacy. In this regard, the purpose of this study was to examine the predictive relationship between preservice physical education teachers’ perceived PL and teaching efficacy. The findings revealed that the PL dimension of self-expression and communication with others was the most significant predictor of teaching efficacy in developing content knowledge, applying scientific knowledge to teaching, teaching students with special needs, and using technology. Furthermore, preservice teachers’ knowledge and understanding of PL predicted their teaching efficacy in accommodating skill level differences within instruction. These predictive relationships suggest that preservice teachers’ PL influences their efficacy to enact effective teaching behaviors and should remain an ongoing priority of physical education teacher preparation programming suggested by the United Nations Educational, Scientific and Cultural Organization.

Preparing Native American Special Education Teachers: Lessons Learned from the Rural Special Education Project

1997 ◽  
Vol 16 (4) ◽  
pp. 10-15 ◽  
Author(s):  
Gloria Delany-Barmann ◽  
Greg Prater ◽  
Sam Minner
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Native American ◽  
Teacher Preparation ◽  
Lessons Learned ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Navajo Nation ◽  
Preparation Programs ◽  
Education Project

Twelve Navajo preservice teachers in the Rural Special Education Project on the Navajo Nation in Kayenta, Arizona, shared their perceptions regarding the factors which enabled them and constrained them as they completed a special education teacher preparation program. Several themes emerged during the process of interviewing the students including the importance of cultural teachings and family support; the influence of language factors, financial constraints, and cultural responsibilities; and the lack of availability of educational opportunities on the Navajo Nation. Each of these factors is discussed in this article and recommendations are made for others interested in establishing successful teacher preparation programs for Native American students.

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 Preservice Teachers’ Mentorship Experiences during Teaching Practice in a South African Teacher Preparation Program

2021 ◽  
Vol 11 (1) ◽  
pp. 140
Author(s):  
Thuthukile Jita ◽  
Paul Nwati Munje
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
South African ◽  
Teaching Practice ◽  
Personal Characteristics ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Experimental Learning ◽  
Teachers Experiences

Mentor teachers are instrumental in teacher preparation programs during the teaching practice of preservice teachers that involves mentor-mentee relationships. This qualitative paper reports on the mentoring experiences of preservice teachers during eight weeks of teaching practice in 2020 using Gibbs’ experimental learning as a conceptual framework. Forty-five preservice teachers participated in a reflective exercise, sharing their stories through reflective essays guided by open-ended questions. A thematic approach was used in data analysis. Findings indicated that mentors’ experiences and personal characteristics, and abilities to create opportunities for growth influenced the preservice teachers’ experiences during teaching practice. The mentees’ perceptions toward mentor-mentee relationships also influenced their experience. Based on the findings, it is important to upskill mentors to equip them with professional and mentorship ethics to enable preservice teachers to acquire the requisite skills that will better prepare them as future professional teachers. The findings of this study can be useful in the process of developing professional development of mentors prior to teaching practice.

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>

Learning Mathematics and Technology Through Inquiry, Cooperation, and Communication

2018 ◽  
pp. 370-398
Author(s):  
Alfinio Flores ◽  
Jungeun Park ◽  
Stephen A. Bernhardt
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Two Dimensions ◽  
Teacher Preparation Program ◽  
Learning Trajectory ◽  
Adoption Of Technology ◽  
Pedagogical Content ◽  
Instructional Context ◽  
Learning Mathematics ◽  
Curricular Materials

This chapter describes an empirical study aimed to design, implement, and refine a learning trajectory for developing future mathematics teachers' Technological Pedagogical Content Knowledge (TPACK). The learning trajectory is set in an instructional context where mathematics and technology are learned through inquiry, cooperation, communication, and modeling early in the teacher preparation program with the intent to establish a classroom model of instruction. The chapter focuses on preservice teachers' learning in two dimensions of TPACK. One dimension is the extension of preservice teachers knowledge to each one of the four principal components of TPACK: Overarching conceptions, Students understanding and thinking, Curriculum and curricular materials, and Instructional strategies and representations for teaching. The second dimension is along preservice teachers' progression in the five levels of adoption of technology: Recognizing, Accepting, Adapting, Exploring, and Extending. The learning trajectory is based on research and theory for learning mathematics in a meaningful way.

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