Online Teaching Practices of Science and Mathematics Preservice Teachers in middle schools

2022 ◽  
pp. 195-228
Author(s):  
Neusa Branco ◽  
Susana Colaço ◽  
Bento Cavadas
Keyword(s):  
Preservice Teachers ◽  
Teaching Practices ◽  
Online Teaching ◽  
Teacher Educators ◽  
Inservice Teachers ◽  
Internship Experience ◽  
And Mathematics ◽  
6Th Graders ◽  
Work Student

The chapter presents a qualitative study that describes and discusses the teaching practices of four preservice teachers (PSTs) during their mathematics and science internship with 6th graders, performed in the context of distance learning related with the COVID-19 pandemic. The data collected included PSTs' documents, such as lesson plans, descriptions of and reflections on the practical work, student outputs, and interviews. The online organization and dynamics of the internship process describe the practices of the PSTs, inservice teachers, and teacher educators, which provided a practical context for the development of PSTs' online practice. Moreover, the results present digital educational resources used by PSTs, mainly for inquiry, communication, construction, and problem-solving purposes. PSTs pointed out benefits arising from the online internship experience. It better prepared them to use and create digital resources, increased awareness of the importance of collaboration and the role of formative assessment.

University Reading and Mathematics Clinics in the Digital Age

2015 ◽  
pp. 135-163
Author(s):  
Sheri Vasinda ◽  
Faryl Kander ◽  
Adrienne Redmond-Sanogo
Keyword(s):  
Preservice Teachers ◽  
Content Knowledge ◽  
Teacher Educators ◽  
Digital Native ◽  
Mathematics Content Knowledge ◽  
Technology Knowledge ◽  
Need Support ◽  
Technology Affordances ◽  
And Mathematics ◽  
Reading And Mathematics

This chapter discusses the findings of an exploration to integrate iPads in a university reading and mathematics clinic impacting three groups of learners: preservice teachers enrolled in reading and mathematics practicums, the K-8 community students served by the clinic, and the teacher educators. The TPACK model was used as a conceptual framework for teacher educators to engage and support preservice teachers in a technology rich learning environment designed to enhance their literacy and mathematics content knowledge, pedagogical knowledge, and technology knowledge, and the complex intersections between each. The teacher educators expected their mostly digital native preservice teachers to recognize technology affordances and technology integration opportunities when provided content knowledge and pedagogical support. Although the K-8 tutees were engaged at high-levels, faculty's assumption of the digital native preservice teacher was disrupted. Teacher educators discovered that digital natives still need support in developing technological knowledge in an educational setting.

University Reading and Mathematics Clinics in the Digital Age

2018 ◽  
pp. 1263-1294
Author(s):  
Sheri Vasinda ◽  
Faryl Kander ◽  
Adrienne Redmond-Sanogo
Keyword(s):  
Preservice Teachers ◽  
Content Knowledge ◽  
Teacher Educators ◽  
Digital Native ◽  
Mathematics Content Knowledge ◽  
Technology Knowledge ◽  
Need Support ◽  
Technology Affordances ◽  
And Mathematics ◽  
Reading And Mathematics

This chapter discusses the findings of an exploration to integrate iPads in a university reading and mathematics clinic impacting three groups of learners: preservice teachers enrolled in reading and mathematics practicums, the K-8 community students served by the clinic, and the teacher educators. The TPACK model was used as a conceptual framework for teacher educators to engage and support preservice teachers in a technology rich learning environment designed to enhance their literacy and mathematics content knowledge, pedagogical knowledge, and technology knowledge, and the complex intersections between each. The teacher educators expected their mostly digital native preservice teachers to recognize technology affordances and technology integration opportunities when provided content knowledge and pedagogical support. Although the K-8 tutees were engaged at high-levels, faculty's assumption of the digital native preservice teacher was disrupted. Teacher educators discovered that digital natives still need support in developing technological knowledge in an educational setting.

Unpacking the Practice of Probing Student Thinking

2016 ◽  
Vol 5 (1) ◽  
pp. 47-64 ◽  
Author(s):  
Dawn Teuscher ◽  
J. Matt Switzer ◽  
Tyler Morwood
Keyword(s):  
Preservice Teachers ◽  
Mathematics Teacher ◽  
Teaching Practices ◽  
Teacher Educators ◽  
Student Thinking ◽  
Mathematics Teacher Educators

Researchers have called on teacher educators to break down complex teaching practices to assist preservice teachers in learning these practices. In this article, we unpack the practice of probing student thinking while providing evidence that as sophisticated users of various teaching practices, mathematics teacher educators may be unaware of preservice teachers' varied and naïve images and understandings of teaching practices.

“The World is So Much Bigger”

2021 ◽  
pp. 211-230
Author(s):  
Tina Marie Keller
Keyword(s):  
Preservice Teachers ◽  
Teacher Educators ◽  
Religious Diversity ◽  
Religious Experiences ◽  
Religious Traditions ◽  
The World ◽  
One Year ◽  
Role Of Religion ◽  
The Impact

Opportunities to experience diverse religious traditions while traveling abroad can create invitations to explore the role of religion in identity. This becomes important as teacher educators prepare preservice teachers for classrooms of increasing religious diversity. This study examined the impact of a two-week experience in Israel for three preservice teachers before, immediately after, and one year after the trip. The data suggests that purposeful inclusions of religious experiences, sites, and more importantly personal encounters with individuals of a variety of faiths can create occasions to reflect upon the role of religion in identity. The preservice teachers in this study, while each possessing unique perspectives, spoke to the impact of this experience upon their teaching in the classroom. The chapter concludes with suggested recommendations on how to incorporate religion while planning a trip with preservice teachers.

“The World is So Much Bigger”

2017 ◽  
pp. 275-294
Author(s):  
Tina Marie Keller
Keyword(s):  
Preservice Teachers ◽  
Teacher Educators ◽  
Religious Diversity ◽  
Religious Experiences ◽  
Religious Traditions ◽  
The World ◽  
One Year ◽  
Role Of Religion ◽  
The Impact

Opportunities to experience diverse religious traditions while traveling abroad can create invitations to explore the role of religion in identity. This becomes important as teacher educators prepare preservice teachers for classrooms of increasing religious diversity. This study examined the impact of a two-week experience in Israel for three preservice teachers before, immediately after, and one year after the trip. The data suggests that purposeful inclusions of religious experiences, sites, and more importantly personal encounters with individuals of a variety of faiths can create occasions to reflect upon the role of religion in identity. The preservice teachers in this study, while each possessing unique perspectives, spoke to the impact of this experience upon their teaching in the classroom. The chapter concludes with suggested recommendations on how to incorporate religion while planning a trip with preservice teachers.

The role of teaching practices in the development of children’s interest in reading and mathematics in kindergarten

2012 ◽  
Vol 37 (4) ◽  
pp. 266-279 ◽  
Author(s):  
Marja-Kristiina Lerkkanen ◽  
Noona Kiuru ◽  
Eija Pakarinen ◽  
Jaana Viljaranta ◽  
Anna-Maija Poikkeus ◽  
...  
Keyword(s):  
Teaching Practices ◽  
And Mathematics ◽  
Reading And Mathematics

scholarly journals A Conceptual Research Model for Investigating the Impact of Online Teacherpreneurship Education on Students’ Teacherpreneurial Competencies and Intentions in Preservice Teacher Education

2020 ◽  
Vol 19 (12) ◽  
pp. 163-189
Author(s):  
Olusiji Adebola Lasekan ◽  
Reyaz Malik ◽  
Claudia Méndez Alarcon
Keyword(s):  
Preservice Teachers ◽  
Teacher Educators ◽  
Teacher Leader ◽  
Private Tutor ◽  
Measuring Instrument ◽  
Research Model ◽  
The Impact ◽  
Conceptual Research ◽  
Qualitative Literature

This article seeks to develop a research model that can be employed to study the impact of online teacherpreneurship education on students' teacherpreneurial competence and intention as well as employability. Based on the redefinition of the role of online teacherpreneur as an online private tutor, instructional designer, entrepreneur, and teacher leader, a qualitative literature review of competencies for these roles was conducted. We merged the identified competencies according to conceptual similarities. Our result is an online teacherpreneurship competency adopted to formulate a research model which is a customized measuring instrument for investigating the effect of online teacherpreneurship training on preservice teachers’ teacherpreneurial competencies and intentions. This finding has important implications for developing a template for students, policymakers, and teacher educators needed to create online teacherpreneurship courses, curricula, and evaluations.

Examples of c/Critical Coaching: An Analysis of Conversation Between Cooperating and Preservice Teachers

2018 ◽  
Vol 69 (5) ◽  
pp. 493-507 ◽  
Author(s):  
Charlotte L. Land
Keyword(s):  
Preservice Teachers ◽  
Critical Discourse Analysis ◽  
Teacher Educators ◽  
Cooperating Teachers ◽  
Linguistically Diverse ◽  
Critical Discourse ◽  
Teacher Education Programs ◽  
Power Structures ◽  
Similar Work

As student populations become culturally and linguistically diverse, mismatches between students and the mostly White teaching force create challenges for schools and teacher education programs. This article—drawing from the Coaching With CARE project and building on research valuing the role of cooperating teachers (CTs) in supporting critical, socially just teaching—examines c/Critical conversations between CTs and preservice teachers (PTs) to highlight ways CTs may bring critical understandings into mentoring work. Findings show that using tools like retrospective video analysis (RVA) and responsive critical discourse analysis (CDA) helped provide space for some CTs to engage in critical discussions of traditional power hierarchies within the classroom, the roles they and their students assume in societal power structures, and ways those understandings may affect their classroom teaching. The examples also demonstrate the challenges facing teacher educators who hope to engage in similar work and importance of professional development for CTs that includes critical reflection on their own identities and power.

Creating Access, Opportunity, and Ownership Through Cross-Cultural Meaning-Making in Academically Diverse Online Courses

2019 ◽  
pp. 42-65 ◽  
Author(s):  
Christi U. Edge ◽  
Abby Cameron-Standerford ◽  
Bethney Bergh
Keyword(s):  
Teaching Practices ◽  
Online Teaching ◽  
Teacher Educators ◽  
Literacy Practices ◽  
Online Courses ◽  
Meaning Making ◽  
Multimodal Literacy ◽  
Multimodal Texts ◽  
Self Study ◽  
Relationship Of

As a group of three teacher educators representing reading, special education, and educational leadership, the authors conducted a self-study of their online teaching practices with the guiding question of “How can we use multimodal literacies to re-see our practices and to empower others to construct and to communicate meaning?” The purpose was to explore the pedagogic potentials of multimodal literacy by acting upon recent findings from their longitudinal, collaborative self-study into how they use and learn through visual literacy. They sought to extend their line of inquiry and to more inclusively empower learners to negotiate and to make meaning through multimodal literacy practices. Findings document how using protocols to critically “read,” discuss, and collaboratively make meaning from their online teaching practices illuminated the relationship of multimodal texts, visuals and literacy practices in fostering access, opportunity, and ownership for learners in online courses.

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