Learning to Teach Prospective Teachers to Teach Mathematics: The Struggles of a Beginning Teacher Educator

2002 ◽  
pp. 109-130
Keyword(s):  
Prospective Teachers ◽  
Teacher Educator ◽  
Beginning Teacher ◽  
Learning To Teach

Prospective teachers’ reflection: Strategies, qualities, and perceptions in learning to teach reading

2001 ◽  
Vol 41 (2) ◽  
pp. 149-175 ◽  
Author(s):  
Victoria J. Risko ◽  
Kathleen Roskos ◽  
Carol Vukelich
Keyword(s):  
Prospective Teachers ◽  
Learning To Teach

scholarly journals Perception of Teacher Educator Regarding Course Guides for B.ED (Hons) and ADE (Associate Degree in Education) Program & Provision of Resources for Effective Implementation of the Program

2018 ◽  
Vol III (I) ◽  
pp. 57-70
Author(s):  
Shazia Abdul Malik ◽  
Umbreen Ishfaq ◽  
M Saeed Khan
Keyword(s):  
Prospective Teachers ◽  
Associate Degree ◽  
Qualitative Data ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Research Problem ◽  
Learning Approaches ◽  
Effective Implementation ◽  
Teaching Learning ◽  
Course Outcomes

The study analyzes curriculum document (teacher course guides) of ADE and B.Ed. (Hons) programs in terms of Assessment Tasks, Teaching Learning Approaches, Course Outcomes and Course Description. Study also focuses on prospective teachers and teacher educator’s perceptions about these teacher course guides and their execution in class room at selected Teachers’ Training Institutes. The sample comprises three universities and four Regional Institutions of Teacher Education offering B.Ed. (Hons) and ADE programs. Researcher congregated data from 21 teacher educators teaching to prospective teachers enrolled in ADE and B.Ed. (Hons) in the chosen institutions. Mixed methods (approach) were used to collect quantitative as well as qualitative data for extensive analysis of the research problem. The qualitative data was collected through a check list and quantitative data was collected through questionnaire. The manuscripts (Draft guide for teaching instructor) for B.Ed. (Hons). Experts developed curriculum meets the requirement of the society of Pakistan with the purpose to create more competent, proficient and well-informed teaching instructors. Effective implementation of teacher guides need improvement in terms of availability of resources like well-equipped class rooms, computer lab, library, learning materials and Information and Communication Technology.

scholarly journals Like Day and NIght: On Becoming a Teacher in Two Distinct Professional Cultures in Rural Saskatchewan

2018 ◽  
Vol 38 (2) ◽  
Author(s):  
Dianne M. Miller ◽  
Laurie-Ann M. Hellsten
Keyword(s):  
Beginning Teachers ◽  
Social Economic ◽  
Institutional Ethnography ◽  
Beginning Teacher ◽  
Learning To Teach ◽  
Canadian Province ◽  
Personal Stories ◽  
Professional Success ◽  
Material Conditions ◽  
Commuting Distance

Framed within ecological and institutional ethnography perspectives, and situated within a larger study of beginning teachers in the Canadian province of Saskatchewan, this paper focuses on the dramatically different experiences of one beginning teacher who happened to secure half-time contracts in two rural schools within commuting distance of one another. His account of these experiences and how he makes sense of them orient researchers to the broad social, economic, and material conditions that organize the mutually dependent work of parents and teachers. This analysis contributes to beginning teacher research by affirming the value of personal stories of learning to teach, moving beyond studies of individual adaptation to fixed notions of professional success, and opening to scrutiny the shared conditions of early and later career teachers as they are institutionally and discursively organized, thus promoting appreciation of the complexities of learning to teach attuned to variation in local rural circumstances.

Commentary: Meet Me in Azul's Room: Designing a Virtual Field Placement for Learning to Teach Mathematics

2017 ◽  
Vol 6 (1) ◽  
pp. 52-66 ◽  
Author(s):  
Joel Amidon ◽  
Daniel Chazan ◽  
Dana Grosser-Clarkson ◽  
Elizabeth Fleming
Keyword(s):  
Teacher Education ◽  
Design Process ◽  
Digital Technology ◽  
Teacher Candidates ◽  
Teacher Educator ◽  
Learning To Teach ◽  
Methods Course ◽  
Field Placement ◽  
Field Placements ◽  
Virtual Field

This article explores the ways in which a teacher educator uses digital technology to create a virtual field placement as a way to blur the boundaries between a university methods course and teacher candidates' field placements. After describing his goals for the course, the teacher educator provides a description of three LessonSketch experiences his teacher candidates complete in this virtual field placement site and how these experiences create opportunities for teacher candidates to learn to teach mathematics. The design process and choices of these virtual field placement experiences are explored via interviews with the first author. Reflecting on these LessonSketch experiences, all of the authors then explore affordances of virtual and hybrid placements as resources for supplementing real placements and bridging theory/practice divides in teacher education.

scholarly journals Investigation of Pre-Service Teachers’ Metaphorical Images towards the Concepts of “Teacher Candidate” and “Teacher Educator”

2021 ◽  
Vol 11 (2) ◽  
pp. 367-384
Author(s):  
Somayyeh RADMARD
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Research Study ◽  
Teacher Education Program ◽  
Teacher Educator ◽  
Private University ◽  
Survey Study ◽  
Static Object ◽  
Teaching Programs ◽  
Pre Service Teacher

The purpose of this study was to describe the metaphorical images of the prospective teachers, who were employed in different teaching programs of education faculties, regarding themselves and their educators, and to evaluate the standard teacher education program in a critical manner. Even though prospective teachers’ metaphorical images pertaining learning, teaching, school and so forth were extensively examined in the previous studies, their personal theories for themselves and their educators have not been subjected to any research study. The current study was designed and conducted as a single survey study. The study was carried out with the participation of 1130 prospective teachers studying at the education faculty of a foundation-supported (private) university in Istanbul. Metaphorical images were taken from all participants towards themselves and their educators. As a result of the interpretive and inductive analysis, the prospective teachers generated metaphorical images for themselves such as: something that needs to be cultivated, leader of future, a fixed-static object, the candidate of the molder, something deceptive, something needs to be shaped, obedient, knowledge receiver, racer, etc. The prospective teachers also produced metaphorical images for their educators in the following manner: bridge function, organic growers, knowledge transmitter, a valuable object, competitors. In general, it was observed that pre-service teachers held a considerably pedagogically subjectcentred or teacher-centred or authority-centred “self ” and “educator” perception. Recommendations were offered regarding pre-service teacher education

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