scholarly journals Preparing secondary teacher candidates to teach academic English

2021 ◽  
Author(s):  
Stephanie Garrone-Shufran
Keyword(s):  
High School Students ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Training Session ◽  
Secondary Teacher ◽  
Academic English ◽  
School Students ◽  
University Supervisors ◽  
Secondary Teacher Education ◽  
English Instruction

In this qualitative study, mainstream teacher candidates in a secondary teacher education program were asked to incorporate academic English instruction into their lesson planning and implementation in fieldwork placement classrooms. Teacher candidates attended a training session in which one method for identifying academic English features was taught. Artifacts, classroom observations, and interviews from four teacher candidates were analyzed to determine what features of academic English were identified and how these were taught to high school students. While all four teacher candidates accurately identified features of academic English in their lessons, only two participants taught features of academic English to students. The experiences of the participants illustrated that teacher candidates need, in addition to the ability to identify features of academic English, knowledge about how to teach language, a commitment to teaching language in their lessons, and the support of university supervisors and supervising practitioners who possess the same knowledge and commitment.

LEAD Legacy Projects

2020 ◽  
pp. 118-131
Author(s):  
Alyssa N. Palazzolo ◽  
Dana L. Pizzo
Keyword(s):  
High School Students ◽  
Secondary Students ◽  
Financial Literacy ◽  
Teacher Candidates ◽  
Character Development ◽  
Leadership Skills ◽  
Team Work ◽  
School Students ◽  
Self Confidence ◽  
Work Community

The L.E.A.D. Program implements two Legacy Projects, annually: Power of Potential Youth Conference and Challenge Cup. Both events are planned, organized, and facilitated by teacher candidates with the goal of engaging in-risk youth in various capacities. Taking place in the fall, the Power of Potential Youth Conference allows local high school students to explore some of their options for life after secondary school through a series of presentations and workshops focusing on Financial Literacy, Healthy Active Living, and Career Exploration. Taking place each spring, Challenge Cup is an outdoor event that fosters leadership, character development, and self-confidence in local secondary students. Students participate in a series of physical activities throughout the day which focus on building team-work, community, and leadership skills. This chapter explores how both L.E.A.D. Legacy Project events support secondary students outside of the classroom. The planning and organization of both events will be explained.

scholarly journals Geography teachers' geography teacher candidates' and high school students' approaches to solve the questions of geography measurement and evaluation

2013 ◽  
Vol 3 (4) ◽  
pp. 01-34
Author(s):  
Ali Balcı
Keyword(s):  
High School ◽  
High School Students ◽  
Undergraduate Students ◽  
Teacher Candidates ◽  
Descriptive Analysis ◽  
Ministry Of Education ◽  
School Students ◽  
Assessment And Evaluation ◽  
Survey Form ◽  
Measurement And Evaluation

This study was prepared to find out views of six geography teachers working in high schools under the Ministry of Education, ten geography teacher candidates who are still undergraduate students at a state university in Istanbul and sixty eight students who study at a high school in Istanbul's Umraniye district about assessment and evaluation of solutions to questions in the field of geography. To this end, a number of questions concerning physical, economic and human geography were gathered from the high school textbook. Experts were asked about their opinions on these questions to ensure the content validity. Ninety percent of the questions were approved by the experts and these questions used with their solutions in a survey form which was formed to gather data. The survey form included open-ended questions fit for purpose. The survey was conducted in 2011-2012 spring term among participants who were chosen using the purposive sampling method. The data that were accumulated at the end of this survey were analyzed using descriptive analysis technique. As a result, it was observed that views of geography teachers geography teacher candidates and high school students about assessment and evaluation are different from each other. The findings interpreted by making suggestions concerning the subject.

scholarly journals 24. Developing an Educational Technology Group for Pre-Service Teachers

2012 ◽  
Vol 5 ◽  
pp. 137
Author(s):  
Jay Wilson
Keyword(s):  
High School Students ◽  
First Nations ◽  
Teacher Candidates ◽  
Learning Experience ◽  
College Of Education ◽  
Cultural Backgrounds ◽  
School Students ◽  
Local Schools ◽  
Technology Group ◽  
The University

The College of Education Technology Group is a pilot program that supports teacher candidates in developing an understanding of the integration of technology. By engaging teacher candidates with local schools the program is enhancing technology-based learning in the classroom for high school students, especially those from First Nations and other cultural backgrounds. This innovative program is based on the key goals of the College of Education and the Learning Charter of the University of Saskatchewan. This paper will share an overview of the first two years of the pilot and what has been learned about the application of technology to provide an enhanced learning experience for teacher candidates.

scholarly journals Secondary Teacher Candidates’ Mathematical Modeling Task Design and Revision

Mathematics ◽  
2021 ◽  
Vol 9 (22) ◽  
pp. 2933
Author(s):  
Dong-Joong Kim ◽  
Sang-Ho Choi ◽  
Younhee Lee ◽  
Woong Lim
Keyword(s):  
Mathematical Modeling ◽  
Teacher Education ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Task Design ◽  
Secondary Teacher ◽  
Scoring Rubrics ◽  
Design Activities ◽  
Support Teacher ◽  
Modeling Task

The purpose of this study is to investigate secondary teacher candidates’ experience of mathematical modeling task design. In the study, 54 teacher candidates in a university-based teacher education program created modeling tasks and scoring rubrics. Next, the participants pilot-tested the tasks with students and had the opportunity to revise the original tasks and rubrics based on student responses. The data included participants’ statements, in which they described and reflected on the design and revision process of modeling tasks. The study describes six didactic revision strategies in revising modeling tasks and identifies five emerging pedagogical ideas from revising tasks and rubrics. The study also discusses the way modeling task design activities have the potential to support teacher candidates’ learning through a bottom-up modeling curriculum in teacher education.

scholarly journals PRE-SERVICE TEACHERS’ APPROACHES TO CLASSROOM ASSESSMENT

2020 ◽  
Vol 8 (1) ◽  
pp. 666-673
Author(s):  
Kothai Nayagi N ◽  
M. Rajendran
Keyword(s):  
Teacher Education ◽  
Classroom Assessment ◽  
Teacher Education Program ◽  
Measurement Theory ◽  
Survey Method ◽  
Assessment Practices ◽  
Secondary Teacher ◽  
Secondary Teacher Education ◽  
Assessment Design ◽  
The University

Purpose of the study: The purpose of this study is to investigate the pre-service teachers’ understanding of assessment concepts and their approaches to classroom assessment. The relationship between their approaches and confidence in classroom assessment was also established. Methodology: A survey method was used to study the pre-service teachers’ approaches to classroom assessment. One thirty-one second-year pre-service teachers from the University of Delhi, India participated in this study. A modified instrument namely ‘Approaches to Classroom Assessment Inventory (ACAI)’ which consists of two parts was employed Simple t-test, correlation and factor analysis methods were used to analyze the data. Main Findings: Results showed that the pre-service teachers had a better understanding of three out of five issues which include assessment purpose, measurement theory, and confidence in monitoring the assessment. However, the study found that they have an inadequate understanding of assessment design and assessment practices. Furthermore, the correlation between their approach and their confidence was very low and non-significant. The results are discussed in the context of the assessment curriculum and its transaction at the secondary teacher education program. Implication /Applications of this study: Understanding of what pre-service teachers think about assessment issues within the current educational context helps in preparing them as better teachers. The study may provide some evidence for policymakers and curriculum framers [developers] that the importance of practical aspects of assessment in the secondary teacher education curriculum. Novelty/Originality of this study: No study has been done so far on the different aspects of assessment approaches and its issues at pre-service teacher’s level in India.

scholarly journals Students and Teachers’ Metaphors about Classroom Teachers

2017 ◽  
Vol 7 (1) ◽  
pp. 245
Author(s):  
Nihal Yildiz Yilmaz
Keyword(s):  
High School ◽  
High School Students ◽  
Primary School ◽  
Research Methods ◽  
Teacher Candidates ◽  
Classroom Teacher ◽  
School Teacher ◽  
Primary School Teacher ◽  
Classroom Teachers ◽  
School Students

The purpose of this study is to identify the metaphors that primary, secondary and high school students and classroom teacher candidates and the classroom teachers have regarding their primary school classroom teachers. The phenomenology pattern as one of the qualitative research methods was used in the research. The study group was determined by the purposeful criterion sampling method. The basic criterion in the research is that the participants are in the final grade of elementary, secondary, high school and are in the undergraduate 3rd and 4th grade students classroom teachers education program, and the class teachers who are still working. Participants' answers to the question “My primary school teacher is like ... Because ...” were analyzed both by qualitative and quantitative research methods. According to the findings of the study, 167 metaphors were produced and they were grouped under ten conceptual categories. There were no significant differences in these 10 conceptual categories regarding the elementary, secondary and high school students, university students and classroom teachers. Obtained results point out that the influences of the teachers on the individuals are evident. These results may be shared with faculties of education and help to give the teacher candidates a proper training for educating their students with positive attitudes in the future.

scholarly journals A Hunger to Teach: Recruiting Inuit Teachers for Nunavut

2019 ◽  
Vol 40 (2) ◽  
pp. 47-69
Author(s):  
Paul Berger ◽  
Karen Inootik ◽  
Rebecca Jones ◽  
Jennifer Kadjukiv
Keyword(s):  
High School ◽  
Teacher Education ◽  
High School Students ◽  
Education Program ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Education Programs ◽  
School Students ◽  
Academic Preparedness ◽  
Thunder Bay

We describe findings from participatory research conducted by a southern-based researcher from Thunder Bay, Ontario, and Nunavut Arctic College’s Teacher Education Program students. Together, they interviewed 128 high school students from 11 communities to determine what attracts Inuit youth to teaching and what might discourage them from becoming teachers. The research was based on the premise that Nunavut’s schools cannot be Inuit schools without many more Inuit teachers. We found that many Inuit youth have considered becoming teachers, but they face barriers to doing so. They expressed concerns about housing, finances, leaving their home communities, and their own academic preparedness. Many lacked information about teacher education programs. We recommend addressing these concerns, in part, by using Nunavut Teacher Education Program students to educate high school students about the program and to encourage them to become teachers.

Basic life support knowledge, skills and fears in Danish high school students and effect of a single training session run by junior doctors

Resuscitation ◽  
2013 ◽  
Vol 84 ◽  
pp. S4-S5
Author(s):  
Anne Marie Roust Aaberg ◽  
Caroline Brenner Larsen ◽  
Bodil Steen Rasmussen ◽  
Jacob Moesgaard Larsen
Keyword(s):  
High School ◽  
High School Students ◽  
Basic Life Support ◽  
Life Support ◽  
Training Session ◽  
Junior Doctors ◽  
School Students
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