scholarly journals Talking Science- It’s Not Elementary! Improving Elementary Pre-service Teacher Discourse Skills through a Scaffolded “Science Talks” Assignment

2017 ◽  
Vol 1 (2) ◽  
pp. 13-18
Author(s):  
Tammy Dutton Lee ◽  
Bonnie Glass
Keyword(s):  
Teacher Professional Development ◽  
Elementary Science ◽  
Elementary Classrooms ◽  
Teacher Education Programs ◽  
Teacher Discourse ◽  
Science Discourse ◽  
Potential Applications ◽  
Teacher Professional ◽  
Discourse Skills ◽  
Pre Service Teacher

Learning science requires communication between participants, however creating effective discourse for elementary classrooms has shown to be a difficult task. In this article, we highlight an assignment given to undergraduate elementary pre-service teachers concentrating in elementary science. Transcripts of elementary pre-service teachers’ (EPST) “Science Talks” have been reviewed and, over the course of three semesters of implementation, scaffolds have been put in place to provide EPSTs with strategies and tools necessary to better plan, implement, and evaluate science discourse. Initial findings, which point to the effectiveness of this assignment and the additional scaffolding, will be discussed. These findings have potential applications for teacher education programs as well as for in-service teacher professional development.

scholarly journals Teacher Professional Development in Finland: Towards a More Holistic Approach

2015 ◽  
Vol 7 (3) ◽  
pp. 279 ◽  
Author(s):  
Hannele NIEMI
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Professional Development ◽  
School Community ◽  
Professional Autonomy ◽  
Service Research ◽  
Induction Phase ◽  
Teacher Professional ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

ABSTRACT: The article reflects on teacher professional development as a continuum that starts during pre-service time, continues into the first years of newly qualified teachers’ induction phase, and spans a career-long development throughout their teaching careers. Finnish teachers work in contexts that provide high professional autonomy and agency in their work. Pre-service teacher education prepares them for this responsible role. In earlier years, in-service training occurred on training days and through short courses. The new trend sees teachers as developers in the whole school community. Teachers have researchbased orientation in pre-service teacher education, which makes them capable to design school-based projects and their own development as it relates to school development. The article introduces four cases in which new trends have already been implemented. These best practices are examples how to (1) support the school community to cross boundaries towards multi-professional cooperation, (2) design an innovative school community using a design-based approach together with many partners, (3) connect pre-service and in-service research-based teacher education in science, technology and math (STEM) teaching, and (4) promote induction for new teachers.

Online Mathematics Teacher Professional Development

2020 ◽  
pp. 203-215
Author(s):  
Sandra B. Nite ◽  
Ali Bicer
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
Teacher Professional ◽  
Pre Service Teacher Education ◽  
Blackboard Learn ◽  
Pre Service Teacher

The purpose of this chapter is to describe an online learning environment that has been used for professional development with mathematics teachers and can be used for pre-service teacher education. The description of the Blackboard Learn and Blackboard Collaborate combination for the mathematics teacher education enables teachers to collaboratively engage in inquiry, reasoning and justification, and technology integration as participants. In addition, teachers can have opportunities to discuss various ways to incorporate these ideas more fully into their instructional practices.

Zooming Into Mentor-Mentee Relationship to Explore Mentoring Strategies

2018 ◽  
pp. 212-224
Author(s):  
Bahar Gün
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Professional Development ◽  
Pivotal Role ◽  
Teacher Professional ◽  
Positive Experiences ◽  
Mentor Attributes ◽  
The Relationship ◽  
Pre Service Teacher

Motivated by the need to develop a clearer picture of mentoring, this chapter aims to zoom into the pivotal role of the “relationship” aspect in ensuring effective mentoring and what the good mentor attributes are. The chapter includes the short narrations of both the mentors and the mentees who were engaged in a pre-service teacher training course. Four mentors and four mentees have been asked to narrate their positive as well as any less positive experiences with their mentors/mentees during the course. As a result, both mentor and mentee “voices” were used as a stimulus for identifying effective mentoring strategies. The chapter ultimately aims to make noteworthy implications for enlarging our understanding of how mentoring might be most effectively used in teacher professional development ventures and how the relationship aspect might be useful in selecting the most effective mentors in different teacher education contexts.

Teacher Education and Teacher Professional Development

2017 ◽  
pp. 112-137 ◽  
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Professional Development ◽  
Teaching And Learning ◽  
New Technologies ◽  
Teacher Education Programs ◽  
Effective Teacher ◽  
College Courses ◽  
Educational Personnel ◽  
Teacher Professional

This chapter reveals the prospect of teacher education; teacher education and technology utilization; the issues with professional development (PD); and the perspectives on teacher professional development (TPD) in the digital age. Teacher education offers teachers ways to keep their classrooms and curriculum highly educational. By providing teachers with teacher education programs, they are able to continue their own education, gain vital skills that they may not have been able to learn while taking college courses, and stay current with new technologies. TPD is an essential method of improving teaching and learning for teachers. TPD provides time, resources, and educational personnel to support teachers to improve their skills about teaching and learning. The effective teacher education and TPD programs should include technology pedagogy, the 21st century skills, and ethical perspectives toward improving preservice teacher's technological skills and enhancing both learner's educational opportunities and learning outcomes.

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