Aquatic Stewardship Education in Theory and Practice

2007 ◽  
Keyword(s):  
Preservice Teachers ◽  
Education Reform ◽  
Citizen Science ◽  
Formal Education ◽  
Science Inquiry ◽  
Field Investigation ◽  
Subject Area ◽  
Community Sustainability ◽  
Science Tests ◽  
K 12

<i>Abstract</i>.—Washington State has used education reform best practices to redesign stewardship education. The directors of state natural resource agencies, education associations, businesses, and nonprofits who created the Pacific Education Institute (PEI) provide the leadership. PEI represents a systematic effort to work in the formal education sector using environmental education (EE) standards that align with subject area standards and provide a framework for integrated learning. PEI undertakes education research based on those EE standards to understand student achievement and its relationship to environment- based experiential education. PEI has refined the description of science inquiry to include three types of field investigation with rigorous protocols that will be included in the state’s science tests beginning in 2007. Finally, PEI has fostered a citizen science initiative with NatureMapping to connect the research undertaken by students through field investigation to questions asked by scientists. In partnership, the Washington Department of Fish and Wildlife expects citizen science to contribute to the statewide biodiversity index now being designed. Integral to delivering these opportunities to K– 12 is the university teacher preparation faculty and their work to prepare preservice teachers with these opportunities. The result is school districts now foster stewardship education, contributing to community sustainability.

Exploring preservice teachers’ conceptions after ‘living a hybrid curriculum’

2016 ◽  
Vol 24 (2) ◽  
pp. 133-151 ◽  
Author(s):  
Christina Sinclair ◽  
Leonard Jay Thornton
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Education Reform ◽  
Cognitive Conflict ◽  
Visual Methods ◽  
Conceptions Of Learning ◽  
Learning And Teaching ◽  
Physical Education Teacher Education ◽  
Hybrid Curriculum ◽  
K 12

Physical education reform efforts support constructivist learning theory (CLT) to re-conceptualize K-12 physical education. Advocates of models-based instruction (MBI) indicate that sport education and a tactical games approach are grounded in CLT. A key implication for physical education teacher education (PETE) programmes is to develop preservice teachers (PSTs) capable of implementing MBI. Often, PSTs enter PETE programmes with the pre-conception that learning can only occur through passive transfer of information. As a result, PETE programmes must help PSTs re-conceptualize physical education. The two purposes of this study were to: (a) explore the use of a ‘living the curriculum’ experience to influence PSTs’ conceptions of learning and teaching in physical education; and (b) examine the usefulness of visual methods to further understand students’ experiences in a PETE course. Participants were undergraduate PSTs ( N = 12; five women, seven men) who experienced living a hybrid curriculum. PSTs took five to seven photographs to create a photo-collage that best depicted their experiences in the class. Semi-structured focus group interviews centered on discussion of the PSTs’ photo collages. Data analysis revealed two major themes and sub-themes: (1) Learning in physical education – (a) knowledge is socially constructed and (b) learning is active; and (2) The role of the professor – (a) professor as facilitator and (b) clinging to old conceptions. PSTs experienced cognitive conflict and conceptual addition, suggesting old ideas were not completely extinguished but revised. Overall, the PSTs’ conceptions indicated an openness to and basic understanding of alternate forms of physical education.

scholarly journals The Learning to Learn Competence in Early Childhood Preservice Teachers: An Outdoor and e/m-Learning Experience in the Museum

2021 ◽  
Vol 13 (2) ◽  
pp. 25
Author(s):  
Daniel Abril-López ◽  
Hortensia Morón-Monge ◽  
María del Carmen Morón-Monge ◽  
María Dolores López Carrillo
Keyword(s):  
Social Sciences ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Teaching And Learning ◽  
Formal Education ◽  
Learning Experience ◽  
Point Of View ◽  
Learning To Learn ◽  
Outdoor Experience ◽  
Outdoor Experiences

This study was developed with Early Childhood Preservice Teachers within the framework of the Teaching and Learning of Social Sciences over three academic years (2017–2018, 2018–2019, and 2019–2020) at the University of Alcalá. The main objective was to improve the learning to learn competence during teacher training from an outdoor experience at the Museum of Guadalajara (Spain), using e/m-learning tools (Blackboard Learn, Google Forms, QR codes, and websites) and the inquiry-based learning approach. To ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—before and after—of the outdoor experience was assessed through a system of categories adapted from the European Commission. The results show a certain improvement in this competence in Early Childhood Preservice Teachers. Additionally, this outdoor experience shows the insufficient educational adaptation of the museum to the early childhood education stage from a social sciences point of view. Finally, we highlight the importance of carrying out outdoor experiences from an inquiry-based education approach. These outdoor experiences should be carried out in places like museums to encourage contextualized and experiential learning of the youngest in formal education.

COMPUTING IN SCHOOLSNon-formal education in K-12 CS --

ACM Inroads ◽  
2017 ◽  
Vol 8 (3) ◽  
pp. 24-26 ◽  
Author(s):  
Michal Armoni
Keyword(s):  
Formal Education ◽  
K 12

Preparing Special Education Preservice Teachers to Teach Computational Thinking and Computer Science in Mathematics

2021 ◽  
pp. 088840642199237
Author(s):  
Emily C. Bouck ◽  
Phil Sands ◽  
Holly Long ◽  
Aman Yadav
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Computer Science ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Computational Thinking ◽  
Lesson Plans ◽  
Methods Course ◽  
Mathematics Methods ◽  
K 12

Increasingly in K–12 schools, students are gaining access to computational thinking (CT) and computer science (CS). This access, however, is not always extended to students with disabilities. One way to increase CT and CS (CT/CS) exposure for students with disabilities is through preparing special education teachers to do so. In this study, researchers explore exposing special education preservice teachers to the ideas of CT/CS in the context of a mathematics methods course for students with disabilities or those at risk of disability. Through analyzing lesson plans and reflections from 31 preservice special education teachers, the researchers learned that overall emerging promise exists with regard to the limited exposure of preservice special education teachers to CT/CS in mathematics. Specifically, preservice teachers demonstrated the ability to include CT/CS in math lesson plans and showed understanding of how CT/CS might enhance instruction with students with disabilities via reflections on these lessons. The researchers, however, also found a need for increased experiences and opportunities for preservice special education teachers with CT/CS to more positively impact access for students with disabilities.

scholarly journals Preservice teacher mobile investigation and interpretation of everyday mathematics across settings

2017 ◽  
Author(s):  
Jeremiah (Remi) Kalir
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Preservice Teacher ◽  
Mobile Learning ◽  
Mathematics Teacher ◽  
Mathematics Learning ◽  
Mathematics Teacher Education ◽  
Everyday Mathematics ◽  
Daily Lives ◽  
K 12

This study reports upon design-based research that enacted mobile mathematics learning for preservice teachers across classroom, community, and online settings. The integration of mobile learning within mathematics teacher education is understudied, and it is necessary to better understand mobile technology affordances when locating disciplinary inquiry across settings. A curriculum module was designed to support preservice teachers’ participation in two mathematics education and mobile learning repertoires: a) mobile investigation of disciplinary concepts situated in community locations and circumstances, and b) mobile interpretation of connections between school and everyday mathematics. This exploratory case study analyzes three module iterations and identifies the qualities of preservice teachers’ cross-setting disciplinary connections. Reported mobile learning outcomes include connections preservice teachers produced among mathematics concepts, mathematical actions, and material objects, and also connections produced between school mathematics and everyday circumstances. Findings indicate preservice teachers established disciplinary connections when participating in commercial and civic activities relevant to their daily lives. Yet other mathematics concepts and practices were either seldom investigated, only vaguely described, or not representative of K-12 students’ interests and cultures. Design recommendations and implications are suggested for subsequent attempts at situating preservice teacher learning outside of the mathematics teacher education classroom and across multiple settings through mobile learning.

Case Study of Game-Based Learning in a Citizenship Education K-12 Classroom

2013 ◽  
pp. 881-891
Author(s):  
Venus Olla
Keyword(s):  
Citizenship Education ◽  
Classroom Teacher ◽  
Subject Area ◽  
Game Based Learning ◽  
Gaming Technology ◽  
The Subject ◽  
K 12

This chapter focuses on a case study that involves the incorporation of ICT in particular gaming technology into the subject area of Citizenship Education (CE), a non-traditional ICT focused subject. The case study is within the context of a K-12 classroom and it explores the processes in which a classroom teacher may have to navigate to be able to use innovative ICT within their classroom. The case highlights the main issues as relating to pedagogical and institutional considerations.

Teaching and Learning to Communicate

2013 ◽  
pp. 579-599
Author(s):  
Cynthia J. Benton ◽  
Kathleen A. Lawrence
Keyword(s):  
Preservice Teachers ◽  
Student Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
Communication Competence ◽  
College Level ◽  
Education Programs ◽  
Professional Success ◽  
Evaluating Methods ◽  
K 12

Effective presentation skills and communication competence are important developmental qualities for teachers’ professional success and K-12 students’ learning. Yet identifying the definitive qualities and methods to practice and evaluate those skills has had minimal emphasis in current education programs. In addition to traditional abilities such as making clear presentations, speaking well, and articulating an argument, K-20 learners are faced with an explosion of options for accessing, organizing, and presenting information using technology. This study documents methods for college-level instruction and assessment of presentation skills, which serve as evidence of preservice teachers' readiness to demonstrate effective communication skills for K-12 student learning. The report summarized in this chapter tracks two years of creating and evaluating methods for promoting professional presentation and communication skills, and includes rubrics focused on the development and evaluation of those skills.

Preparing Preservice Teachers to Use Mobile Technologies

2019 ◽  
pp. 42-62
Author(s):  
Carolyne Nekesa Obonyo
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Mobile Technologies ◽  
Information And Communication ◽  
K 12 ◽  
Effective Use ◽  
The University

The use of mobile technologies to enhance 21st century learning is increasing in K-12 schools and teacher education institutions. Thus, there is a need to effectively prepare preservice teachers to use mobile technologies in their future classrooms. This chapter explores the effective use of mobile technologies in teacher preparation in ways that are transferred to K-12 teaching and learning. It goes on to look at two major organizations: the university and partner school involved in the preparation of preservice teachers. Additionally, the purposes of incorporating information and communication technologies in teacher preparation as identified by Davis are explored to understand how mobile technologies align with these purposes. Common challenges of using mobile technologies in teacher preparation are also presented.

Teaching and Learning in the Digital Age

2019 ◽  
pp. 1-23
Keyword(s):  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Technological Pedagogical Content Knowledge ◽  
Theoretical Description ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
K 12

Technological pedagogical content knowledge (TPACK) is a dynamic theoretical description of teachers' knowledge for designing, implementing, and evaluating curriculum and instruction with digital technologies. TPACK portrays the complex interaction among content knowledge, pedagogical knowledge, and technological knowledge for guiding all teachers (K-12 and higher education faculty) in the strategic thinking of when, where, and how to direct students' learning with technologies. Teacher educators' and educational researchers' acceptance of the TPACK construct mirrors the acceptance of its parent construct of pedagogical content knowledge (PCK). The importance of teachers' continued practice in integrating technologies is essential for extending and enhancing their TPACK. Connections with the knowledge-of-practice construct suggest calling TPACK TPACK-of-practice to more accurately describe the process of the knowledge development efforts for guiding inservice and preservice teachers in gaining, developing, and transforming their knowledge for teaching as new and more powerful technologies emerge for integration in education. Ultimately, the very nature of the TPACK construct describes a transformation of teachers' knowledge for teaching in the 21st century – a century reframed by robust and advanced technologies that have been integrated into the fabric of a more complex social, cultural, and educational environment.

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