Preservice teachers’ perceptions of a lesson study connecting multicultural literature with culturally responsive mathematics teaching

2020 ◽  
Author(s):  
Alesia Mickle Moldavan
Keyword(s):  
Preservice Teachers ◽  
Mathematics Teaching ◽  
Lesson Study ◽  
Culturally Responsive ◽  
Multicultural Literature ◽  
Teachers Perceptions

Study Abroad for Preservice Teachers

2017 ◽  
pp. 133-148
Author(s):  
Allison Witt ◽  
Mauricio Pino-Yancovic ◽  
Brandi Neal
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Study Abroad ◽  
Critical Analysis ◽  
Global Education ◽  
Culturally Responsive ◽  
Preservice Teacher Education ◽  
Global Networks ◽  
Teachers Perceptions ◽  
Short Term Study

The research presented in this chapter critically analyzes undergraduate preservice teachers' perceptions of their study abroad experience in Hong Kong and Macau to better understand the potential as well as the challenges of preparing teachers for a diverse and global society. Drawing on critical analysis of both study abroad and preservice teacher education, we interrogate the potential for study abroad as a means to prepare culturally responsive teachers, and then critically read the preservice teachers' perceptions of their experience. Results include both beneficial outcomes of study abroad to disrupt the competitive themes dominant in global education, as well as potential limitations of short term study abroad experiences as a method for establishing sustained global networks of educators. Considerations for those developing study abroad are presented and recommendations for study abroad planning are suggested.

Preservice Elementary Teachers and Music in the Elementary Classroom

2021 ◽  
pp. 875512332110525
Author(s):  
Jennifer Potter
Keyword(s):  
Preservice Teachers ◽  
Elementary Teachers ◽  
Elementary Classroom ◽  
Preservice Elementary Teachers ◽  
Music Teaching ◽  
Teachers Perceptions ◽  
Music Integration ◽  
Elementary Preservice Teachers ◽  
Online Music ◽  
N 93

The purpose of this pretest-posttest study was to investigate elementary preservice teachers’ perceptions of and level of comfort with music in the elementary classroom after enrolling in an online music integration course. Participants were preservice elementary teachers ( N = 93) enrolled in three sections of an online music integration course at a large university in Southern California. Results showed significant differences in participants’ agreement with aspects of music teaching, comfort with music, and music integration. Findings also indicated significant differences in participants’ rankings of musical outcomes in an elementary setting. There were no significant differences found among participants’ ranking of music and other subjects in the elementary classroom.

How Can Preservice Teaching Programs Help New Teachers Feel Prepared to Address Absenteeism?

2020 ◽  
Vol 122 (5) ◽  
pp. 1-28
Author(s):  
Michael A. Gottfried ◽  
J. Jacob Kirksey ◽  
Ethan Hutt
Keyword(s):  
Preservice Teachers ◽  
General Education ◽  
New Teachers ◽  
Fixed Effects ◽  
Teacher Licensure ◽  
Current Crisis ◽  
Chronic Absenteeism ◽  
Preparation Programs ◽  
Teachers Perceptions ◽  
Teaching Candidates

Background Though policy makers are beginning to hold schools accountable for reducing chronic absenteeism, little attention has been paid to the role of teachers. No known study has examined whether rising cohorts of new teachers feel prepared to address this challenge. This is particularly problematic given that teachers with less experience tend to be less efficacious at reducing students’ absences. Research Questions (1) Do newly graduating teachers feel as if they have sufficient knowledge about chronic absenteeism? (2) Do newly graduating teachers feel prepared to address absenteeism? (3) Do these perceptions differ by elementary versus secondary preservice graduates? Subjects Our study collected survey data from the 2017–2018 graduating cohort of general education teacher candidates from a statewide university system in California. This system prepares, on average, 800 teaching candidates a year, and all general education candidates participate in teacher licensure. We surveyed the teaching candidates in the 2017–2018 graduating cohort from these campuses and had a response rate of 60%. Survey measures included teacher background data and perceptions of the effectiveness of their preparation programs, knowledge of absenteeism, and perceived ability to address absenteeism. Research Design We began with a baseline model in which our outcome measures (knowledge and ability to address absenteeism) were regressed on teachers’ background characteristics and perceptions of the efficacy of their preparation programs. We augmented this model by including university fixed effects, such that we only explore variation within program rather than across universities. Results Our findings suggest that preservice teachers who found their programs to be helpful, who felt supported by supervisors, and who found usefulness in their field placements also felt as though they had greater knowledge about chronic absenteeism and how to address it. The results were differentiated by elementary versus secondary candidates. Conclusions Given our students’ extreme rate of missing school days, it is of immediate importance to determine if we are preparing our nation's newest teachers to help address the current crisis. Our study fills this gap by looking at the influence that teacher education programs (specifically teacher licensure requirements) might have in contributing to teachers’ perceptions of being prepared to graduate and attend to attendance.

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