scholarly journals Teacher Education Majors’ Basic Knowledge of U.S. Constitutional Rights and Pedagogical Implications

2017 ◽  
Vol 2 (3) ◽  
pp. 1
Author(s):  
Porter E. Coggins, III ◽  
Janet Heuer
Keyword(s):  
Teacher Education ◽  
Professional Education ◽  
The United States ◽  
Basic Knowledge ◽  
Constitutional Rights ◽  
Education Majors ◽  
Constitutional Amendments ◽  
Teacher Education Majors ◽  
K 12 ◽  
Undergraduate Teacher Education

University students in the United States preparing for a career in as teachers Pre-K - 12 professional education must possess a basic understanding of constitutional law applicable to the profession. Undergraduate teacher education majors in their first course for teacher education majors participated in a survey research study designed to measure their confidence in ability to explain a relevant example of the 1st, 4th, 10th, 14th, and 15th Amendments of the U.S. Constitution in the context of professional education. The survey questionnaire instrument asked the respondents to self-assess their level of confidence on the above constitutional amendments on a four-point Likert scale, and also asked the respondents to give a basic example of each of the above stated constitutional amendments. The findings indicate that these students have a low initial understanding of educationally relevant examples of these amendments and an unrealistically elevated belief in their ability to give relevant examples. The Mann-Whitney U test was used to determine differences between pre-survey and post-survey scores. The results indicated a statistically significant (p < .001) gain in their confidence to give educationally relevant examples of these amendments in the context of their profession at the end of the course. The effect sizes for differences in pre-survey and post-survey scores indicate a moderate difference for all questions except for one amendment. The pedagogical implications include insight for the course instructor on better engaging students in this content material for relevancy, retention, and application.

An Exploratory Study of Undergraduate Recruitment into Several Major Programs at One University

1991 ◽  
Vol 10 (3) ◽  
pp. 286-306 ◽  
Author(s):  
David E. Belka ◽  
Hal A. Lawson ◽  
Susan Cross Lipnickey
Keyword(s):  
Teacher Education ◽  
Teacher Education Programs ◽  
Occupational Socialization ◽  
Education Majors ◽  
Exploratory Research ◽  
Education Programs ◽  
Socialization Theory ◽  
Teacher Education Majors ◽  
The Impact ◽  
Undergraduate Teacher Education

The impact of teacher education programs is determined in part by characteristics of the teaching recruits. Nevertheless, research on recruits remains the exception rather than the rule, and most prior studies have neither been informed by nor contributed to occupational socialization theory. The exploratory research reported here is informed by such theory and is designed to contribute to it. Questionnaires were completed by 55 undergraduates upon entry into several undergraduate majors. In addition to conventional data about each recruit’s biography and physical activity background, teacher education recruits were compared with recruits in other majors. Attention was given to several career concepts (e.g., career map, career contingency, internal career) and differences between early and late deciders. One important finding, which differed from previous work, was that some teacher education recruits viewed learning as the primary purpose of school physical education programs. This finding is encouraging, given the “busy, happy, and good” orientation found in previous studies of undergraduate teacher education majors.

scholarly journals Infusing Multicultural Education into the Curriculum: Preparing Pre-Service Teachers to Address Homophobia in K-12 Schools

2015 ◽  
Vol 17 (3) ◽  
pp. 107 ◽  
Author(s):  
Joseph R. Jones
Keyword(s):  
Teacher Education ◽  
Multicultural Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Instructional Activities ◽  
K 12 ◽  
Undergraduate Teacher Education

<p>This article discusses the role multicultural education can play in addressing homophobia in K-12 schools. The author explores the lack of multiculturalism courses in undergraduate teacher education programs. To address the lack of multiculturalism courses, three instructional activities are offered that faculty in teacher education programs can implement as effective methods for preparing pre-service teachers to address homophobia.</p>

scholarly journals Teacher Education: An Adaptive Response to the Movement to Online Instruction

2020 ◽  
Vol 4 (1) ◽  
pp. 30-34
Author(s):  
Robert Ceglie
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Online Instruction ◽  
The United States ◽  
Teacher Education Programs ◽  
Rapid Changes ◽  
Teacher Training Programs ◽  
Additional Support ◽  
Current Student ◽  
K 12

The COVID-19 pandemic impacted teacher training programs, as the shift to online instruction sent waves through the K-12 public education system in the United States. Teacher education programs were found in situations where their current student teachers needed significant additional support to navigate the rapid changes in the means that instruction was provided in their schools. This essay provides some insight on how one university navigated this process and provides suggestions for training future teachers. Covid-19, online instruction, pre-service teachers, teacher education

scholarly journals FORMAÇÃO CONTÍNUA DE PROFESSORES DE EDUCAÇÃO FÍSICA FACE À PERSPECTIVA INCLUSIVA

2020 ◽  
Vol 20 (2) ◽  
Author(s):  
Milena Pedro de Morais ◽  
Maria João Carvalheiro Campos ◽  
Graciele Massoli Rodrigues
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Self Efficacy ◽  
Children With Disabilities ◽  
Education Majors ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Teacher Education Majors

A formação profissional contínua na Educação Física Escolar tem um papel essencial face à perspectiva inclusiva no sentido de subsidiar o professor para o desenvolvimento de atitudes positivas. Assim, o objetivo do presente estudo foi analisar a eficácia de um programa formativo nos níveis de Percepção da Competência e da Qualidade da Experiência de 29 licenciados em Educação Física, em processo de formação contínua, estudantes do 1º ano do curso de Mestrado em Ensino da Educação Física nos Ciclos Básico e Secundário da Faculdade de Ciências do Desporto e Educação Física da Universidade de Coimbra, Portugal. Aplicou-se a Escala de Autoeficácia na Educação Física Inclusiva, sendo a versão portuguesa do questionário Self-Efficacy Scale for Physical Education Teacher Education Majors towards Children with Disabilities em dois momentos distintos, antes e após a realização de uma ação formativa. Os resultados apontam que os participantes demonstram níveis elevados tanto para a Percepção da Competência quanto da Qualidade da Experiência após a realização da ação formativa. Conclui-se que as ações de formação contínua na perspectiva inclusiva são, portanto um importante caminho a ser trilhado a fim de capacitar o professor para o atendimento à diversa demanda escolar em contexto inclusivo.   Recebido em: 19/12/2019Reformulado em: 20/12/2019Aceito em: 20/12/2019

Flipping the Classroom in a Teacher Education Course

2014 ◽  
pp. 145-162 ◽  
Author(s):  
Patricia Dickenson
Keyword(s):  
Teacher Education ◽  
Flipped Classroom ◽  
The United States ◽  
Project Based Learning ◽  
Preparation Programs ◽  
Traditional Course ◽  
Class Time ◽  
University Preparation ◽  
K 12

Teacher education preparation programs prepare pre-service teachers for K-12 classrooms. In order to best prepare pre-service teachers, higher education institutions must be cognizant of the changes that are occurring in today’s K-12 classes. The flipped model is an approach to instruction where direct instruction and lecture is viewed at home and class time is used for collaboration and project-based learning. This approach to instruction is becoming increasingly popular in primary and secondary education classrooms throughout the United States. It is important to examine how a flipped classroom approach may influence pre-service teachers in a university preparation program. This chapter explores a case study that examined the flipped classroom in a teacher education course compared to a traditional course.

Collaboration for Music Teacher Education between Higher Education Institutions and K-12 Schools

1995 ◽  
Vol 43 (1) ◽  
pp. 47-59 ◽  
Author(s):  
M. Kent Gregory
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Music Education ◽  
Higher Education Institutions ◽  
Education Institution ◽  
The United States ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Music Faculty ◽  
K 12

This study's purpose was to investigate the extent and nature of collaboration for music teacher education between K—12 schools and higher education institutions across the United States. A survey was used to gather data from a stratified random sample (n = 204) of the 813 higher education institutions offering music education degrees. The findings indicated that 96.77% of colleges/universities collaborate with K—12 schools in some form, but the degree of collaboration varies widely. Higher education music faculty respondents reported a broad range of benefits to students, faculty, the higher education institution, and the K—12 schools. Communication, shared decision-making, funding sources, faculty rewards, trends, and reasons for collaboration were examined. An analysis of variance revealed significant relationships between the degree of collaboration and (a) the number of music education majors, (b) the institution's size, and (c) graduate study in music education.

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