Forum on teacher preparation: Preservice teachers clarify mathematical percepts through field experiences

1969 ◽  
Vol 16 (8) ◽  
pp. 643-645
Author(s):  
Malcolm D. Swan ◽  
Orville E. Jones
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Social Science ◽  
Field Experiences ◽  
Direct Experience ◽  
The World ◽  
Mathematical Problems ◽  
And Mathematics ◽  
Source Materials ◽  
Do So

Among the educational objectives for teaching social science and mathematics is that of developing the pupil's ability to understand the world in which he lives. Included in this ability is the development of percepts—commonly referred to as mental images—relating to distance, weight, height, volume, temperature, etc. If this objective is to be achieved, the teacher should provide pupils with experiences that will help them develop such understandings. Some teachers believe it almost impossible to do so without direct experience, while other teachers assume that pupils develop sufficiently adequate images through solving mathematical problems found in textbooks and other written source materials.

Early Childhood Teachers

2011 ◽  
pp. 126-150 ◽  
Author(s):  
Kevin Thomas ◽  
Kathleen Spencer Cooter
Keyword(s):  
Early Childhood ◽  
Teacher Preparation ◽  
Teacher Training ◽  
Early Childhood Teachers ◽  
Field Experiences ◽  
Technology Training ◽  
Google Earth ◽  
Virtual Manipulatives ◽  
Mathematics Classrooms ◽  
And Mathematics

This chapter reviews the state of technology training for early childhood educators in teacher preparation institutions across the country. Using NCATE and NAEYC standards as benchmarks of practice, the chapter outlines some current issues and research on technology training at the preservice level, such as course sequence, textbook choice, content infusion, field experiences, et cetera. The chapter also outlines three technologies, Web 2.0, Google Earth, and the virtual manipulatives that are accessible, free to users, require little teacher training, and have evidence to support their instructional benefits. These three well-developed technologies can easily be introduced to students and teachers as exemplars of constructivist pedagogical technology in early childhood science and mathematics classrooms. Activities using each are included.

Should we really ReORIENT?

Itinerario ◽  
1998 ◽  
Vol 22 (3) ◽  
pp. 19-38 ◽  
Author(s):  
Peer Vries
Keyword(s):  
Social Science ◽  
Global Economy ◽  
World History ◽  
Modern World ◽  
The World ◽  
History Of ◽  
The Subject ◽  
Do So

Andre Gunder Frank's latest work, ReORIENT: Global Economy in the Asian Age definitely is a book with a message. Its author sets out to challenge what according to him are the received opinions in historiography and social science on the making of the modern world. He does so relentlessly and overturns the ideas of such influential scholars as Marx, Weber, Polanyi, Rostow, Braudel and Wallerstein. As a matter of fact, of almost everybody who has ever touched upon the subject. All these misled if not downright misleading scholars are thought to suffer from Eurocentrism. Which of course is a Bad Thing. Frank uses the word to refer to people who profess to tell the history of the world but do so by preponderantly gazing at their European navel, unduly magnifying Europe's uniqueness and role in world history.

Learning to Theorize from Practice

2017 ◽  
pp. 34-47
Author(s):  
Thomas E. Hodges ◽  
Heidi Mills ◽  
Brett Blackwell ◽  
Julius Scott ◽  
Sally Somerall
Keyword(s):  
Preservice Teachers ◽  
Teacher Candidates ◽  
Classroom Practice ◽  
English Language ◽  
Meaning Making ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Early Career ◽  
Methods Courses ◽  
And Mathematics

Too often, university methods courses privilege theory and expect teacher candidates to imagine what it means for classroom practice. This chapter illustrates the power of innovative methods courses with embedded field experiences because they are designed to offer intentional and systematic opportunities for teacher candidates to theorize from practice each and every class period. Using as an example Brett, a former teacher candidate and now early career 2nd grade teacher, we illustrate Brett's meaning-making of classroom based experiences both within the teacher education program and into her own classroom as we describe the design of English-language arts and mathematics methods courses for preservice teachers that leverage embedded field experiences.

Learning via Teaching: Examples of Mediated Field Experiences in Early Coursework of Pre-Service Teachers

2019 ◽  
pp. 48-53
Author(s):  
Esther Billings ◽  
Lisa Kasmer
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Student Teaching ◽  
Professional Education ◽  
Educational Experiences ◽  
Field Experiences ◽  
Learning Cycle ◽  
Core Practices ◽  
K 12

Twenty years ago, Ball and Cohen (1999) described a vision for practicebased professional education in which teachers’ learning is situated within practice. We have purposefully designed practice-based educational experiences early in teacher preparation coursework around McDonald et al.’s (2013) learning cycle to include mediated field experiences. Such experiences are structured to explicitly connect coursework and fieldwork and are organized around core practices; preservice teachers (PSTs) deepen their learning of mathematics and ways to teach mathematics by doing the work of teachers within authentic K-12 classroom settings. In this paper we describe examples of mediated field experiences structured on McDonald et al.’s (2013) learning cycle that occur early in PSTs' coursework, prior to student teaching.

scholarly journals Practicing Imagination and Activism in Literacy Research, Teaching, and Teacher Education: I Still Don’t Know How to Change the World With Rocks

2020 ◽  
Vol 69 (1) ◽  
pp. 79-98
Author(s):  
James V. Hoffman
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Historical Perspective ◽  
Sense Making ◽  
Research And Practice ◽  
Know How ◽  
Teacher Decision Making ◽  
Policy Environments ◽  
The World ◽  
Literacy Research

This address focuses on research and practice in the preparation of preservice teachers in literacy. I begin with an examination of the constructs of practice, activism, and imagination from an historical perspective. Next, I report on two initiatives in field-based literacy teacher preparation. The first initiative engages preservice teachers with inquiry as a curriculum stance. The second initiative engages preservice teachers as researchers with attention to research as too both for professional knowledge and for resistance to contentious policy environments that constrain teacher decision making. Finally, I argue for the need to become more inclusive within our community and to shift our stance from teachers as receivers of knowledge to teachers as participants in the sense-making process around practice.

Reflections on Local Population Studies and Social Science History

2018 ◽  
pp. 43-51
Author(s):  
Osamu Saito
Keyword(s):  
Social Science ◽  
Population Studies ◽  
Local Population ◽  
Local Source ◽  
Personal Reflection ◽  
Social Scientists ◽  
Science History ◽  
Social Science History ◽  
The Relationship ◽  
Source Materials

This personal reflection of more than 40 years' work on the supply of labour in a household context discusses the relationship between social science history (the application to historical phenomena of the tools developed by social scientists) and local population studies. The paper concludes that historians working on local source materials can give something new back to social scientists and social science historians, urging them to remake their tools.

Thinking in Action and Beyond

2018 ◽  
Author(s):  
Terezinha Nunes
Keyword(s):  
Hard Of Hearing ◽  
Inverse Relation ◽  
Teaching Approaches ◽  
Multiplicative Reasoning ◽  
Mathematical Concepts ◽  
Logical Organization ◽  
The World ◽  
Mathematical Problems ◽  
Addition And Subtraction ◽  
Learning By Imitation

Before children learn to use language, they learn about the world in action and by imitation. This learning provides the basis for language acquisition. Learning by imitation and thinking in action continue to be significant throughout life. Mathematical concepts are grounded in children’s schemas of action, which are action patterns that represent a logical organization that can be applied to different objects. This chapter describes some of the conditions that allow deaf or hard-of-hearing (DHH) children to learn by imitation and use schemas of action successfully to solve mathematical problems. Three examples of concepts that can be taught by observation and thinking in action are presented: the inverse relation between addition and subtraction, the concepts necessary for learning to write numbers, and multiplicative reasoning. There is sufficient knowledge for the use of teaching approaches that can prevent DHH children from falling behind before they start school.

The Challenge of Sustaining Peace

2018 ◽  
Author(s):  
Necla Tschirgi ◽  
Cedric de Coning
Keyword(s):  
Human Rights ◽  
Security Council ◽  
Original Design ◽  
Entire Spectrum ◽  
The World ◽  
Effective Instrument ◽  
International Peacebuilding ◽  
Do So

While demand for international peacebuilding assistance increases around the world, the UN’s Peacebuilding Architecture (PBA) remains a relatively weak player, for many reasons: its original design, uneasy relations between the Peacebuilding Commission and Security Council, turf battles within the UN system, and how UN peacebuilding is funded. This chapter examines the PBA’s operations since 2005, against the evolution of the peacebuilding field, and discusses how the PBA can be a more effective instrument in the UN’s new “sustaining peace” approach. To do so, it would have to become the intergovernmental anchor for that approach, without undermining the intent that “sustaining peace” be a system-wide responsibility, encompassing the entire spectrum of UN activities in peace, security, development, and human rights.

Jude the Obscure

2008 ◽  
Author(s):  
Thomas Hardy
Keyword(s):  
Working Class ◽  
Critical Edition ◽  
The World ◽  
The University ◽  
Jude The Obscure ◽  
Do So

Wherefore is light given to him that is in misery, and life unto the bitter in soul?' Jude Fawley, poor and working-class, longs to study at the University of Christminster, but he is rebuffed, and trapped in a loveless marriage. He falls in love with his unconventional cousin Sue Bridehead, and their refusal to marry when free to do so confirms their rejection of and by the world around them. The shocking fate that overtakes them is an indictment of a rigid and uncaring society. Hardy's last and most controversial novel, Jude the Obscure caused outrage when it was published in 1895. This is the first truly critical edition, taking account of the changes that Hardy made over twenty-five years. It includes a new chronology and bibliography and substantially revised notes.

A Movement to Preserve Social Science Source Materials

1933 ◽  
Vol 39 (1) ◽  
pp. 49-62
Author(s):  
Augustus Frederick Kuhlman
Keyword(s):  
Social Science ◽  
Source Materials
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