Mathematical Explorations: A Different Perspective on the Multiplication Chart

2011 ◽  
Vol 16 (9) ◽  
pp. 562-568
Author(s):  
Shirley M. Matteson
Keyword(s):  
Preservice Teachers ◽  
Classroom Management ◽  
Instructional Strategies ◽  
Middle Level ◽  
Number Concepts ◽  
Management Issues

As an eductor of middle-level preservice teachers, I look for ways to introduce, explore, and assess students’ understandings of number concepts. I use manipulatives to model both instructional strategies and classroom management issues for these preservice teachers.

scholarly journals Implementation of Microteaching in Special Teaching Methods I And II Courses: An Action Research

2019 ◽  
Vol 12 (10) ◽  
pp. 89 ◽  
Author(s):  
Ayşe Feray Özbal
Keyword(s):  
Preservice Teachers ◽  
Action Research ◽  
Classroom Management ◽  
Teaching Methods ◽  
Teaching Method ◽  
Lesson Plan ◽  
Research Process ◽  
Structured Interviews ◽  
Video Recordings ◽  
Management Issues

The aim of this study is to implement micro teaching method in Special Teaching Methods I and II courses in order to teach preservice teachers how to make lesson plans and help them gain experiences in classroom management issues; i.e. to improve their teaching skills. The study was designed according to the principles of action research. Pre-service teachers carried out micro teaching sessions during the fall and the spring term as a requirement of Special Teaching Methods I and II courses. The research process started at the beginning of each term. In the first 7 weeks, the instructor provided preservice teachers with theoretical knowledge about special teaching methods. The practice phase started after the mid-term exams, in which the participants were divided into groups and taught lessons on predetermined topics by using micro teaching methods. The teaching practices were video recorded. The data of the study were obtained from video recordings of the micro teaching sessions, the semi-structured interviews conducted with the participants and the learner diaries. A total of 40 preservice teachers participated in the study; however, the data from 10 participants were used in the analysis. The results revealed that preservice teachers gained experience in teaching and improved their teaching, classroom management, and lesson plan preparation skills thanks to this implementation.

Engaging Pre-Service Teachers in Virtual Field Experience During COVID-19

2021 ◽  
Vol 19 (3) ◽  
pp. 14-32
Author(s):  
Zeina Hojeij ◽  
Sandra Baroudi
Keyword(s):  
Preservice Teachers ◽  
Classroom Management ◽  
United Arab Emirates ◽  
Field Experience ◽  
Teaching Experience ◽  
Delivery Mode ◽  
Management Skills ◽  
Online Delivery ◽  
Face To Face ◽  
Virtual Field

Due to the COVID-19 pandemic, universities have moved rapidly to transition of various courses and programs from face-to-face to online delivery mode. Involving pre-service teachers in the virtual field experience remained almost impossible. In the United Arab Emirates, however, a small cohort of four pre-service teachers have completed their teaching practicum online for the first time. Therefore, this study aimed to explore the effectiveness of virtual practicum placement and its impact on developing preservice teachers' teaching practices, classroom management skills, and the use of online resources. A qualitative approach was employed for data collection including open-ended interviews, journal entries, and written reflections under guided reflective categories to uncover participants' perceptions about their virtual teaching experience. Findings revealed the significant role of the mentor and suggested a framework for effective virtual field experience.

Incorporating Social Justice Into Science Teacher Education Courses

2020 ◽  
pp. 208-224
Author(s):  
Seema Rivera ◽  
Amal Ibourk
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Teacher Preparation ◽  
Science Teacher ◽  
Instructional Strategies ◽  
Teacher Educators ◽  
Science Teacher Education ◽  
Teaching For Social Justice ◽  
Education Courses

In this chapter, the authors cover the importance and challenges of incorporating teaching for social justice in science teacher education courses. The chapter starts by providing an overview of the literature on social justice, specifically in science education, and define the terms social justice, equity, and diversity. Then, the authors, who are teacher educators from under-represented groups, share their own experiences about what led them to do social justice work. In addition, the authors present examples from their courses with their preservice teachers and instructional strategies they used. The chapter concludes with recommendations of ways in which we might consider implementing social justice practices in teacher preparation courses.

Teacher Identity, Growth Mindset, and Agency

2022 ◽  
pp. 119-135
Author(s):  
Diane LaFrance ◽  
Lori Rakes
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Retention ◽  
Classroom Management ◽  
Reflective Practice ◽  
Teacher Identity ◽  
Teaching Profession ◽  
Growth Mindset ◽  
Teacher Education Programs ◽  
Education Programs

This chapter discusses the problem of teacher retention as it relates to handling the unexpected, whether it be meeting the needs of all learners, classroom management, or any other problem teachers may encounter. The authors propose that teacher education programs can support the growth of preservice teachers by helping them to develop teacher identity early in their learning through experiences and autonomy. In addition, preservice teachers should develop a growth mindset to promote agency when encountering learning obstacles and to engage in reflective practice. By identifying as teachers, allowing themselves to grow, and being proactive in searching for ways to improve their practice, preservice teachers can better prepare themselves for the reality of teaching and, hopefully, remain in the teaching profession.

Improving Classroom Management Issues by Asking Questions: Part 2

2019 ◽  
Vol 33 (2) ◽  
pp. 79-82 ◽  
Author(s):  
Tiger Robison
Keyword(s):  
Classroom Management ◽  
Self Efficacy ◽  
Asking Questions ◽  
Self Knowledge ◽  
Management Issues

Asking questions is one of the most immediate ways to help students reflect on their own actions, which is a technique that is often overlooked in favor of a teacher’s direct commentary. This column, the fourth in a series about classroom management and the second on the particular topic of asking questions, contains four more specific questions with which to prompt students before and/or after behavioral incidents. Each of these questions stem from four sources of self-knowledge that form the basis of self-efficacy. There are practical uses of these questions and explanations of their connections to the larger construct of self-efficacy in this column, along with suggestions for further reading.

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