Sentences with phrase «examining preservice»

Yerrick et al. (2005) recognized that «engaging preservice teachers in a process of recognizing children's ideas and examining preservice teachers» personal belief systems during their reflection on practice is a promising area of research for understanding how to make change among tomorrow's teachers» (p. 352).

Similarly, Schrader et al. (2006) examined preservice teachers» perceptions of video games, particularly massively multiplayer online games.

The results of this study, therefore, assume it is important to examine preservice teachers» experiences learning social studies, as well as their experiences learning to integrate technology when trying to determine how successful they will be at integrating technology into their future social studies teaching.

Not exact matches

In this study, I examined the experiences of a group of secondary preservice teacher candidates (N = 38) who followed various Twitter hashtags for 1 hour and then reflected upon these experiences in a brief written reflection.

A second key recommendation for researchers and teacher educators is to explore the use of Twitter and Twitter chats more holistically and longitudinally to examine the ways in which TCs actually continue their participation in various Twitter - based PLNs following their preservice teacher education coursework.

Harford, MacRuairc, and McCartan (2010) examined a similar video club model with 20 preservice science teachers, wherein the participants viewed and discussed a wider selection of teaching episodes selected by their peers.

Many studies that examine the differences between face - to - face conversations and exchanges on online discussion boards have investigated the experiences of adult populations, such as graduate students (Meyer, 2003; Wang & Woo, 2007) and preservice teachers (Larson & Keiper, 2002).

Teacher educators must explore with preservice teachers how digital technologies shape and are shaped by education and examine the deeper theoretical and pragmatic understanding of the core purpose of social studies to prepare civic life.

Within the methods courses, preservice teachers must feel supported yet challenged to play within and through the field of digital technologies and examine the opportunities to engage in the type of systematic literacy work that is required in the preparation of flexible and mindful citizens in the digital age.

This study examined the use of one online social networking tool, NING ™, in teacher education, highlighting preservice teachers» engagement and perceptions of the tool.

Preservice teachers will have the opportunity to examine some reasons for teaching with technology and may compare those reasons with their existing beliefs about the uses of technology in the classroom.

In this study, the authors examined the intersections between technology, pedagogy, and content through two social studies teachers» development from preservice to in - service teaching.

This study examines whether preservice teachers» experiences with video analyses during teacher preparation have long - lasting effects on their practices once they enter the profession.

This study examined the Facebook postings of preservice elementary teachers to determine the extent to which these postings are congruent with expected dispositions.

The purpose of this study was to examine the potential of asynchronous discussion forums (ADFs) as a medium to facilitate reflective thinking among preservice teachers.

Four separate approaches to employing digital video editing were examined with preservice and in - service teachers in an attempt to find common themes.

Recently, a study examined the development of TPACK in mathematics and science preservice special education teachers (Tournaki & Lyublinskaya, 2014).

The study employs a descriptive case study design to examine the transfer of preservice content, pedagogy, and video technology learning into teaching practice.

Though this multimedia case study can help teacher educators address other difficulties raised at the beginning of this paper — providing preservice teachers with quality field observations and providing them with a common experience to reflect upon together — our focus in this paper has been examining more closely lessons we have learned about how to provide preservice teachers access to the complexities of classroom teaching.

Situated in informal reflection (Shoffner, 2008), preservice English teachers» choice of a specific technology medium for reflective practice is examined for satisfaction with their choice and understanding of that medium's influence on their reflection.

In addition, ways multimedia case studies can engage preservice teachers in examining and understanding these issues are described.

In examining the frameworks that preservice teachers use to understand the practice of teaching, Cooney (1999) has highlighted the importance of examining the contexts through which teachers develop and use their knowledge.

Future research should further examine the nexus points among the enhanced TPACK model and identify specific knowledge and skills associated with each stage of the cyclic implementation system in a preservice teacher preparation program.

Figure 4 is a Force Field Analysis Diagram depicting a framework for preservice teachers to examine how technology integration factors (forces) can potentially address learning barriers for students with learning disabilities.

«Within the methods courses, preservice teachers must feel supported yet challenged to play within and through the field of digital technologies and examine the opportunities to engage in the type of systematic literacy work that is required in the preparation of flexible and mindful citizens in the digital age» (Hicks et al., 2014, para. 21 below «Cultivate and Support a Variety of Civic Practices with Technology»).

In addition to addressing these questions, the data from 344 preservice teacher work samples and 151 preservice teacher reflections were examined through the lens of the National Educational Technology Standards and Performance Indicators for Teachers (ISTE, 2000) and National Educational Technology Standards for Students: The Next Generation (ISTE, 2007).

This longitudinal 5 - year study examined work samples and reflections of 223 elementary and secondary preservice teachers in a graduate teacher education program.

Preservice teacher reflections were examined for examples of technology use throughout their student teaching field experience, not just during the instruction of the work sample.

This study examined work samples and reflections of 223 elementary and secondary preservice teachers in a graduate teacher education program.

Most research since 1995 about what English teacher candidates encountered in ELA methods courses centered on effective methods of teaching specific ELA content, developing an identity as an English teacher during the preservice period, and examining the methods course as a context or in the context of a larger program (Pasternak et al., 2014).

In order to provide preservice teachers with the exposure and experience they need to become comfortable with technology beyond productivity and social networking, teacher preparation programs must examine the best methods for providing the needed information, whether through modeling, explicit instruction, or collaboration during the practicum (Jones, Cunningham & Stewart, 2005; Keeler, 2008; West & Graham, 2007; Williams & Foulger, 2007).

The research question was designed to examine the experiences of preservice teachers who completed student teaching in dual settings, online and on campus.

The main purpose of this study was to determine preservice teachers» level of awareness of the NETS - T and the extent to which the curriculum goals of the examined teacher preparation program, core course objectives, and course activities influence this level of awareness.

While attitudes toward technology and actual use of technology in the classroom are both areas that have been examined, the concept of NETS - T recognition in teachers, either preservice or in - service, provides an opportunity for future studies.

Examining Teacher Technology Use Implications for Preservice and Inservice Teacher Preparation

Several studies have examined the use of this framework with both preservice and in - service teachers and have reported overall positive impact on teachers» abilities to attend to student thinking and use evidence of student thinking and learning to reason about the teaching - learning process (Krammer, Hugener, Frommelt, der Maur, & Biaggi, 2015; Santagata, 2010; Santagata & Angelici, 2010; Santagata & Guarino, 2011; Santagata et al., 2007).

I want to examine what happens when preservice teachers face less idealized versions of their teaching «selves.»

For example, Kennedy - Clark et al. (2011) examined the change of preservice teachers» perceptions of game - based learning.

More specifically, we examine video lessons of preservice science teachers and observe for instances of science content accuracy / inaccuracy, prediction and hypothesis testing, and number, rate, and frequency of science questions promoting deep thinking.

I was shown the way that point of view shapes understanding of the object of inquiry when I recently examined freehand maps of the world drawn from memory by a group of preservice teachers.1 As might be expected, the vast majority depicted North America in the center of the map and with a relatively high degree of accuracy and detail.

Some of the topics and tools preservice teachers have implemented with their students include using digital images and Google Earth to explore the Civil War and Reconstruction, using blogs and blogging to examine the issue of personal rights and freedoms, using video podcasts to examine issues of bias in global media reports of issues, and using Internet resources and video to explore changing political affiliations in post-World War II Europe.

After the instruction, we examined how our preservice teachers viewed the potential use of e-readers and e-text in their future classrooms.

Examining teacher technology use: Implications for preservice and inservice teacher preparation.

To further examine how preservice teachers develop their understanding of fraction division, I investigated the comparative efficiency of WBI and traditional teaching methods on their fraction knowledge.

The purpose of this activity is to allow preservice teachers to examine critically the resources available at their placement school, to obtain perspectives from teachers regarding effective uses of technology, and to determine the level of technology support available to teachers and how teachers access that support.

The purpose of this project was to examine how preservice science teachers viewed their use of e-readers and e-text prior to their science methods course and how or if these views changed after they were required to incorporate as a resource in their lesson planning.

Both teachers in this study valued the use of technology in their teaching, despite the limitations they faced, encouraging researchers to examine how best to prepare preservice English teachers to integrate technology into their instructional practice.

This research examined how online, asynchronously conducted discussions influenced and impacted preservice teachers» literacy understanding.

In particular, this study examined data collected from one group of preservice teachers to determine how they viewed the TI - 83 handheld device and how they used the handheld technology in their social studies teaching.

The purpose of this study was to examine the extent to which preservice elementary teachers were able to construct viable scientific models with a computer - modeling tool, namely Model - It, and design a science lesson with models.