Sentences with phrase «preservice teacher researcher»

Coach Higher Education Instructor Preservice Teacher Researcher Technical Assistance Provider

General Education Classroom Teacher Parent Preservice Teacher Researcher School Administrator Special Education Teacher

General Education Classroom Teacher Preservice Teacher Researcher School Administrator Special Education Teacher

Not exact matches

«What we want to do is provide a guide for researchers who want to investigate STEM teacher preservice education,» said Yolanda George, deputy director of the AAAS Education and Human Resources Programs, adding that the resulting information would be disseminated «as widely as possible» throughout the education field.

The SIOP may be used as part of a program for preservice and inservice professional development, as a lesson planner for sheltered content lessons, as a training resource for faculty, and as an observation and evaluation instrument for site - based administrators and researchers who evaluate teachers.

In one such study, the researchers analyzed preservice teachers» rationales for technology - integration decisions while taking an educational technology course.

In another study, researchers conducted a cross-case analysis of four preservice teachers who implemented technology in grade 4 - 8 science, social studies, or math lessons, with support and feedback from mentors during a seven - week practicum (Jaipal & Figg, 2010).

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.

The researchers use a meta - ethnography to synthesize qualitative data from multiple studies focusing on technology training for preservice teachers to make new interpretations of the data.

Although our study was intended as a 1 - year proof - of - concept research design, we have demonstrated sufficiently positive results for other researchers to pursue longitudinal investigations that track preservice teacher behaviors into their first few years of practice.

In this paper the researchers explained how they used the Substitution, Augmentation, Modification, Redefinition framework as a guide for analyzing the ways preservice English and social studies teachers used technology while completing their internship and reported those findings.

These preservice teachers completed a required two - term instruction and technology course, taught by the primary researcher in this study.

For over a decade, leaders and researchers in technology use have been criticizing teacher education programs for inadequately preparing preservice teachers to integrate technology into instruction with their students.

The researchers found that preservice teachers in the program «learn [ed] to embed the use of these tools within inquiry - based activities» (p. 58).

The video annotation methods developed by teacher education researchers have shown great promise for guiding sophisticated analysis of self - video by late - stage preservice teachers and in - service teachers.

The similarity of perceptions of the middle school students to those of the preservice teachers, combined with the contrast in the perceptions of teacher educators and NSF project leaders and evaluators, causes us as researchers to wonder why and whether this is a new phenomenon or if it may have always been this way.

For example, in a recent study of preservice teachers» conceptions of lunar phases, researchers reported pre - to postinstructional gains in scientific conceptions of more than 80 % for participants who used an astronomy simulation in the context of inquiry instruction (Bell & Trundle, 2008).

Many researchers and teacher educators believe that the best opportunity for preservice teachers to strengthen TPCK and, thus, practice effective strategies for integrating technology into their teaching occurs through authentic classroom experiences, such as field - based practicum activities, teaching internships, and student teaching.

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.

These researchers surmized that «preservice teachers perceive their own behaviour to be highly affected by their important referents» (p. 136).

Other researchers have also found similar high usage of ICTs by preservice teachers (e.g., Caruso & Kvavik, 2005; Iding, Crosby, & Speitel, 2002).

In addition, the researchers explored preservice teachers» capacity to notice pedagogical and content knowledge features of the animations, asking them to reflect on alternate actions of the teacher while considering their previous experiences.

The researchers found that virtual IEP scenarios allowed preservice teachers of various backgrounds and locations to connect with one another to solve problems, despite the fact that they were participating in a distance teacher - education program.

Furthermore, researchers have promoted the idea of providing preservice teachers with opportunities to create, develop, implement, and evaluate instructional activities that incorporate technology skills (Brush et al., 2003; Howard, 2002; Kariuki & Duran, 2004).

As the instructor / researcher I was aware of the NETS - T and emphasized multiple uses of technology with the preservice teachers in this study.