Sentences with phrase «preservice teacher decision»

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Some of the preservice teachers» decisions occurred prior to instruction, such as those associated with planning lessons, sequencing activities, and selecting iPad apps.

The primary purpose of the study was to identify the decisions that preservice special education teachers made and the types of knowledge they used when making these decisions as they integrated iPad apps into lessons with students who had mild disabilities.

In this section, we describe the types of teaching decisions the preservice teachers made, identify the kinds of knowledge underlying those decisions, and convey participants» perceptions regarding the implementation of iPad apps during the lessons.

In these cases, the preservice teachers based their decisions on their knowledge of behavior management tactics in conjunction with observations of students» social and technical skills while using an app.

Some studies have investigated preservice teachers» emerging TPACK while making decisions about using technology in various content areas during field experiences in general education settings.

The preservice teachers demonstrated decision - making based upon TPK when they made statements that reflected instructional or management decisions without specifically referencing students» content knowledge.

Furthermore, the preservice teachers blended components of this specialized knowledge to make in - the - moment teaching decisions when integrating technology into tutoring sessions.

While some students were found to demonstrate a constructivist approach to decisions about ratios / proportions, the authors concluded, «The extent to which the preservice teachers could make plans consistent with constructivism was highly variable» (Kim & Sharp, 2000, p. 328).

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

Our analysis suggests that the preservice teachers drew upon two main categories of combined knowledge when making decisions.

These decisions occurred in the context of three - way interactions among the preservice teachers, students, and technology.

Since the fit between the apps and the students» needs, abilities, and instructional goals was not always just right, the preservice teachers made in - the - moment decisions that tapped various dimensions of TPACK to promote student success.

Our findings suggest that technology - integrated fieldwork in a special education setting allows preservice teachers to experiment with technology and make decisions that utilize various dimensions of TPACK when planning and implementing lessons.

Investigating and measuring preservice elementary mathematics teachers» decision about lesson planning after experiencing technologically - enhanced methods instruction.

Preservice Teachers» Decision Making.

Other studies of preservice teachers» decision making have used the TPACK framework as a basis for understanding their choices when completing design tasks during educational technology courses or during fieldwork experiences in general education classrooms.

The technology, pedagogy, and content knowledge (TPACK) model offers a framework that teacher educators can use to determine how to help preservice special education teachers learn to make effective decisions regarding integrating technology into instruction (Lyublinskaya & Tournaki, 2014; Tournaki & Lyublinskaya, 2014).

Some preservice teachers made decisions to adjust instruction when an app was either too difficult or not sufficiently challenging in relation to students» content knowledge and skill level.

The analysis focused on instructional decisions and the underlying knowledge that the preservice teachers used when making them.

We also present a model illustrating the knowledge domains that contributed to preservice teachers» decisions.

The preservice teachers» decisions primarily reflected either a combination of their developing technological and general pedagogical knowledge (TPK) or the intersection of technological and pedagogical content knowledge (TPACK).

The current study focused on how preservice teachers» instructional decision - making reflected the use of TPACK components in an elementary - level special education setting.

The preservice teachers made various decisions to provide elements of explicit instruction to support use of an app.

While it is a worthwhile goal to train preservice teachers as «savvy consumers of technology,» teachers are rarely in positions of authority to make purchasing decisions and are often limited by acceptable use policies set at the district level, including filters and insufficient technology support and maintenance or access to computer labs.

If preservice teachers were to view only the classroom videos that are part of this case study, they would not be privy to the changes and decisions the teachers made as a result of prior experiences gained from teaching the lesson in similar situations.

Teachers make many decisions each day, and their reasons for making particular choices are not always immediately clear to preservice tTeachers make many decisions each day, and their reasons for making particular choices are not always immediately clear to preservice teachersteachers.

The preservice teachers were viewing and discussing the case study entitled Making Weighty Decisions (Bowers et al., 2000), a 4 - day lesson sequence in an eighth - grade mathematics class in an urban public middle school.

Through discussion questions in the facilitator guide and links in the issues matrix, we hope to focus preservice teachers» attention on (a) the need to understand the larger context in which a lesson or lessons occur, (b) the tensions that are inherent in teacher decision making, and (c) the discrepancies that can occur between teacher beliefs and practice in the midst of making instructional decisions.

School days and class periods are not designed to accommodate the preservice teacher and mentor teacher taking time to sit down and discuss the reasons behind the choices and decisions the teacher made during the lesson.

Making a decision because a form of technology is the easiest choice seems to limit preservice teachers» experiences with and understanding of technology during their teacher preparation.

A multimedia case study can allow preservice teachers to observe and understand these tensions by hearing the teacher's reflections on the lessons, as well as seeing teacher decisions in action during the classroom video segments.

Instead, we will discuss preservice teachers» use of a different multimedia case study — the Making Weighty Decisions case.

Research findings consistently suggest that preservice teachers should experience courses that integrate assistive technology early in the teacher preparation process so that they have time to develop the knowledge, skills, and dispositions necessary to make informed instructional decisions and contribute to the IEP processes (Alobiedat, 2005; Anderson & Petch - Hogan, 2001; Bausch & Hasselbring, 2004; Edyburn & Gardner, 1999; Maushak, Kelley, & Blodgett, 2001; Michaels & McDermott, 2003).

Her research focuses on reading comprehension instruction, the instructional decisions and beliefs of preservice and inservice teachers, and the assessment and diagnosis of struggling readers.

Teacher knowledge about technology integration: An examination of in - service and preservice teachers» instructional decision - making.

The diversity simulation was designed to prepare preservice teachers to make critical decisions during their student - teaching internship and, ultimately, within their profession.

The activity itself provides preservice teachers with a model of teaching and learning strategies that they can utilize in their future classrooms — including empathetic role - playing, historical think - alouds, and group decision - making.

When preservice teachers then practice these principles by designing and presenting lessons to their classmates, they synthesize what they have learned to make decisions about the role of technology in the lesson development and the ways in which it will influence student learning.

These principles can be taught, modeled and reinforced with preservice teachers to support their instructional decisions when they enter the classroom.

An ongoing dialectic between action and reflection helped preservice teachers understand that decision - making is often situational and that there exists no preformed knowledge base to guarantee that the right means will always provide an appropriate end in a particular situation.

Using the teacher cognition scholarship of Shulman (2004), the study suggests that the preservice teachers» enumerated knowledge sources are vital in tracing teachers» decisions.

By developing content knowledge through Internet resources, preservice teachers not only could deepen their profound understanding of mathematics but also become capable of making instructional decisions that lead to meaningful activities and real - world experiences for the students in their future classrooms.

As Badiee and Kaufman (2014) indicated, a simulated environment provides a platform for preservice teachers to make critical classroom decisions without experiencing the consequences that might occur in a real classroom environment.

Several survey items focused on how the preservice teachers came to a decision regarding the issue presented to them.

One of the values and beliefs of the undergraduate teacher education faculty included having the preservice teachers think conceptually and critically so that they make effective decisions in the classroom and display effective professional judgment.

Preservice teachers can experiment without the risk of consequences they might normally face if their classroom decision takes an ineffectual or even chaotic turn viewed by a university supervisor or cooperating teacher.

The intervention selected by the preservice teachers invoked an outcome, and the scenario played out so the preservice teachers understood how the decisions they make affect themselves and others.

Additionally, we wanted to determine what approaches the preservice teachers used to address the issue at hand and how they came to a decision on a resolution to the specific issue.

Many times seeking guidance or input from other peers is important when making decisions, and the preservice teachers enrolled in this course began to acknowledge this fact.

Upon exiting the course, these preservice teachers believed this modeling would make them more capable of making thoughtful decisions regarding when and when not to use technology - enhanced methods in their teaching.