Sentences with phrase «preservice teachers involved»

Not exact matches

This could involve using a pre-made checklist of gifted characteristics, which the preservice teachers could complete while in classrooms.

This is quite understandable, both from the point of view of the collaborating teacher, who wants to make sure they get involved, and from the point of view of the preservice student, who is equally as anxious to test his or her mettle.

Extending from that work, we have developed other multimedia case studies for use with preservice and in - service teachers.1 This paper is focused on the development of one case involving issues of team teaching and integrating mathematics and science through a design project, including the following: (a) the development of the case, (b) lessons learned by the teachers and teacher educators through the development and use of the case, and (c) ways this case fits into the larger picture of what we have learned about the use of multimedia case studies.

This set of issues and the set of issues involving the gap between educational research on student learning and changes in teachers» practice have led us to develop, use, and investigate the use of multimedia case studies to support the professional development of preservice teachers.

One set involves the complexities and difficulties of field placement experiences for preservice teachers: (a) having good field placements, (b) understanding what is happening in the classroom, and (c) having a common experience to share with their peers.

Data analysis involved an examination of the work samples (140 elementary and 204 secondary) for specific examples of preservice teachers» use of technology for instruction with their K - 12 students and also for examples of technology use by K - 12 students themselves.

Preservice and inservice teachers, college professors, school - based administrators, curriculum directors, subject - matter specialists, staff developers, and personnel involved in assessment and evaluation can benefit from these practical and proven ideas and resources.

The video annotation activity involved preservice teachers viewing short (1 - 2 minute) video clips edited from authentic classroom videos and then annotating, or coding, the video clips with time - code referenced comments.

Video annotation activities typically involve preservice or in - service teachers coding video recordings of themselves delivering classroom lessons.

A key part of the project involved observing preservice teachers in inquiry sequences, or interchanges, where they helped students explore and better understand a topic.

However, while video - based self - observation is challenging for many developing teachers, it is also becoming more important, as assessment of both preservice and in - service teachers increasingly involves classroom video evidence (Hannafin, Shepherd, & Polly, 2010).

Specifically, a study that focused on the LLMT course described above and involving a larger sample of preservice teachers than the current study found significant group differences on several measures.

Throughout the final decade of the Twentieth Century, educators involved with the preparation of new teachers have repeatedly recognized the need for a strong technology component for preservice programs and have experimented with a variety of learning models that integrated technology (e.g., Beichner, 1993; Carr, 1992; Falba, Strudler, Bean, Dixon, Markos, McKinney, & Zehm, 1999; Munday, Windham, & Stamper, 1991; Rodriguez, 1996; Smith, Houston, & Robin, 1994; Thompson, Schmidt, & Hadjiyianni, 1995; Willis, 1997).

One preservice teacher explained, «I thought it would be the easiest way for both parties involved to access the journals.»

One major issue involves the types of models preservice teachers are exposed to in their field placement experiences.

Initially, the two faculty members involved in the project were instructed by technology staff at the same time as preservice teachers.

The two faculty members involved in the project placed an emphasis on finding commonalities with students in ways that open up the possibilities for authentic dialogues in which both preservice teachers and host students engaged freely with each other while maintaining a particular focus on objectives or goals.

The two faculty members involved in the project, committed to improve pedagogical and curricular approaches each semester, were motivated by their belief that virtual field experiences could provide the practical insights necessary for preparing preservice teachers for instruction in diverse settings, particularly for teacher education programs located in predominantly white and rural settings.

Personalization, dialogue, and praxis among preservice teachers, then, involved taking action based on reflection that also had enfolded within it a commitment to the well being of students, a search for understanding, and a respect for others.

Virtual field experiences enabled preservice teachers to understand that teacher practices involve ethical considerations and moral questions that impact students in ways that might not be immediately understood.

To encourage preservice teachers to develop reciprocal relationships that involve an exchange of knowledge and resources with students, teachers, and administrators.

Another example involved preservice teachers who raised money and, in consultation with the host teacher via email (conducted directly with the host teacher without faculty involvement), purchased a set of reference books for the host classroom, additional books for the school library, and supplies for the host teacher (they had found that the teacher was spending over $ 500 per year of her own money on class materials).

The following section further describes each of the three strands of Freirian thought, along with practical examples of their role in informing preservice teachers of the complexities of multicultural practices while involved in virtual field experiences.

In order to improve the reflective practice of preservice teachers before they enter their internships and the teaching profession, a team of education faculty members at a large, private, not - for - profit university in the southeastern United States opted to create an in - house simulation to enhance teacher candidate awareness of real world situations involving diversity they may encounter as future teachers.

The second approach of guided video viewing involved preservice teachers reading experts» written observations while viewing the same video clips used in video coding but not writing their own observations.