Sentences with phrase «preservice teacher expectations»
Analysis of their posts and comments illuminated preservice teacher expectations for science teaching roles and how preservice teachers applied their expectations when commenting on their peers.
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BOX 14, I -1-4; 30188578 / 734260 Slides Plus Audiotape - SAPA II, Orientation Filmstips, AAAS, «The Integrated Process», Filmstrip 4, 1974 SAPA II, Orientation Filmstrips, AAAS, «Measuring», Filmstrip 3, 1974 Plus Audiotape - SAPA II, Orientation Filmstrips, AAAS, «Teaching Strategies», Filmstrip 3, 1974 Plus Transcript of orientation tape - SAPA II, Orientation Filmstrips, AAAS, «The Basic Processes of Science», Filmstrip 2, 1974 «Laboratory Exercises for Use in a College Science Course for Non-Science Majors» - by James Wallace Cox, 1970 «A Process Approach to Learning, Supplementary Manual», based on SAPA developed by AAAS, by Ruth M. White, 1970 «Science Process Instrument, Experimental Edition», COSE, 1970 «Preservice Science Education of Elementary School Teachers - Guidelines, Standards and Recommendations for Research and Development» report, Feb. 1969 (4 Folders) «Preservice Science Education of Elementary School Teachers - Preliminary Report», Feb. 1969 «An Evaluation of Elementary Science Study as SAPA» by Robert B. Nicodemus, Sept. 1968 «SAPA - Purposes, Accomplishments, Expectations», COSE, AAAS (Brochure reported in Nov. 1968, 1970), 1967 (3 Folders) «The Psychological Bases of SAPA», COSE, 1965 «Guidelines and Standards for the Education of Secondary School Teachers of Sciecne and Mathematics» bookley, AAAS and the National Association of State Directors of Teacher Education and Certification «Career Opportunites in the Sciences» brochure, compiled by the Office of Opportunites in Science Slides and documentation - «Animal Eyes» and «Meterological Instruments», Fernbank Science Center, «An Integral Part of the DeKalb County School System» Slides and documentation - «Building Terrariums» and «What is my Age?»
A second concern was that of appropriate length for the entries, with preservice teachers questioning whether a reflection was «long enough» to meet the professor's expectations.
Although no specific length was required for the weekly reflections, the preservice teachers held certain expectations as to a suitable entry length, summarized by the response «I felt like it needed to be at least a page long.»
I support edTPA's role in setting and assessing clear, high expectations for preservice teachers need to know and do as they aim to enter the profession.
Given their stated lack of desire to teach social studies using the traditional methods they were exposed to as K - 12 students, one would expect that the preservice teachers» expectations of their methods course would be to radically alter their view of social studies and how to teach social studies.
How do the prior K - 12 social studies and technology experiences of preservice teachers affect their perceptions of social studies, teaching social studies, integrating technology into social studies, and their overall expectations of a social studies methods course?
Beliefs and expectations preservice teachers have regarding a particular content area, then, are likely to play a role in determining how technology will be used by them to enhance instruction.