Sentences with phrase «preservice teachers benefit»

Specifically, the preservice teachers benefited from their use in terms of supporting their development of scientific practices in the Framework (NRC, 2012) and believed the iPads were beneficial as tools that helped them carry out scientific practices.

Not exact matches

Benefits: Greater accountability; Drawing teachers focus on what skills need to be taught; Identification of students who have not reached expected benchmarks in reading and numeracy, supported by evidence and data; Improved preservice teacher training and teacher professional learning.

One way to begin teaching preservice teachers how to blog and the benefits of blogging could be through teaching blogging through mini-case studies, narrative descriptions of issues, problems, or concerns faced by teachers (Sykes & Bird, 1992).

By approaching this work through partnerships, O'Connor noted, the strategies and lessons benefit not only preservice teachers but also the school - based educators and UNCG faculty.

Such an experiment could determine if a causal link exists between connecting preservice teachers to online communities of praxis and the possible benefits of these environments, such as a disposition to colearning and reflective practice or increased content understanding and technology confidence.

By transferring our discussion to a public network comprising nearly 1,000 other social studies teachers, teacher educators, and preservice students, we hypothesized that our students would reap two kinds of benefits.

Responses to surveys and online forums indicated potential benefits of social networking in higher education with preservice teachers indicating that this tool enabled increased control of their learning.

In contrast, Lord and Lomicka (2014) reported the benefits of Twitter use in teacher education in terms of the formation of a community of practice among preservice and in - service language teachers.

In affinity spaces, mentorship is distributed across many people (Gomez, Schieble, Curwood, & Hassett, 2010), and teacher education programs may be able to harness such mentorship for their preservice teachers» benefit.

In reflections upon the fall semester's experience, preservice teachers noted several benefits to the use of Twitter in the course, including support of resource sharing, communication, and connection with educators both inside and outside of the class.

Many preservice teachers could benefit from access to such an online community of practice (Wesely, 2013), given the isolation and challenges that novice teachers often experience during their entry into the profession.

Furthermore, preservice teachers will likely benefit if they leave their teacher education programs with an eye for teaching and learning applications of social media.

Although preservice teachers» conversations and collaboration with preservice peers is certainly appropriate, there may be benefits to broadening the community of educators within which preservice teachers develop.

Preservice teachers» experiences in a K - 12 / university technology - based field initiative: benefits, facilitators, constraints and implications for teacher educators.

If preservice teachers work solely in a familiar environment, they may refine their knowledge of a specific technology medium but fail to learn less familiar media that offer positive benefits for future teaching and learning.

Clearly, additional educational opportunities are necessary to promote preservice teachers» understandings of the benefits and barriers associated with assistive technology.

This preservice teacher may benefit from a case study approach, in which multiple assistive technologies are evaluated for a student with a learning disability who is struggling in the class.

Including assistive technology in technology knowledge enhances the model by allowing preservice teachers to gain enhanced understandings of the benefits of including technology in content specific instructional design.

An enhanced TPACK model that includes assistive technology with technology instruction early in the teacher preparation process addresses a need to further preservice teachers» understandings of the benefits and barriers to appropriate assistive technology selection, adoption, implementation, and assessment.

Reich, Levinson, and Johnston (2011) suggested that preservice social studies teachers benefited from conducting class dialog in the open social networking platform Ning, where in - service and preservice social studies teachers from around the nation could engage.

The benefits of including assistive technology in preservice teacher preparation extend beyond students» academic performance to encompass lifelong learning and employment opportunities through the development of meaningful, efficacious transition plans.

However, in no case did these difficulties seem to outweigh the preservice teachers» perceptions of the benefits of using the iPad for simulating situations that could not be experienced directly, nor did anyone comment negatively on the use of the iPad for creating visuals as a part of data collection and analysis.

The preservice teachers participating in this study suggested four benefits for using a bulletin board as a community space for postings intended for peer review.

In addition to the practical benefits of a tool allowing people to share files and information, the visual nature of the tool helped preservice teachers talk about science with one another.

Even preservice preparation could benefit, as the teacher leaders would be uniquely positioned to collect feedback from in - service educators about their preparation programs and to advise on clinical placements for candidates.

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.

By seeing and experiencing the benefits of colearning with others, including geographically distant but technologically proximal colleagues, our preservice teachers might continue to seek out such opportunities in the future.

The benefits of praxis - oriented colearning among preservice and induction teachers have been well documented (Goddard, Goddard, & Tschannen - Moran, 2007; Goodnough, Osmond, Dibbon, Glassman, & Stevens, 2009; Kardos & Johnson, 2007; McClure, 2008).

When surveyed, UH preservice teachers perceived the importance of technology, but were unsure as to the benefit derived from the single course currently required.

Despite its many benefits, reflection is a relatively uncommon professional practice (Gelter, 2003), suggesting that more must be done at the university level to encourage preservice teachers to take reflective practice with them into their future classrooms.

If science educators determine that technology is worthwhile, what do they need to do, or what experiences do they need to provide, to convince preservice teachers of its benefits?

The use of technology to support interaction in reflective practice allows preservice teachers to connect with different audiences, both small — like that created by trading reflective emails — and large — like that created by discussing in a reflective wiki — and benefit from interaction with others.

Although using e-readers and e-text has benefits, some challenges accompany preparing preservice secondary education science methods teachers to use them in their classrooms.

Finally, numerous preservice teachers specifically discussed the benefits technology provided in the lesson.

In this sense, teacher preparation programs need to improve instruction, not only concerning how to integrate digital text, but also how to help preservice teachers understand the benefits of this technology: This shift will allow preservice teachers to take a more active role in developing curricula, helping them select text, and aiding in their adaptation of text for multiple populations of special needs.

Preservice teachers» literacy learning benefited from their engagement and collaboration with each other.

The faculty members derived benefit from the rich and varied group discussions of preservice teachers» observation and instruction.

In addition to greater self - confidence reported for preservice teachers while using innovative technology, simulations also have a further benefit of promoting professional identity and self - efficacy.

When preparing preservice teachers for situations that might arise before they take over a classroom in a student - teaching internship and later their own classrooms, these benefits should be taken into consideration.

Finally, the Perry Preschool teachers benefited from high - quality preservice preparation and regular in - service learning opportunities — prerequisites for being an intentional, professional educator.

The foregone developmental benefits are large relative to the employment benefits to parents from such policies.26 Increased support for quality, particularly enhancing the professional capabilities of child care teachers through preservice education and ongoing training could greatly improve the benefits of child care policy for children, families, and the general public.25