Sentences with phrase «preservice teachers in a process»

He advocated using film «to engage preservice teachers in a process of reconceptualizing the traditional, autonomous views of literacy that they had upon entering the teacher education program and of acquiring a sociocultural view of multiliteracies» (p. 511).

As a result, the creation of a digital flexbook could be an important step in actively engaging preservice teachers in the process of doing history while building the necessary skills for the development of TPCK.

Yerrick et al. (2005) recognized that «engaging preservice teachers in a process of recognizing children's ideas and examining preservice teachers» personal belief systems during their reflection on practice is a promising area of research for understanding how to make change among tomorrow's teachers» (p. 352).

Not exact matches

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?»

Because this approach follows John Dewey's suggestion that the teaching and learning process should attempt to solve real - world problems during the course, it is hypothesized that preservice teachers would be more likely to put forth a sustained effort in the instructional planning process (Dewey, 1916).

Many of the preservice teachers thought that the process of planning for and implementing iPad apps in lessons was harder and more time consuming than anticipated.

UFTTI hires exemplary preservice teachers to assist their peers in the portfolio process.

These portfolios encourage preservice teachers to develop robust tools for learning, communication, and reflection to capture the complexities of teaching (Wolf & Dietz, 1998) and to facilitate students» responsibility as active learners in the learning process (Courts & McInerney, 1993).

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).

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.

A similar process was used to categorize the K - 12 students» use of technology documented in the preservice teachers» work samples and reflections.

Although less frequently than their secondary school colleagues, elementary preservice teachers in this study used word processing, Internet search tools, graphic organizers, and webquests to maximize student learning.

Among those are preservice teachers» understanding of and ability to address student differences, the nature of the change process in schools implementing differentiation, achievement impacts of differentiation in middle school, elementary, and high school settings, and profiles of teachers whose classroom practice enhances success of students from low - economic and / or cultural minority groups.

In addition to learning how to use specific information technologies, preservice teachers used the backwards curriculum design process (Wiggins & McTighe, 1998) and explored ways to use technology as a tool for problem solving (Jonassen, Howland, Moore, & Marra 2002).

Strengthening educational technology in K - 8 urban schools and in preservice teacher education: A practitioner - faculty collaborative process.

Modeling the use of multiple technologies as teaching and learning tools in university courses has been suggested as a way to help preservice teachers understand the potential of technology in the learning process (Howland, & Wedman, 2004; Rosaen, Hobson, & Khan, 2003).

Several studies have examined the use of this framework with both preservice and in - service teachers and have reported overall positive impact on teachers» abilities to attend to student thinking and use evidence of student thinking and learning to reason about the teaching - learning process (Krammer, Hugener, Frommelt, der Maur, & Biaggi, 2015; Santagata, 2010; Santagata & Angelici, 2010; Santagata & Guarino, 2011; Santagata et al., 2007).

Digital video facilitated the systematic evaluation of specific teaching behaviors and proved to be an effective tool in guiding preservice teachers through a deeper reflective process on the technical aspect of their teaching.

One teacher, trained in Tribes during the preservice year, has great success in implementing the process during the first years of teaching.

In addition, preservice teachers are encouraged to develop their instructional activities collaboratively (and use collaborative online tools to facilitate the process) and are required to complete a blog (using a resource such as http://www.blogger.com or http://www.edublogs.org) to document the design process and to record their reflections on the implementation of their activities.

Overall, the preservice teachers found the workshop to be effective in teaching them the intricacies of the game design process.

In surveying a sample of preservice teachers who were in the process of entering a college of education, a group of mostly freshmen and sophomores, Cavanaugh and Eastham (2014) found that 87 % had smartphones with Internet and application abilities, 41 % already had their own e-text reading devices, 29 % had their own tablet device such as an iPad, and 12 % were limited to using a desktop or laptop for e-text accesIn surveying a sample of preservice teachers who were in the process of entering a college of education, a group of mostly freshmen and sophomores, Cavanaugh and Eastham (2014) found that 87 % had smartphones with Internet and application abilities, 41 % already had their own e-text reading devices, 29 % had their own tablet device such as an iPad, and 12 % were limited to using a desktop or laptop for e-text accesin the process of entering a college of education, a group of mostly freshmen and sophomores, Cavanaugh and Eastham (2014) found that 87 % had smartphones with Internet and application abilities, 41 % already had their own e-text reading devices, 29 % had their own tablet device such as an iPad, and 12 % were limited to using a desktop or laptop for e-text access.

In these learner - centered environments the preservice teacher candidates constructed their knowledge through active participation in their own educational process and the educational processes of their peers (as in Schunk, 2000In these learner - centered environments the preservice teacher candidates constructed their knowledge through active participation in their own educational process and the educational processes of their peers (as in Schunk, 2000in their own educational process and the educational processes of their peers (as in Schunk, 2000in Schunk, 2000).

Through videoconferencing and the embedded processes of personalization, dialogue, and praxis, the preservice teachers grappled with multicultural theory in life situations and educational contexts they will experience later in their careers.

Important to this process, and not trivial, is the fact that the preservice teachers enjoyed their experiences in the course, citing Dr. Phipps's enthusiasm as instigating reflection on their past learning experiences and future teaching practice.