Sentences with phrase «preservice teachers interested»

Not exact matches

Dr Sue O'Neill is a Lecturer in Special Education at UNSW Sydney and she has a keen interest in the theory to practice gap in classroom and behaviour management for preservice, beginning, and experienced teachers.

Jennifer's research and writing interests include multimodal literacy and digital technologies, collaborative learning space design, preservice teacher preparation, and Montessori and student - centered pedagogies.

We reach out to practicing teachers who might be interested in our projects and in collaborations with preservice teachers.

He has a particular interest in the work of graduate and preservice teachers and has worked as a research fellow and tutorial leader at the Centre for Youth Research, University of Melbourne, Australia.

For these reasons, teacher educators interested in using Twitter in a preservice setting should consider the new forms of literacy necessary for effective use.

This initial study indicates that there may be promise for Twitter chats as a medium when used as a professional development tool for preservice teacher educators and for those interested in professional growth throughout teachers» careers.

Topics for reflection are determined by preservice teachers» own interests and experiences.

(Of interest is that a random sampling of the entries written by the preservice English teachers revealed most reflections consisted of 450 to 550 words, with some entries as low as 250 words and some as high as 750 words.)

Such affinity spaces can offer opportunities for novice educators to receive support and encouragement in the early stages of their careers, which should be of interest to teacher educators concerned with their preservice teachers» success postgraduation.

Of particular interest in this case study was how the participants modeled NETS - T for preservice teachers given the professional development opportunities and support structures provided by the PT3 grant.

For instance, interested faculty in other UH colleges will begin to bolster the goal of creating technology - infused learning environments for preservice teachers prior to PUMA admission.

The preservice or in - service teachers use one of several available computer - based video annotation tools, most of which were developed for qualitative research in classroom environments, to identify incidents of interest, mark the beginning and ending video time - code of the incident, and enter descriptive data (see Rich & Tripp, 2011, for a summary of video annotation tools).

Their conclusions should be of interest to anyone who works with teacher educators, preservice teachers, and in - service teachers from multiple content areas.

Preservice teachers incorporated e-text and e-readers into a lesson design project to give them the means to better address the needs and interests of their students.

Some preservice teachers expressed an interest in working with diverse groups of students.

Given the severe shortage of teachers willing to work in inner city schools, the clear interest of some preservice teachers in urban education, as reflected in the progression of their journals, was an important outcome of the virtual field experience.

The dialogic character of the Freirian approach to virtual field experiences, while initially resisted by preservice teachers, proved beneficial after they had practical experiences reconceptualizing curriculum and instruction to be more inclusive of the interests and desires of students.

The two faculty members that ran the Diversity and Technology Project found cross-cultural relationships that began with face - to - face interactions inside and outside of the classroom (in addition to the mentoring relationships between preservice teachers and host students) afforded the critical awareness necessary to sustain engagement and interest through two - way video conferencing.

This paper is likely to be of interest to mathematics educators who are trying to steer preservice teachers away from «worksheet maths» as well as other preservice teacher educators who wish to incorporate digital technologies into their content and methodology units.

Of particular interest is the notion that the emerging professional identity of preservice teachers could be enhanced through inclusion of relevant professional scenarios, materials, and support during the simulation in addition to the incorporation of a space for personal reflection and growth.

An important contribution to the field, the principles set forth in this collection of articles provided subject - specific, conceptual frameworks for teacher educators interested in creating «technology - based activities» (Garofalo et al., 2000) or «technology infusion» (Pope & Golub, 2000) in preservice education.

This unique preservice opportunity situated learning in «professional seminars [that] offer students an opportunity to reflect critically on themselves as teachers - in - the - making, to pursue topics and skills of particular interest, and to engage in the many debates that surround the nature of education and teaching.»