Sentences with phrase «preservice teachers questioning»

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.

Not exact matches

My questions are, «What is the best way to conduct a technology field experience for preservice teachers?

The Interactive Lesson Planner provided links to information and activities that were designed to help the preservice students create a constructivist lesson plan that assessed their future students» current state, grabbed their attention, defined the lesson objective, established teacher input and discussion questions, and outlined the practice, application, and assessment of the lesson.

This approach, in other words, encourages preservice teachers to plan by organizing experiences (web - based pictures, video clips, songs, statistics, simulations, etc.) and questions about those experiences that will likely lead students to construct an understanding of an essential principle, concept, or theme.

Based on a recognized gap in the literature about students as powerful partners, the authors undertook a 3 - year study to explore the question, «What do preservice middle school teachers learn when middle school students assume the role of pedagogical experts?»

Preservice teachers are often anxious about not knowing all the answers to their students» questions.

Through discussion questions in the facilitator guide and links in the issues matrix, we hope to focus preservice teachers» attention on (a) the need to understand the larger context in which a lesson or lessons occur, (b) the tensions that are inherent in teacher decision making, and (c) the discrepancies that can occur between teacher beliefs and practice in the midst of making instructional decisions.

The end - of - semester evaluation asked the preservice English teachers the following question: «Do you feel your choice of technology medium affected your reflection in any way?»

The preservice teachers critically readand analyzed a minimum of six articles to help develop answers to the two questions, and in small groups of three or four they developed model activities or lessonsthat integrated the handheld device for use in their practicum setting.

Science teacher educators must explicitly encourage preservice teachers to question how technological tools can facilitate the inclusion of the eight Practices for K - 12 Science Classrooms (National Research Council, 2012).

To more fully answer the second question (How do preservice social studies teachers use handheld technology in their social studies teaching?)

In addition to addressing these questions, the data from 344 preservice teacher work samples and 151 preservice teacher reflections were examined through the lens of the National Educational Technology Standards and Performance Indicators for Teachers (ISTE, 2000) and National Educational Technology Standards for Students: The Next Generation (ISTE, 2007).

The data provided preliminary answers to two questions: (a) To what extent did preservice teachers integrate technology into their instructional planning?

(p. 346) For this study, we chose the focusing lenses of classroom management, which preservice teachers traditionally list as their top concern (Emmer & Hickman, 1991), and student questioning, which is foundational to student - centered teaching and which has been the focus of other video annotation studies (e.g., Calandra et al., 2008).

The research question was designed to examine the experiences of preservice teachers who completed student teaching in dual settings, online and on campus.

Question 1: Will Preservice Science Teachers Use Computers for Instructional Purposes When Given an IDS?

After the preservice teachers viewed each video clip, they wrote down their comments concerning any classroom management or student questioning behaviors they observed in the video clip.

In the preservice phase of their development, they found that 81 % of the teachers gave a positive response to the question.

Preservice teachers were given opportunities to learn about children's development of mathematical understandings and student - centered teaching practices, such as questioning, classroom discussions, and use of mathematical representations and manipulatives to foster children's conceptual understanding.

University faculty members and K - 12 teachers did model NETS - T, Standards I through V for the preservice teachers in these university programs; however, many questions remain.

Both experienced teacher educators (experts) and preservice teachers (novices) viewed the same video clips, looking for instances of classroom management and student questioning.

In order to answer the second research question and to better understand the Teachers College policies and goals regarding expected technology integration competencies of preservice teachers, I purposefully selected three administrators from the Teachers College based on their areas of adminisTeachers College policies and goals regarding expected technology integration competencies of preservice teachers, I purposefully selected three administrators from the Teachers College based on their areas of administeachers, I purposefully selected three administrators from the Teachers College based on their areas of adminisTeachers College based on their areas of administration.

More specifically, we examine video lessons of preservice science teachers and observe for instances of science content accuracy / inaccuracy, prediction and hypothesis testing, and number, rate, and frequency of science questions promoting deep thinking.

Using an integrated technological approach, the research connected with the ATP explored the question, «Can mathematics teacher educators accelerate preservice teachers» experience with students» thinking in order to increase their ability to anticipate students» engagement with algebra?»

The research question that guided this study was as follows: What are the experiences of preservice teachers who completed student teaching in dual settings, online and on campus?

Throughout this rich dialog, preservice and in - service teachers from around the country, teaching in communities with different values, traditions, curricula, and students, wrestled together with one of the most important and challenging questions in social studies instruction.

To assess our research questions about the efficacy of using online social networks with preservice history teachers, we conducted a design research study.

Reflection itself is a difficult process, requiring preservice teachers to work through internal conflicts, pose questions, identify issues and solve problems (Larrivee, 2000).

The answers to some of the questions will become clearer over time, as educators gain more experience modeling technology use and observing their preservice teachers» experiences with technology.

This online survey contained a few general questions (e.g., major, year started the program) and then focused on more specific questions relating to the overall diversity simulation and the level of the preservice teachers» engagement in the course.

We began with general demographic questions (e.g., age, gender, and occupation), and a block of 17 questions was used to capture preservice secondary education science methods teachers» descriptions of their personal use of technology and e-readers (e.g., the use of the Internet, smartphones, and e-readers for their university courses and work within secondary classrooms).

We coded and tallied the qualitative responses to these questions for preservice secondary education science methods teacher views toward e-readers (as in Glaser & Strauss, 1967; Strauss & Corbin, 1998).

Likert - type questions were also used to investigate the preservice teachers» attitudes about various statements (e.g., «I love technology,» and «I rush out to buy the latest electronic gadget.»).

As part of the project requirements, preservice teachers designed their lesson to (a) delve deeply into an important scientific topic (lasting from one to five class periods), (b) help their students answer an important research question, and (c) address a pressing societal issue.

The preservice teachers were asked the following questions: How would you describe the official curriculum in each of the subject areas and the extent to which it was relevant to the life of the student?

Accordingly, faculty members helped the preservice teachers design educational activities that encouraged host students to ask questions and gain a sense of control over their own learning.

The preservice teachers who worked on life questions helped host students compose a book, and the group working on food questions prepared a lesson during which the preservice teachers and the host teacher prepared sushi simultaneously during one of the video conference sessions.

Preservice teachers also reported being surprised and uncomfortable with the complex nature of students» questions.

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.

The preservice teachers started their dialogues by referring to the question they asked at the end of their letters.

This study investigated and attempted to answer the following research question: How did online prompts and dialog discussion support preservice teacher candidates in defining and refining their understanding of literacy teaching and practice?

Through purposeful experiences outside the classroom in cultural contexts related to the ethnic background of minority students, the absolute authority of the preservice teacher was brought into question.

The preservice teacher, as a member in the social network, learned to hone her discussion - leading and questioning skills.

This article focuses on the twofold purpose of the mentoring project: first, to give preservice teachers a special type of field experience by guiding K - 8 students to write better solutions via questions and helpful suggestions; and second, to allow preservice teachers the opportunity to reflect upon the variety and richness of approaches generated by a rich mathematical problem.

Thus, two main sources of information were used for answering the research questions of the study, namely, (a) the whole class modeling activity, in which preservice teachers were guided by the two instructors to model and test the growth of plants, and (b) preservice teachers» lesson plans.

These facts raise two important questions: (a) What types of experiences do SCOEs provide their preservice teachers that have helped to make the difference in teacher technology training, and (b) How can similar experiences be employed at other SCOEs struggling to better prepare its preservice teachers to integrate technology?