Sentences with phrase «preservice training of teachers»

The goal is to establish what is being done in the preparation of teachers and educational leaders and what deans, department chairs and other leaders in the area of preservice training of teachers and school administrators believe might be done differently to improve those programs.

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.

By way of comparison in the international arena, Singapore trains every preservice teacher to teach online, including training in blended - learning models for the classroom.

Beyond preservice teacher training, the RTTT package provides for professional development that is customized to the individual teacher and assessed in terms of its impact on the individual's effectiveness.

As Troxclair (2013) writes,» [h] istorically, preservice teachers have had little exposure in their teacher training programs regarding the nature and needs of gifted learners, theories of...

In fact, only 12 percent of states require gifted education training for preservice teachers.

As Troxclair (2013) writes,» [h] istorically, preservice teachers have had little exposure in their teacher training programs regarding the nature and needs of gifted learners, theories of gifted education, curriculum for those with advanced abilities, and teaching strategies to be used with gifted learners» (p. 58).

On the other hand, research suggests teachers trained in gifted education, for instance, preservice teachers with practicum and fieldwork experiences working with gifted students, are more aware of their needs than peers without this training.

In teacher preparation programs, if preservice teachers receive any kind of training, it's generally short discussions or readings in their existing education courses (Chamberlin and Chamberlin, 2010).

Excellent - there does seem to be a shift that's occurring in some colleges of education to include more training on virtual ed., but from what I've seen, it doesn't seem to be the norm across the board and lots of teachers need and want more training beyond what they're getting in their preservice education.

In addition to tying preservice teacher training to TVAAS gains, the RTTT package provides for professional development that is customized to the individual teacher and assessed in terms of its impact on the individual teacher's effectiveness.

The SIOP may be used as part of a program for preservice and inservice professional development, as a lesson planner for sheltered content lessons, as a training resource for faculty, and as an observation and evaluation instrument for site - based administrators and researchers who evaluate teachers.

This should begin as part of a preservice training program and continue throughout a teacher's instructional career.

The researchers use a meta - ethnography to synthesize qualitative data from multiple studies focusing on technology training for preservice teachers to make new interpretations of the data.

There is a need in teacher preservice training and professional development for greater acknowledgement of the verbal aspects of mathematics and the subject's inextricable link to language.

While it is a worthwhile goal to train preservice teachers as «savvy consumers of technology,» teachers are rarely in positions of authority to make purchasing decisions and are often limited by acceptable use policies set at the district level, including filters and insufficient technology support and maintenance or access to computer labs.

Preservice teachers who experience assistive technology within their technology training are able to utilize both sets of tools fluidly and identify the contexts in which each might be considered assistive technology for some students and instructional technology for others.

During preservice teacher training, initial emphasis should be placed on identifying the distinct purposes of AT and IT.

The preservice teacher's pedagogical training has taught her that OLEs have gained increased popularity as a means to teach students using context - specific authentic problems because of the advantages this approach offers over classrooms that emphasize rote memorization of preexisting expertly conceived concepts (Edelson et al., 1999).

It could be that preservice training is so massive in scope, at least in comparison to the inservice settings in which we find ourselves working (e.g., we tend to hook up with small collectives of teachers, not the entire elementary force of a large district).

A simulation should be offered at a time when preservice teachers can best make use of their previous training and explore and test their hypotheses in diversity scenarios that are contextualized.

Even when preservice teachers are trained to integrated technology in their instruction, many face the barrier of access to technology in their schools.

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

Regardless of various national and state initiatives implemented to encourage further training of preservice teachers and teachers in the field, including the National Educational Technology Standards (NETS) and the revised NCATE standards to incorporate the National Standards for Technology in Teacher Preparation, barriers to implementation remain associated with access to computers (Keiper et al., 2000; Willis, 1997).

Many times, preservice teachers are exposed to a plethora of skills - based training activities (e.g., creating multimedia presentations, creating Web sites, developing blogs and wikis, and editing video).

Once the initial training was complete, preservice teachers reported the use of technology became a peripheral concern.

The overuse of this term belies its complexity in relation to the training of preservice teachers.

Current approaches to teaching geospatial technologies (GST) in K - 12 classrooms have been ineffective as a result of inadequate GST training with both in - service and preservice teachers and an absence of development in pedagogical models for teaching GST (Bednarz & Audet, 2003; Doering, 2004; Doering & Veletsianos, 2007a; Sanders, Kajs, & Crawford, 2001).

She is the founder of PACT: Police Autism Community Training, and has worked internationally as a K - 12 teacher and university preservice teacher instructor.

Overwhelmingly, evidence supports the claim that the quality of preservice training increases new teacher retention and improves teaching effectiveness (Berry, Daughtrey, & Wieder, 2010).

Teachers whose preparation programs focused on the work of the classroom, provided a supervised clinical experience, and gave them the opportunity to engage in the practices of teaching were able to drive greater learning gains for their students once in the classroom than those who did not receive the same kind of clinically oriented preservice training.56 Prospective teachers who had a longer clinical experience reported greater confidence in their teaching abilities and were more likely to say that the length of time they spent as a student teacher was adequate, compared with their peers who had shorter clinical experiTeachers whose preparation programs focused on the work of the classroom, provided a supervised clinical experience, and gave them the opportunity to engage in the practices of teaching were able to drive greater learning gains for their students once in the classroom than those who did not receive the same kind of clinically oriented preservice training.56 Prospective teachers who had a longer clinical experience reported greater confidence in their teaching abilities and were more likely to say that the length of time they spent as a student teacher was adequate, compared with their peers who had shorter clinical experiteachers who had a longer clinical experience reported greater confidence in their teaching abilities and were more likely to say that the length of time they spent as a student teacher was adequate, compared with their peers who had shorter clinical experiences.57

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?

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