Sentences with phrase «prospective teachers learn»

UConn's core practice principles focus on helping prospective teachers learn to use their professional judgment, and to help students develop into independent thinkers.

Prospective teachers learn to use tools, doing the same kind of exploratory activities in which their own students in the middle grades could be engaged.

In a program leading to a bachelor's degree in special education, prospective teachers learn about the different types of disabilities and how to present information so that students will understand.

Prospective teacher learning: Recognizing evidence of conceptual understanding.

The prospective teachers learned about problem solving and mentoring elementary students in composing solutions and explanations to nonroutine challenge problems.

Not exact matches

Even as «residency» programs and other hands - on teacher education models flourish, the vexing question of what prospective teachers in the United States should learn in their coursework has gained far less attention in the discourse of international comparisons.

And he learned the power and joy that comes with collaborating to improve lessons created by veteran and prospective teachers.

Of all these researchers, only Smagorinsky and Whiting actually reviewed a collection of syllabi, all in the field of English, to understand what prospective teachers were learning.

The report, «Tomorrow's Schools: Principles for the Design of Professional Development Schools,» outlines a comprehensive set of principles intended to guide the creation of such schools, in which prospective teachers can learn their craft, university faculty can conduct research, and practicing teachers and university instructors can collaborate in the development of strategies for teaching children from diverse cultural and socioeconomic backgrounds.

The prospective teachers then reflected on what they had learned from the family and on the implications for working with children.

By dramatizing situations, prospective teachers become emotionally engaged and learn in a «hands - on» manner about the situations that they will face in their classrooms.

Attending guest lectures and discussions led by parents, practicing teachers, experts from other disciplines, or co-instructors in teacher education courses provides prospective teachers opportunities to learn from and interact with key players in children's education.

Grow - your - own programs could be delivered in rural areas using distance - learning options provided by higher education institutions and district - provided coaching and mentoring — giving prospective teachers greater access to high - quality training while remaining in their local community.

-- Generation www.Y: Washington Middle School — Elementary school and secondary school students help veteran and prospective teachers include technology in their lessons to enhance student learning.

Leaders of the American Association of Colleges for Teacher Education said here they would support efforts to shift professional training to the graduate level to allow prospective teachers more time to learn core subjects and to ensure that their professional training is more coherent and has more relevance.

Given the reemphasis on student learning, teacher educators must prepare prospective teachers to recognize the diversity of students they will be teaching.

- Jafar Pourfeiz, Kibris, Turkey, The Nexus between MI and Learning Styles on Prospective English Teachers Acadecmic Achievement.

Developing prospective teachers» knowledge in teaching and learning mathematics with technology is challenging work.

«Most teacher preparation programs do not require prospective teachers to learn about the cultural and community history, racial dynamics, and equity issues that Chicago students experience.»

If one agrees with von Glasersfeld (1984) and the constructivist philosophy, then prospective mathematics teachers need opportunities to develop their ideas and learn from one another, regardless of the environment in which they are learning.

This article presents efforts to support prospective secondary science teachers in learning and teaching about scientific models and the impact of those efforts on their understandings.

This study reveals information about prospective teachers» discourse in a synchronous, online environment as they learned about teaching mathematics with technology.

Throughout the year, instructors assigned mandatory and optional projects that encouraged the preservice teachers to apply what they learned within the context of their DLT class to their coursework for eventual application within their prospective classrooms.

Student teaching provides prospective teachers with the opportunity to test theories, knowledge, pedagogy, best practices, and classroom management techniques learned in undergraduate and graduate teacher preparation programs.

However, we also are keenly aware that in almost all cases teacher preparation and teacher professional development programs have not yet evolved in ways that engage prospective and practicing teachers in learning experiences that prepare them to move beyond teaching their disciplines in isolation.

Throughout the 3 PoW weeks, elementary students respond to a challenge problem via a virtual learning platform where they are paired with a mentor (prospective teacher).

Thomas and Seely Brown's book will appeal to prospective and practicing teachers, school leaders, graduate students, post-secondary teachers, and leaders who need to understand how complex learning happens beyond school in order to design participatory learning environments.

The literature contains little mathematics education research on teacher preparation experiences that engage prospective teachers in developing mathematical explanations in an online learning environment.

In the virtual learning environment, there is a series of iterative, asynchronous communications between the elementary student, the prospective teacher, and the mathematics teacher educator.

This paper described an entirely online learning experience that engages prospective teachers in these highlighted teaching considerations.

The current study focused on prospective teachers» development of mathematical explanations in online learning environments.

The research question was as follows: «Do prospective teachers improve in development of their own mathematical explanations of their solutions to nonroutine challenge problems when they engage in a virtual learning experience?»

Prospective teachers must learn ways to integrate technology into meaningful and ambitious instruction — to avoid the «you can't do that kind of teaching with these kids» mentality.

25 Through clinical experiences that include embedded coaching and high - quality supports, prospective teachers can learn from veteran and mentor teachers with exemplary teaching skills, and acquire skills from teachers with track records of success.

Learning Theories can provide prospective teachers with the ability to design and assess effective curriculum and assignments

SAT scores and GPAs are important measures of the academic abilities of incoming prospective teachers, but they are only moderate predictors of later teaching performance.13 Both teacher preparation programs and alternative certification programs are beginning to search for other traits and dispositions that may be better predictors of teachers» abilities to drive student learning once in the classroom.

Allowing prospective and new teachers to learn and practice skills in supportive programs with mentor teacher guidance will improve the first - year teaching experience and reduce the likelihood that teachers will leave the classroom before the end of their first year, as 10 percent currently do.18

Through residency and induction programs, prospective and new teachers have the opportunity to learn and grow for a more extended period than is currently the norm.

Communicate the uniqueness of the Summit Learning Teacher Residency to the market of prospective teachers and leaders through branding opportunities, including the program's website, printed materials, social media, public engagements, networking events, conferences, and job fairs

Many Arkansas teacher education programs have both regional and specialized education accreditation which proves to the state as well as prospective employers that graduates have met the requirements for effective learning in the field of education.

More than twenty class action lawsuits charging the Educational Testing Service (ETS) with damaging 4,100 prospective teachers by erroneously giving them failing grades on its Praxis Principles of Learning and Teaching (PLT) licensing exam (see Examiner, Fall 2004 and Spring - Summer 2004) have been consolidated in Federal District Court in Louisiana.

Nestedness of beliefs: Examining a prospective elementary teacher's belief system about science teaching and learning.

Learn more about opportunities for prospective lead and master teachers at the Inspired Teaching Demonstration School; for DC charter school teachers to participate in BLISS and SCALE; and for prospective new teachers to join future cohorts of Inspired Teaching Fellows.

However, it is critical that all teachers — both prospective and new — have access to experiences that allow them to practice critical teaching skills and learn from expert teachers with proven track records of success.

Not only do supported entry programs help prospective and beginning teachers, but they provide accomplished teachers with learning and leadership opportunities as well.

By selecting a textbook that incorporates technology within a content course, instructors may help prospective teachers progress through the initial stages of Recognizing and Accepting, particularly in the themes of Curriculum and Assessment, Learning, and Access.

Learning the skills of teaching one at a time and through deliberate practice would give prospective teachers a chance to practice each until many of them become second nature.

We envision a multi-university research initiative designed to carefully explore learning outcomes for K - 12 students, prospective teachers, and practicing teachers within K - 12 / university partnerships that adheres to the platinum standard for research.

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

Within a teacher preparation program, prospective elementary teachers need opportunities to (1) learn how to use specific types of technology for learning mathematics (ISTE, 2008), (2) observe how technology is used to teach mathematics (AMTE, 2006), (3) practice teaching mathematics with technology (NCTM, 2011), and (4) develop an inclination towards teaching and learning mathematics with technology, including technologies that have not yet been developed (AMTE, 2006; ISTE, 2008; NCTM, 2011).