Sentences with phrase «teacher education courses incorporating»

This article shares an approach to teaching mathematics teacher education courses incorporating asynchronous online discussions.

This article shares an approach to teaching mathematics teacher education courses incorporating technology associated with asynchronous online discussions.

Not exact matches

Community Finds Happiness in Clowns Each year, teachers at one Virginia elementary school host an event that incorporates all of the non-core courses — art, music, physical education, character education, and library science.

More teacher colleges are incorporating technology education directly into math and science courses, rather than offering such training separately.

Certainly, many mathematics teacher educators realize the central role of educational technology in their field, but may not be conversant with the most recent and effective technologies and the most effective strategies for incorporating them in teacher education courses.

As part of the project goal, a team of collaborators consisting of VS teachers and consultants, teacher educators, a field experience director, and a field experience supervisor from partner teacher education programs actively participated in discussions to conceptualize new curricula that would help to improve the state of preparedness of preservice teachers for VS. As a result, two new innovations were implemented: (a) virtual seminars on VS incorporated into an existing course in prestudent - teaching experience, and (b) virtual early field experience.

Incorporating GIS in Teacher Education: Two Scenarios North Carolina Research I Scenario: A GIS in Education Course (by Marsha Alibrandi)

Were there differences in preservice secondary education science methods teachers» views of their use of e-readers and e-text after they were required to incorporate them into a lesson plan as part of their methods course?

We undertook this work to understand better how preservice secondary education science methods teachers viewed and used e-readers and e-text prior to their science methods course and how they viewed this instructional resource after incorporating it into their lesson planning as part of a course project.

The challenges with regard to locating field placements that provide opportunities for rich technology integration experiences for our preservice teachers potentially can be addressed by incorporating more video case modeling activities into our teacher education courses or by developing and sharing additional technology modeling activities with preservice teachers.

If you are so inclined, you may also want to read the recent Washington Post (10.24.16) article, entitled «The big problem with the Obama administration's new teacher - education regulations», in which the chair of Connecticut College's Education Department co-wrote that the «academy provisions» which were incorporated into ESSA (after initially being developed by the two charter lobbyist organizations New Schools Venture Fund and Relay Graduate School of Education) would exempt «entrepreneurial «start - up programs» (i.e. teacher preparation «academies»)... from many of the requirements that states will enforce for other programs — such as hiring faculty who hold advanced degrees or conduct research, holding students to certain credit hours or course sequences, or securing accreditation from the field's accrediting bodieeducation regulations», in which the chair of Connecticut College's Education Department co-wrote that the «academy provisions» which were incorporated into ESSA (after initially being developed by the two charter lobbyist organizations New Schools Venture Fund and Relay Graduate School of Education) would exempt «entrepreneurial «start - up programs» (i.e. teacher preparation «academies»)... from many of the requirements that states will enforce for other programs — such as hiring faculty who hold advanced degrees or conduct research, holding students to certain credit hours or course sequences, or securing accreditation from the field's accrediting bodieEducation Department co-wrote that the «academy provisions» which were incorporated into ESSA (after initially being developed by the two charter lobbyist organizations New Schools Venture Fund and Relay Graduate School of Education) would exempt «entrepreneurial «start - up programs» (i.e. teacher preparation «academies»)... from many of the requirements that states will enforce for other programs — such as hiring faculty who hold advanced degrees or conduct research, holding students to certain credit hours or course sequences, or securing accreditation from the field's accrediting bodieEducation) would exempt «entrepreneurial «start - up programs» (i.e. teacher preparation «academies»)... from many of the requirements that states will enforce for other programs — such as hiring faculty who hold advanced degrees or conduct research, holding students to certain credit hours or course sequences, or securing accreditation from the field's accrediting bodies.»

Therefore, the purpose of this paper is to (a) present one approach for incorporating technology into a mathematics methods course that utilizes several types of technology into one lesson, (b) highlight affordances and limitations of different technological choices, and (c) discuss implications for teacher education.