Download or read book Faculty Perceptions of Preservice Teacher Social Competence Instruction written by Jennifer H. Lawrence and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Preservice Teachers Social Class and Race in Urban Schools written by Andrea D. Lewis and published by Springer. This book was released on 2016-11-08 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an autobiographical and research-based exploration of the perceptions of Black middle and upper class preservice teachers about teaching and learning in high poverty urban schools. While there is an extensive body of knowledge on White preservice teachers, limited studies examine Black middle and upper class preservice teachers who may also lack experience with students in high poverty urban schools. Through this narrative, the author explores her own professional journey and a research study of former students who experienced the same boundary crossing. Their voices add to the body of current knowledge of how race and class affect the perceptions of preservice teachers.

Download or read book Inservice and Preservice Teacher Knowledge and Perceptions of Social Emotional Learning and Its Impact on Reading and Overall Academic Attainment written by April Gayle Douglass and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation describes the results of two studies that examined preservice and inservice teachers' knowledge of social and emotional learning (SEL) and its impact on academic achievement. Components of SEL, such as self-efficacy and self-regulation, play an important role in academic attainment and can be especially beneficial to young readers. One hundred and seventy inservice and 155 preservice teachers completed surveys that measured their overall knowledge of SEL concepts and perceptions regarding their preparedness for teaching SEL, its importance, and implementation. The descriptive results indicated both inservice and preservice teachers had some underlying knowledge regarding SEL, but performed poorly in identifying definitions of fundamental SEL terms. The large majority of preservice and inservice teachers felt SEL was important to academic achievement, but seemed conflicted about the role of SEL in classroom instruction. Responses from inservice and preservice teachers indicate they may feel underprepared for teaching SEL in their classrooms. Multiple regression analyses revealed preservice teachers' responses to items on the perceptions scales predicted overall knowledge scores. Analysis of Variance results indicated there were no differences by demographic variables on overall teacher knowledge scores and responses to perceptions scales. The results are consistent with previous findings on teachers' perceptions of SEL's importance. Implications for teacher preparation programs and classroom instruction are discussed along with directions for future research.

Download or read book Preservice Teachers Knowledge Skills and Perceptions Using Reciprocal Teaching in an Elementary School written by Kathy Rae Olberding Heineken and published by . This book was released on 2008 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teaching Learning for Effective Instruction written by Michelle M. Buehl and published by IAP. This book was released on 2022-10-01 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: Given the complexity of learning, an increasingly diverse student population, and growing demands on today’s teachers, educational psychology has never been more relevant for informing instructional practice. Notably, an understanding of learning, both what it is and how it occurs, is essential for teachers to design and implement effective instruction that is responsive to the needs of their learners. As part of the six-part series Theory to Practice: Educational Psychology for Teachers and Teaching, this volume highlights what and how teacher educators should teach about learning so that developing teachers will be more effective in their instructional practice. Preservice teachers represent a group of unique learners; in that they are learning about learning in order to support others’ learning. Similarly, teacher educators represent a unique group of educators in that they are guiding others in not just content knowledge but also in how to teach content across a variety of domains. As a means to highlight the ideas and constructs most essential for preservice teachers to learn, this volume was crafted for teacher educators, whether teaching educational psychology content incorporated into domain-specific courses or in a dedicated educational psychology course. Each chapter offers insight into what teachers need to know about learning as well as practical applications for how to teach the content. Chapters draw from a variety of theoretical perspectives about learning and identify common misconceptions that educational psychology instructors and teacher educators need to address in their work with preservice teachers. ENDORSEMENT: "The volume takes an expansive and inclusive view of teacher education and highlights how educational psychology can contribute to conversations about learning, motivation, teaching, inquiry, cooperation and collaboration, study strategies, intercultural competence, assessment, and student perceptions." — Nancy E. Perry & Anita Woolfolk Hoy

Download or read book Research Methods for the Self Study of Practice written by Deborah Tidwell and published by Springer Science & Business Media. This book was released on 2009-06-12 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is a book designed with the teacher educator in mind. It provides in depth examination of specific methods used effectively in self-study research. The chapters are written by researchers engaged in self-study of their practice.

Download or read book Socioscientific Issues Based Instruction for Scientific Literacy Development written by Powell, Wardell A. and published by IGI Global. This book was released on 2020-09-11 with total page 359 pages. Available in PDF, EPUB and Kindle. Book excerpt: Socioscientific issues require individuals to use moral and ethical considerations to help in their evaluation of evidence and decision making, entailing controversial scientific phenomena. Such issues include genetic engineering and biotechnology. Socioscientific issues pedagogy has the potential to enhance students’ overall conceptual understanding of scientific phenomena that affect the daily lives of people across the globe. Socioscientific Issues-Based Instruction for Scientific Literacy Development is a critical scholarly publication that examines the development of a research-based integrated socioscientific issues pedagogy for use in the K-12 system, teacher education preparation, and informal education centers. The publication focuses on science education researchers and pre-service and in-service teachers’ abilities to design and implement meaningful learning opportunities for students to use rationalistic, intuitive, and emotive perspectives as they engage in information reasoning on scientific topics, such as climate change and CRISPR, that are of utmost importance. Teachers in the K-12 system and informal education settings will be able to use this text to enhance scientific literacy among their students. Instructors in teacher preparation programs will be able to use this research-based text to improve pre-service and in-service teachers’ abilities to use socioscientific issues pedagogy to enhance scientific literacy among K-12 students. Additionally, audiences including researchers, administrators, academicians, policymakers, and students will find this book beneficial for their studies.

Download or read book Preservice Teacher Perceptions of Intensive Field Experiences and Classroom Teacher Mentoring written by Pamela Sue Cooper Ewell and published by . This book was released on 2004 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study examined the experiences of three preservice teachers who enrolled in a teacher preparation program that was conceived and implemented through a collaborative effort between a college, a K-12 school, and a regional education agency. Specifically, this study uncovered the perceptions of the preservice teachers as they were mentored by a classroom teacher throughout the program's three-year extensive field experiences, and the perceptions of mentoring by the classroom teacher. The findings point to the strong benefits of extended and extensive field experiences in K-12 classrooms for preservice teachers. The extended field experiences provided a multi-tiered framework that allowed for peer mentoring and contextualized classroom experiences that contributed to an improved sense of self-efficacy as preservice teachers participated in hands-on teaching. The preservice teachers reported benefits of learning about teaching as well as learning to teach individual, small group, and large groups of elementary grade students. In addition, they reported the benefits of learning how to manage the classroom and communicate with students, teachers, and parents. Experiences such as these allowed the preservice teachers to gain more knowledge about the practice of teaching as well as their own development and understanding of these practices. The classroom teacher played a significant role as a mentor in the developing professionalism of these three preservice teachers. The teacher served in the capacity as a mentor, advisor, role model, coach, and colleague. By developing personal and professional relationships with each, she was able to scaffold her mentoring to provide individual attention for each of their needs and teaching abilities. The findings indicate that the mentor teacher was influential in helping the preservice teachers improve their teaching skills, their knowledge about students, and their self-efficacy. Data from the preservice teachers and mentor teacher suggest avenues for rethinking teacher education reform. The multi-tiered levels of the Academy program coupled with the extensive and intensive field experiences provided a continuous and authentic K-12 context for these preservice teachers. The benefits they describe from this context can be explained within a social constructivist framework.

Download or read book Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education written by Araujo, Juan J. and published by IGI Global. This book was released on 2021-12-17 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: As it stands, there is currently a void in education literature in how to best prepare preservice teachers to meet the needs of individualized learners across multiple learning platforms, social/economical contexts, language variety, and special education needs. The subject is in dire need of support for the ongoing improvement of administrative, clinical, diagnostic, and instructional practices related to the learning process. The Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education stimulates the professional development of preservice and inservice literacy educators and researchers. This book also promotes the excellence in preservice and inservice literacy both nationally and internationally. Discussing topics such as virtual classrooms, critical literacy, and teacher preparation, this book serves as an ideal resource for tenure- track faculty in literacy education, clinical faculty, field supervisors who work with preservice teacher educators, community college faculty, university faculty who are in the midst of reconceptualizing undergraduate teacher education curriculum, mentor teachers working with preservice teachers, district personnel, researchers, students, and curricula developers who wish to understand the needs of preservice teacher education.

Download or read book Social Competence and Success in Teaching written by Arthur Singer and published by . This book was released on 1954 with total page 542 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Tep Vol 16 N1 written by Teacher Education and Practice and published by R&L Education. This book was released on 2003-05-27 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher Education and Practice, a peer-refereed journal, is dedicated to the encouragement and the dissemination of research and scholarship related to professional education. The journal is concerned, in the broadest sense, with teacher preparation, practice and policy issues related to the teaching profession, as well as being concerned with learning in the school setting. The journal also serves as a forum for the exchange of diverse ideas and points of view within these purposes. As a forum, the journal offers a public space in which to critically examine current discourse and practice as well as engage in generative dialogue. Alternative forms of inquiry and representation are invited, and authors from a variety of backgrounds and diverse perspectives are encouraged to contribute. Teacher Education & Practice is published by Rowman & Littlefield.

Download or read book Perceptions by Practitioners of the Teaching Competencies Needed by Preservice Teachers of Secretarial Subjects written by Mary A. Davis and published by . This book was released on 1981 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Practice Teaching written by Jack C. Richards and published by Cambridge University Press. This book was released on 2011-03-14 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written for language teachers in training, this book surveys issues and procedures in conducting practice teaching. Written for language teachers in training at the diploma, undergraduate, or graduate level, Practice Teaching, A Reflective Approach surveys issues and procedures in conducting practice teaching. The book adopts a reflective approach to practice teaching and shows student teachers how to explore and reflect on the nature of language teaching and their own approaches to teaching through their experience of practice teaching.

Download or read book Preparing Preservice Teachers to Facilitate Courageous Conversations written by Ariel N. Henry and published by . This book was released on 2021 with total page 490 pages. Available in PDF, EPUB and Kindle. Book excerpt: Scholars and associations committed to powerful social studies education have long advocated for students to explore controversial issues so they grow into informed, ethical, and participating citizens. Yet, teachers avoid undertaking this work due to a lack of training, confidence, or experience in facilitating courageous conversations about tough issues. Teachers may fear facing complaints and retribution. They may worry about how to defuse classroom tensions and manage strong emotions. While scholarship on teaching controversy has primarily focused on preservice and in-service teachers' views and experiences, research examining teacher educators' perceptions and practices has been limited. The purpose of this qualitative case study was to understand how twelve secondary social studies teacher educators understood and taught controversy. The study examined how they prepared preservice teachers for the challenges of teaching controversy. Three research questions framed the focus for this study: What are secondary social studies teacher educators' attitudes toward teaching controversial issues? How do secondary social studies teacher educators approach the teaching of controversial issues in their courses? How do secondary social studies teacher educators prepare preservice teachers to handle the challenges associated with teaching controversial issues? Using case study methodology, I conducted semi-structured video conferencing interviews with participants and collected teacher-provided artifacts. Several key findings emerged. The teacher educators agreed teaching controversy helps to prepare young people to become active citizens and is most effective when taught using an interdisciplinary approach. In their methods courses, the teacher educators modeled how to build a classroom community and handle disclosure. They guided preservice teachers in defining and identifying examples of controversial issues as well as locating and examining reliable sources. They modeled practical strategies for steering civil discourse and exploring multiple perspectives. The teacher educators discussed personal and external obstacles that may discourage preservice teachers from broaching contested issues. To overcome these challenges, they advised preservice teachers to build positive relationships with stakeholders, cultivate an emotionally safe classroom space, and seek ways to grow. The study has implications for leaders and teachers in teacher education and secondary education settings. Recommendations for future research related to the findings reached are presented.

Download or read book The Challenge of Teaching written by Gretchen Geng and published by Springer. This book was released on 2016-10-11 with total page 243 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents thirty-one accounts by final-year pre-service teachers, providing guidance and insights for less advanced teacher education students, and illustrating the use of life history and narrative stories as methods for pre-service teachers to explore educational issues in classroom practice. This life-history approach identifies those political, economic, and social forces that have impinged on the individual at different points in their life and contributed to the process of changing their identities. These stories are not written by established specialists in the areas they deal with, but instead by novice teachers at the beginning of their paths towards mastering the intricacies of teaching and learning in school settings. As such the book provides a mentoring framework and a means of helping pre-service teachers share their valuable experiences and insights into aspects such as how to manage practicum requirements. It helps establish a supportive relationship among pre-service teachers, providing them with access to valuable peer experiences. In addition it helps pre-service teachers make sense of their own practicum experiences and reflect on their own beliefs and professional judgement to develop their approaches and solve problems in their own classroom practice.

Download or read book Motivation Theory and Practice for Preservice Teachers written by M. Kay Alderman and published by . This book was released on 1985 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: The authors in this volume propose expanding the topic of motivation in the preservice teacher education program by including contemporary research. Margaret W. Cohen reviews a body of research and theory concerned with the effects of extrinsic reinforcers on intrinsic motivation. She notes that contemporary research in the area of intrinsic motivation has consistently demonstrated that extrinsic reinforcers may undermine rather than facilitate performance on and interest in activities that are intrinsically motivating. Carole Ames addresses the implications of attribution theory for the teacher preparation curriculum. She believes it is important for teacher educators to help preservice teachers understand the positive and negative effects of types of classroom structure and evaluation on attribution. Dale H. Schunk suggests that social comparison is an inherent factor in every classroom and can have positive or negative motivation effects. M. Kay Alderman suggests that the preservice component in motivation should provide the preservice teacher with a repertoire of motivation-linked strategies, such as goal-setting, in order to facilitate learning and to educate students with high-achievement patterns of thought and action. Drawing from research on teacher effectiveness and decision making, Mary Rohrkemper argues that if preservice teachers are to be adequately prepared, they need concrete skills that will enable them to observe motivation, diagnose the need for motivational strategies, and assess the effectiveness of strategy implementation. Bibliographies accompany each of the articles. (JD)

Download or read book The Perceptions of Pre Service Teachers Regarding the Teaching Methodology of Primary Education Social Science Teachers written by Catalina Guerrero-Romera and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: