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1.
Patricia H. Phelps 《Teaching Education》2013,24(2):147-150
The purpose of this article is to share the results of a study that explored the recommendations of practicing teachers about ways to prepare preservice teachers for including children with disabilities into general education classrooms. A survey was distributed to 71 practicing general elementary education teachers. The survey included the following questions: What should the general education student know about teaching students with special needs? Should this information be included in one course or integrated with other course content? General education teachers reported that teacher education programs should include the following content: behavioral strategies, conflict resolution and social skills, identification of students with special needs, adaptation of curriculum and materials, adaptation of instructional strategies, legal regulations and individual education programs, and co-teaching, teaming, and collaboration. These data suggest that preservice teacher preparation programs would include content courses to address these thematic areas and present a solid knowledge base about teaching children with disabilities. 相似文献
2.
Huey‐Ling Lin Nedra Hazareesingh Janet Taylor Jeffrey Gorrell Helen L. Carlson 《Journal of Early Childhood Teacher Education》2013,34(3):135-150
Abstract In this study we examined 382 preservice teachers’ perceived efficacy, their beliefs regarding teaching and learning, and the relationship between these two variables by analyzing quantitative and qualitative data using a modified version of the Gibson and Dembo Teacher Efficacy Scale and six open‐ended questions. A general linear model analysis revealed that several factors differ across certain preparation programs. Preservice teachers’ efficacy beliefs increased at the end of these two different teacher education programs. Qualitative analyzes revealed variance in preservice teachers’ beliefs about teaching and learning between the two majors and in the two locations which they were studying. Most ending‐level preservice teachers had adopted the views of the way teachers are supposed to teach promoted by the particular teacher education program. The internal program coherence, program structural contexts, program's goals, and learning experiences in the program may act as important factors on preservice teachers’ beliefs. © 2001 Elsevier Science Inc. All rights reserved. 相似文献
3.
VOICES IN EDUCATION: ACCOUNTABILITY IN TEACHER EDUCATION AND THE NATIONAL COUNCIL ON TEACHER QUALITY
Abstract This article explains several reasons why multicultural preservice teacher education is important and suggests some ways it can be better accomplished. The authors make a strong case for teacher education programs to be more deliberate about preparing European Americans to teach ethnically diverse students of color. They argue that this explicit professional preparation is needed because of the increasing racial, cultural, and linguistic divide between teachers (predominately European American) and K–12 students (increasingly from ethnic groups of color). Two other factors underscore the need for more multicultural teacher education: the fear of diversity and the resistance to dealing with race and racism frequently expressed by students enrolled in teacher education programs. To overcome these problems and better prepare preservice teachers to work effectively with ethnically diverse students the authors suggest a two‐part program of professional development. 相似文献
4.
ABSTRACTThe mathematics achievement gap in special education is a chronic and significant challenge for the field. The need for improved teacher preparation in mathematics is crucial in addressing this gap. This study examines a capstone experience in higher level mathematics tutoring for preservice teachers. Results indicate that the experience was effective at improving preservice teachers’ higher level math content knowledge compared to teachers who did not receive experiential math learning in their teacher preparation. Implications for preservice teacher preparation programs are presented. 相似文献
5.
Abstract Professional development schools (PDSs) have become an important component of preservice teacher preparation. Researchers investigating the effect of the PDS model on the principal stakeholders (preservice teachers, classroom teachers, students, and university faculty) have reported many positive effects. The role of the PDS in special education teacher preparation, however, appears to be less well defined. This article focuses on PDS participation of special education teacher preparation programs and addresses the apparent reluctance to embrace the PDS model. 相似文献
6.
Ana M. Martinez Alemán 《The Teacher Educator》2013,48(1):35-51
Abstract The author presents a case for expanding the philosophical literacy of preservice teachers. It is argued here that increasing the philosophical literacy in teacher education programs will enable teachers to think deliberatively and, consequently, reflectively on the exigencies of their practice. For example, through guided experience with philosophy of education, preservice teachers can gain familiarity with the hermeneutics of inter‐subjectivity, thus making them better able to communicate and understand their own students and their families. The author uses John Dewey's pragmatic ideas about reflection, hermeneutics, and equity as examples of how philosophical literacy can guide preservice teachers’ professional contemplation. 相似文献
7.
Qiuyan Lin 《Journal of Early Childhood Teacher Education》2013,34(3):237-245
Abstract Teachers and teacher educators are faced with an urgent responsibility to support the learning of an increasingly diverse population of young children. Based on the sociocultural perspective of reading, a literature‐based approach is outlined for early reading teachers. The implications of this approach to teacher education programs are further discussed from the author's own experiences of transmitting multicultural visions to preservice teachers in a multicultural course and a literacy method course she taught. The author maintains that teacher educators are in a unique position to help early childhood teacher candidates nurture multicultural visions in their teacher education programs today, and carry these visions to their future early reading classrooms tomorrow. © 2005 Elsevier Inc. All rights reserved. 相似文献
8.
Abstract The authors surveyed university faculty regarding preparation of general educators, special educators, and speech‐language pathologists to work with students prenatally exposed to drugs and alcohol. The results confirm that, in general, teacher education and speech‐language pathology programs provide limited information on these students to either preservice or inservice teachers and speech‐language pathologists. The authors also compared the responses of the three groups of faculty and the responses of faculty within their specialization areas. Significant differences were found among the three groups and within the general education faculty group, differences that have significant implications for teacher and speech‐language pathologist preparation programs. 相似文献
9.
Tammy V. Abernathy 《The Teacher Educator》2013,48(2):78-98
Abstract The NCATE performance standards include “dispositions,” which validate the importance of teacher beliefs and attitudes. This project was designed to measure preservice and inservice teachers’ beliefs and potential dispositions toward struggling students. The children's story, Next Year I'll be Special, was read to preservice teachers from two teacher education programs (n = 139) and one group of inservice teachers (n = 41). Marilyn, the main character, is struggling in first grade, but she anticipates second grade will be better because she will have a new teacher. Participants were asked to write their prognoses for Marilyn's second‐grade year. Responses were coded into three categories, Overall Impression, Ownership of Academic Challenges, and Ownership of Social Challenges. Respondents (56%) indicated that second grade would be as bad as or worse than first grade for Marilyn. Further, results revealed that experienced teachers were more negative in their predictions than beginning teacher education students. Results were replicated in the second teacher education sample. 相似文献
10.
Abstract Using surveys and interviews as a data set, this study explored the influence of multimedia cases in preservice literacy methods courses by following a set of preservice teachers into their first years of teaching. Analysis of the survey and interview data yielded three salient themes. First, respondents reported that their methods courses had positively influenced their teaching. Second, respondents reported several factors (e.g., active involvement during class time, the enthusiasm of the instructor) as influential in their recall of course content. Third, respondents reported that the use of the multimedia cases influenced their learning, both during their teacher education program and in their current teaching. This follow‐up study offers insight into the connections teachers make between their teacher education programs and their later teaching and serves as an impetus for future research into the potential benefits of using multimedia cases as a way to situate preservice teacher learning in real problems. 相似文献
11.
ABSTRACTSpace is not separable from the learning and teaching that take place in and through teacher education programs. In this paper, we attempt to illustrate how the use of a spatial lens in preservice teachers field placement can provide them with opportunities to raise questions and understand more about the relationships between self, the discursive construction of others, and taken-for-granted notions of learning and teaching. In helping preservice teachers’ critical reflections upon their spatial experience at their field sites, we specifically focus on “mapping” space as our approach to developing a critical embodied pedagogy. In particular, we highlight one White female preservice teacher’s spatial experience in a homeless shelter. We discuss the implications of developing pedagogical tools from the spatial perspective for early childhood teacher education programs. 相似文献
12.
《Quest (Human Kinetics)》2012,64(4):398-415
ABSTRACTPhysical education teacher education programs have a responsibility to prepare preservice teachers in the technical aspects of teaching while also preparing them for the sociopolitical realities of teaching a marginalized subject. There is also a need for inservice teachers to engage in continuing professional development related to socialization and school sociopolitics to build upon lessons learned during initial teacher education. In the United States, one such professional development opportunity is reflected in master’s degree programs. These programs are typically guided by the National Association for Sport and Physical Education advanced standards for physical education teacher education. However, these standards do not currently have any reference to socialization or sociopolitical learning. The purpose of this article is to propose that an additional standard focusing on sociopolitical skills and teacher socialization be added to the National Association for Sport and Physical Education advanced standards for U.S.-based post-licensure master’s degree programs. 相似文献
13.
ABSTRACT Physical education teacher education (PETE) programs are encouraged to develop teachers capable of delivering technology integrated learning experiences. Technological pedagogical content knowledge provides a framework for integrating technology into teacher education programs. Occupational socialization theory describes an educator’s recruitment, training, and socialization in the teaching profession. The purpose of this article is to propose a conceptual framework for helping preservice physical educators develop technological pedagogical content knowledge that is grounded in occupational socialization theory. We specifically recommend a four-phase approach to help preservice teachers (a) build their knowledge and learn to value technology in physical education, (b) observe and explore through instructor modeling and integration, (c) experiment and collaborate with mentoring and scaffolding, and (d) discover through innovation and utilization. These suggestions acknowledge the sociopolitical aspects of learning to teach with technology and implications are discussed along with the need to help preservice teachers transfer technology integration into their professional careers. 相似文献
14.
Abstract Teachers’ attitudes toward inclusion of children with disabilities play a central role in the successful inclusion of these children into general education classrooms. This study examined possible predictors of preservice teachers’ attitudes toward (1) persons with disabilities, and (2) inclusion of children with disabilities into general education classrooms. Participants were students majoring in early childhood education and elementary education. Preservice teachers’ attitudes toward persons with disabilities and inclusion were explained significantly by their personal relationships with persons who have disabilities and the number of courses related to special education/teaching strategies taken. However, preservice teachers’ experiences working with persons who have disabilities was not a significant predictor. Further, the relations between preservice teachers’ attitudes toward inclusion and personal experience variables were mediated by their attitudes toward persons with disabilities. This study provides evidence that more effective, practical experiences and course content related to children with disabilities, inclusion, and teaching strategies need to be provided in teacher education programs to support successful efforts with inclusion. This study also suggests that teacher education programs should strive to improve students’ attitudes toward inclusion, as well as toward persons with disabilities. 相似文献
15.
ABSTRACTThe racial mismatch between teachers and students has become a salient issue in efforts to counter the historical failure of children of Color in American (pre)schools. To address this mismatch, scholars have argued for the critical need to recruit and retain teachers of Color. In this article, we propose that to successfully prepare teachers of Color so that they remain committed to the profession, we must learn from their experiences during their preservice preparation and their first years of teaching. Against the backdrop of normative institutional discourses shaping teachers and teaching, we sought to learn from the ways in which six early career early childhood teachers of Color reconciled their preservice teacher education experiences, identities, and beliefs about education with the construction of their identities as teachers. To do so, we asked: How do the discursive spaces of early childhood teaching and teacher education shape the practices, beliefs, and identities of early childhood teachers of Color during their teacher education programs and within their three first years of teaching? Through Critical Narrative Analysis of in-depth interviews, we sought to unveil the discourses that shape and are shaped by the experiences of early career early childhood teachers of Color. Findings indicate that instead of being colonized by institutional discourses and oppressed by others' perceptions, to remain in the profession, these early career early childhood teachers challenged and appropriated institutional discourses, reauthoring them agentively. Implications underscore the responsibility of teacher education programs in preparing teachers of Color to negotiate the ever-so-normative discursive space of early childhood teaching and teacher education, if they are to enter and remain in the profession. 相似文献
16.
Abstract This article describes the results of qualitative research using portfolios in a preservice teacher education program. Our study involved participant observation of 26 portfolio review sessions, and open‐ended interviews with 13 student teachers and 13 cooperating teachers. We sought to understand how portfolios might contribute to the assessment and professional development of prospective teachers. We discuss potential benefits and identify several important practical issues that others might consider when introducing portfolio assessment into their own preparation programs. 相似文献
17.
Abstract We focus on the preservice teacher‐university supervisor relationship within the context of field experiences to explore the general question, “How can we, as university teacher educators, better assist preservice teachers in their development through field experiences?” Our discussion is based on: reflective accounts of preservice teachers written before, during, and following periods of field experience; our experiences as teachers and teacher educators, which include being faculty supervisors; and on research on the role of the university supervisor in field experiences. We first describe some typical perceptions associated with the preservice teacher‐university supervisor relationship, and then go on to suggest some specific ways to enhance the understanding that preservice teachers have of the roles of university supervisors and, hence, to facilitate the negotiation and development of productive preservice teacher‐university supervisor relationships. 相似文献
18.
Angelina Ambrosetti John Dekkers Bruce Allen Knight 《Mentoring & Tutoring: Partnership in Learning》2017,25(1):42-60
Within many preservice teacher education programs in Australia, mentoring is used as the overarching methodology for the professional placement. The professional placement is considered to be a key component of learning to teach, and typically a dyad mentoring model is utilized. However, it is reported that many preservice teachers experience a less than successful placement when a dyad model is used. This research explored an alternative mentoring model that placed two preservice teachers with a classroom teacher and investigated the mentoring that transpired. The research examined the interactions that occurred between the triad members, in particular those that took place between the two preservice teachers as peers. A theoretical framework that focused on a holistic mentoring model was utilized to frame the research and analyze the data. It was found that the use of a mentoring triad extended the scope of mentor support that can be provided to preservice teachers. 相似文献
19.
Mi-Hwa Park Jeanetta G. Riley Jessica M. Branch 《Journal of Early Childhood Teacher Education》2020,41(2):183-196
ABSTRACTMindfulness offers a pathway for preservice teachers to develop self-awareness, which is an essential part of personal and professional growth. However, supporting teacher self-awareness is rarely given much attention in teacher education programs. The authors studied the use of mindfulness meditation in an early childhood college course with early childhood preservice teachers. This article reports the main findings that emerged from the students’ journals regarding the mindfulness meditation. Reflecting on the findings, this article suggests that educators need to provide meaningful learning experiences and activities, which could help their students develop the personal qualities necessary to teach with high self-confidence. 相似文献
20.
Abstract Digital portfolios in teacher education provide opportunities to conceptualize learning and growth over time. The digital portfolio experiences of two secondary teacher education students in the context of an entire preservice teaching experience are presented. These vignettes, along with programmatic observations from the past four years, indicate that high‐level uses of educational technology are difficult to facilitate in large teacher education programs using a technology infusion model that emphasizes general skills. Whereas many teacher education programs have abandoned required technology courses to jump start National Educational Technology Standards‐based competence, the authors argue that advanced courses in educational technology for teacher education majors are still necessary for curricular integration with technology. This article concludes with a discussion of the nature and level of technology competence in relation to portfolio development and makes recommendations for how programs might pursue similar models. 相似文献