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Preservice teachers' beliefs about classroom management before and after student teaching
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In: UNLV Retrospective Theses & Dissertations (2002)
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| 142 |
A Qualitative Analysis of the Benefits and Limitations of Using Two-way Conferencing Technology to Supervise Preservice Teachers in Remote Locations
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In: Special Education and Rehabilitation Counseling Faculty Publications (2002)
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| 143 |
Family and Consumer Sciences Preservice Teachers' Computer Technology Preparation
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In: All Graduate Theses and Dissertations (2002)
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| 144 |
Using reflective practice in teaching dance to preservice physical education teachers
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| 145 |
Educator study groups: An exploration of an alternative method of preservice teacher development
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In: UNLV Retrospective Theses & Dissertations (1999)
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| 146 |
Reframing Assessment Concepts
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In: education policy analysis archives; Vol 4 (1996); 17 ; archivos analiticos de politicas educativas; Vol 4 (1996); 17 ; Arquivos Analíticos de Políticas Educativas; Vol 4 (1996); 17 ; 1068-2341 (1996)
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| 147 |
Beyond textbook communication exchanges: Are student teachers ready for virtual assessments?
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In: http://www.ascilite.org.au/conferences/melbourne08/procs/ng.pdf
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| 148 |
An Investigation of Preservice English Teachers ’ Perceptions of Mobile Assisted Language Learning
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In: http://ccsenet.org/journal/index.php/elt/article/download/44498/24170/
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| 149 |
THE PRESENTATION OF SELF IN EVERYDAY ETHER: A CORPUS ANALYSIS OF STUDENT SELF-TELLINGS IN ONLINE GRADUATE COURSES
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In: http://www.albany.edu/~gs2129/portfolio/PresentationOfSelf.pdf
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| 150 |
Exploring the role of weblogs in supporting learning communities:
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In: http://www.ascilite.org.au/conferences/singapore07/procs/deng.pdf
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| 151 |
1 Latina/o Preservice Bilingual Teachers in Texas: Narratives of Bilingualism and
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In: http://www.lllf.uam.es/clg8/actas/pdf/paperCLG29.pdf
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| 152 |
Amistades: The Development of Relationships Between Preservice Teachers and Latino Families
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In: http://www.adi.org/journal/ss07/SutterbyRubinAbregoSpring2007.pdf
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| 153 |
The extent to which Latina/o preservice teachers demonstrate culturally responsive teaching practices during science and mathematics instruction
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| 154 |
Using Reform-Based Criteria to Support the Development of Preservice
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Abstract:
Effective science teachers use curriculum materials as a guide in their planning, critiquing and adapting them to promote inquiry-oriented, standards-based teaching and address specific contextual needs. Unfortunately, many preservice teachers encounter difficulties with these design tasks, making changes that are inconsistent with science education reform efforts or failing to make much-needed modifications. To help them become well-started beginners in analyzing curriculum materials, preservice teachers need opportunities to develop their pedagogical design capacity—that is, their ability to use their knowledge and beliefs, along with resources within curriculum materials, to design instruction for students. However, how teacher educators can support preservice teachers in developing this capacity has been largely unexplored in the literature. This dissertation addresses this gap by investigating the use of reform-based criteria in scaffolding the development of an analytical stance toward curriculum materials. Twenty-four preservice teachers from one section of an elementary science methods course participated in this study, with a subset of seven followed into their student teacher semester. In learning about and applying criteria during the course, the preservice teachers developed aspects of their pedagogical design capacity for curricular planning. Many of them adopted a criterion-based approach to analysis, expanded their analysis ideas, and refined their beliefs about curricular analysis. However, the preservice teachers struggled with engaging in authentic analysis tasks during the course and maintaining a principled, reform-based approach to analysis during student teaching. This may have occurred, in part, because the scaffolds within the course were faded before the preservice teachers could develop the capacity to engage in curricular planning on their own using curriculum materials from their field placements, which tended to be poorly aligned with reform-based science teaching goals. This finding may also have occurred because their cooperating teachers expressed different reasons for adapting materials than what was presented in the course. The methods course emphasized the importance of modifying materials to make them more consistent with reform-based practices, but few preservice teachers observed teachers make adaptations for this reason. These findings have important implications for theoretical models on curriculum materials use and the design of science teacher education and curriculum materials. ; Ph.D. ; Education ; University of Michigan, Horace H. Rackham School of Graduate Studies ; http://deepblue.lib.umich.edu/bitstream/2027.42/63715/1/cjbeyer_1.pdf
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Keyword:
Adaptation; Curriculum Materials; Education; Preservice Elementary Teachers; Science Education; Social Sciences; Teacher Education
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URL: https://hdl.handle.net/2027.42/63715
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| 155 |
Understanding Language to Support Equitable Teaching: How Beginning English Teachers Engage Complexity, Negotiate Dilemmas, and Avoid Deficit Ideologies.
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