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A measure of Student Engagement
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In: Georgia Undergraduate Research Conference (2015)
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62 |
Preservice Teachers and Self-Assessing Digital Competence
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In: Teaching and Learning Faculty Publications (2015)
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63 |
Effects of video feedback and self-assessment on the performance of evidence-based teaching strategies
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64 |
Exploring preservice middle and high school mathematics teachers’ understanding of directly and inversely proportional relationships
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65 |
Exploring the role of feedback and its impact within a Digital Badge system from multiple perspectives: A case study of preservice teachers
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In: Open Access Dissertations (2015)
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66 |
Special education preservice teachers' changes in self-efficacy to serve culturally and linguistically diverse students while completing their first field experience
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67 |
Three men and a maybe: identity and privilege in male preservice elementary school teachers
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68 |
Preservice Elementary Teachers’ Understandings of the Connections Among Decimals, Fractions, and the Set of Rational Numbers: A Descriptive Case Study
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69 |
Performing Critical Consciousness in Teaching: Entanglements of Knowing, Feeling and Relating
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In: Doctoral Dissertations (2015)
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Using Photovoice to Determine Preservice Teachers' Preparedness to Teach
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In: Health and Kinesiology Faculty Publications (2014)
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71 |
The Effect of Authentic Literacy Experiences as Book Buddies with Hispanic Fourth Graders on Preservice Teachers’ Literacy Content Knowledge and Reading Maturity
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In: FIU Electronic Theses and Dissertations (2014)
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72 |
Mentors’ and mentees’ views about desirable attributes and practices for preservice teachers
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In: School of Education (2014)
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73 |
Factors influencing preservice special education and early childhood general education teachers’ attitudes toward culturally linguistically diverse families
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74 |
Preservice teachers' understandings of division and proportional relationships with quantities
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75 |
Design Practices of Preservice Elementary Teachers in an Integrated Engineering and Literature Experience
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In: Journal of Pre-College Engineering Education Research (J-PEER) (2014)
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What’s showing: film industry portrayals of autism spectrum conditions and their influences on preservice teachers in Australia
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In: University of Wollongong Thesis Collection 1954-2016 (2014)
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An exploration of the use of videotaped teaching and dialogue to support preservice teachers to critically reflect on their emerging teaching practice
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A Journal Club: A Scholarly Community for Preservice and Inservice Science Teachers
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In: Doctoral Dissertations (2014)
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Abstract:
This qualitative case study examines how a journal club can be used as a pedagogical tool in science teacher education. Six preservice and inservice science teachers, for seven months, participated in a journal club where they chose, read, and discussed science education research articles from problems or concerns they had in their teaching practice. The data included field notes, audio-recordings of meetings, pre- and post- interviews with all the teachers, two focus groups, artifacts collected (e.g. journal articles, reflective paper, e-mail exchanges, and researcher’s field notes). The data were analyzed using the techniques of grounded theory (Corbin & Strauss, 2008). Unlike grounded theory, I also used preconceived categories created from existing literature on journal clubs and communities of practice (Newswander & Borrego, 2009; Tallman & Feldman, 2012; Wenger, 1998). The findings reveal the journal club functioned as a community of practice where the teachers learned how to search for and critique research articles and participated in discussions that examined the implications of educational theory to their practice. The teachers engaged in scholarly talk. Scholarly talk was defined as using three modes of collaborative discourse: critically analyzing a research article, sharing teacher anecdotes, and weighing different perspectives through exploratory talk. In the journal club, these conversations helped the teachers learn about their teaching practice and reflect on how to bring changes to their practice. It is through the collaborative conversations in the journal club that all the teachers began to examine teaching through a new lens. The findings suggest the teachers embraced the educational theory read in the journal club. They welcomed being scholars in the journal club and forming a professional network among inexperienced and experienced science teachers. The journal club provided the teachers the tools to engage with intellectual concepts and become critical thinkers and consumers of theoretical knowledge.
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Keyword:
community of practice; inservice; journal club; preservice; science teachers; Teacher Education and Professional Development; theory to practice
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URL: https://scholarworks.umass.edu/dissertations_2/256 https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1204&context=dissertations_2
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Las eRúbricas en la evaluación cooperativa del aprendizaje en la Universidad
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 43, 2014, pags. 153-161 (2014)
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Free and Open Source Tools (FOSTs): An Empirical Investigation of Pre-Service Teacher’s Competency, Attitude, and Pedagogical Intention.
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In: Departmental Papers (TE) (2014)
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