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Direct linkParker, Joan; Heywood, David – Science Education, 2013
Opportunities for the development of science-related pedagogy during training are necessarily limited for the generalist primary (elementary), preservice teacher. While school placement is an important context within which to develop such professional expertise, the role of institution-based learning is less well understood in this regard. This…
Descriptors: Preservice Teacher Education, Science Teachers, Elementary School Teachers, Reflection
Regalla, Michele – TESOL Journal, 2012
This article presents results of a study examining the effects of workshops presented to a small group of elementary student teaching interns with English learners mainstreamed in their classes. The focus of the workshops was to provide the interns with training in strategies to support their English learners including instruction on teaching…
Descriptors: Teacher Interns, Teacher Education Curriculum, Pedagogical Content Knowledge, Teaching Experience
Download full textBanilower, Eric R. – Horizon Research, Inc., 2013
The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United…
Descriptors: National Surveys, High Schools, Physics, Secondary School Teachers
Retallick, Michael S.; Miller, Greg – Journal of Agricultural Education, 2007
The purpose of this study was to describe the means by which early field experience (EFE) is implemented within the context of agricultural teacher education. A content analysis using course documents obtained directly from each program's teacher education coordinator was determined to be the most appropriate method to accomplish the purpose and…
Descriptors: Teacher Education Programs, Agricultural Education, Content Analysis, Pedagogical Content Knowledge
Wingenbach, Gary J.; White, Judith McIntosh; Degenhart, Shannon; Pannkuk, Tim; Kujawski, Jenna – Journal of Agricultural Education, 2007
Self-efficacy beliefs are defined as context-specific assessments of one's competence to perform specific tasks, influence one's efforts, persistence, and resilience to succeed in a given task. Such beliefs are important determinants when considering agricultural science teachers' subject matter knowledge, teaching comfort levels, and their…
Descriptors: Preservice Teachers, Teacher Education Programs, Self Efficacy, Agricultural Education
Pierson, Melissa – Contemporary Issues in Technology and Teacher Education (CITE Journal), 2004
This paper proposes an extended-time, three-course technology integration model that allows preservice teachers adequate time to absorb, reflect about, connect with, and be supported by technology. This course sequence facilitates development of the ability to use technology simultaneously with the development of the skills and knowledge necessary…
Descriptors: Technological Literacy, Pedagogical Content Knowledge, Technology Integration, Technology Education
