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Cribbs, Jennifer; Huss, Jeanine; Mittelberg, Julia – Journal of Interdisciplinary Teacher Leadership, 2021
This study explores the influence of an afterschool program involving high needs elementary-aged students at community-based sites and elementary preservice teachers (EPSTs) enrolled in a final sequence of methods courses at a local university. Data collection involved surveys, interviews, and reflections with EPSTs and interviews with…
Descriptors: STEM Education, After School Programs, Elementary School Students, Elementary School Teachers
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Thomas, Casedy A. – Journal of Mathematics Teacher Education, 2021
This multi-case study examines how three elementary mathematics methods instructors, in the same teacher education program, provide their prospective teachers with learning opportunities. Qualitative data were collected through interviews, classroom observations, and artifacts. The findings suggest that the instructors' beliefs associated with…
Descriptors: Teacher Education Programs, Mathematics Instruction, Preservice Teachers, Concept Formation
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Shalbayeva, Dinara Kh.; Zhetpisbayeva, Bakhytgul A.; Akbayeva, Gulden N.; Assanova, Dariya N. – European Journal of Contemporary Education, 2021
The present article aims to identify the major problems English teachers face in the process of working with special educational needs learners in the context of inclusive education in general education schools of the Republic of Kazakhstan. Despite the studies on special methods and pedagogy of inclusive education carried out by the educators,…
Descriptors: Teaching Methods, Teaching Conditions, Special Needs Students, Inclusion
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Jao, Limin; Stewart, Alexandra; Rao, Nakita – Mathematics Teacher Education and Development, 2021
Reform-based approaches to teaching mathematics are proven to be most effective for students' learning, yet many novice secondary mathematics teachers still use traditional approaches. One reason for this is that novice teachers tend to teach the way that they experienced mathematics as students themselves. There is thus an onus on teacher…
Descriptors: Mathematics Teachers, Mathematics Instruction, Preservice Teachers, Secondary School Teachers
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Mimi Li; Meixiu Zhang – CALICO Journal, 2024
This article reports an empirical study on embedding digital literacies in the language teacher education curriculum with pre-service and in-service teachers enrolled in a graduate-level language teaching method course. Two different types of technology-mediated collaborative tasks were implemented, one being collaborative reading for writing…
Descriptors: Digital Literacy, Teacher Education Curriculum, Visual Aids, Language Teachers
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Gil, Indira; Zamudio-Orozco, Laura; King, Barbara – Journal of Mathematics Education at Teachers College, 2019
When teaching through problem solving, effective mathematics teachers need to lead discussions that assist students in making connections between different solution strategies. However, while teaching a methods course for preservice teachers (PSTs), we noticed that after solving a problem and presenting various solution strategies, many PSTs…
Descriptors: Preservice Teachers, Problem Solving, Mathematics Instruction, Mathematics Skills
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Campbell, Matthew P.; Baldinger, Erin E.; Graif, Foster – Mathematics Teacher Educator, 2020
Approximations of practice provide opportunities for teacher candidates (TCs) to engage in the work of teaching in situations of reduced complexity. A problem of practice for teacher educators relates to how to represent student voice in approximations to engage TCs with interactive practices in meaningful ways. In this article, we share an…
Descriptors: Preservice Teacher Education, Preservice Teachers, Teaching Methods, Student Participation
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DeCoito, Isha – International Journal of E-Learning & Distance Education, 2020
Digital timelines have been both transformational and supportive in enhancing the ways in which information is shared through text, images, interaction, and creativity to achieve course goals and objectives across numerous disciplines. In analyzing the experiences of teacher candidates (TCs) in their creation of a variety of resources to address…
Descriptors: Preservice Teacher Education, Student Attitudes, Educational Technology, Technology Uses in Education
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Swars Auslander, Susan; Smith, Stephanie Z.; Smith, Marvin E.; Myers, Kayla – Journal of Mathematics Teacher Education, 2020
Increased accountability demands are being placed on teacher preparation programs across the USA to demonstrate competencies of their teacher candidates. As a means of evaluating teacher candidates' instructional effectiveness and readiness for their own classrooms, some programs are using standardized teacher performance assessments, with faculty…
Descriptors: Elementary School Teachers, High Stakes Tests, Preservice Teacher Education, Teacher Competencies
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Grey, Alyssa N. – Update: Applications of Research in Music Education, 2022
Music education method courses include pedagogical content essential for successful classroom instruction. Preservice music educators, however, have expressed concerns with their method course experiences. Researchers have found that modeling, peer teaching experiences, various forms of feedback, and video recordings can help improve…
Descriptors: Music Education, Methods Courses, Music Teachers, Preservice Teacher Education
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Harry, Adam G.; Salvador, Karen – Journal of Music Teacher Education, 2021
Because teaching is an inherently political act, it is important for music teacher educators to consider their role in the public discourse and how they approach the political dimensions of teaching with future music educators. In this interest article, we offer a theoretical basis for engaging preservice music teachers in critical reflection and…
Descriptors: Music Teachers, Teacher Educators, Teacher Role, Critical Thinking
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Gerçeker, Ceren Saygi – Asian Journal of Education and Training, 2018
The objective of the current study is to develop an attitude scale for pre-service music teachers' special teaching methods course. The data of the research was obtained in the spring semester of the 2017-2018 academic year. The study group consists of 388 pre-service music teachers who continue their education at eight universities in Turkey.…
Descriptors: Music Teachers, Music Education, Teaching Methods, Preservice Teachers
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Pedersen, Joelle – Journal of Adolescent & Adult Literacy, 2018
As a component of dialogic writing response, question posing is an essential strategy for crafting meaningful writing experiences. The author used qualitative content analysis to explore the question-posing feedback provided by eight secondary English teacher candidates in response to literary essays by ninth graders. Findings indicate that…
Descriptors: Preservice Teachers, Writing Processes, English Teachers, Secondary School Teachers
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Walkington, Candace; Chelule, Geoffrey; Woods, Dawn; Nathan, Mitchell J. – Grantee Submission, 2018
Gestures have been shown to play a key role in mathematical reasoning and be an indicator that mathematical reasoning is "embodied" -- inexorably linked to action, perception, and the physical body. Theories of extended cognition accentuate looking beyond the body and mind of an individual, thus here we examine how gestural embodied…
Descriptors: Nonverbal Communication, Mathematical Logic, Cognitive Processes, Geometry
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Gallagher, Melissa A.; King, Lesley A.; Suh, Jennifer M.; Hargrove, Dori L. – School-University Partnerships, 2019
This study examined how 16 female teacher candidates in two sections of a math methods course, which implemented high leverage professional development school practices, described the aspects of richness of mathematics (i.e., linking between representations, explanations, mathematical sense-making, multiple procedures or solution methods, patterns…
Descriptors: Preservice Teachers, Student Attitudes, Mathematics Instruction, Pedagogical Content Knowledge
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