eric.ed.gov har udgivet: Undergraduate preservice teachers face many challenges implementing inquiry pedagogy in mathematics lessons. This study provides a step-by-step case analysis of an undergraduate preservice teacher’s actions and responses while teaching an inquiry lesson during a summer math camp for grade 3-6 students conducted at a university. Stumbling blocks that hindered achievement of the overall goals of the inquiry lesson emerged when the preservice teacher asked open-ended questions and learners gave diverse, unexpected responses. Because no prior thought was given to possible student answers, the preservice teacher was not equipped to give pedagogically meaningful responses to her students. Often, the preservice teacher simply ignored the unanticipated responses, impeding the students’ meaning-making attempts. Based on emergent stumbling blocks observed, this study recommends that teacher educators focus novice teacher preparation in… Continue Reading →
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eric.ed.gov har udgivet: This study examined the International Education and Resource Network Science Technology and Math (iEARN-STM) online professional development course. The study used the constructivist framework as the conceptual model to examine the way in which the constructivist theory has shaped the design and implementation of the course, as reflected by the interactions of a cohort of participants in the course. The participants were 28 educators enrolled in the course, who were either teacher educators or teachers, working in different educational institutions in different countries throughout the world. The purpose of the study was to understand how the iEARN online professional development course supported teachers’ learning through effective discourse in an online environment and to identify the constructivist learning principles that were behind the success of the course. The… Continue Reading →
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eric.ed.gov har udgivet: The Peace Corps (PC) has provided teachers for Nepal’s schools for 25 years. The increasing population and especially the increased demand for educational opportunities is exceeding the supply of available trained teachers. In response to this need, PC/Nepal has shifted its emphasis in the education sector from providing teachers to providing teacher trainers. The purpose of this task analysis is to define this new PC role and to provide systematic information for preservice and inservice training activities. This document contains four sections: (1) task analysis; (2) job description; (3) technical training sessions; and (4) technical readings. The task analysis was developed through interviews and review of program materials and documentation. The other sections were developed based upon the task analysis. The job description, technical training sessions, and… Continue Reading →
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eric.ed.gov har udgivet: The intent of this qualitative study was to examine pre-service teachers’ growing awareness of the role dispositions and autonomy play in the classroom and the implications these constructs have for teaching and learning. Teacher candidates’ written reflections and focus group statements revealed three robust emergent themes: engagement, empowerment, and meaning making. When taking a wide lens view, these robust emergent themes nurtured certain dispositions, autonomy, and teaching efficacy. Teaching strategies such as the project approach (adult-oriented and with children) and the construction of math games were considered valuable assignments that strengthened a variety of dispositions by providing on-going opportunities for teacher candidates to engage in experiences that promoted autonomous thinking and actions during their preparation program. Teaching efficacy emerged as a related construct and became an integral… Continue Reading →
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eric.ed.gov har udgivet: Recent reforms in mathematics education have led to an increased emphasis on proof and reasoning in mathematics curricula. The National Council of Teachers of Mathematics highlights the important role that teachers’ knowledge and beliefs play in shaping students’ understanding of mathematics, their confidence in and outlook on mathematics education, and their ability to use math to solve fundamental problems. It is crucial that teachers, especially the uninitiated, understand on a deep level the mathematical concepts that they are expected to teach to adolescents. Thus, it becomes critical for teacher educators to assess the understanding and abilities of student teachers in constructing mathematical proof. The analysis in this study is based on three factors: 1) meaning of proof, 2) ideas about teaching methods on proof, and 3) ideas… Continue Reading →
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eric.ed.gov har udgivet: The researchers conducted a qualitative analysis of the perceptions of school personnel and pre-service teachers about an Algebra I tutoring program for students with learning disabilities. The researchers surveyed and interviewed the participants about the effectiveness of the program for the mathematics learning of the students with LD at the school and as a learning experience for the pre-service teachers. The school personnel indicated there was a mutually beneficial relationship between the tutors and the school. The perceptions of the tutors revealed considerations about the challenges they face as Algebra I tutors of students with learning disabilities including remembering Algebra I content, posing strategic questions to students, dealing with students’ math anxiety, and conveying Algebra I content accessibly. The tutors reported positive experiences in the program including… Continue Reading →
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eric.ed.gov har udgivet: The New York State Early Childhood Advisory Council (ECAC) serves the Governor and is charged with ensuring that all of New York’s young children are healthy, learning, and thriving in families that are supported by a full complement of services and resources essential for successful development. The council’s Workforce Work Group is dedicated to the development of those adults who work in a range of programs to realize this vision. Teacher preparation, the Birth to Grade 2 Certification, and leadership development are strong components of the Workforce Work Group’s charge. To gain a clearer picture of early childhood-related offerings throughout the state’s higher education system, and to explore some specific issues related to the state’s teacher preparation system, the ECAC with its partner members, New York Early… Continue Reading →
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eric.ed.gov har udgivet: As a university professor who has taught at the teacher education, masters, and doctoral levels, the life of teaching has been an enduring interest, particularly teaching that occurs in K-12 settings. From the author’s own work as a K-12 teacher and administrator to her earliest studies of effective teaching and in her own university teaching, she has been interested in the complex practice of teaching and in how to make the practice more effective for student learning and more satisfying and fulfilling for the teacher. Thus, she engaged in a yearlong action research project with a fifth-grade teacher who happened to be her daughter. Her objective was to better understand the action research process; she had not anticipated the multi-faceted results in terms of student benefits and… Continue Reading →
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eric.ed.gov har udgivet: Ever so slowly, the United States is taking a harder look at how its teacher preparation schools are improving the quality of the teachers they produce. The signs are everywhere–from proposed federal action to state legislatures and school boards passing new oversight laws and regulations, to a newly marshaled push for stronger accreditation by the institutions themselves. The country is finally waking up to the critical importance of improving teacher preparation quality to produce more classroom-ready teachers. But as “NCTQ Teacher Prep Review 2014” shows, far more needs to be done to expand the pool of teachers properly prepared to meet the challenges of the contemporary American classroom. Still, an upsurge in quality has begun. It is good news indeed to be able to report some movement,… Continue Reading →
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eric.ed.gov har udgivet: The present study was an exploratory study of the content-specific knowledge structures of three teacher educators (two in math and one in science). Pathfinder, a method for eliciting associative memory networks, was used to describe the knowledge structures of the teacher educators. Pathfinder was also used to determine changes in knowledge structures of students enrolled in a teaching methodology class taught by each educator. Finally, a measure of the correspondence between students’ knowledge structures and those of the teacher educators was correlated with students’ performances in the courses. For two teacher educators, students’ knowledge structures corresponded more closely with that of the teacher educator after the course than before. For one teacher educator, students exhibited little change in knowledge structure correspondence. Also, students who corresponded most to… Continue Reading →
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