Results 191 to 200 of about 5,091 (221)

Determining which introductory physics topics pre-service physics teachers have difficulty understanding and what accounts for these difficulties

European Journal of Physics, 2012
This study aims at diagnosing which subjects pre-service physics teachers have difficulty understanding in introductory physics courses and what accounts for these difficulties. A questionnaire consisting of two qualitative questions was used to collect data for this study. The questionnaire was administered to 101 pre-service physics teachers who have
Şahin, ESİN, Yaǧbasan, Rahmi
openaire   +3 more sources

Pre-service Elementary School Teachers’ Ability to Account for the Operation of Simple Physical Systems Using the Energy Conservation Law

Journal of Science Teacher Education, 2014
Energy is recognized as a core idea in science and, hence, a significant learning objective of science education. The effective promotion of this learning objective posits that teachers themselves possess sound conceptual understanding. This is needed for enabling them to organize effective learning environments for their students.
Papadouris, Nicos, Hadjigeorgiou, Angela, Constantinou, Constantinos P., Papadouris, Nicos, Hadjigeorgiou, Angela, Constantinou, Constantinos P.   +5 more
openaire   +2 more sources

“It Doesn’t Feel Like a Natural Fit”: Co-operating Teachers Account for Their Evaluation and Assessment of Pre-service Teachers’ Efforts to Fulfill Social Justice Indicators

Alberta Journal of Educational Research, 2017
Teacher education has long been troubled by the problem of reconciling what happens in course work with how that learning is taken up in practicum experiences. Our faculty asks co-operating teachers to account for interns’ professional growth by the extent to which the interns meet the requirements of the Internship Placement Profile (IPP).
Mulholland, Valerie Lyn, Salm, Twyla
openaire   +1 more source

Pre-service teachers’ engagement through small group tutorial learning strategy in accounting

African Perspectives of Research in Teaching and Learning
Teaching in the 21st century involves encouraging creativity and active engagement of students in the learning process. This requires using student-centred approaches for tertiary students to improve their learning experiences and help develop 21st-century skills.
Ngwenya Jabulisile, Zaly Nomsa
openaire   +1 more source

Challenges and Opportunities Preparing Accounting Pre-Service Teachers for Educational Technology in Rural Universities

This study explores the challenges and prospects of preparing pre-service Accounting teachers for integrating educational technology in rural universities. Guided by the TPACK model, a systematic review of peer-reviewed articles and case studies highlights barriers such as limited technological access, insufficient training, and digital literacy gaps ...
Joelle Danielle Ngo Ndjama, Oluwatoyin Ayodele Ajani   +1 more
openaire   +1 more source

The Impact of U.S. Pre-Service Teachers’ High-Stakes, Accountability Era Schooling Experiences on Their Future Teaching Practices

2020
The current NCLB/ESSA-generation of pre-service teachers (PSTs) in the U.S. received their K-12 schooling during the standardized test-focused education accountability era. There is little research exploring how these PSTs perceive the disconnect between their K-12 teacher-centered, test-focused school experiences and the engaging, student-centered ...
CHO, Jeasik, JAMES, Joanie, SWARTS, Gabriel   +2 more
openaire   +1 more source

RELATIVE EFFECTIVENESS OF BLENDED LEARNING MODELS ON PRE-SERVICE TEACHERS' LEARNING OUTCOMES IN ACCOUNTING EDUCATION, FEDERAL COLLEGE OF EDUCATION (T), AKOKA, LAGOS

University of Arusha Academic Journal
This study investigated the relative effectiveness of four blended learning models, Flex, Rotation, Online Laboratory, and Face-to-Face, on the interest levels of pre-service accounting teachers in Southwest Nigeria. Drawing on the CIPP and Kirkpatrick evaluation models, the research employed a quasi-experimental design with non-equivalent pretest ...
Ishola Adeniyi, Ogunrinbokun Emmanuel
openaire   +1 more source

Pushing Back Against The “Push Down”: Pre-Service Teachers Engaging In Complex Pedagogies As Pathways Of Resistance To The Accountability Movement In Early Care And Education Settings

2020
This action research project and ethnography examined early care and education (ECAE) pre-service teachers as they engaged in complex constructivist pedagogies. This paper presents a constructivist conceptual framework and a literature review that argues that because of the accountability movement, in-service teachers are feeling pressure to abandon ...
openaire   +1 more source

Pre-service teachers’ self-efficacy in implementing inclusive practices and resilience in Finland

Teaching and Teacher Education, 2021
Akie Yada, Minna Kyttälä, Mikko Aro
exaly  

Conceptions of assessment in pre-service teachers’ narratives of students’ failure

Cambridge Journal of Education, 2022
Sonja Lutovac, Maria Assunção Flores
exaly