Results 51 to 60 of about 83,677 (230)

Technological, Pedagogical, and Content Knowledge‐Universal Design for Learning‐Science, Technology, Engineering, and Mathematics Scale: Possibility to Create Inclusive Chemistry Learning

Future in Educational Research, EarlyView.
ABSTRACT Inclusive chemistry learning is possible. Three frameworks that can be considered to create inclusive chemistry learning are Technological Pedagogical and Content Knowledge (TPACK), Universal Design for Learning (UDL), and Science, Technology, Engineering, and Mathematics (STEM).
Muhamad Aditya Hidayah, Jamil Suprihatiningrum   +1 more
wiley   +1 more source

Reconceptualising preservice teacher education courses for music teachers: the importance of pedagogical content knowledge and skills and professional knowledge and skills [PDF]

, 2006
[Abstract]: This paper explores the perceptions of early-career music teachers regarding the effectiveness of their preservice preparation. Findings suggest that early-career music teachers' perceptions of effective preparation contrast with their ...
Ballantyne, Julie
core   +2 more sources

Teachers' Customizations of Storyline Science Curriculum: Adapting for Their Students and Instructional Contexts

Science Education, EarlyView.
ABSTRACT Curriculum materials can play an essential role to help teachers shift their instruction. However, curricular enactment does not look identical in every classroom, because teachers need to be responsive to their students. In this study, we investigated the customizations teachers made while enacting storyline science curriculum.
Katherine L. McNeill, Caitlin G. Fine, Benjamin R. Lowell, Renee Affolter   +3 more
wiley   +1 more source

Attending to Preservice Teachers' Assets: Beliefs and Practices for Supporting Expansive Sensemaking in Elementary Science

Science Education, EarlyView.
ABSTRACT Preservice elementary science teachers' beliefs and practices influence the kinds of adaptations they make to curriculum materials and the extent to which they are able to enact justice‐oriented science lessons. Through this qualitative study, we explored the beliefs and practices of five focal preservice teachers through an analysis of their ...
Jessica Bautista, Elizabeth A. Davis
wiley   +1 more source

Unpacking Mathematics for Teaching: A Study of Preservice Elementary Teachers’ Evolving Mathematical Understandings and Beliefs

Journal of Teaching and Learning, 2007
This study examined the mathematical understandings and beliefs held by preservice elementary teachers in a mathematics methods course taken as part of a one year teacher certification program, and re-examined these characteristics at the end of the ...
Ann Kajander
doaj   +1 more source

Collective (Un)Learning: A Self‐Examination of Science Teacher Educators' Evolving Translanguaging Pedagogy for Eliciting and Elevating Student Ideas

Science Education, EarlyView.
ABSTRACT This study centers the idea that it is not just what science teacher educators (STEs) teach, but how they teach it, that matters. To prepare future teachers who can enact more equitable and transformative reform‐oriented science instruction with multilingual learners, research must explore what STEs are doing, and how, to develop preservice ...
María González‐Howard, Karina Méndez Pérez, Sage Andersen, Carla Robinson, Leticia Garza   +4 more
wiley   +1 more source

Preservice Teacher Views on Critical Religious Literacy to Counteract Epistemic Injustice in Teacher Education Programs

Religions
While there has been growing scholarly interest in the role of religious literacy in K-12 teacher education, scholarship on how preservice teachers understand religious literacy as an aim of social justice-oriented education remains limited.
Erin Reid
doaj   +1 more source

Individual and Structural Orientations in Socially Just Teaching: Conceptualization, Implementation, and Collaborative Effort [PDF]

, 2010
This essay, drawn from theory, research, and the author’s practitioner research as a teacher educator, proposes a framework to inform teacher educators’ conceptualization and implementation of socially just teaching.
Chubbuck, Sharon
core   +1 more source

Scientific Reasoning Competencies:A Case of Preservice Teacher Education [PDF]

, 2019
In this study, we analysed the scientific reasoning competencies of preservice science teachers from a Canadian sample at the beginning and end of a science teacher education methods course.
A Field, A Lawson, C Max, D Allchin, D Allchin, D Hodson, D Hodson, D Rychen, E Klieme, F Weinert, GJ Kelly, I Neumann, J Osborne, L Kenyon, M Ford, ML Wu, Moritz Krell, N Norris, P Kind, R Khishfe, R Shavelson, S Hartmann, S Mathesius, S Mathesius, Samia Khan, T Bond, TD Sadler, W Boone, WG Spady   +28 more
core   +2 more sources

Preservice Teachers' Professional Development for Implementing Differentiated Instruction in Science Education: An Embedded Case Study

Journal of Research in Science Teaching, EarlyView.
ABSTRACT The current study explored how a professional development program for differentiated instruction in science education supported change in preservice teachers, following the Interconnected Model of Professional Growth by Clarke and Hollingsworth. Among eight preservice teachers, a self‐report questionnaire (pre and post) and reflective logbooks
Tessa Slim, Johanna E. van Schaik, Anna C. G. Hotze, Maartje E. J. Raijmakers   +3 more
wiley   +1 more source