How Will I Know What My Students Need? Preparing Preservice Teachers to Use Running Records to Make Instructional Decisions

2017 ◽  
Vol 71 (2) ◽  
pp. 135-143 ◽  
Author(s):  
Erin Gillett ◽  
Susan Pierson Ellingson
Keyword(s):  
Preservice Teachers ◽  
Instructional Decisions ◽  
Running Records

Pedagogies Across Subjects

2016 ◽  
Vol 55 (3) ◽  
pp. 346-373 ◽  
Author(s):  
Elson Szeto ◽  
Annie Yan Ni Cheng
Keyword(s):  
Preservice Teachers ◽  
Content Knowledge ◽  
Education Institution ◽  
Instructional Decisions ◽  
Multiple Data ◽  
Technology In Teaching ◽  
Integration Of Technology ◽  
Teacher Education Institution ◽  
Individual School

This case study examines preservice teachers’ integration of technology in teaching various subject domains. It aims to gain in-depth understandings of preservice teachers’ pedagogical patterns for teaching through the theoretical lens of technological pedagogical and content knowledge. Multiple data sources were collected in a teacher education institution in Hong Kong. The teachers’ pedagogical patterns vary depending on their instructional decisions affected by individual preferences, various subject cultures, and individual school settings. The patterns reflected various forms of technological pedagogical and content knowledge development in teaching different subjects. Implications for preparation of preservice teachers’ pedagogy, teacher preparation, and development are also discussed.

Exploring Digitally Enhanced Literacy Practices With Preservice Teachers

2020 ◽  
pp. 394-416
Author(s):  
Meredith J. C. Swallow ◽  
Kathryn Will-Dubyak
Keyword(s):  
Preservice Teachers ◽  
Educational Technology ◽  
Teacher Preparation ◽  
Literacy Instruction ◽  
Literacy Practices ◽  
Learning Opportunities ◽  
Teacher Preparation Program ◽  
Elementary Student ◽  
Instructional Decisions ◽  
Integration Of Technology

Two professors in a teacher preparation program purposefully examined their courses for ways in which the learning opportunities in each separate course could be connected to facilitate development of preservice teachers' understandings of purposeful integration of technology within literacy instruction for elementary student learners. Preservice teachers in the courses used their knowledge of children's literature and best practices to create rich learning opportunities before examining them through the lens of the TPACK framework and SAMR model. This process enhanced and transformed preservice teachers' instructional decisions to illuminate educational technology as part of literacy instruction.

Research, Reflection, Practice: Implications of Research on Children's Understanding of Geometry

2000 ◽  
Vol 6 (9) ◽  
pp. 572-576
Author(s):  
Thomas Fox
Keyword(s):  
Preservice Teachers ◽  
Geometric Reasoning ◽  
Methods Course ◽  
Instructional Decisions ◽  
Mathematics Methods ◽  
School Students ◽  
Research Findings ◽  
Mathematics Methods Course ◽  
Do So

In my mathematics methods course for preservice teachers, I ask my students to assess a group of elementary school students concerning their level of geometric reasoning. To do so, they use tasks that focus on assessing and extending students' geometric understandings. These open-ended tasks, along with a framework developed from research findings involving children's geometric reasoning, are described in this article. An important aspect of these tasks is that they focus on how students communicate their reasoning so that my preservice teachers can make more informed instructional decisions when planning a follow-up geometry lesson. Research on geometric reasoning has shown that a match between students' reasoning level and instructional tasks is crucial if meaningful learning is to occur (Crowley 1987).

Raising the Power of Curriculum-Based Measurement Tools in Preservice Training

2020 ◽  
pp. 088840642091682
Author(s):  
Sarah Watt ◽  
Sarah Conoyer ◽  
Jeremy W. Ford ◽  
Anne Foegen ◽  
Georgia Luckey
Keyword(s):  
Preservice Teachers ◽  
Content Knowledge ◽  
Special Education Teachers ◽  
Learning Experience ◽  
Learning Goals ◽  
Instructional Decisions ◽  
Self Regulated Learning ◽  
Use Of Data ◽  
Measurement Tools ◽  
Goals And Objectives

Thirty-seven preservice teachers engaged in a self-regulated learning experience proposed to increase their algebra content knowledge and to examine their use of data to make instructional decisions. Using weekly algebra curriculum-based measures, preservice special education teachers set learning goals and objectives, individually selected and adjusted weekly learning activities, and self-monitored and graphed their progress. A mixed-methods approach identified that all participants significantly increased in their algebra content knowledge, but the decision-making approaches among students varied greatly.

Supporting Teacher Learning: Assessment Design: Helping Preservice Teachers Focus on Student Thinking

2006 ◽  
Vol 13 (2) ◽  
pp. 118-123
Author(s):  
Ana C. Stephens ◽  
Crystal L. Lamers
Keyword(s):  
Preservice Teachers ◽  
Teacher Learning ◽  
High Stakes Testing ◽  
Student Thinking ◽  
Learning Assessment ◽  
Instructional Decisions ◽  
National Council ◽  
High Stakes ◽  
Assessment Design ◽  
Principles And Standards

Increased calls for student, teacher, and school “accountability” have placed a greater emphasis on the need to assess what students know. While the focus of the calls for accountability is often on high-stakes testing, there are other important forms and purposes of assessment that deserve attention. In Principles and Standards for School Mathematics, the National Council of Teachers of Mathematics (2000) asserts, “Assessment should be more than merely a test at the end of instruction to see how students perform under special conditions; rather, it should be an integral part of instruction that informs and guides teachers as they make instructional decisions. Assessment should not merely be done to students; rather, it should also be done for students, to guide and enhance their learning” (p. 22).

An Adapted Measure of Teacher Self-Efficacy for Preservice Teachers: Exploring its Validity Across two Countries

2014 ◽  
Vol 28 (3) ◽  
pp. 83-92 ◽  
Author(s):  
Franziska Pfitzner-Eden ◽  
Felicitas Thiel ◽  
Jenny Horsley
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
Confirmatory Factor Analyses ◽  
3 Dimensional ◽  
Multiple Group ◽  
Three Samples ◽  
Confirmatory Factor ◽  
Teacher Self Efficacy ◽  
Dimensional Assessment ◽  
Metric Measurement

Teacher self-efficacy (TSE) is an important construct in the prediction of positive student and teacher outcomes. However, problems with its measurement have persisted, often through confounding TSE with other constructs. This research introduces an adapted TSE instrument for preservice teachers, which is closely aligned with self-efficacy experts' recommendations for measuring self-efficacy, and based on a widely used measure of TSE. We provide first evidence of construct validity for this instrument. Participants were 851 preservice teachers in three samples from Germany and New Zealand. Results of the multiple-group confirmatory factor analyses showed a uniform 3-factor solution for all samples, metric measurement invariance, and a consistent and moderate correlation between TSE and a measure of general self-efficacy across all samples. Despite limitations to this study, there is some first evidence that this measure allows for a valid 3-dimensional assessment of TSE in preservice teachers.

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