Where is the Writing Teacher? Preservice Teachers’ Perspectives on the Teaching of Writing

2019 ◽  
Vol 11 (2) ◽  
pp. 285-310
Author(s):  
Angela M. Kohnen ◽  
Kathryn Caprino ◽  
Sally Crane ◽  
Jane S. Townsend
Keyword(s):  
Preservice Teachers ◽  
Writing Teacher ◽  
Teachers Perspectives ◽  
Teaching Of Writing

Transforming Teaching for Virtual Environments

2021 ◽  
pp. 534-560
Author(s):  
Irina Lyublinskaya ◽  
Xiaoxue Du
Keyword(s):  
Preservice Teachers ◽  
Instructional Technology ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Student Centered ◽  
Pedagogical Content ◽  
K 12 ◽  
Teachers Perspectives

This chapter describes pedagogical practices and teaching strategies with instructional technology used in an online summer course with preservice K-12 teachers. The course provided preservice teachers (PSTs) with experiences in using technology in K-12 classrooms from both students' and teachers' perspectives, engaged PSTs in active explorations of various K-12 curriculum topics using technology that could enhance high-impact teaching strategies, and supported PSTs in development of virtual lessons using instructional technology. The study identified effective practices with instructional technology to support preservice teachers' development of Technological Pedagogical Content Knowledge (TPACK) for their own online teaching. Study findings suggest that online immersive experience created a virtual student-centered space to nurture collaborative inquiry and that contributed to the growth of PST's TPACK. However, this experience also brought challenges and concerns for sustaining and transforming teaching and learning with instructional technology to an online environment.

Extremely Ego-Oriented Preservice Teachers’ Perspectives on Teaching Physical Education

2009 ◽  
Vol 28 (2) ◽  
pp. 155-172 ◽  
Author(s):  
John R. Todorovich
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Social Interactions ◽  
Subject Area ◽  
Mediating Effect ◽  
Teaching Behaviors ◽  
Teaching Perspectives ◽  
Education Data ◽  
Teachers Perspectives ◽  
Performance Behavior

Social constructivists posit that learning involves social interactions among individuals in a given place and time. Since teachers play a significant role in how social interactions are developed and determined in the school classroom, it is important to learn how teachers make decisions about their teaching behaviors and interactions with their students. Because extreme ego orientations have been shown to have a mediating effect on performance behavior in achievement settings, the purpose of this study was to investigate the potential mediating effect of an extreme ego orientation on preservice teachers’ perspectives on teaching physical education. Data collection consisted of two formal interviews, several informal interviews, and observations of the participants’ teaching. Five themes reflecting the teaching perspectives held by the participants emerged from the data: (a) teachers must maintain control and manage their classes, (b) the best students should be singled out, (c) physical education is an isolated subject area, (c) physical education and athletics are inherently linked, and (d) because only the best can do physical education well, teachers must grade on effort. Findings demonstrate how extreme ego orientations were actualized in preservice teachers’ perspectives of teaching.

scholarly journals Social justice through citizenship education: a collective responsibility

2017 ◽  
Vol 12 (1) ◽  
pp. 70-83 ◽  
Author(s):  
Sara Winstead Fry ◽  
Jason O’Brien
Keyword(s):  
Preservice Teachers ◽  
Social Justice ◽  
Citizenship Education ◽  
Collective Responsibility ◽  
Original Research ◽  
Content Type ◽  
Systematic Effort ◽  
Agents Of Change ◽  
Teachers Perspectives ◽  
The Impact

Purpose Existing research suggests that preservice elementary teachers tend to believe “good” citizens are people who follow laws and help others rather than people who embrace a more active model of citizenship that includes working to improve society. The purpose of this paper is to propose that this trend results from a self-perpetuating cycle of passive citizenship that develops in part due to state curriculum standards and school experiences which focus on transmitting knowledge rather than preparing students to be active agents of change. Design/methodology/approach The paper presents the results of action research conducted in a teacher preparation course; the research was designed to investigate the impact of a systematic effort to see if preservice teachers’ perspectives could be broadened to include a social justice perspective. Findings As a result of the findings, the authors argue that to counteract the cycle of passive citizenship, education to create a more socially just world must be a collective responsibility shared by teachers at all levels, K-16. Originality/value This is original research that examines an approach to end a cycle of passive citizenship by promoting social justice.

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