scholarly journals Deepening Understanding of Inquiry Teaching and Learning with E-Portfolios in a Teacher Preparation Program

2005 ◽  
Vol 31 (3) ◽  
Author(s):  
Han Smits ◽  
HsingChi Wang ◽  
Jo Towers ◽  
Susan Crichton ◽  
Jim Field ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Preservice Teacher ◽  
Teaching And Learning ◽  
Teacher Preparation Program ◽  
Inquiry Teaching ◽  
Preparation Program ◽  
University Instructors

This paper describes the first stages of a project focusing on the use of preservice-teacher-generated e-Portfolios as a means of documenting and assessing inquiry-based teaching and learning. The project is designed to explore ways in which preservice teacher-created e-Portfolios can be used to (1) document how inquiry lives in practice, and (2) help university instructors and practitioners in the field assess the knowledge, skills, and attributes of preservice teachers who are participating in an inquiry based teacher preparation program.

GEO-Teach: A Preservice Teacher Preparation Program in Geography

1995 ◽  
Vol 94 (5) ◽  
pp. 524-526 ◽  
Author(s):  
Aaron Doering ◽  
Dorothy Engan-barker ◽  
Clark Johnson ◽  
Cecil Keen ◽  
Miriam Lo
Keyword(s):  
Teacher Preparation ◽  
Preservice Teacher ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Preservice Teacher Preparation

scholarly journals Predictive measures to identify target skill sets necessary for completion of future teachers in teacher preparation program

2020 ◽  
Author(s):  
◽  
Brandy Lee Hepler
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Effective Teachers ◽  
Classroom Climate ◽  
Mixed Methods Study ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Quality Teachers ◽  
Skill Sets ◽  
Evaluation Scores

Effective teachers are those who can create a classroom climate which meets the needs of the students (Darling-Hammond, 2009; Hart and Hodsen, 2004). In an attempt to identify preservice teachers who can create this type of classroom, Missouri added a workplace inventory, the Missouri Educator Profile (MEP), to their required battery of teacher preparation program (TPP) entrance assessments between the years of 2013 and 2018. Theoretically, students who scored similarly to the normed teacher group would perform similarly to those proficient teachers in the classroom during practicum as well. While the MEP is still available for TPP use, it is no longer a requirement. The purpose of this mixed methods study is to examine the perceptions of the constructs of quality teachers through the lens of current practicing educators in a Missouri Teacher Preparation Program and to discover if indicators on the MEP are predictive of performance evaluation scores. The results of this study may have the potential to either persuade or dissuade Missouri TPPs to utilize the MEP.

Social Justice Experiential Education in Rural Fiji

2020 ◽  
pp. 125-143
Author(s):  
Elizabeth Laura Yomantas
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Experiential Education ◽  
Lived Experiences ◽  
Teaching And Learning ◽  
Critical Consciousness ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Social Justice Teaching ◽  
The Creation

This chapter examines how an experiential education (EE) program in rural Fiji provided rich experiences for social justice teaching and learning in the context of a teacher preparation program. This chapter discusses the instructor's lived experiences, positionality, and commitment to social justice work that propel a desire to create classrooms that are sites of transformation. The primary aspects of social justice teaching and learning discussed include the creation of spaces for critical consciousness to emerge and an embracement of pedagogies of love in the context of the EE program. This chapter concludes with the instructor's continued commitment embodying a social justice agenda in classroom spaces and beyond through a lifetime commitment to this work through hopeful, patiently impatient praxis.

Social Justice Experiential Education in Rural Fiji

2021 ◽  
pp. 473-491
Author(s):  
Elizabeth Laura Yomantas
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Experiential Education ◽  
Lived Experiences ◽  
Teaching And Learning ◽  
Critical Consciousness ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Social Justice Teaching ◽  
The Creation

This chapter examines how an experiential education (EE) program in rural Fiji provided rich experiences for social justice teaching and learning in the context of a teacher preparation program. This chapter discusses the instructor's lived experiences, positionality, and commitment to social justice work that propel a desire to create classrooms that are sites of transformation. The primary aspects of social justice teaching and learning discussed include the creation of spaces for critical consciousness to emerge and an embracement of pedagogies of love in the context of the EE program. This chapter concludes with the instructor's continued commitment embodying a social justice agenda in classroom spaces and beyond through a lifetime commitment to this work through hopeful, patiently impatient praxis.

Sustaining Bilingual–Biliterate Identities: Latinx Preservice Teachers’ Narrative Representations of Bilingualism and Biliteracy Across Time and Space

2020 ◽  
pp. 002248712095436
Author(s):  
Idalia Nuñez ◽  
Doris A. Villarreal ◽  
Samuel DeJulio ◽  
Rosalyn Harvey ◽  
Lucia Cardenas Curiel
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Narrative Analysis ◽  
Research Study ◽  
Significant Part ◽  
Teacher Preparation Program ◽  
Language And Literacy ◽  
Preparation Program ◽  
Time And Space ◽  
Narrative Representations

The present study is a narrative analysis of 14 self-created books by Latina/o/x bilingual preservice teachers to describe their biliteracy trajectories. Drawing on the concept of identity and bilingualism, this analysis explores how preservice teachers experienced language and literacy and how these experiences have shaped their bilingual–biliterate identities. The findings of this research study revealed that bilingual preservice teachers (a) narrated Spanish as a significant part of their remembered identities, (b) struggled to maintain their bilingualism and biliteracy, and (c) reconnected and reclaimed their bilingual–biliterate identities through their experiences in their teacher preparation program.

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