A Case Study Of Women's Experiences In A Preservice Teacher Preparation Program

2006 ◽  
Vol 47 (4) ◽  
pp. 123-133
Author(s):  
Kathleen D. Kelsey
Keyword(s):  
Teacher Preparation ◽  
Preservice Teacher ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Women’S Experiences ◽  
Preservice Teacher Preparation ◽  
Women's Experiences

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

Using Qualitative Inquiry and Self-Study to Make Sense of Data Use Practices in Teacher Education

2020 ◽  
Vol 11 (4) ◽  
pp. 34-44
Author(s):  
Jahnette Wilson ◽  
Sam Brower ◽  
Teresa Edgar ◽  
Amber Thompson ◽  
Shea Culpepper
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Qualitative Data ◽  
Data Use ◽  
Program Improvement ◽  
Qualitative Inquiry ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Self Study

Accountability and rigor in teacher education have been the focus of recent policy initiatives. Thus, data use practices have become increasingly critical to informing program improvement. Educational researchers have established self-study as a research methodology to intentionally be used by teacher educators to improve their practice. The purpose of the self-study described in this article was to examine the data use practices of one teacher preparation program in an effort to facilitate improvement of the program's capacity in using program data. The qualitative data gathered in this case study proved to be pivotal in the continuous improvement efforts of the teacher preparation program; thus, the usefulness and value of the findings within this case study have implications for how institutional self-study and qualitative data can support quantitative programmatic data in order to facilitate programmatic improvement initiatives.

scholarly journals Exploring the Factor Structure of the Constructs of Technological, Pedagogical, and Content Knowledge (TPACK): An Exploratory Factor Analysis Based on the Perceptions of TESOL Pre-Service Teachers at a British Private University in Malaysia

2021 ◽  
pp. 103-115
Author(s):  
Raveenajit Kaur A. P. ◽  
Kalvant Singh ◽  
Alberto Luis August
Keyword(s):  
Technology Integration ◽  
Teacher Preparation ◽  
Data Collection ◽  
Private University ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Structured Interviews ◽  
Mixed Methods Case Study ◽  
Pre Service Teacher

Using the TPACK framework, this research study investigated how pre-service teachers perceive their development of the knowledge, skills, and self-efficacy necessary for technology integration; and explored the opportunities that pre-service teachers have to learn about technology integration. It employed a convergent parallel mixed methods case study design. It has a single-embedded case design. The unit of analysis for inquiry is the undergraduate teacher preparation program at a private British university in Malaysia. This study incorporates quantitative data collection in the form of a survey alongside qualitative data collection conducted through semi-structured interviews. The participants for the survey comprised of three purposefully selected convenience samples of pre-service teachers (Years One, Two, and Three) studying the undergraduate teacher preparation program. Following the administration of the survey, a maximum variation sample of pre-service teachers who participated in the survey was invited for semi-structured interviews. The results indicated that the EFA found support for TK and CK being distinctive knowledge constructs within the pre-service teachers’ knowledge perceptions. While PK, PCK, TPK, TCK, and TPACK were postulated to be distinct knowledge constructs in the TPACK framework, these were not reflected in the perceptions of the pre-service teacher participants of this study. Implications and recommendations are suggested.

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.

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