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Direct linkHu, Xueyan; Xu, Zhihong; Neshyba, Monica; Geng, Zihan; Turner, Rachel – Asia-Pacific Journal of Teacher Education, 2021
While knowledge, attitudes and beliefs as well as skills are integrated parts of Culturally Responsive Teaching (CRT) competency, few teacher education programmes have targeted the well-rounded CRT competency in all of these three aspects. Drawing on the conceptual framework of CRT competency and constructivist learning theory, the present study…
Descriptors: Preservice Teachers, Teacher Education Programs, Culturally Relevant Education, Constructivism (Learning)
Download full textYopp, Ruth Helen; Ellis, Mark W.; Bonsangue, Martin V.; Duarte, Thomas; Meza, Susanna – Issues in Teacher Education, 2014
This study offers insights from an initial pilot of a co-teaching model for mathematics teacher preparation developed both to support experienced teachers in shifting their practice toward the vision set forth by NCTM and the Common Core State Standards for Mathematics (National Governors Association, 2010; NCTM, 2000, 2009) and to provide…
Descriptors: Team Teaching, Models, Pilot Projects, Mathematics Teachers
Price, Geoff Paul – ProQuest LLC, 2013
This study applied the researcher-constructed Integrated Triadic Model (ITM) to an elementary social studies teaching methods course and measured the extent that preservice teachers' technological pedagogical content knowledge (TPACK) changed throughout the semester. The study also gathered preservice teachers' beliefs about the…
Descriptors: Technological Literacy, Pedagogical Content Knowledge, Models, Elementary School Teachers
Saçkes, Mesut – European Early Childhood Education Research Journal, 2014
The purpose of the present study was to explore how often teachers of young children teach science concepts in kindergarten and examine the factors that influence the frequency of science teaching in early years. A theoretical model of the determinants of the frequency of science teaching in kindergarten was developed and tested using a…
Descriptors: Young Children, Kindergarten, Preschool Teachers, Science Instruction
Manifold, Marjorie; Zimmerman, Enid – Art Education, 2011
Research about K-6 generalists, elementary, preservice majors in teacher education programs often emphasizes students who are resistant to art methods courses, although Galbraith (1991) and Gibson (2003) found some elementary majors held positive views about art methods courses. In addition, instructors who are frustrated by students who respond…
Descriptors: Art Education, Methods Courses, Preservice Teacher Education, Elementary Education
Hardin, Valentina Blonski – Online Submission, 2010
The present study was undertaken to find ways to help bilingual preservice teachers become more aware of diversity and more questioning of methods for literacy development in order to address issues of critical literacy. Twenty-five bilingual preservice teachers, enrolled in a Spanish Reading Methods at the university tutored 25 kindergarten…
Descriptors: Preservice Teachers, Bilingual Students, Phonics, Data Analysis
Crawford, Barbara; Cullin, Michael – International Journal of Science Education, 2004
This study investigated prospective secondary science teachers' understandings of and intentions to teach about scientific modelling in the context of a model-based instructional module. Qualitative methods were used to explore the influence of instruction using dynamic computer modelling. Participants included 14 secondary science prospective…
Descriptors: Teaching Methods, Science Instruction, Models, Science Teachers
Lachance, Andrea M.; Benton, Cynthia J.; Klein, Beth Shiner – Teacher Education Quarterly, 2007
Partnerships, especially the Professional Development School (PDS) model, between institutions of higher education (IHE) and public schools (PS), have become, if not commonplace, a successful model for teacher education. PDS teacher education projects in which preservice teachers and higher education faculty participate in school-based instruction…
Descriptors: Preservice Teacher Education, Preservice Teachers, Schools of Education, Professional Development Schools
Huinker, DeAnn; Madison, Sandra K. – 1995
This study investigated the struggles of two preservice elementary teachers in a mathematics methods course. Kay and Aaron elected mathematics as their content minor and indicated they had always been "good" in mathematics. In the methods course, they were challenged to rethink the nature of mathematics learning in a constructivist…
Descriptors: Concept Formation, Constructivism (Learning), Elementary Education, Elementary School Mathematics
