Relevant bibliographies by topics / Preparing Pre-service Teachers

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Preparing Pre-service Teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Preparing Pre-service Teachers"

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Mirliss, Danielle. "Preparing Future Teachers." International Journal of Gaming and Computer-Mediated Simulations 6, no. 2 (April 2014): 15–29. http://dx.doi.org/10.4018/ijgcms.2014040102.

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This study explored the use of virtual world role-play activities to increase pre-service teachers' sense of teaching efficacy and attitudes toward inclusion. These constructs are also important for teacher identity development since they influence teacher dispositions, effort, professional development and beliefs in intrinsic obligations. The activity was embedded in an undergraduate course for first-year Education majors that focused on supporting diverse learners. Pre-service teachers played the roles of various diverse learners including students with physical, behavioral, socio-economic, emotional and mental challenges. Data were collected at three points during the semester in order to assess changes in efficacy and attitudes. Open ended questions also provided insight into the experience of identity experimentation. Results suggest that perspective taking activities using virtual worlds can provide powerful experiences to support identity development.
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Alahmad, Abdalhamid, Tatjana Stamenkovska, and János Gyori. "Preparing Pre-service Teachers for 21st Century Skills Education." GiLE Journal of Skills Development 1, no. 1 (March 9, 2021): 67–86. http://dx.doi.org/10.52398/gjsd.2021.v1.i1.pp67-86.

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This study examines the efficiency of a model aimed at teaching 21st century skills to preservice teachers at Damascus university. Two fundamental aspects were explored, firstly, promoting the teaching of 21st century skills; and, secondly, incorporating 21st century skills in the educators’ pedagogical training. Quantitative data was collected from 106 student teachers, and 34 teacher educators through two survey questionnaires. Results from the teacher educator’s survey data showed that the model to promote all 21st century skills in student teachers was efficient. The student teachers felt that the pedagogical training of this model was efficient in terms of promoting cognitive skills, but only average when considering information literacy and problem-solving skills and performed poorly in fostering communication skills. Thus, even though the model is efficient in promoting 21st century skills for future teachers, it lacks a training framework that places equal emphasis on applying the skills during teacher training.
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Oigara, James N., and Jared Keengwe. "Pre-Service Teachers and Technology Integration with Smart Boards." International Journal of Information and Communication Technology Education 7, no. 4 (October 2011): 84–92. http://dx.doi.org/10.4018/jicte.2011100108.

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This study explores pre-service teachers’ experiences integrating SMART Board technology into their teaching practice. The results suggest that pre-service teachers found the technology mentoring process to be useful in preparing them to integrate instructional technology into their lessons. The pre-service teachers developed high interest in integrating SMART board technology within their own practice. They also reported the technology mentoring process to be useful in preparing them to integrate instructional technology into their teaching. This article highlights the need for teacher educators to create a better curriculum aimed at preparing teachers who can selectively, purposely, and effectively integrate appropriate educational technologies into classroom instruction.
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Gilroy, Peter. "Preparing pre-service teachers for family-school partnerships." Journal of Education for Teaching 44, no. 3 (April 23, 2018): 251. http://dx.doi.org/10.1080/02607476.2018.1465522.

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Lee, I. "Preparing pre-service English teachers for reflective practice." ELT Journal 61, no. 4 (April 13, 2007): 321–29. http://dx.doi.org/10.1093/elt/ccm022.

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Mukhtar, Munierah Ainaa, Zuwati Hasim, and Melor Md Yunus. "THE EFFICACY OF SIMULATED TEACHING IN PREPARING PRE-SERVICE TEACHERS FOR PRACTICUM." Journal of Nusantara Studies (JONUS) 3, no. 1 (June 27, 2018): 64. http://dx.doi.org/10.24200/jonus.vol3iss1pp64-74.

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Teacher training programme has been recognised for its importance in training and preparing pre-service teachers for practicum and teaching profession. Interest in the field is noticeable with a number of studies conducted on teacher training areas. To ensure that appropriate training is given for the pre-service teachers prior to their actual classroom teaching, there is a need to look into the extent the pedagogical and content knowledge are delivered and acquired. Pre-service teachers in local public universities have gone through difficult times adjusting to real school environment during practicum period even though they have attended and completed their fair share of mock teaching in simulated teaching classroom. In Malaysia, research on simulated teaching as part of teacher training is still limited and the focus is normally given on the area of assessments and curriculum. Hence, it is the aim of this study to identify issues faced by the pre-service teachers during the practicum. For the purpose of this study, six pre-service teachers were selected as participants from a local public university through purposive sampling; the participants have to have gone through both simulated teaching and teaching practicum. Data were gathered through one-on-one narrative interviews and focus group interviews and analysed with thematic and content analysis. The findings reveal that simulated teaching is effective because of the feedback gathered and it can be further improved by increasing its frequency, integrating more role plays, and including a comprehensive Q&A session after the teaching.Keywords: Micro-teaching, simulated teaching, teacher training programme, teaching practicum, pre-service teachers, educationCite as: Mukhtar, M.A., Hasim, Z., & Md Yunus, M. (2018). The efficacy of simulated teaching in preparing pre-service teachers for practicum. Journal of Nusantara Studies, 3(1), 64-74.http://dx.doi.org/10.24200/jonus.vol3iss1pp64-74
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Nayagi N, Kothai, and M. Rajendran. "PRE-SERVICE TEACHERS’ APPROACHES TO CLASSROOM ASSESSMENT." Humanities & Social Sciences Reviews 8, no. 1 (February 18, 2020): 666–73. http://dx.doi.org/10.18510/hssr.2020.8180.

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Purpose of the study: The purpose of this study is to investigate the pre-service teachers’ understanding of assessment concepts and their approaches to classroom assessment. The relationship between their approaches and confidence in classroom assessment was also established. Methodology: A survey method was used to study the pre-service teachers’ approaches to classroom assessment. One thirty-one second-year pre-service teachers from the University of Delhi, India participated in this study. A modified instrument namely ‘Approaches to Classroom Assessment Inventory (ACAI)’ which consists of two parts was employed Simple t-test, correlation and factor analysis methods were used to analyze the data. Main Findings: Results showed that the pre-service teachers had a better understanding of three out of five issues which include assessment purpose, measurement theory, and confidence in monitoring the assessment. However, the study found that they have an inadequate understanding of assessment design and assessment practices. Furthermore, the correlation between their approach and their confidence was very low and non-significant. The results are discussed in the context of the assessment curriculum and its transaction at the secondary teacher education program. Implication /Applications of this study: Understanding of what pre-service teachers think about assessment issues within the current educational context helps in preparing them as better teachers. The study may provide some evidence for policymakers and curriculum framers [developers] that the importance of practical aspects of assessment in the secondary teacher education curriculum. Novelty/Originality of this study: No study has been done so far on the different aspects of assessment approaches and its issues at pre-service teacher’s level in India.
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Bialka, Christa S., Nicole Hansen, and Sarah Jin Wong. "Breaking the Cycle: Preparing Pre-Service Teachers for Disability-Related Discussions." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 42, no. 2 (January 24, 2018): 147–60. http://dx.doi.org/10.1177/0888406418754326.

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Teacher preparation programs play a seminal role in the development of prospective teachers, as they provide future educators with information regarding the rights of students with disabilities and the pedagogical means to support them in the classroom. Yet, few programs focus on how to discuss disability with students (Abernathy & Taylor, 2009; Cosier & Pearson, 2016). Once they enter into practice, many teachers hesitate to engage students in conversations about disabilities because they are unsure of what to say or fear offending students with disabilities (Crowson & Brandes, 2014; Gay & Howard, 2000). Because there is scant literature on how to best prepare pre-service teachers to hold disability-related discussions in their future classrooms, in this article, the authors aim to fill a void in current practice by providing examples of activities, assessments, and related materials that enable pre-service teachers to talk about disabilities.
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TEKIR, Serpil, and Hanife AKAR. "Preparing Pre-service English Language Teachers for Classroom Realities: Strengthening Their Competence in Instructional Materials." Eurasian Journal of Educational Research 20, no. 86 (April 14, 2020): 1–26. http://dx.doi.org/10.14689/ejer.2020.86.10.

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Ekiaka Nzai, Valentin, Yu-Lin Feng, and Concepción Reyna. "Preparing Net Gen pre-service teachers for digital native classrooms." Colombian Applied Linguistics Journal 16, no. 2 (September 22, 2014): 185. http://dx.doi.org/10.14483/udistrital.jour.calj.2014.2.a04.

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Dissertations / Theses on the topic "Preparing Pre-service Teachers"

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Compton, Lily Ko-Li. "Preparing pre-service teachers for online teaching." [Ames, Iowa : Iowa State University], 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3389096.

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Lyons, Kimberly Barraza. "Preparing to stay a quantitative examination of the effects of pre-service preparation on the retention of urban educators /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1459912891&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Tunjera, Nyarai. "Teacher Educators’ Instructional Strategies in Preparing Pre-Service Teachers to Teach with Digital Technology in the 21st Century." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/3038.

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Thesis (DEd (Educational Technology))--Cape Peninsula University of Technology, 2019
The 21st century is characterised by an influx of information from various sources. This presents the education field with both a challenge and opportunity in the teaching practice. Technology advancements have made it increasingly easy to share and access this information almost instantly. This presents the education field with both a challenge and opportunity in the teaching practice. The challenge is that not all the available information is useful or even meaningful, therefore the 21st century requires that students acquire the 4Cs (communication, collaboration, critical thinking and creativity) on how to engage with the information and not just receive it. The mandate on educational institutions is therefore to make use of technology-enhanced practices to facilitate acquisition of these skills. The implications are applicable to teacher training institutions includes the equipping of pre-service teachers with higher level thinking skills. 21C teacher educators should be modelling instructional strategies that are relevant to the demands of the modern age, more importantly these strategies should be technology-enhanced. The technology-enhanced instructional strategies should be informed by contemporary teaching and learning theories as well as technology integration frameworks. To this effect, the researcher’s original contribution to the body of knowledge was formulated – the ConTis model as elaborated on further below. Teaching with technology in teacher preparation programmes in South Africa should respond to the 21C skill requirements. Alarmingly, research in this area has continuously reported that TrEds are falling short in their teaching with technology. There is a consensus on the importance of technology integration, however, TrEds continue to use it merely as a substitution for traditional means of teaching. Contributing to this problem is the continued use of lecture-centred teaching strategies. There is a substantial amount of literature advocating for TrEds to start to adopting student-centred approached as supported by contemporary theories that argue that the best way to learn is to actively engage with knowledge and not be passive recipients. It was on this backdrop that the researcher developed the research question of this study: What do TrEds need to effectively prepare pre-service teachers to teach with technology in the 21C? To better understand and explain this phenomenon the researcher developed a conceptual framework based on teaching and constructivist teaching theory as well as technology integration framework. To investigate this phenomenon, the researcher chose to design the research study following the interpretivist paradigm for its emphasis on social contexts and in-depth understanding of phenomenon of interest. On that, the researcher made use of qualitative data collection tools to – semi-structured interviews; non-participant observations as well as a focus group interviews. The research design used was a single case study as was data collection from TrEds of one teacher education institution in the Western Cape. The data collection was conducted over a period of eight months which allowed the researcher to intensively explore TrEds’ practices. The researcher made use of various sampling methods to ensure that the participants would be able to offer relevant information as they were constantly interacting with the phenomenon under study. The findings reveal that the majority of the participating TrEds were employing lecture-centred instructional strategies, whereby technology was used to support traditional teaching approaches. The participating TrEds, contrary to their perception on their technology integration skills as reported during interviews; were observed to be using the basic functions of mostly general technology applications. This use resulted in achieving low level teaching outcomes. The institution at which the study was conducted availed technology resources to the TrEds. However, there was a deficit on the relevance, maintenance and capacity of the technology which contributed to TrEds reluctance to integrate technology. From the findings, the researcher deduced that the failure to integrate technology effectively was due to the lack of a practical and holistic guide on how to teach with technology. The researcher, based on the data analysis and in response to this shortcomings, developed a model which the researcher coined “Constructivist Technology-enhanced Instructional strategies” (ConTIS) model which can be used as a diagnostic model for TrEds to self-assess their technology integration in their practices. The model is also useful to professional development intervention designers as they can use it to identify the gaps in technology integration. The researcher further argues that this be conducted at departments levels as the needs of TrEds may differ across teacher education institutions. The model is also useful as an evaluative model that helps educational technologist and TrEds continuously assess whether their currently adopted technology interventions are yielding the appropriate outcomes as per the teaching and learning theory employed by institution and or faculty. The implications of this study were to both TrEds’ practice as well as institutional policy development. The findings of the study highlighted the importance of institutions and the faculties within them to identify and adopt relevant contemporary teaching strategies as well as frameworks that are conducive to 21C teaching outcomes. The participating TrEds reported that their practice was not necessarily informed by any particular teaching and learning theory or technology integration framework, in fact some of them highlighted that they were not familiar with frameworks such as TPACK and PCK. Therefore, it is vital for institution’s policies to enforce that TrEds practice be based on prevailing teaching with technology developments. The limitations of the study were that the research study’s design was a single case study and therefore focused on one context which limits the generalisability of the findings as the phenomenon might be experienced differently in a different setting. A longitudinal case study may also be employed in order to conduct an even more in-depth exploration of the phenomenon. It is possible that TrEd practice may have been presented as differently over time and the researcher would have discovered other factors affecting the phenomenon. The researcher therefore suggests that for further studies, researchers should perhaps conduct a comparative study by investigating how the phenomenon manifests in different contexts. Future studies may also conduct a longitudinal case study to allow for an intensive study of teacher educator practices and perhaps analyse any changes that may occur over time with the introduction of other technology interventions. The researcher also encourages that future studies be conducted to evaluate the practicality and effectiveness of the proposed ConTis model.
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Moran, Renee Rice, Laura Robertson, Chih-Che Tai, Karin Keith, Jamie Price, Lori T. Meier, and Huili Hong. "Preparing Pre-Service Teachers for the Future: Computational Thinking as a Scaffold for Critical Thinking." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5881.

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Book Summary: As technology continues to develop and prove its importance in modern society, certain professions are acclimating. Aspects such as computer science and computational thinking are becoming essential areas of study. Implementing these subject areas into teaching practices is necessary for younger generations to adapt to the developing world. There is a critical need to examine the pedagogical implications of these technological skills and implement them into the global curriculum. The Handbook of Research on Integrating Computer Science and Computational Thinking in K-12 Education is a collection of innovative research on the methods and applications of computer science curriculum development within primary and secondary education. While highlighting topics including pedagogical implications, comprehensive techniques, and teacher preparation models, this book is ideally designed for teachers, IT consultants, curriculum developers, instructional designers, educational software developers, higher education faculty, administrators, policymakers, researchers, and graduate students.
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Osmanoglu, Aslihan. "Preparing Pre-service Teachers For Reform-minded Teaching Through Online Video Case Discussions: Change In Noticing." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612868/index.pdf.

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The aim of this study was to investigate the changes on what the prospective elementary mathematics teachers noticed as they watched video cases and discussed online. More specially, I wanted to answer the question &ldquo
To what extent the elementary prospective mathematics teachers&rsquo
noticing with respect to reform-minded teaching changes during their video case-based teacher education, in terms of teacher and student roles?&rdquo
With this question in mind, I asked senior prospective mathematics teachers at METU to watch six video cases depicting real elementary mathematics classrooms, and then discuss these cases in an online forum. The research was conducted during the 2008-2009 fall semester. Participants were asked to write reflection papers after watching a video each week. The online discussions took place in Metu Online-Net ClassR online forum, and each discussion was about a long week. The research study was qualitative in nature. Specifically, it was a case study research. Prospective teachers&rsquo
reflection papers on the videos, the online discussions, and interviews with the selected 15 focus participants at the beginning, in the middle and at the end of the study were the data sources. The data were analyzed through the qualitative data analysis techniques. The findings suggested that prospective teachers&rsquo
noticing skills with respect to the teacher and student roles in reform-minded teaching and learning were developed throughout the online video-case based discussions.
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Everitt, Judson G. "Preparing for the work of teaching professional socialization and the construction of work perspectives among pre-service teachers /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3378346.

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Thesis (Ph.D.)--Indiana University, Dept. of Sociology, 2009.
Title from PDF t.p. (viewed on Jul 6, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 4071. Adviser: William A. Corsaro.
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Meier, Lori T. "Preparing Culturally Responsive Teachers in Rural Appalachia: Encapsulated Cultures of Conservative Evangelicalism and Perceptions of Pre-Service Teachers Towards Creating Social Justice Classrooms." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/5913.

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Dabner, Nicola Jeanne. "Preparing BTchLn (Primary) Graduating-Year Students for the Beginning-Teacher Employment Process: A Case Study." Thesis, University of Canterbury. Litercies and Arts In Education, 2010. http://hdl.handle.net/10092/3924.

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This study explores one aspect of the professional preparation of students graduating from teacher education institutions. A case study of one of the University of Canterbury College of Education’s initial teacher education programmes (the BTchLn (Primary) qualification) is the focus for this study. The purpose of the study is to illustrate what school employers from the Canterbury region, and BTchLn (Primary) graduates and teacher educators from the University of Canterbury, consider as important practices when preparing graduating-year students for the beginning-teacher employment process. This study addresses the lack of systematic research into the employment of beginning teachers within a New Zealand setting. The study employs a case study approach and involves two stages of data gathering. Quantitative data is collected in Stage One to identify potential participants for the case study. More substantive qualitative data are collected in Stage Two through semi-structured interviews conducted with samples of school principals, graduates and initial teacher education lecturers from the Canterbury region. The findings suggest that the decentralised system of employment in operation in New Zealand has made the employment process complex for teachers entering the profession because schools have developed their own individual practices and preferences in the employment-related area and advertise their beginning-teacher positions while students are still completing their programme of study. The findings also suggest that lecturers at the University of Canterbury perform an important and valued function when they prepare their graduating-year students for employment, although there are both strengths and weaknesses in their current employment-related programme and practices. This case study will inform course and qualification reviews planned at the University of Canterbury, and will be of interest to other teacher education organisations in New Zealand that prepare their graduating-year students for employment.
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Ray, Sharon N. E. "Evaluating the Efficacy of the Developing Algebraic Literacy Model: Preparing Special Educators to Implement Effective Mathematics Practices." Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/466.

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For students with learning disabilities, positive academic achievement outcomes are a chief area of concern for educators across the country. This achievement emphasis has become particularly important over the last several years because of the No Child Left Behind legislation. The content area of mathematics, especially in the higher order thinking arena of algebra, has been of particular concern for student progress. While most educational research in algebra has been targeted towards remedial efforts at the high school level, early intervention in the foundational skills of algebraic thinking at the elementary level needs consideration for students who would benefit from early exposure to algebraic ideas. A key aspect of students' instruction with algebraic concepts at any level is the degree and type of preparation their teachers have received with this content. Using a mixed methods design, the current researcher investigated the usage of the Developing Algebraic Literacy (DAL) framework with preservice special education teacher candidates in an integrated practicum and coursework experience. Multiple survey measures were given at pre-, mid-, and post- junctures to assess teacher candidates' attitudes about mathematics, feelings of efficacy when teaching mathematics, and content knowledge surrounding mathematics. An instructional knowledge exam and fidelity checks were completed to evaluate teacher candidates' acquisition and application of algebraic instructional skills. Focus groups, case studies, and final project analyses were used to discern descriptive information about teacher candidates' experience while engaging in work with the DAL framework. Results indicated an increase in preservice teachers' attitudes towards mathematics instruction, feelings of efficacy in teaching mathematics, and in the content knowledge surrounding mathematics instruction. Instructional knowledge also increased across preservice teacher candidates, but abilities to apply this knowledge varied across teacher candidates', based on their number of sessions working with students within their practicum site. Further findings indicate the desire of preservice teachers to increase the length and number of student sessions within the DAL experience, as well as the need for increased levels of instructional support to enhance their own experience. This study provides preliminary support for utilizing the DAL instructional framework within preservice teacher preparation experiences for future special educators.
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Mojica, Gemma Foust. "Preparing pre-service elementary teachers to teach mathematics with learning trajectories." 2010. http://www.lib.ncsu.edu/theses/available/etd-01072010-124906/unrestricted/etd.pdf.

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Books on the topic "Preparing Pre-service Teachers"

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Wilcox, Kristen Campbell, and Luciana C. de Oliveira. Teaching Science to English Language Learners: Preparing Pre-Service and In-Service Teachers. Palgrave Macmillan, 2018.

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Wilcox, Kristen Campbell, and Luciana C. de Oliveira. Teaching Science to English Language Learners: Preparing Pre-Service and In-Service Teachers. Palgrave Macmillan, 2017.

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Civil, Marta, and Luciana C. de Oliveira. Teaching Mathematics to English Language Learners: Preparing Pre-service and In-service Teachers. Palgrave Macmillan, 2020.

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Oliveira, Luciana de, and Melanie Shoffner. Teaching English Language Arts to English Language Learners: Preparing Pre-service and In-service Teachers. Palgrave Macmillan, 2018.

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Teaching English Language Arts to English Language Learners: Preparing Pre-service and In-service Teachers. Palgrave Macmillan, 2016.

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Wernicke, Meike, Svenja Hammer, Antje Hansen, and Tobias Schroedler, eds. Preparing Teachers to Work with Multilingual Learners. Multilingual Matters, 2021. http://dx.doi.org/10.21832/wernic6102.

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This book examines a diverse range of approaches to multilingualism in teacher education programmes across Europe and North America. It studies how pre-service teachers are being prepared to work in multilingual contexts and the key features of current initiatives that address the linguistic and cultural diversity of their respective countries.
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Obenchain, Kathryn M., and Luciana C. de Oliveira. Teaching History and Social Studies to English Language Learners: Preparing Pre-Service and In-Service Teachers. Palgrave Macmillan, 2017.

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Obenchain, Kathryn M., and Luciana C. de Oliveira. Teaching History and Social Studies to English Language Learners: Preparing Pre-Service and In-Service Teachers. Palgrave Macmillan, 2019.

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Badr, Christina. Challenges and possibilities of preparing pre-service teachers to teach peace in postwar Lebanon. 2005.

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Book chapters on the topic "Preparing Pre-service Teachers"

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Lampert, Jo. "Preparing Pre-service Teachers for Schools in Historically Vulnerable Communities." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_201-1.

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Blume, Carolyn. "Preparing Pre-service Teachers for the Singular They: Inclusive EFL Teacher Education." In International Perspectives on Diversity in ELT, 191–208. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74981-1_11.

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Rennie, Jennifer, and Peter J. Anderson. "Preparing Pre-service Teachers to Teach Literacy in Remote Spaces." In Language Policy, 147–62. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8629-9_9.

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Guo, Libo, Mary Ellis, and Huaqing Hong. "Preparing Pre-service Teachers to Integrate Technology into Language Classrooms." In Transforming Teaching and Learning in Higher Education, 133–48. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4980-9_7.

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Angeli, Charoula, and Kamini Jaipal-Jamani. "Preparing Pre-service Teachers to Promote Computational Thinking in School Classrooms." In Computational Thinking in the STEM Disciplines, 127–50. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93566-9_7.

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Deed, Craig, Peter Cox, and Debra Edwards. "Preparing Pre-Service Teachers for Open- Plan Up-Scaled Learning Communities." In Adapting to Teaching and Learning in Open-Plan Schools, 125–38. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-824-4_8.

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Chen, I.-An. "Preparing pre-service EFL teachers to design issue-centered English instruction." In Competency-Based Teacher Education for English as a Foreign Language, 142–55. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003212805-10.

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Chao, Theodore, Luz A. Maldonado, Crystal Kalinec-Craig, and Sylvia Celedón-Pattichis. "Preparing Pre-Service Elementary Mathematics Teachers to Critically Engage in Elementary Mathematics Methods." In Transforming Mathematics Teacher Education, 147–60. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21017-5_11.

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Brooks, Sarah, and Daniel J. Jares. "Preparing Elementary Pre-service Teachers to Promote Big Ideas Within Social Studies." In Rethinking Social Studies Teacher Education in the Twenty-First Century, 81–100. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22939-3_5.

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Smetana, Lara K., and Amy J. Heineke. "Preparing Science Teachers for English Learners: A Targeted and Integrated Approach to Pre-service Teacher Education." In Science Teacher Preparation in Content-Based Second Language Acquisition, 137–59. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43516-9_8.

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Conference papers on the topic "Preparing Pre-service Teachers"

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TSURKAN, Taisiia. "Preparing Pre-Service Teachers to the Parent-Teacher Partnerships." In 15th Edition of the International Conference on Sciences of Education, Studies and Current Trends in Science of Education, ICSED 2017, 9-10 June 2017, Suceava (Romania). LUMEN Publishing House, 2018. http://dx.doi.org/10.18662/lumproc.icsed2017.48.

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Krause, Gladys H., Juanita Silva, and Jair J. Aguilar. "Language: a hidden resource in preparing bilingual pre-service teachers." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-127.

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Gray, Jeff, Rebecca Odom-Bartel, Jeremy Zelkowski, Karl Hamner, and Sierra Rodgers-Farris. "A Pre-service Pathway for Preparing Future AP CS Principles Teachers." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3328778.3366945.

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Rusydiyah, Evi. "Rehearsal Model as the Practicum Model in Preparing Professional Pre-service English Teachers." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.57.

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Mavuru, Lydia, and Oniccah Koketso Pila. "PRE-SERVICE TEACHERS’ PREPAREDNESS AND CONFIDENCE IN TEACHING LIFE SCIENCES TOPICS: WHAT DO THEY LACK?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end023.

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Pre-service teachers’ preparedness and confidence levels to teach is a topical subject in higher education. Previous studies have commented on the role of teacher in-service training in preparing teachers for provision of meaningful classroom experiences to their learners, but many researchers regard pre-service teacher development as the cornerstone. Whilst teacher competence can be measured in terms of different variables e.g. pedagogy, knowledge of the curriculum, technological knowledge etc., the present study focused on teacher competency in terms of Life Sciences subject matter knowledge (SMK). The study was framed by pedagogical content knowledge (PCK). The study sought to answer the research question: How do preservice teachers perceive their levels of preparedness and confidence in teaching high school Life Sciences topics at the end of their four years of professional development? In a qualitative study, a total of 77 pre-service teachers enrolled for the Methodology and Practicum Life Sciences course at a university in South Africa participated in the study. Each participant was tasked to identify topic(s)/concept(s) in Life Sciences they felt challenged to teach, provide a critical analysis of the reasons for that and map the way forward to overcome the challenges. This task was meant to provide the pre-service teachers with an opportunity to reflect and at the same time evaluate the goals of the learning programme they had gone through. Pre-service teachers’ perspectives show their attitudes, values and beliefs based on their personal experiences which therefore help them to interpret their teaching practices. The qualitative data was analysed using content analysis. The findings showed that whilst pre-service teachers were competent to teach other topics, the majority felt that they were not fully prepared and hence lacked confidence to teach the history of life on earth and plant and animal tissues in grade 10; excretion in animals particularly the functions of the nephron in grade 11; and evolution and genetics in grade 12. Different reasons were proffered for the lack of preparedness to teach these topics. The participants regarded some of these topics as difficult and complex e.g. genetics. Evolution was considered to be antagonistic to the participants’ and learners’ cultural and religious belief systems. Hence the participants had negative attitudes towards them. Some of the pre-service teachers indicated that they lacked interest in some of the topics particularly the history of life on earth which they considered to be more aligned to Geography, a subject they did not like. As remedies for their shortcomings in the content, the pre-service teachers planned to co-teach these topics with colleagues, and others planned to enrol for content enrichment programmes. These findings have implications for teacher professional development programmes.
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Hartono, Sofendi, Soni Mirizon, Abdelrahim A. Salim, Ebrahim M. Abdelgani, and Yasser B. Elsyed. "Preparing Pre-Service Teachers for the 21st Century Education: A Comparative Study of Two Teacher Education Programs." In International Conference on Progressive Education (ICOPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200323.141.

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Morrone, Michelle Henault, and Yumi Matsuyama. "BLUEPRINTS FOR CHANGE: WHAT MULTICULTURAL EXPERIENCE OFFERS INSTRUCTORS OF PRE-SERVICE EARLY EDUCATION TEACHERS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end143.

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This research is part of a long-term study focused on the redesign of pre-service early teacher education based on observations of schools that use a multicultural inclusive model. The Swedish school highlighted in this research provides a case study in how international standards are appraised by education stakeholders (researchers, educators, the local community, etc.) and then transformed into curricula in local practice. The key to this Swedish approach is the emphasis on democratic values in education. This gives the educators at the preschool in question a traditional “Swedish” basis for their progressive efforts to rise to the challenges presented by their multicultural student body, challenges they meet by creating a warm and welcoming atmosphere for all members of the school community, students, teachers, and parents alike. The goal is to make each person feel valued and included in the educational process. The emphasis is on inclusivity for all, whatever their background, religion or socio-economic status. The approach of the Ringmuren Forskolan is presented as a potential model for institutions that have the responsibility of preparing pre-service teachers for their work in an increasingly multicultural world.
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Price, Jon K., and Martina Roth. "Preparing pre-service teachers: Strategies for successful technology integration to improve teaching and learning." In 2011 International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2011. http://dx.doi.org/10.1109/ithet.2011.6018680.

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Wolff, Daniel, Rachel Beck, Julie Contino, Ray Hinton, Elaine Howes, Rosamond J. Kinzler, Mariet Morgan, J. Katie Rasmussen, and Robert V. Steiner. "PREPARING PRE-SERVICE TEACHERS TO USE TECHNOLOGY TO EFFECTIVELY TEACH EARTH SCIENCE: A PROGRAM PERSPECTIVE." In GSA Annual Meeting in Denver, Colorado, USA - 2016. Geological Society of America, 2016. http://dx.doi.org/10.1130/abs/2016am-287173.

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Ebert, James R., Paul Bischoff, Glenn Dolphin, and Todd D. Ellis. "PREPARING NEXT GENERATION GEOSCIENCE TEACHERS: SCIENCE AND ENGINEERING PRACTICES THROUGH MODELS AND MODEL-BASED LEARNING IN A SUMMER INSTITUTE FOR PRE-SERVICE TEACHERS." In GSA Annual Meeting in Seattle, Washington, USA - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017am-305610.

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