Relevant bibliographies by topics / Teacher Prep

Contents

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

Academic literature on the topic 'Teacher Prep'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Teacher Prep.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Teacher Prep"

1

Stanisavljevic, Jelena, Dragan Djuric, Ljubisa Stanisavljevic, and Pierre Clément. "Analysis of pre-service and in-service views of evolution of Serbian teachers." Archives of Biological Sciences 67, no. 1 (2015): 317–29. http://dx.doi.org/10.2298/abs140505048s.

Full text
Abstract:
We analysed the potential differences between the conceptions of Serbian pre-service and in-service teachers using controlled parameters such as acceptance of the evolution theory. Our sample includes Primary School teachers as well as Secondary School teachers of Biology and of Language. We show that the ideas of pre-service (PreB) and in-service biology teachers (InB) are more evolutionary than those of their colleagues. In contrast, most creationist responses came from the groups of pre-service language (PreL) and pre-service primary teachers (PreP). The agnostic teachers are more evolutionist than other teachers. The more a teacher believes in God and practices religion, the more creationist he or she is, but a great number of teachers who believe in God are evolutionist or simultaneously evolutionist and creationist. There is a positive correlation between evolutionist answers and the attitude that ?Science and religion should be separated?, and ?religion and politics should be separated?.
APA, Harvard, Vancouver, ISO, and other styles
2

Jarvis, M. "Educators collaborate to optimize STEM teacher prep." Science 353, no. 6302 (August 25, 2016): 880–81. http://dx.doi.org/10.1126/science.353.6302.880.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Gilbert, Steven W. "Integrating Tech Prep into Science Teacher Preparation." School Science and Mathematics 97, no. 4 (April 1997): 206–11. http://dx.doi.org/10.1111/j.1949-8594.1997.tb17368.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Kretchmar, Kerry, and Ken Zeichner. "Teacher prep 3.0: a vision for teacher education to impact social transformation." Journal of Education for Teaching 42, no. 4 (August 7, 2016): 417–33. http://dx.doi.org/10.1080/02607476.2016.1215550.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Marsh, Josephine Peyton, and Maria Hernandez Goff. "One English Language Arts Teacher’s Journey as a Secondary Teacher-Mentor: Life in the Hyphen." Literacy Research: Theory, Method, and Practice 67, no. 1 (July 5, 2018): 244–60. http://dx.doi.org/10.1177/2381336918786894.

Full text
Abstract:
This article shares the results of a case study that explored Annie’s socially situated identity as a secondary English Language Arts teacher-mentor over 5 years at an urban school. Annie’s identities as a teacher-mentor occupied the space of the hyphen—sometimes a teacher, sometimes a mentor, sometimes both. Using discourse analysis, we describe how Annie positioned herself and was positioned as a mentor and a teacher. We explore Annie’s transformations informed by figured worlds associated with the Discourses of Mentor and Teacher at College Prep. Annie’s teacher-mentor identity shifted, evolved, and overlapped in this space as she interacted at College Prep and was influenced by institutional and societal Discourses, including students’ home Discourses. The study points to the need for more and perhaps different kinds of support for mentor-teacher/teacher-mentors who work in urban school environments to prepare them to negotiate potential conflicts in their identities.
APA, Harvard, Vancouver, ISO, and other styles
6

Uyder, Diana. "Beyond Pedagogy: Lessons Learned Through a Teacher Prep Cohort." Adult Learning 21, no. 3-4 (June 2010): 21–26. http://dx.doi.org/10.1177/104515951002100303.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Disseler, Shirley A., and Tawannah G. Allen. "Using Online Gaming as a Teacher Test Prep Model for Mathematics." International Journal of Strategic Information Technology and Applications 7, no. 3 (July 2016): 56–68. http://dx.doi.org/10.4018/ijsita.2016070104.

Full text
Abstract:
In 2015, North Carolina's Division of Teacher Licensure instituted a new licensure examination modeled after the MTel for all elementary education majors. With the new examination came a new minimum passing score of 227. The importance of having a thorough understanding of the mathematics content is expected, yet teacher preparation programs struggle to help elementary pre-service teacher candidates who enter undergraduate programs without the solid mathematics foundations needed to be successful in passing the North Carolina General Curriculum Mathematics Licensure test. With this problem serving as the backdrop, the purpose of this quantitative study was to examine if utilizing Lost Functions, an online gaming program developed by ATLT Gaming (2010), could serve as an innovative methodology to prepare teacher education candidates for the General Curriculum Mathematics Licensure test in elementary mathematics, possibly resulting in improved performance outcomes.
APA, Harvard, Vancouver, ISO, and other styles
8

French, Dan. "Massachusetts Consortium for Innovative Education Assessments: Creating a grassroots accountability system to leverage state policy change." education policy analysis archives 26 (January 29, 2018): 16. http://dx.doi.org/10.14507/epaa.26.3442.

Full text
Abstract:
Standardized testing remains the predominant proficiency measure for students and schools, placing teacher and student focus on test-prep and lower order skills while maintaining achievement gaps that penalize underserved students. The Massachusetts Consortium for Innovative Assessment seeks to close this gap and change assessment measures on a state level by training teachers to become leaders in implementing student-centered performance assessments and encouraging state legislators to consider alternative, forward-thinking accountability systems.
APA, Harvard, Vancouver, ISO, and other styles
9

Hart, Karen. "‘We write songs together’." Early Years Educator 22, no. 1 (May 2, 2020): 50. http://dx.doi.org/10.12968/eyed.2020.22.1.50.

Full text
Abstract:
Bruce Welch is a cross-curriculum teacher specialising in music and an eco-subjects leader at Sydenham High Prep School. He tells Karen Hart that his work in early years has taught him patience – and is keeping him young!
APA, Harvard, Vancouver, ISO, and other styles
10

Boldarine, Amanda Chiarelo, and Rodrigo Garcia Rosa. "Prepping a prep course: a corpus linguistics approach." BELT - Brazilian English Language Teaching Journal 9, no. 2 (January 15, 2019): 379. http://dx.doi.org/10.15448/2178-3640.2018.2.31799.

Full text
Abstract:
The purpose of this article is to explore and report some possible uses of corpus linguistics tools and techniques in a preparatory course for an international exam, focusing on helping students use corpora to find and analyze collocations and colligations when doing and creating multiplechoice cloze exercises. The participants were undergraduate students taking either a teacher training or a translation program. After discussing some research carried out on the pedagogical implications of using corpora, the article presents how a six-session preparatory course was designed and implemented, and the tools used to check participants’ perception of learning. The compiled data analyzed how participants reacted towards using an online corpus while getting themselves ready for the Use of English component of exams. The results demonstrated that corpus techniques were felt to be useful tools as far as fostering students’ autonomy was concerned. The study ends with a brief discussion on its limitations.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Teacher Prep"

1

Whittaker, Sarah. "Program Evaluation of Project Team and Project Prep, Preservice Interdisciplinary Early Childhood Training Programs." TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/325.

Full text
Abstract:
A survey of graduates who participated in Project TEAM (School Psychology, Social Work, and Speech/Language Pathology) and Project PREP (Interdisciplinary Early Childhood Education) is presented. Graduates completed coursework, seminars and practica that emphasized knowledge and skills related to working with children in the birth through 5 age group and their families. The survey determined in which competencies graduates indicated they were best and least prepared by the program and which competencies were most and least applicable to their present careers. The survey also determined what teaming models the graduates are currently using and would prefer to use in their careers. Results indicated a general trend towards the interdisciplinary and trans-disciplinary teaming models as those that graduates would prefer to use. The survey also looked at the process of the programs (i.e., participating in seminars with various disciplines, participating in the practica as a team, taking courses with other disciplines, etc.) to determine whether or not participants benefited from the program's overall organization. Results indicated that graduates agreed with the program process.
APA, Harvard, Vancouver, ISO, and other styles
2

Solar, Sekerci Aysegul. "Self-efficacy Levels Of Prep-school Instructors And Its Predictors." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613469/index.pdf.

Full text
Abstract:
The present study aimed to investigate teaching self efficacy beliefs of instructors working at university prep-schools and to examine whether years of teaching experience, English competency, self reported proficiency and graduate department predicted instructors&rsquo
self efficacy beliefs and their efficacy beliefs in student engagement, instructional strategies and classroom management. Two-hundred-fifty-seven prep-school instructors from universities in Ankara participated in the study. The data were collected through Teacher Sense of Efficacy Scale, Self Reported English Proficiency Scale and Language Teaching Methods Scale. Both descriptive and inferential statistics, correlation and hierarchical regression analysis, were utilized by PASW 18. The results of the study indicated that the instructors have quite higher overall self efficacy beliefs. The instructors feel more efficacious in classroom management than using instructional strategies while they feel least efficacious in student engagement. Moreover, instructors&rsquo
overall self efficacy beliefs were significantly predicted by experience, English competency and self reported proficiency. Student engagement efficacy was not predicted by experience while it was significantly predicted by English competency and self reported proficiency. Instructional strategy efficacy beliefs were significantly predicted by experience, English competency and self reported proficiency. Classroom management efficacy was predicted by experience and self reported proficiency while English competency was not a significant predictor. Being a graduate of Faculties of Education was not a significant predictor in any regression models. Lastly, there was a significant relationship between the instructors&rsquo
use of communicative method and their overall self efficacy beliefs and its three sub-scales.
APA, Harvard, Vancouver, ISO, and other styles
3

Baker, Kimberly. "Reading instruction with poor readers, a comparison of the PASS Reading Enhancement Program (PREP) and a teacher-developed phonics-based program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ63267.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Santos, Cristiano Alexandre dos. "IDENTIDADE PROFISSIONAL DO PROFESSOR DO CURSINHO GARRA DE GOIÂNIA." Pontifícia Universidade Católica de Goiás, 2004. http://localhost:8080/tede/handle/tede/1170.

Full text
Abstract:
Made available in DSpace on 2016-07-27T13:53:50Z (GMT). No. of bitstreams: 1 Cristiano Alexandre dos Santos.pdf: 830393 bytes, checksum: a3fadf8659ed0c14ff808ee27c386ba8 (MD5) Previous issue date: 2004-09-22
The present work has as theme the professional identity of the college entrance exam preparatory course teacher. Its main goal is to distinguish this teacher who teaches classes in a informal type of school and also has brought great benefits to those seeking to attend higher education. The theme s social relevance lies in the fact that, even though acting in an informal teaching setting, this teacher is someone who interacts with hundreds of high school graduate students who seek, in these prep courses, for help to be successful in the college entrance exams conducted by Higher Education Institutions. The understanding of how the prep course teacher identity n built on, using the relationships with students, school management and peers as reference, becomes the problem of this investigation which has demanded the establishment of the following goals: to study the teacher s scope and limitations as an education professional; to understand the development of the Brazilian high school system in its relation to higher education and the current context of entering this level of education and to know the prep course teacher s features. To study the identity, the research used the contributions of Berger and Luckmann (1978), Hall (1982), Mendonça (1994), Silva (2000) and Woodward (2000). To investigate the education professional s identity, the most important references were the researches of Enguita (1991), Nóvoa (1991), Carrolo (1997), Brzezinski (2002), Gómez (2000) and Tardif (2002). In order to reconstitute the history of the high school system s objectives and the entering mechanisms method to higher education, it was used mainly the studies of Chagas (1984), Strehl and Fantin (1994), Cury (2002), Kuenzer (2002) and Abramovai e Castro (2003). The dialectical materialism method was adopted in the course of this investigation. From the object approach standpoint, the present research is qualitative. A bibliographical research was conducted and a case study wad developed. The categories in which this work was based on were: identity and education professional s identity. As data collecting procedures, this work has prepared and used prestructured interviews with students, teachers and also with the principal of Garra Prep School, chosen as sample. Through the theoretical references and group interviews, it is possible to conclude that this Prep School is one of the several spaces in which professional identities are built. The students and teacher s movement searching for adequate training and, therefore, professionalization. The prep school teacher has been facing a proletarianization process which is evidenced by the mechanism of this functions; however, he has his own identity and he is an education professional.
O presente trabalho tem como tema a identidade profissional do professor de Cursinho . O objetivo geral é distinguir esse professor que ministra aulas em um tipo de escola não-formal e que tem contribuído com muitos na conquista de uma vaga no Ensino Superior. A relevância social do tema encontra-se no fato de que, mesmo atuando no ensino não-formal, esse professor é alguém que interage com centenas de alunos egressos do Ensino Médio e que buscam nos colégios preparatórios para o vestibular um auxílio para conseguir êxito nos processos seletivos realizados pelas Instituições de Ensino Superior. Compreender como a identidade do professor de Cursinho é constituída, tendo como referência as relações estabelecidas com alunos, direção e seus pares, nesse espaço muito próprio, consistiu no problema dessa investigação que exigiu o traçado dos seguintes objetivos: estudar o alcance e as limitações do uso do conceito identidade; analisar a formação e a profissionalização do professor como profissional da educação; compreender o desenvolvimento do Ensino Médio brasileiro em sua relação com o Ensino Superior e o atual contexto do acesso a esse nível de ensino; conhecer as características do professor de Cursinho. Para o estudo da identidade foram utilizadas como referenciais teóricos, as contribuições de Berger e Luckmann (1978), Hall (1982), Mendonça (1994), Silva (2000) e Woodward (2000). Para o estudo da identidade do profissional da educação os referenciais mais importantes foram as pesquisas de Enguita (1991), Nóvoa (1995), Carrolo (1997), Brzezinski (2002), Gómez (2000) e Tardif (2002). Para fins de reconstituição da história dos objetivos do Ensino Médio e dos mecanismos de acesso ao Ensino Superior utilizaram-se principalmente dos estudos de Chagas (1984), Strehl e Fantin (1994), Cury (2002), Kuenzer (2002) e Abramovai e Castro (2003). Adotou-se como trajetória de investigação o método do materialismo dialético. Do ponto de vista da forma de abordagem do objeto, a pesquisa é qualitativa. Realizou-se uma pesquisa bibliográfica e desenvolveu-se o estudo de caso. As categorias norteadoras deste trabalho foram: identidade e identidade do profissional da educação. Como procedimentos de coleta de dados foram elaborados e utilizados roteiros pré-estruturados de entrevistas para alunos, professores e também para o gestor do Cursinho Garra escolhido como amostra. Diante do referencial teórico e das entrevistas coletivas, é possível concluir que o Cursinho constitui um dos múltiplos espaços nos quais são construídas as identidades profissionais. Os depoimentos dos alunos e dos professores permitiram compreender que, ao atender às especificidades de um colégio preparatório para o vestibular, os docentes assumem uma identidade distinta. Também foi possível concluir que existe um movimento desses docentes na busca da formação adequada, portanto, da profissionalização. O professor de Cursinho vem passando por um processo de proletarização, evidenciado pela mecanização de suas funções, todavia possui uma identidade própria e é um profissional da educação.
APA, Harvard, Vancouver, ISO, and other styles
5

Yim, Sau-wan, and 嚴秀雲. "Perceptions of teacher mentors on mentoring pre-service kindergarten teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27673212.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Mkhasibe, Rachel Gugu Ntombimpela, and C. Maphalala. "Evaluation of pre-service teachers’ readiness to teach: a case study of a South African university." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1833.

Full text
Abstract:
Submitted in fulfilment of the requirements of the Doctor in Education in the Department of Curriculum and Instructional Studies in the Faculty of education at the University of Zululand, 2018.
In an effort to understand why there is a general outcry about the poor quality of teachers who are produced by many institutions of higher learning, despite the practice teaching which is highly emphasised and offered to all pre-service teachers who intend to become teachers; this study sought to evaluate the pre-service teachers’ readiness to teach. The expectation in education is that pre-service teachers should complete their studies having been adequately prepared to teach. On the contrary, most of them exit the programme underequipped to teach. Within the qualitative methodology, a case study of a South African University was used. Sixteen third year B.Ed. pre-service teachers who were placed in uMkhanyakude and King Cetshwayo districts were purposively selected and observed during their practice teaching period. They were also interviewed and documents which consisted of their files as well as university supervisors’ reports were analysed after practice teaching. Furthermore, sixteen subject mentors were interviewed because they spend adequate time with the pre-service teachers in schools during practice teaching session. The findings revealed, among others, that although the pre-service teachers displayed appropriate professionalism in schools, most of them lacked content knowledge as well as pedagogical skills. However, subject mentors portrayed them as being outstanding in content and pedagogy. Another finding was that the pre-service teachers did not have adequate competence on lesson presentation and development. They also lacked confidence in maintaining order in their classrooms. Because of the above mentioned findings, this study therefore suggests, among other things, the need for the institution of higher learning to revisit the curriculum of pre-service teachers and involve the partner schools during the redesigning of pre-service teachers’ curriculum to strengthen the confidence of both pre-service teachers and subject mentors. It also posits that pre-service teachers should be provided with sufficient teaching practice session in order to be well equipped with all activities that are rendered in schools from the beginning to the end of the school period.
APA, Harvard, Vancouver, ISO, and other styles
7

Campbell, Sally Ann. "Ariadne's thread: Pre-service teachers, stories and identities in teacher education." Diss., Connect to online resource, 2005. http://wwwlib.umi.com/dissertations/fullcit/3178328.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
9

Prickett, Robert G. "Pre-service teachers and media: Past experiences and present practices." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/29594.

Full text
Abstract:
Today's students are incessantly "plugged in" to media such as film, television, and the Internet. Despite media's starring role, youth in the U.S. are not necessarily experts in critically viewing media nor is media literacy a standard part of the curriculum. Some advocates propose extending the definition of "literacy" beyond simply reading and writing (see Eisner, 1991; Friere & Macedo, 1987; Hobbs, 1997; Messaris, 1997; Reinking, 1998). However, the current lack of U.S. recognition of "media literacy" in education opens the possibility that pre-service teachers graduate from teacher preparation programs without the competencies or disposition to integrate media into the classroom. The purpose of this study was to describe and to understand more fully the rationale that a secondary pre-service teacher uses to plan and implement "media" during his/her student teaching experience. To better understand this, I studied how pre-service teachers define and conceptualize media, as well as the reasons that influence their teaching decisions regarding inclusion or exclusion of media in support of their teaching. Two pre-service teachers at the same high school, in different content areas (one in English; one in social studies), from the same university teacher preparation program, were the participants. This case study drew from and contributes to the literature in three areas: (a) "media education," (b) "pre-service teachers" and (c) "secondary teacher education" literature. Data collection consisted of 6 structured interviews, 13 observations, and extensive document review. Data were then processed through constant comparative analysis. Findings describe more fully this particular case, investigating the pre-service teachers' past experiences with media and present media utilization in the classroom. Two threads of discussion were provided. First, the participants' definitions of media and selection of media were largely based on media preferences and usage in their personal lives. Second, media, itself, was primarily described as a means to entertain and to engage students, not necessarily as a way to effectively reach the content learning objectives or for purposes of media literacy. Media was perceived as a useful tool by the pre-service teachers as they continued to develop pedagogical content knowledge as beginning teachers. Finally, personal and professional recommendations were drawn from the findings.
Ph. D.
APA, Harvard, Vancouver, ISO, and other styles
10

Abdullah, Amal. "Examining Pre-Service Teachers' Understanding of Multicultural Education." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1279222553.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Teacher Prep"

1

1950-, Paris Judy L., ed. CliffsNotes Praxis II: Elementary education (0011, 0012, 0014) test prep. Hoboken, NJ: Wiley Pub., 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

McCune, Sandra K. CliffsNotes Praxis II: Middle school mathematics test (0069) test prep. Hoboken, NJ: Wiley Pub., 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Bernache-Baker, Barbara. Whose values?: Reflections of a New England prep school teacher : a study of values and the American independent school. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Mark, Wilding, ed. Master the AP calculus AB & BC tests: Teacher-tested strategies and techniques for scoring high. 3rd ed. Lawrenceville, NJ: Peterson's/Thomson/Arco, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kelly, W. Michael. Master the AP Calculus AB & BC test: Teacher-tested strategies and techniques for scoring high. Lawrenceville, NJ: Arco/Thomson Learning, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hall, Ann. TExES: The Texas Examination of Educator Standards. New York: Simon & Schuster, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Cross, Richard. Diary of a Prep School Teacher. Xlibris Corporation, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Cross, Richard. Diary of a Prep School Teacher. Xlibris Corporation, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Service, Educational Testing, ed. MSAT test prep kit. Princeton, NJ: Educational Testing Service, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Wiebusch, John. Literacy for 21st Century & Teacher Prep Pk. Prentice Hall, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Teacher Prep"

1

Ravimandalam, Seetha. "English Exam Prep." In Beginning Teachers, 33–37. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Stahl, Garth, Erica Sharplin, and Benjamin Kehrwald. "Meeting the Needs of Pre-service Teachers Through Teacher Training." In Real-Time Coaching and Pre-Service Teacher Education, 3–11. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6397-8_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Li, Jun. "Teacher Interview." In Pre-vocational Education in Germany and China, 95–146. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-19440-0_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Neal, Greg, and Bill Eckersley. "Immersing Pre-Service Teachers in Site-Based Teacher School-University Partnerships." In Successful Teacher Education, 31–48. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-677-6_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Seidel, Tina, Kathleen Stürmer, Manfred Prenzel, Gloria Jahn, and Stefanie Schäfer. "Investigating Pre-service Teachers’ Professional Vision Within University-Based Teacher Education." In Methodology of Educational Measurement and Assessment, 93–109. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50030-0_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Elsden-Clifton, Jennifer, Kathy Jordan, and Nicky Carr. "Innovating in First Year Pre-service Teacher Education: “Buddy Up”." In Teacher Education, 63–78. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0785-9_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Gutierrez, Amanda. "Exploring the Becoming of Pre-service Teachers in Paired Placement Models." In Teacher Education, 139–55. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0785-9_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Walta, Caroline J., and Alan S. Mclean. "Structuring an Online Pre-Service Education Program." In Successful Teacher Education, 65–81. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-677-6_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Thiel, Oliver. "How pre-service teacher training changes prospective ECEC teachers' emotions about mathematics." In Early Childhood Teachers' Professional Competence in Mathematics, 63–78. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003172529-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Teacher Prep"

1

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
2

Yolcu, Ece, and Mediha Sarı. "The Character Educators of Future: What Do They Know? What Do They Need?" In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2768.

Full text
Abstract:
Providing the wholistic development of individual in terms of personal and psychological characteristics guiding our actions with educational processes forms “the character education”. Teachers as an important figure in this process should be aware of character education and what they are responsible for. To achieve this, teacher education should include the essentials of character education and prepare teachers for their inevitable role within their professional life. This study aimed to reveal what the pre-service primary school teachers know about character education and what their needs through their education for becoming a character educator are. The participants were pre-service teachers from primary school education department in Cukurova University. The data was collected with an open ended quesitonnaire and analyzed using content analysis. According to findings, it is obvious that pre-service teachers are mostly aware of the importance and content of character education and they see what their future roles are. They came up with many recommendations for teachers and teacher education. This study is thought to be beneficial in terms of revealing the situation within pre-service teachers regarding character education awareness and also helping teacher educators to see what pre-service teachers need to be efficient character educators. Keywords: Character education; pre-service teacher; teacher education
APA, Harvard, Vancouver, ISO, and other styles
3

Mavuru, Lydia. "PRE-SERVICE TEACHERS’ CRITICAL REFLECTION ON THE KNOWLEDGE AND SKILLS LEARNED IN LIFE SCIENCES METHODOLOGY MODULE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end101.

Full text
Abstract:
The complex roles teacher educators and teachers face require their ability to critically reflect on their practices. The question is on whether teachers are trained to make critical reflections of learning experiences for them to be able to critically reflect on their teaching practices. Based on constructivist approach, teacher educators continuously reflect on their practices in order to modify and improve their modules. It is however imperative that pre-service teachers who are the recipients, be given an opportunity to critically reflect on the services they receive and at the same time develop critical reflection skills. By creating reflective teaching and learning environments in the Life Sciences Methodology and Practicum module at the beginning of the academic year, 77 Bachelor of Education students specialising in Life Sciences and in their last year of study at a South African University, were purposefully selected to participate in a qualitative study. The study sought to answer the research questions: 1. What are pre-service teachers’ reflections on the knowledge and skills learned in their last year of study? and 2. What pedagogical and content knowledge aspects can be drawn from pre-service teachers’ critical reflection for the improvement of the module Life Sciences Methodology and Practicum? In collecting data, each pre-service teacher was tasked to compile a critical reflection report which they submitted towards the end of the year, and was analysed through content analysis. The findings showed important knowledge and skills learned which included the contextualization of teaching to ensure learners comprehend abstract concepts such as immunity. Amongst the teaching approaches and strategies covered in the module, argumentation as a social constructivist strategy stood out particularly when teaching controversial topics embedded with socioscientific issues e.g. genetics and evolution. The pre-service teachers indicated that the way practical work was taught, equipped them with knowledge and skills on how inquiry-based approaches can be implemented in the classrooms. Suggestions to improve the module included the provision of pre-service teachers with opportunities to conduct virtual micro lessons in light of COVID-19 pandemic; that the testing of Life Sciences concepts should include the assessment of pre-service teachers’ capabilities to teach the same concepts in the classrooms. The pre-service teachers’ argument is that since they are in their final year, the focus of the module should be on the development and assessment of their pedagogical content knowledge (PCK) and TPACK. The findings of the study have implications for teacher professional development.
APA, Harvard, Vancouver, ISO, and other styles
4

Mouw, Jolien, Marjon Fokkens-Bruinsma, and Gert-Jan Verheij. "Using Virtual Reality to promote pre-service teachers’ classroom management skills and teacher resilience: A qualitative evaluation." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11049.

Full text
Abstract:
Many novice teachers have difficulties in selecting and applying effective classroom management strategies to prevent or diminish disruptive behaviors. Negative experiences with classroom management largely determine teacher wellbeing and early attrition. Therefore, more in-training opportunities are needed to prepare prospective teachers to manage complex classroom practices effectively. A Virtual Reality-environment seems promising in developing classroom management skills and promoting teacher resilience; however, its potential is influenced by students’ perceptions towards this technology. This study describes four pre-service teachers’ and six school-based teacher educators’ experiences with and perceptions towards the use of a Virtual Reality learning environment to train classroom management skills and promote teacher resilience. Responses of semi-structured interviews reflect five themes: software- and equipment-related issues; feedback cues; realism and authenticity; instructor proficiency; and added value for teacher training. Results show that, for most themes, pre-service teachers and school-based teacher educators raised similar remarks and/or suggestions for improvement; however, they differed in their perceptions towards the added value of Virtual Reality to teacher training curricula. Our study highlights teachers’ needs for highly authentic and realistic simulations aligned with real-life classrooms and presents recommendations to augment the immersive experience needed for teachers to develop effective CMS and become more resilient.
APA, Harvard, Vancouver, ISO, and other styles
5

Oliveira, Eduardo, and Roberto Bittencourt. "Teaching Computational Thinking to K-12 Educators through Distance Learning." In XXVII Workshop sobre Educação em Computação. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/wei.2019.6617.

Full text
Abstract:
This paper reports an experience of teaching Computational Thinking (CT) to K-12 educators through an online Scratch programming short course. The meeting of CT and modern technologies is extending the use of coding in K-12 education. An essential requisite for this to prosper is the teacher prepa- ration. However, most current teacher training programs fail to supply with pedagogical knowledge for educators to teach CT. Thus, it is critical to present CT to K-12 teachers, providing proper conditions to learn and use its concepts. In this context, this work aimed to design and implement an online Scratch programming course for K-12 educators. Results suggested that using Scratch to teach CT for K-12 educators is adequate, and analyzing educators context when presenting tutorial Scratch projects is relevant.
APA, Harvard, Vancouver, ISO, and other styles
6

O'Regan, Patricia. "Hiding in Plain Sight: Literacy Development Possibilities in Initial Teacher Education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12908.

Full text
Abstract:
The development of literacy competencies among second-level school students has been highlighted, by the Programme for International Student Assessment as ‘vital to succeed in society’. Literacy competency development has become the remit of all teachers, in all disciplines and initial teacher education programmes have a responsibility to address this. This paper aims to explore the provisions made within one Irish Initial Teacher Education programme, for the development of teaching strategies to enable literacy competency development within the technical-subject classrooms at second level. It also explores the perspectives of its pre-service teachers on this topic. A mixed method case-study was conducted, collecting data through questionnaires, dialogic-discussion groups, focus-groups and interviews. A key finding was the challenge in defining ‘literacy’. This ambiguity left pre-service teachers and teacher-educators unsure of expectations in this regard and resulted in a missalignment between the theory being taught and pre-service teacher practice. Technical-subjects are unexpectedly rich in opportunities to develop literacy competency. However, only some pre-service teachers were recognising the potential for literacy development within these subjects. Further training is required to address the challenges highlighted in this paper and to equip pre-service teachers with the appropriate tools to meet the literacy demands of today’s technical-subject students.
APA, Harvard, Vancouver, ISO, and other styles
7

Chaw, Ei Phyu, and Erika Kopp. "Student-teachers' Experiences During Practicum in Pre-service Teacher Education in Myanmar." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/08.

Full text
Abstract:
Teacher education program differs internationally in accordance with the admission, assessment, teaching practice period, induction program, professional learning, initial teacher learning, continuous professional development, and performance appraisal systems for recognizing accredited teaching. Experts in teacher education recommends that the practicum is the focus and an integral part of initial teacher education program. In most countries, teacher education programs face difficulties in finding the proper role and form of practice. Referring to National Education Strategic Plan (2016-21) of Myanmar, practicum in teacher preparation program is dull and it has limited guidance and supervision. Moreover, very few publications are available in Myanmar that label the perceptions of teacher candidate on their practicum experience. This study explores student-teachers' experience during practicum in their pre-service teacher education program. The doctoral research will focus on the role of practicum in pre-service teacher education in Myanmar. This document describes the results of the pilot study conducted in 2019, July. The researcher employed convergent mixed-method design to collect data for the pilot study. Data collection methods include semi-structured focus group interviews and questionnaires. The final year student-teachers (N=23) who were enrolled in 2014 academic year at the Yangon University of Education are the subject of the study. The questionnaire consists of 27 closed items. Fourteen final-year student-teachers discussed their practicum experiences in two focus group interviews. Student-teachers' responses to the questionnaire are mostly positive. In the focus group interview, they mentioned their critical point of views such as their university program could prepare them to some extent for their practicum. There were some differences in responses to the questionnaire and focus group interviews. From the results of the quantitative and qualitative part, the researcher could learn some potential problem areas that can affect the whole doctoral research.
APA, Harvard, Vancouver, ISO, and other styles
8

Kanobana, Sibo, and Bart Deygers. "Influencing pre-service teachers’ beliefs and practices: a case for an experimental teaching experience." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2465.

Full text
Abstract:
Previous research has indicated that experience is a more effective tool than theory in changing the teaching beliefs of prospective teachers. This qualitative case study includes the perspectives of stakeholders of a teacher training programme in order to determine the influence of its practical components on pre-service teachers' beliefs and practices. The qualitative study corroborates the findings of earlier studies that showed the limited impact of theoretical knowledge, but also shows that even a comparatively limited experiential component can have a substantial influence on pre-service teachers' beliefs and practices. Additionally, the study includes a number of implications for teacher training curricula.
APA, Harvard, Vancouver, ISO, and other styles
9

Mâță, Liliana, and Ionuț Stoica. "MEASURING ATTITUDES OF BIOLOGY TEACHERS TOWARDS INTERNET." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.130.

Full text
Abstract:
The main aim of the research was to identify the attitude of pre-service and in-service Biology teachers towards the use of the Internet. In this research, the Internet Attitude Scale has been applied, a validated and standardized instrument. The scale was applied to 210 Biology teachers, of whom 155 are pre-service teachers and 55 are in-service teachers in secondary and high schools from Romanian education. The research results indicated the existence of positive attitudes of pre-service and in-service Biology teachers to the educational use of the Internet. Keywords: biology teachers, internet attitude scale, teacher education.
APA, Harvard, Vancouver, ISO, and other styles
10

Lamanauskas, Vincentas, and Dalia Augienė. "SCIENTIFIC RESEARCH ACTIVITY OF STUDENTS PRE-SERVICE TEACHERS AT UNIVERSITY: COMPARATIVE ANALYSIS OF UNDERSTANDING, INTEREST AND CAREER ASPECTS." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.72.

Full text
Abstract:
Scientific research activity (SRA) is a constituent part of university studies. It is very important that this activity was consequently developed, and that the students acquired necessary research activity competencies. On the other hand, scientific research activity realises the essential teacher preparation paradigm direction – towards research based teacher education. On the basis of two qualitative research, a comparative analysis was carried out, seeking to analyse how differ positions of two study field students, pre-service teachers in respect of scientific research activity. In the research participated 84 pre-service teachers of natural sciences and 90 pre-service teachers of social sciences. The research was carried out between February and March, 2016. Research results show, that these two group students’ position in respect of SRA significantly differs. Keywords: comparative analysis, science education, scientific research activity, university students.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Teacher Prep"

1

Murray, Olivia. "Outing" Queer Issues in Teacher Preparation Programs: How Pre-Service Teachers Experience Sexual and Gender Diversity in Their Field Placements. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.635.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Vogt, Terrine. Understanding Pre-service Teachers' Conceptualizations of Diversity. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7022.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Anderson, C. S., and W. L. Yarroch. [Michigan Technological University Pre-Service Teacher Enhancement Program]. Progress performance report. Office of Scientific and Technical Information (OSTI), April 1993. http://dx.doi.org/10.2172/10149069.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Filmer, Deon, James Habyarimana, and Shwetlena Sabarwal. Teacher Performance-Based Incentives and Learning Inequality. Research on Improving Systems of Education (RISE), September 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/047.

Full text
Abstract:
This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average improvements in student achievement across different subjects. Further, withdrawing incentives did not lead to a “discouragement effect” (once incentives were withdrawn, student performance did not fall below pre-baseline levels). Rather, impacts on learning were sustained beyond the intervention period. However, these incentives may have exacerbated learning inequality within and across schools. Increases in learning were concentrated among initially better-performing schools and students. At the same time, learning outcomes may have decreased for schools and students that were lower performing at baseline. Finally, the study finds that incentivizing students without simultaneously incentivizing teachers did not produce observable learning gains.
APA, Harvard, Vancouver, ISO, and other styles
5

Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

Full text
Abstract:
To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
APA, Harvard, Vancouver, ISO, and other styles
6

Anderson, C. S., and W. J. Yarroch. MTU-pre-service teacher enhancement program. Final report, September 1992--May 1995. Office of Scientific and Technical Information (OSTI), January 1996. http://dx.doi.org/10.2172/188890.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Anderson, C. S., and W. L. Yarroch. [Michigan Technological University Pre-Service Teacher Enhancement Program]. [Includes a copy of the Student Guide]. Office of Scientific and Technical Information (OSTI), April 1993. http://dx.doi.org/10.2172/6439049.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Schulte, Rebecca. Special Education Teacher Candidates and Mentors: Case Studies of Collaboration in Pre-service Field Experiences. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1028.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Rodríguez Buitrago, Carolina, Clara Isabel Onatra Chavarro, and Sandra Marina Palencia González. Pre-Service Language Teachers’ Perceptions towards Self-Regulated Learning: Paving the way for Flipped Learning. Institucion Universitaria Colombo Americana, June 2019. http://dx.doi.org/10.26817/paper.07.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

Full text
Abstract:
The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Teacher Prep' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography