Search results for: Preservice teachers
Page 1/2 13 items
The response of clinical practice curriculum in teacher education to the Covid-19 breakout: A case study from Israel
This case study explores how teacher education curriculum in a college in Israel responded to the Covid-19 outbreak. The article focuses on the clinical component of the preservice curriculum (practice teaching and methods courses). It reveals that curriculum became malleable in two major ways: there was (1) a shift to learner-centered well-being and social emotional learning (SEL); and (2) an adaptation of teaching methods.
Updated: Jan. 14, 2021
The purpose of this study is to assess the level of digital literacies and digital readiness of students majoring in education. The research method includes a questionnaire comprising 54 items. The sample consists of 1265 students. The results show that more than half of the participants report an overall high level of literacy in all areas. Their sense of readiness for teamwork and their ethical readiness is high. Nonetheless, a low sense of readiness is found in a first and advanced order of readiness. The practical implications of these findings are crucial, as they can assist faculty and educational policymakers identify the strengths and weaknesses of students’ digital literacies.
Updated: Dec. 10, 2020
Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field – An Open Access eBook
The COVID-19 pandemic significantly impacted education, forcing teachers and teacher educators into emergency, remote instruction. While there were noted challenges, there also were global success stories of innovation in preparing current and future teachers. This AACE and SITE-published, open access eBook contains 133 chapters with over 850 pages documenting best practices, strategies, and efforts by teacher educators, professional developers, researchers, and practitioners.
Updated: Jun. 21, 2020
This study investigated little-c creativity in first-year preservice teacher candidates, as manifested in their yearlong fieldwork. It was designed as a qualitative empirical study. Three major themes related to the candidates’ creativity and the components that fostered it were revealed. The first was the process the candidates underwent to construct and implement their initiatives; the second was related to the process that the candidates underwent as they transitioned from feelings of chaos to creativity; and the third was the candidates’ interpersonal relationships. We conclude that preservice teacher education should provide unique experiences that foster creativity.
Updated: Dec. 11, 2019
Career Choice Among Academically Excellent Students: Choosing Teaching Career as a Corrective Experience
The present study examined implicit motivations of academically excellent students' choice of teaching careers rather than more prestigious occupations. Open, in-depth interviews were conducted with twelve students. Findings indicate that choosing a career in teaching served as a corrective experience for painful past experiences, and revealed four types of implicit motivations: (1) The experience of helplessness and the need to strengthen the sense of self-efficacy (2) The search for interpersonal boundaries as markers of identity (3) The need to belong: Warmth, caring, and individual attention and (4) Compensation for an unjust and humiliating experience in childhood.
Updated: Jun. 28, 2018
Holocaust Education as a Path to Prepare Preservice Social Studies Teachers to Be Social Justice Educators
What lessons does Holocaust education hold for preservice teachers and how does Holocaust education aid their growth as social justice educators? In this qualitative teacher research study we attempt to answer these questions by analyzing the coursework and reflections of 16 social studies preservice teachers (PSTs) as they completed an in-depth study of the Holocaust through historical research, field trips, and reading young adult literature, and designed creative and engaging lessons to teach the Holocaust to secondary social studies students (grades 6-12).
Updated: Jun. 20, 2018
This study explores preservice teachers' conceptions of assessment and examines whether and how they change during an e-learning basic assessment course. This was done by addressing the following questions: What characterizes preservice teachers’ conceptions of assessment? And to what extent do preservice teachers' assessment conceptions change after participation in a basic assessment course?
Updated: May. 23, 2018
This article is based upon a qualitative research study that examined 95 school stories written by Jewish female teacher candidates in an undergraduate education course. Many candidates wrote inspirational or humorous stories about growth and development or a special teacher. However, over one third of the narratives described painful Jewish day schooling episodes with insensitive teachers, stinging rebukes, or public shaming.
Updated: Nov. 15, 2017
Comparing the Effectiveness of Two Models of Initial Teacher Education Programmes In Israel: Concurrent Vs. Consecutive
The purpose of the present study was to examine the effectiveness of two common models of initial teacher education programmes that are prevalent in many countries, including Israel. The two are: the concurrent model, in which disciplinary studies and pedagogical studies are integrated and taught at the same time; and the consecutive model, which focuses mostly on pedagogy following the disciplinary studies already completed by university graduates interested to go into teaching.
Updated: Aug. 07, 2017
Getting their Feet Wet: Trainee EFL Teachers in Germany and Israel Collaborate Online to Promote their Telecollaboration Competence through Experiential Learning
The paper presents a telecollaboration project between 54 pre-service teachers of English as a Foreign Language (EFL) studying at a teacher training college in Israel and a university in Germany. The telecollaboration involved a collaborative Project Based Learning Task (PBLT) in which the students compared and evaluated the ways EFL is taught in their respective contexts. The purpose of this ongoing study is to provide pre-service EFL teachers with an apprenticeship of learning ways that technology can be used to transcend classroom walls for virtual mobility and cooperation. It specifically intends to determine how such an apprenticeship can strengthen student teachers’ belief in their ability to implement telecollaboration in their own teaching.
Updated: Jan. 04, 2017