The Experts below are selected from a list of 31434 Experts worldwide ranked by ideXlab platform

Shari Dicksteinstaub - One of the best experts on this subject based on the ideXlab platform.

Sheila A Arens - One of the best experts on this subject based on the ideXlab platform.

  • examining the quality of the evidence in Preservice Teacher portfolios
    Journal of Teacher Education, 2003
    Co-Authors: Ginette Delandshere, Sheila A Arens
    Abstract:

    In this study, the authors examine the quality of the evidence represented in Preservice Teacher portfolios and the inferences drawn from them. Questions of purpose and representation of teaching in the portfolios are also addressed. The study is based on three Teacher education programs in which students develop portfolios in preparation for initial licensure. Program guidelines, portfolios, and other assessment materials were analyzed. Interviews were conducted with students and faculty members; focus groups with students and surveys were also used for this study. What emerges is a pressing concern among Teacher educators to rally evidence that the students are "meeting the standards" without much opportunity for meaningful dialogue and debate about education, teaching, and learning. In constructing portfolios, students use evidence and artifacts interchangeably to mean something tangible used to display a particular teaching activity, belief, or skill, and their notions of explanation and reflection ar...

Fethi A Inan - One of the best experts on this subject based on the ideXlab platform.

  • reconsidering usage of blogging in Preservice Teacher education courses
    Internet and Higher Education, 2010
    Co-Authors: Ercan Top, Erman Yukselturk, Fethi A Inan
    Abstract:

    Abstract The purpose of this study was to examine Preservice Teachers' perceived benefits of instructional blogs, classroom community, course satisfaction, and learning. The data were obtained via surveys administered throughout Fall 2009. Fifty Preservice Teachers from two undergraduate courses participated in this study. Results indicate that students did not utilize the full benefits of blogging. Students mainly used blogs for information sharing, rather than discussion or reflection. Additionally, Preservice Teachers' course satisfaction and perceived learning were found to be related to their feeling a sense of learning community.

Thea Williamson - One of the best experts on this subject based on the ideXlab platform.

  • Reconceptualizing Professional Communities for Preservice Urban Teachers
    The Urban Review, 2015
    Co-Authors: Allison Skerrett, Thea Williamson
    Abstract:

    This paper explores how a Preservice Teacher defined, experienced, and transacted with multiple professional communities in becoming a social justice-minded urban English Teacher. It extends research on urban Teachers and professional communities by arguing that professional community in relation to urban Teachers must be informed by sociopolitical understandings of community. The paper undertakes such retheorizing of professional community by drawing upon and combining Wenger’s (Communities of practice: learning, meaning, and identity, Cambridge University Press, New York, 1998 ) work on communities of practice and Collins’ (Am Sociol Rev 75:7–30, 2010 ) conceptualization of community as sociopolitical terrain. Applying this reconceptualized notion of professional community, the paper describes and analyzes how the Preservice Teacher became increasingly adept at critically analyzing and engaging, creating and transforming, his professional communities to achieve greater justice in urban education.

Troy D. Sadler - One of the best experts on this subject based on the ideXlab platform.

  • Preservice Elementary Teachers’ Science Self-Efficacy Beliefs and Science Content Knowledge
    Journal of Science Teacher Education, 2016
    Co-Authors: Deepika Menon, Troy D. Sadler
    Abstract:

    Self-efficacy beliefs that relate to Teachers’ motivation and performance have been an important area of concern for Preservice Teacher education. Research suggests high-quality science coursework has the potential to shape Preservice Teachers’ science self-efficacy beliefs. However, there are few studies examining the relationship between science self-efficacy beliefs and science content knowledge. The purpose of this mixed methods study is to investigate changes in Preservice Teachers’ science self-efficacy beliefs and science content knowledge and the relationship between the two variables as they co-evolve in a specialized science content course. Results from pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B (Bleicher, 2004 ) and a physical science concept test along with semi-structured interviews, classroom observations and artifacts served as data sources for the study. The 18 participants belonged to three groups representing low, medium and high initial levels of self-efficacy beliefs. A repeated measures multivariate analysis of variance design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants’ science self-efficacy beliefs and science conceptual understandings. Additionally, a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs was found. Qualitative analysis of the participants’ responses indicated positive shifts in their science Teacher self-image and they credited their experiences in the course as sources of new levels of confidence to teach science. The study includes implications for Preservice Teacher education programs, science Teacher education, and research.