Search results for: Teacher candidates

In this article, the authors explore the relationship between technology use in school classrooms and a teacher preparation program. The authors describe how teacher candidates learn how to use technology as a pedagogical tool to enhance teaching and learning . They describe technology use in schools, their courses, and their students' field experiences. By modeling technology integration in their course work (based on what they observed in schools) and by collaborating with technology-rich classrooms and teachers, the authors found that teacher candidates became natural users of technology in their student teaching.

Teacher candidates were tracked to monitor whether their former tutoring experience influenced their experiences as teacher candidates. The participants reflected on their teacher preparation experiences and their orientations to effective reading and writing instruction. The authors discuss the need for teacher education programs to assist candidates to assimilate newly acquired pedagogies into existing ones, including those acquired through volunteerism.

The authors explored the beliefs of teacher candidates, from various levels of training, regarding the effectiveness of potential interventions for childhood disorders. They were primarily interested in participants’ responses to three categories of interventions: (a) evidence-based, (b) controversial, and (c) primarily anecdotal. 351 Students from three educational levels participated in this study. The authors found that the participants’ endorsement levels across three types of disorders (autism, Attention Deficit Hyperactivity Disorder [ADHD], and dyslexia) varied but not in a consistent manner, with only a few noticeable trends across interventions.

The teacher work samples are one tool for helping teacher candidates learn to systematically connect their actions to the learning of each student. To connect teaching and learning effectively, candidates must understand well the teaching and learning context. To deepen candidates' abilities to analyze the teaching and learning context and plan for working most effectively within it, candidates engaged in ethnographic analysis of their mentor teachers' classroom cultures.