Section archive - Preservice Teachers

Over 400 candidates taught lessons, utilized evidence-based practices, collected information before and after instruction, and responded to information gleaned from instructional experiences. Candidates provided nearly 17, 000 hours of in-class assistance over four semesters, taught more than 800 lessons, used selected evidence-based teaching practices with high degrees of accuracy, and made a noticeable impact in over 60[percent] of sampled lessons. Implications for teacher educators in general and special education are discussed.

The study explores a qualitative study into student teacher learning process. It proposes theories on learning to teach, professional development, and practical knowledge. They are then video-recorded to while teaching, and audio recorded during a simulated recall interview. Changes in students’ interactive cognitions are understood as indicators for learning and professional development.

The study explores the term 'inquiry' to promote social justice in practical and theoretical knowledge for preservice teachers. It led the teachers to reflect on ideals of social justice with regard to teaching diverse learners. The inquiry process may assist teacher education programs that address ways of observing, questioning, and inventing may well be a valuable strategy in the development of social justice educators.

The study describes the use of video episodes in elementary mathematics classrooms. The focus of this study was to investigate the benefits of supporting software to enhance preservice teachers' understanding of teaching mathematics.