ethanporcaro/eric-fulltext-meta huggingface dataset:
Why They Teach: Professional Development School Teacher Candidates&apos; Initiating Motivations to Become Teachers
Author: Rutten, Logan
Date: 2020-00-00
Type: Journal Articles
Subjects: Career Choice,Teaching (Occupation),Preservice Teachers,Preservice Teacher Education,Student Attitudes,Altruism,Student Motivation,Student Characteristics

Initiating motivations to teach are the reasons people choose to become teachers. This study characterized the initiating motivations espoused by a cohort of teacher candidates in a professional development school. The data source consisted of essays in which the teacher candidates explained their reasons for becoming teachers. The analytic method was thematic analysis, which was employed to develop a typology of initiating motivations. Findings indicated a pattern of altruistic and intrinsic types of motivations. Common motivations included the desire to make a difference and positive perceptions of the work of teaching. Few teacher candidates espoused extrinsic motivations. The study expands existing understandings about the characteristics of teacher candidates as learners. It carries implications for professional development schools' efforts to recruit teacher candidates. It also has implications for the clinical education of teacher candidates. The study indicates a need for expanded attention to the significance of the initiating motivations of teacher candidates in professional development schools.
New Pathways to the Profession and Teacher Identity Development
Author: Stolz, Suzanne
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Characteristics,Professional Identity,Teacher Educators,Nontraditional Education,Teacher Education Programs,Reflective Teaching

This article responds to the collection of articles in this issue of &quot;Teacher Education Quarterly.&quot; It provides a brief discussion of how teacher educators are called to consider methods that support identity development of teachers who will value educational equity and who will stay in the profession. The article invites consideration of the way non-traditional teacher education programs impact the way teachers see themselves and of the needs of teachers as they develop skills for reflection, analysis, and academic language. Suggestions include countering deficit discourse about teachers and offering continuous acknowledgement of teachers as learners
Using Structured Pair Activities in a Distributed Online Breakout Room
Author: Saltz, Jeffrey
Date: 2020-03-00
Type: Journal Articles
Subjects: Online Courses,Synchronous Communication,Class Activities,Cooperative Learning,Teaching Methods,Learner Engagement,Electronic Learning,Active Learning,Computer Science Education,Graduate Students,Instructional Effectiveness

With the increasing availability of synchronous video-based breakout rooms within online courses, a growing need exists to understand how to best leverage this technology for enhanced online education. To help address this challenge, this paper reports on a case study that explored student activity within online video-based breakout rooms via a Structured Paired Activity (SPA) methodology. SPA, which is adapted from the concept of Paired Programming, defines a general way to structure roles and activities for the participants within the breakout room. Initial qualitative results suggest that the use of SPA in online breakout rooms increases student engagement and process effectiveness. These results are potentially applicable to a broad range of web-based synchronous online courses.
Student Preferences for Learning Resources on a Land-Based Postgraduate Online Degree Program
Author: Slater, Duncan Royd
Date: 2020-03-00
Type: Journal Articles
Subjects: Student Attitudes,Internet,Graduate Students,Online Courses,Electronic Learning,Computer Assisted Instruction,Teaching Methods,Instructional Materials,Foreign Countries

Creating engaging online resources is an important part of the rapidly changing discipline of e-tutoring. There is increasing use of a wide range of media for online training but only a limited number of studies assessing their effectiveness. This study involved an educator working collegiately with cohorts of online students studying a specialist land-based postgraduate degree program (n = 79). The opinions of these mature online students, on current and potential learning resources, informed two interventions that provided novel online resources to the course. Student opinion on these new resources was captured and subjected to thematic analysis. The results identify that these students' favored resources were online lectures, course notes, primary literature, and tutors' opinion pieces because they were perceived as accessible, easy to engage with, assignment-related and/or provided something akin to a 'university campus experience'. In contrast, podcasts and knowledge review quizzes were strongly disfavored by the majority of respondents. The implications of this study in relation to online teaching practice are discussed.
Extending Clinical Experiences: Supporting Doctoral Students Development as University-Based Teacher Educators in PDS Context
Author: Daoud, Nisreen
Date: 2020-00-00
Type: Journal Articles
Subjects: Doctoral Students,Teacher Educators,Professional Development Schools,Beginning Teachers,Student Teaching,Internship Programs,Scaffolding (Teaching Technique),College School Cooperation,Teacher Educator Education,Teacher Role,Teaching Skills

Current shifts to resituate teacher preparation with clinical practice at its core have led to renewed interest in Professional Development Schools (PDSs). As more school-university partnerships strengthen their shared commitment to clinical teacher preparation, school and university-based teacher educators must be prepared to serve in these contexts. This Case-in-Point shares the experiences of two doctoral candidates and one university faculty member who collaborated to prepare novice teacher educators for work in a PDS context. Below we describe the multitude of roles and skills required of university-based teacher educators that our experience revealed.
Field-Based Experiences in Teacher Preparation: From Private Schools to Paraguay
Author: Hill, Tiffany
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Teaching,Foreign Countries,Preservice Teacher Education,Internship Programs,Professional Development Schools,Study Abroad,Private Schools,Parochial Schools,Teacher Shortage,Cooperating Teachers,Preservice Teachers

Launched in 1993, The Teachers College at Emporia State University began its first Professional Development School (PDS) partnership and, since then, The Teachers College has continued to provide high-impact learning opportunities for teacher candidates--including several unique four-week student teaching placements described in this article. These internships, initially designed to better equip candidates to serve as responsive practitioners in varied, diverse settings, also increase the transfer of information between outside locations and PDS placements. While application requirements and placement procedures differ slightly if the qualified student has requested a regional, national, or international placement, all students must first successfully complete 12 weeks of traditional student teaching at the beginning of the semester before their four-week internship. While an ongoing examination of this initiative has led us to review three important considerations (cost, supervision, and measures of impact), anecdotal feedback has revealed positive experiences of our teacher candidates and their placements.
Analytical Competence of Teachers: Assessing the Construct Validity by Means of Mixed Methods and Drawing Consequences for Teacher Education
Author: Plöger, Wilfried
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Pedagogical Content Knowledge,Knowledge Level,Validity,Preservice Teacher Education,Preservice Teachers,Teaching Skills,Video Technology

This article focuses on the analytical competence of teachers, which can be defined as the ability to properly perceive and assess lessons in terms of the effectiveness of pupils' learning. However, learning opportunities for fostering this competence in teacher education can only be justified if the components of this construct are theoretically defined and empirically proven. This was the purpose of two studies on which we report here. The studies were combined to a mixed methods design in which the analytical competence of teachers has been investigated. The data were collected using a quantitative method (standardized test; N = 800) as well as a qualitative method (content analysis of interviews; N = 18). The construct of teachers' analytical competence was defined as having two dimensions: a content and a formal dimension. The content dimension is made up of two factors: pedagogical knowledge and content knowledge. The formal dimension of the construct is defined using different levels as factors of complexity with which teachers can process information relevant for teaching. Both studies provided empirical evidence for the validity of the underlying construct. Based on these results, recommendations for teacher education are given.
Stronger Together: A Collaborative Triad Approach to Middle School STEM Teacher Preparation
Author: Sarnoff, Kia
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Middle School Teachers,Preservice Teachers,Models,Student Teaching,Cooperating Teachers,Student Teacher Supervisors,College School Cooperation,Preservice Teacher Education,Teacher Effectiveness,Cooperation

In this conceptual piece, we offer a new definition of triad in the context of clinical experiences and describe the collaborative triad model developed for a middle school STEM teacher preparation program. We propose our model as a more viable option than traditional student-teaching triads to support the formation and sustainability of school-university partnerships. We argue that clearly delineating the roles and responsibilities of each triad member up front leads to improved functioning of the triad and, ultimately, a better experience for the preservice teacher.
Teacher Preparation at New Graduate Schools of Education: Studying a Controversial Innovation
Author: Cochran-Smith, Marilyn
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Education,Schools of Education,Graduate Study,Educational Innovation,Professionalism,Accountability,Theory Practice Relationship,Models,Program Descriptions,Educational Objectives

A controversial innovation within the rapidly expanding field of teacher education is the relocation of teacher preparation to new graduate schools of education (nGSEs), which are not university based but are state authorized and approved as institutions of higher education to prepare teachers, endorse them for initial teacher certification, and grant master's degrees. Despite media attention and both public and private funding, however, there is little empirical research about the phenomenon of teacher preparation at nGSEs based on access to actual programs, participants, materials, and institutional records. This article is the first in a planned series that draws on a Spencer Foundation-funded study of teacher preparation at nGSEs to introduce the phenomenon. It has three purposes: to situate the emergence of teacher preparation at nGSEs within larger professional, policy, and political contexts; to define and clarify the characteristics of teacher preparation at nGSEs and identify its institutional domain; and to present a field- and theory-informed analytic framework for studying teacher preparation at nGSEs.
Unpacking K-12 Teachers&apos; Understandings of Academic Language
Author: Neugebauer, Sabina Rak
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Academic Language,Teacher Motivation,Social Differences,Semantics,Knowledge Level

Academic language pervades educational standards and teacher evaluation systems for teacher licensure and is a skill that all educators across grades must teach. Despite its common use, this term may be less understood in schools. This article explores a mixed-method study to examine differences in K-12 teachers' knowledge of the linguistic characteristics of academic language, motivations for incorporating academic language instruction, and their interpretations of this term. Survey data and open-ended responses were collected from 322 teachers, multiple regression was employed to explore teachers' academic language knowledge and motivation, and content analysis was used to examine teacher interpretations of this term. Results indicate that teachers with language development-focused endorsements had higher motivation than those without and that teachers with less knowledge conceptualized academic language as unidimensional or in ways that privileged certain students.
Evidence of the Development of Pedagogical Content Knowledge Related to Chemical Bonding during a Course for Preservice Chemistry Teachers
Author: Vladušic, Roko
Date: 2020-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Chemistry,Preservice Teachers,Science Teachers,Science Instruction,Foreign Countries,Teacher Education Curriculum,Curriculum Development,Student Teaching,Misconceptions,Language Usage,Scientific Concepts

The impression that many preservice chemistry teachers demonstrate issues in the application of their pedagogical content knowledge in teaching practice, especially in the area of fundamental chemistry topics, served as motivation for changes to the Chemistry Education 2 course curriculum. In order to stimulate pedagogical content knowledge, the course has been changed in the following areas: intending learning outcomes, the language of chemistry instruction, awareness of &quot;Johnstone's triangle&quot; of operations, and common alternative conceptions. To obtain evidence of preservice teachers' in-practice pedagogical content knowledge about chemical bonding, especially pedagogical content knowledge related to the revised areas of the Chemistry Education 2 course, we designed and conducted a case study based on detailed monitoring of one preservice teacher's pre-teaching, teaching and teaching evaluation activities. The findings demonstrate evidence of growth of the preservice teacher's pedagogical content knowledge of chemical bonding, with particular characteristics indicating that the source of this growth is almost certainly the revised Chemistry Education 2 curriculum.
The Importance of the &quot;Comfort Zone&quot; in Preservice Teachers&apos; Evaluation of Video Analysis Sessions as a Tool for Enhanced Reflection
Author: Falter, Michelle M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Preservice Teacher Education,Video Technology,Self Evaluation (Individuals),Reflection,Sense of Community,Affordances,Feedback (Response),Communities of Practice

This study draws on sociocultural and affect theories to understand findings from our investigation of secondary English education preservice teachers' (PSTs') experience with communal video analysis sessions (VAS). We organize the article by first theorizing reflection in teacher education research and its relation to video analysis. Then, we describe our qualitative case study methodology and report on our findings to the question of how (dis)comfort shapes PSTs' communal reflections by using illustrative participant vignettes. Through analysis of a communal VAS around PSTs' teaching practices and follow-up interviews with the PSTs, the authors found that video analysis provides a nonevaluative supportive environment that enables reflection and growth when a sense of community is preestablished. This article demonstrates the affordances of staying within &quot;comfort zones&quot; for PSTs as they reflect upon their teaching practice within a group VAS. Several tensions around the organization of professional learning communities for reflective video analysis with PSTs are unpacked in relation to this finding.
Advancing the Scholarship of Teaching and Learning Using Learning Theories and Reflectivity
Author: Shawa, Lester Brian
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Theories,Reflective Teaching,Educational Research,College Instruction,Postsecondary Education as a Field of Study,Foreign Countries,College Faculty,Units of Study,Learning Activities,Faculty Development

The Scholarship of Teaching and Learning (SoTL) remains a mostly elusive notion. For universities to genuinely contribute to SoTL, they must delineate clear parameters of engagement. For example, while some engage SoTL at the academic level, others examine it from an institutional policy perspective. Others view it from national and international frameworks that impact teaching and learning in universities. Engaging SoTL at the academic level, this article uses a postgraduate diploma module, Higher Education Context and Policy (mostly attended by university academics from South African universities) to show how a facilitator could draw from learning theories and reflectivity to teach and advance SoTL. More specifically, it demonstrates how a facilitator could mediate the module utilising a social constructivist learning theory perspective.
Business School Teachers&apos; Experiences with a Student with Autism Spectrum Disorder
Author: Vadnjal, Jaka
Date: 2020-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Undergraduate Students,Business Schools,College Faculty,Teaching Experience,Business Administration Education,Academic Accommodations (Disabilities)

Autism has become an increasingly relevant topic in the research of neuroscience with the objective of enabling people with this condition to become equal opportunity members of the society; this includes an exploration of the benefits of the public education system. However, the science and knowledge in this field have thus far been limited, and the results of scientific findings have been very rare. The objective of the study was to explore primarily the first experiences of higher education teachers dealing with a student with an autism spectrum disorder. The aim was to learn lessons and contribute to some new understanding of special and adapted pedagogical approaches. The methodology of the study is qualitative, using (i) a case study as an objective of the researchers, and (ii) in-depth interviews with the twelve teachers about their experience with (for them) the new demanding assignment to teach a student with an autism spectrum disorder. The case study is about three years of undergraduate studies of a student with autism spectrum disorder who, in the end, obtained a bachelor's degree in the field of business. The findings reveal that teachers generally viewed the experience as very positive and found teaching to be a challenge. For success, cooperation with experts and parents is crucial, but the education institution (of which all are stakeholders) could and should have done more. However, taking into account that the challenge is new, this study may contribute to some further development.
The Development of Research in the Field of Chemistry Education at the University of Novi Sad since the Breakup of the Socialist Federal Republic of Yugoslavia
Author: Segedinac, Mirjana D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Chemistry,Science Education,Universities,Computer Uses in Education,Environmental Education,Science Achievement,Influences,Academically Gifted,Science Experiments,Active Learning,Student Projects,Science Curriculum,Scientific Literacy,Concept Mapping,Instructional Effectiveness,Test Construction,Test Validity,Science Tests,Elementary Secondary Education

The first PhD thesis in the field of Chemistry Education at the Faculty of Sciences, University of Novi Sad, was defended in 1992. This can be regarded as the symbolic dawn of Chemistry Education as a scientific discipline in this region. After the official breakup of the Socialist Federal Republic of Yugoslavia, research that had started in the 1980s, and which was focused on the development of tools for assessing the quality and flexibility of student knowledge, was continued through the 1990s. This research included the application of computers to chemistry teaching, as well as the development of appropriate chemistry learning programmes. In the following period, research focused on the analysis of chemical teaching programmes in the Republic of Serbia, with a special emphasis on the possibility of including eco-chemical content in curricula. Accordingly, potentially efficient models were suggested. The most recent research has been focused on the investigation of the effectiveness of instructional strategies based on a systemic approach and a triplet model of content representation, using combined measures of students' performance and mental effort. In this regard, tools for the efficient assessment of knowledge (systemic synthesis questions, context-based questions) have been developed along with tools for the efficient assessment of students' misconceptions (multi-tier tests). Furthermore, in order to make teaching more effective, procedures for assessing the cognitive complexity of chemical problems have recently been developed and subsequently validated both statistically and by applying Knowledge Space Theory.
Chemistry Education in Bosnia and Herzegovina
Author: Zejnilagic-Hajric, Meliha
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Chemistry,Science Education,Elementary School Science,Secondary School Science,College Science,National Curriculum,Educational Research,Science Teachers

In this paper, the education system in Bosnia and Herzegovina is presented in the light of current state-level legislation, with an emphasis on chemistry education at the primary, secondary and tertiary level. The consequences of the last war in our country still persist and are visible in many aspects of everyday life, including the education system, thus limiting the efforts of education professionals to follow international trends in education. There are three valid curricula for primary education at the national level, each of which differs in the national group of school subjects. Teaching methods are common for all three curricula and are mainly teacher-oriented. The situation is similar with regard to secondary education. Study programmes at the university level are organised in accordance with the Bologna principles. The programmes are made by the universities themselves and approved by the corresponding ministry of education. Chemical education research in Bosnia and Herzegovina is mainly conducted at the University of Sarajevo. It deals with (1) the problems of experimental work in chemistry teaching, resulting in more than 60 experiments optimised for primary and secondary school, (2) integrating the knowledge of chemistry, physics and physical chemistry for university students, with regard to students' difficulties observed during university courses and potential solutions, and (3) the effectiveness of web-based learning material in primary school chemistry for the integration of macroscopic and submicroscopic levels. For the purpose of this paper, official documents for primary, secondary and higher education have been used.