Search Results

You are looking at 1 - 10 of 23 items for :

  • "preservice teacher education" x
  • Refine by Access: All Content x
Clear All
Restricted access

Jayne M. Jenkins, Alex Garn, and Patience Jenkins

The purpose of this study was to identify what and how preservice teachers observe when peer coaching during an early field experience. Twenty-three male and 14 female preservice teachers trained in peer coaching participated in the study. Coaches observed a peer partner teach five 40-min lessons to small groups of elementary or junior high school students in a semester-long second practicum experience. During observation, coaches completed a Peer Coaching Form that included a praise statement and observation notes. A total of 169 Peer Coaching Forms containing 946 statements were collected and analyzed using traditional, naturalistic methods of inductive analysis. Three themes emerged: (a) systematic observation, (b) theory to practice, and (c) students as individuals. Observation changes occurring across the semester suggest peer coaching needs to occur over an extended period of time emphasizing the role of coach as observer for optimal teacher knowledge development.

Open access

Paul M. Wright and David Walsh

practices related to promoting and sharing this work in preservice teacher education, in-service professional development, and coach training. As noted at the start of the introduction, this special issue is intended to celebrate Don’s life and his life’s work. While it certainly reflects deep affection and

Restricted access

K. Andrew R. Richards and Thomas J. Templin

and interview guide and the framework adopted for the analysis of data. References Beck , C. , & Kosnik , C. ( 2001 ). From cohort to community in a preservice teacher education program . Teaching and Teacher Education, 17 , 925 – 948 . doi:10.1016/S0742-051X(01)00041-5 10.1016/S0742-051X(01

Restricted access

Chunxiao Li, Ngai Kiu Wong, Raymond K.W. Sum, and Chung Wah Yu

.e., the model depicted in Figure  1 ). Preservice PE teachers were recruited in this study as the corresponding findings may inform practitioners to develop preservice teacher education programs. According to our literature review, we hypothesized that mindfulness and basic psychological needs satisfaction

Restricted access

Steffen Greve, Kira Elena Weber, Björn Brandes, and Jessica Maier

. During the first phase of teacher education, most universities have implemented long-term internships ( Hascher & De Zordo, 2015 ) because practical field experiences are believed to be one of the centerpieces of preservice teacher education programs ( Beck & Kosnik, 2002 ), and are considered important

Restricted access

Jenn M. Jacobs, K. Andrew R. Richards, Zach Wahl-Alexander, and James D. Ressler

.1007/s11162-011-9221-8 10.1007/s11162-011-9221-8 Beck , C. , & Kosnik , C. ( 2001 ). From cohort to community in a preservice teacher education program . Teaching and Teacher Education, 17 , 925 – 948 . doi:10.1016/S0742-051X(01)00041-5 10.1016/S0742-051X(01)00041-5 Becker , C. , Lauterbach

Open access

Collin A. Webster, Emily D’Agostino, Mark Urtel, Jaimie McMullen, Brian Culp, Cate A. Egan Loiacono, and Chad Killian

OLPE in both preservice teacher education and K–12 physical education. Sargent and Casey ( 2019 ) recommended taking an appreciative inquiry approach to conducting research on the use of digital technologies in physical education. Appreciative inquiry is a strength-based approach that focuses on the

Restricted access

Sofie Koch, Jens Troelsen, Samuel Cassar, and Charlotte Skau Pawlowski

PA policy will be difficult for most schools to accomplish successfully. Governments could also consider making PA a mandatory course in preservice teacher education, ensuring that all future teachers are acquainted with implementing PA in a classroom setting during their educational training

Restricted access

Brendon P. Hyndman and Stephen Harvey

). Teacher catalysts: Characteristics of teachers who facilitate high academic success . Australasian Journal of Gifted Education, 21 ( 1 ), 23 – 31 . Hsieh , B. ( 2017 ). Making and missing connections: Exploring Twitter chats as a learning tool in a preservice teacher education course

Restricted access

Collin A. Webster, Judith E. Rink, Russell L. Carson, Jongho Moon, and Karen Lux Gaudreault

research borne out of the model’s genesis—that reflect the model’s explicit and implicit assumptions. Finally, we introduce a new illustration intended to supplement current graphics of the model in order to increase the alignment of teacher professional development, preservice teacher education