Three-Way Conferences Facilitated by Program Supervisors: Student Teachers’ Perceptions Hsiu-Lien Lu: - Abstract - Article
This is a phenomenological study exploring student teachers’ perceptions of three-way conferences during student teaching. Two preservice student teachers in the stage of pre-practicum and four in practicum (5 females and 1 male; Caucasians; undergraduates) in an early childhood teacher education program were purposefully selected, interviewed, and observed. They were student teaching in urban and suburban public schools in New England. Other data sources included field notes and program documents. Results indicated that three-way conferences provided opportunities for connection, mediation, navigation, affective support, clarification, reflection, and information sharing for the three parties, and could potentially help enhance the field experience.
Developmentally Appropriate Practice (DAP) as Defined and Interpreted by Early Childhood Preservice Teachers: Beliefs About DAP and Influences of Teacher Education and Field Experience Hae Kyoung Kim: - Abstract - Article
This study examines early childhood preservice teachers’ beliefs about developmentally appropriate practices (DAP) and how they define DAP and interpret principles and characteristics of DAP. The study shows that early childhood preservice teachers possess relatively strong beliefs about DAP. Preservice teachers who were further along in the teacher training program demonstrated stronger DAP beliefs than teachers who had just begun the teacher training program. Similarly, teachers who had undergone more field placements reported stronger beliefs about DAP. Teachers’ own definitions and principles of developmentally appropriate/inappropriate practice were examined. Implications of the findings are discussed for preparing teachers to implement appropriate practice.
The Prevalence or Absence of Attention to Adolescent Literature in the Initial Preparation of Secondary Content Teachers Amanda M. Ruiz, Joyce E. Many, Eudes Aoulou: - Abstract - Article
This study examined uses of adolescent literature included secondary teacher preparation in English, math, science, and social studies education at 12 institutions. Analyses revealed programs emphasized adolescent literature in a variety of ways and most often in courses for English majors. Only two institutions required that prospective math, science, and social studies teachers take literacy courses. References to adolescent literature in syllabi other than English /literacy education courses were almost nonexistent. Adolescent literature was primarily used (a) to ensure knowledge of texts, (b) to address issues of diversity in the classroom, and (c) as a means of effective classroom instruction.
Signing for Success: Using American Sign Language to Learn Sight Vocabulary Judy Sherman: - Abstract - Article
Many school systems mandate sight word mastery by their students, and this can be challenging for certain student populations. With a Professional Development School, college interns conducted an inquiry project with struggling first graders to learn required sight vocabulary. The inquiry project explored the use of American Sign Language to facilitate their sight word acquisition. In this article, rationale and research for vocabulary instruction and for using ASL to enhance sight word acquisition will be provided before presenting the background and procedures used in implementing this strategy. Lastly, the results and reflections of this inquiry project will be shared.
Exploring Pre-Service Teachers’ Perceptions of Student Attributions in Mathematics Melanie L. Shores: - Abstract - Article
This paper investigated pre-service teachers’ perceptions of student attributions and mathematics performance. Participants from two universities in Alabama (N=80) consisted of 72.5% female, 75.9% white, 21.5% African American, 2.6% other, 44.3% juniors, 38% seniors, 16.5% graduate, and 1.3% sophomores. Results indicate 87.6% of participants agreed that when a student succeeds in mathematics it is because of his/her effort, while 93.8% agree that when a student fails in mathematics it is because the tasks are hard. The results point to the need for both pre-service and in-service teachers to be aware of their own views related to students’ success/failure in mathematics.
Teachers’ Use of Technology: Lessons Learned from the Teacher Education Program to the Classroom Vivian H. Wright, Vivian H. Wright:: - Abstract - Article
This paper describes 10 teachers’ perceptions of technology integration and technology use in their classrooms, five years after their graduation from a teacher education program which encouraged technology use in teaching and learning. The researchers used Hooper and Rieber’s (1999) five phases of technology use (familiarization, utilization, integration, reorientation, evolution) to categorize the teachers’ efforts. The researchers found that the five teachers who were at Hooper and Rieber’s reorientation or evolution phases were teachers who had continued professional development, had engaged students in using technology, and had support from their school community. Implications and recommendations for teacher educators are proposed.
The SRATE Journal is a publication of the Southeastern Regional Association of Teacher Educators. The mission of the Journal is dissemination of scholarship and research related to the profession of teaching with emphasis on teacher preparation. Points of view are those of the author and are not necessarily reflective of the association or journal editors. Authors are responsible for the accuracy of information and legal use of all materials within their manuscripts.
