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Pre-Service Teachers - Science topic

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I am researching argumentation skills in the teacher education context. I integrated argumentation skills into the teaching/learning methods course. Accordingly, pre-service teachers engage with case scenarios in which they will choose a teaching/learning method to achieve the learning outcome and develop an argument to explain why the teaching/learning method they chose would be suitable to accomplish the learning outcome.
I wonder if in such a context can pre-service teachers use "learning theories" as evidence to support their reasons? When reviewing the literature about types and strength of evidence so I could not find adequate information that I am looking for. what do you think?
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As long as the theories are well-established in the scholarly literature, they can certainly be used.
For example, student-centered active learning based on Cognitive Psychology is very well established and has many lessons about good learning design.
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Teacher trainees are placed in schools for their professional learning experiences (internship, or practicum experiences). What really do they learn from their teacher mentors and from the school environment? I would like to have a conceptual framework of such learning experiences on the field of teaching.
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Thank you, Eric Ofosu-Dwamena, for the excellent question and all professors' valuable answers.
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At the HCII2021 virtual conference held in July 2021, I presented the results of a survey by Rosanda, V. & Istenic, A.: “A Stranger in the Classroom: Pre-service Teachers ’Anxiety and Negative Attitudes Toward Humanoid Social Robots”. The implementation of social robots in the preschool and primary school environment introduces anxiety and negative attitudes in our sample of future teachers. In the discussion that followed I highlighted the source of these negative attitudes, which we subsequently identified (Istenic, A., Bratko, I. &Rosanda, V.). Our participants consider social robots to be unsuitable for preschool and elementary school classrooms because of their social presence and social skills. They would only allow robots to perform very simple tasks (routine tasks) in their classrooms. Our participants reject precisely those skills that are currently being developed by robot designers for classroom use. We are currently further testing our results on another generation of future teachers in two different cultural settings. The preliminary analysis however shows a similar trend.
During the discussion, one of the conference participants expressed doubts that acceptance studies were still needed. What do you think? Do we still need acceptance studies? Are acceptance studies necessary when introducing new technologies that mimic the human essence in regular and systematic interactions with preschool and elementary school children? Do you think that they are not necessary because we will once again witness a comfortable conception and interpretation of technological development, according to which technological development by itself raises the quality of education? Do you think that also in this case the education specialists will simply accept the flow of technological development, in a similar manner to what happened with the implementation of PCs in classrooms? Based on previous experiences, do we perhaps expect that, given time, “harshly criticized development will become the accepted new norm” (anonymous reviewer)?
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Yes. We need them more now than ever before.
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In most cases, educators receive their training before they start working or at the early stages of their working life. In very few cases, they receive retraining to update and upskill. With time the methodologies used by educators become obsolete. With time, there will be a need for retraining and upskilling for the teachers.
Whose responsibility should it be then to retrain and upskill the masses of teachers with outdated ways of doing things? Especially when the environment is completely changed overnight as is the case with the transition from face to face teaching to Online teaching because of the pandemic?
Should the teachers invest in their own training and retraining or the government and other authorities be responsible? What do you think? Please share your thoughts.
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It should be the responsibility of the employer
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Good day. I am looking for expert validators to check the suitability of our questionnaire in assessing the preparedness of our Pre-Service Teachers in their Online Teaching Practice. Hope you can help me. Thank you so much
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I am an assistant professor at department of education, sardar patel university, Anand, Gujarat, India. Can help if needed. My mail if: mohitgoswami@spuvvn.edu
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I want to develop the TSPCK-based instruction to teach a pre-service teachers and study its impact on the conceptual understanding and motivations.
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Pedagogical content knowledge (PCK) is defined as the knowledge that discriminates a chemistry teacher from a chemist by Shulman who coined the PCK term. There is rich and deep literature on PCK. I mean, there are many different aspects of PCK that researchers have been working on. Regarding topic-specific PCK, in the PCK literature, Veal and MaKinster (1999) proposed the General taxonomy of PCK. In that taxonomy, there are general PCK (i.e., for teaching science or history), domain-specific PCK (i.e., for chemistry or biology teaching), and topic-specific PCK (i.e., for teaching a topic under a science domain such as teaching redox reactions). In the PCK literature, PCK has been defined as topic-specific, which means that teaching chemical equilibrium requires different knowledge and skills from teaching gas laws. My dissertation is about the comparison of experienced chemistry teachers' PCK for teaching different chemistry topics. The paper published from my dissertation is entitled 'Examination of the topic-specific nature of pedagogical content knowledge in teaching electrochemical cells and nuclear reactions'. I hope it would be useful for your work.
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Lots of research about teaching pre-service teachers how to use technology in their teaching practice, but I'm looking at using 'immersive technology' - Virtual reality as a tool in 'preservice teacher education', particularly in relation to relational pedagogy and understanding/responding to 'difference/diversity' and/or inclusive pedagogies.
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Using immersive technologies that render augmented reality (AR), mixed reality (MR), and virtual reality (VR) in education is the future of learning. Currently, an increasing number of schools worldwide push the limits to integrate AR, MR, and VR in their pedagogy and curriculum of various subjects. To empower prospective teachers to cope with the demands and trends of present and future education, teacher education programs have to equip their trainees with the necessary knowledge and skills to integrate modern innovative technologies in their future instruction. A considerable recent relevant literature has looked into AR, MR, and VR in various teacher education programs globally. The following studies could render a solid springboard for exploring immersive technologies in teacher education.
Bower, M., DeWitt, D., & Lai, J. W. (2020). Reasons associated with preservice teachers’ intention to use immersive virtual reality in education. British Journal of Educational Technology, 51(6), 2215-2233. https://doi.org/10.1111/bjet.13009
Cardullo, V., & Wang, C. (2021). Pre-service teachers perspectives of Google expedition. Early Childhood Education Journal. https://doi.org/10.1007/s10643-020-01136-3
Gandolfi, E., Kosko, K. W., & Ferdig, R. E. (2020). Situating presence within extended reality for teacher training: Validation of the extended reality presence scale (XRPS) in preservice teacher use of immersive 360 video. British Journal of Educational Technology, 52(2), 824-841. https://doi.org/10.1111/bjet.13058
Graziano, K. (2017). Immersive technology: Motivational reactions from Preservice teachers. Internet Learning, 6(1). https://doi.org/10.18278/il.6.1.4
Haghanikar, T. M., & Hooper, L. M. (2020). Teaching about homelessness through multicultural picture books and virtual reality in Preservice teacher education. Journal of Educational Technology Systems, 49(3), 355-375. https://doi.org/10.1177/0047239520958696
Okumuş, A. (2021). Pre-service EFL teachers’ perceptions and self-efficacy of augmented reality technology: A mixed-method study [Master's thesis, Middle East Technical University]. METU Repository. https://open.metu.edu.tr/bitstream/handle/11511/89683/12626093.pdf
Priego, S., & Liaw, M. (2021). Exploring the efficacy of pre-service teachers as makers of virtual language/culture learning environments. Journal of Virtual Exchange, 4, 14-32. https://doi.org/10.21827/jve.4.37413
Reinking, A. (2021). Shaping the futures of learning in the digital age innovatively preparing the teacher workforce: Virtual learning environments. Current Issues in Education, 22(1), 1. https://cie.asu.edu/ojs/index.php/cieatasu/article/download/1906/884/
Wilson, M. L., Ritzhaupt, A. D., & Cheng, L. (2020). The impact of teacher education courses for technology integration on pre-service teacher knowledge: A meta-analysis study. Computers & Education, 156, 103941. https://doi.org/10.1016/j.compedu.2020.103941
Best,
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Many universities and schools around the world have closed their campuses due to Corona (COVID‐19) epidemic. Would you please share your expertise in delivering microteaching and practicum for pre-service teachers? How practical courses are delivered as a response to COVID‐19 outbreak? What are best practices? Other thoughts
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I think the best practices for delivering microteaching and practicum under COVID-19, it can practicing by online used google classroom, zoom, google class met, and some online program. it can increase the students knowledge practicing by online technology, they must study hard because it is one challenge for them.
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As I recently completed my Ph.D in education on "Psychological hardiness, Emotional competence and adjustment of pre-service teacher trainees of Kashmir valley". At present I am unemployed kindly help.
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Publication of your findings will increase your chance of being hired. You should also look into calls for hiring researchers. In many countries that are specific websites for these calls. For example, in Portugal your have this site http://www.eracareers.pt/. here is a website for other funding opportunities https://euraxess.ec.europa.eu/worldwide/. hope this helps
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Assessment is one of pre-service teachers’ concerns. They are assessed by typical methods limited to the performance inside the classroom. From your experiences and point of views, are there any other methods that are applied to assess pre-service teachers to ensure integrity and "justice" between them?
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- A comprehensive comprehensive assessment that includes measuring cognitive level - multiple intelligence - mental health
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Hello fellow researchers!
I want to assess differences between pre- and post-course technological, pedagogical, and content knowledge (TPACK) of pre-service teachers and I am searching for different TPACK questionnaires (quantitative) to compare.
While I am particularly interested in questionnaires that can be adapted for a specific medium, a specific target group, and a specific context, please share all questionnaires that you are aware of, so that I can compare them in my literature review.
Many thanks :-)
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هدف البحث إلى تطوير فهم أعمق للعوامل الرئيسة التي تسهم في تطوير الجامعات لمستوى عالمي. وقد اعتمد البحث منهجية مختلطة مبنية على استبانة ودراسات حالة ومقابلات منظمة لكبار موظفي الإدارة في في الجامعات العراقية
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The best monitoring and assessment tools of pedagogy and approaches to curriculum is evaluation that must seek to understand how a teacher has grown to adapt the necessities of teaching online. The COVID-19 situation introduced pedagogical changes in a three dimension vividly from Learners, Teachers, School Administrators paradigms. While there are multiple approaches and tools to monitor students, what is the best possible way to also monitor and assess Teacher's Online Engagement and participation during these times?
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Okoro U. Raymond Following..
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Dear fellow academicians, firstly I wish the health & safety of you and your relatives during this pandemic; and present my kindest regards from Turkey. I am working on a research project that is orientated towards the pre-service training of science teachers through the utilization of low-end VR (Virtual reality) materials. Although bearing a humble background regarding this topic, I am also aware that there is still much to go before sufficiently rationalizing it and inferring any potential conclusions as a result of such an intervention.
Therefore, I am asking for your thoughts, backing, and counter-arguments against the use of VR in the training of pre-service science teachers. As a tentative outline, I am proposing the basic elements as follows;
The central educational gap that will be addressed: I plan to address the artificiality of the science instruction in the classrooms, which have been torn apart from the actual context that modern science is concerned with. My preliminary target in this manner is the facilitation of the instructional practices of pre-service science teachers.
Underlying theoretical perspective: I plan to adhere to the Contextual learning theory as my central perspective of research. In the research on VR-assisted science education, the most prominent tendency is the lack of theory, particularly in manipulative interventions. Apart from that, the Experiential learning theory appears as the dominant choice in the relevant literature, which primarily is in-line with high-end VR materials. However, I am keen to believe that the nature of contextual learning is compatible more with low-end VR materials, which I plan to utilize for this intervention.
What is the nature of the intervention that you plan to develop?: During the micro-teaching practices of pre-service science teachers, I plan to require them to use their mobile phones as VR headsets with the phone shell that I will provide. The reflections of this intervention will be evaluated with the focus group interviews and the quantitative queries regarding the technology acceptances of the participants as well as the peer reviews between the participants and the initial feedbacks of mine for them
Who is the target group of the intervention?: The target group of the intervention thought to consists of the pre-service science teachers from a state university that enrolled in the "Instructional Technologies" course.
What kind of setting will you use?: I plan to train and encourage the participants to use low-end VR during their micro-teaching practices during the approximately 12-week semester, first three weeks allocated for the necessary training. The required hardware power is abundant as the participants will use their devices, as the VR interface framework named Google Cardboard is compatible with most of the consumer devices. The head-mounted displays that I will provide are low-cost tools that just contain two biconvex optic lenses and an area that the smartphones from different sizes can be embedded. This even can be DIY' ed using regular cardboards, as the name suggests.
What kind of learning outcomes do you plan to target?: Technology acceptance of pre-service teachers, primarily through the mixed-method evaluations, in order to ensure the triangulation(s) of data, method, inferences resulting from these.
What I am requesting from you resembles a pre-peer-review for such a construction. For example, I would be flattered if you would propose alternative learning theories to take as the basis of such an intervention, sharing your ideas, the suitable VR-based materials, resources and tools to use in the process and may even propose an adequate educational design research framework for me to adhere to.
Let such a conversation to flourish, which would not only guide me during this process but also serve as a convalescent topic of discussion for relevant emerging research! As this encouragement implies, I intend to keep this discussion alive until being incapable of doing so :-) Let us brainstorm together and assemble as the "Avengers" of the science education literature!
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Dear all, firstly I would like to thank you for your valuable contributions to this discussion. Dear Abdelkader Mohamed Abdelkader Elsayed , my special gratidues for sharing such a comprehensive resource! It will definitely aid me in the presenting a background for VR-assisted instruction in my future work. However, the document you shared may arise some copyright issues from the publicators for you. With my sincere apologies, may I suggest you to just provide a reference for this splendid contribution rather than the URL?
Dear Raad Shaker Alnayli , I am happy that this discussion gained your interest and praise. Thank you for your contribution!
Dear Saif N.A. Almaamari , thank you for your meaningful suggestion! In fact, I am particularly interested in the reflectivity-laden methods in my research as well, an example from my preliminary inquiries:
I have just added this paper to my "To-be-read" list. Let me know if there are related research in the future investigating the practices of PSTs please!
One last time, I sincerely thank you for your valuable contributions!
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I attach a paper which shares some data and reflection on the above questions as a prompt for debate and contributions by others.
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In Algeria, many teachers of deaf children are the ones who have obtained a BA or an MA in any field ( e.g. art, history, sociology, psychology, mathematics ). In general, they may have zero experience in teaching and most of them know nothing about sign languages. In addition, interpreters are not involved during classes in order to facilitate communication between hearing teachers and hard of hearing/ deaf children.
The new teachers receive 15 days of training in which they learn about some basic information about sign Languages ( alphabets and few signs, for example)
Does this mean that these teachers are qualified to teach?
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I recommend thih link for you:
I recommend this link for you:
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Dear researchers,
I want to make a popular book list about management & leadership (esc. relatied school management) for pre-service teachers. So I aimed to increase their awareness about management. What kind of books should I suggest them? 
Which books should be included in the book list?
Thanks
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Newly-qualified teachers (NQTs) in the UK generally undertakes an induction year following their training, in order to gain full Qualified Teacher Status (QTS). The nature and quality of training, support and professional development offered in this initial year varies between schools and individual cases. So, what do new teachers need in order to become effective in the initial years?
Your thoughts and experience, especially from managerial perspectives, gratefully received.
Regards,
DJA
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Teachers can't have any perspectives. Besides their hard work caste intellectuals know nothing. Out of pocket, out of elbows, out of credit.
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Can the technical integration ability of pre-service teachers be improved by STEM? If it is a multicultural area, can it highlight the cultural characteristics of the region to improve the self-efficacy of pre-service teachers?
If it can be achieved, what kind of theoretical framework should be used or referenced in the previous tests?
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STEM curriculum is not entirely reliable as a formal curriculum, but can be used it as an enriching curriculum that complements the formal curriculum.
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I am searching for questionnaire survey item for working motivation among pre-service teachers.
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Good Answer Chan Sane Hwui
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What is the impact on the quality of TSPCK in chemical bonding of pre-service teachers ?
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following
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Analyzes physical educators teaching behaviors. 
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following
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Readiness for online learning-Survey
Are you a teacher or pre-service teacher, a university lecturer or a trainer in an educational organization? And do you have to move to online teaching because of COVID-19? Share your experiences in our survey and learn what others say! It should take maximum 10 minutes to complete.
If you are happy to participate, please click here: https://forms.gle/6BsuDEfA76SZyxHi8.
If you would like more information about the questionnaire, feel free to contact Jo (jo.tondeur@vub.be). You are also free to share this questionnaire with anyone you wish.
Thank you for your time!
Jo, Sarah, Fazilat and Ronny
- Jo Tondeur, Vrije Universiteit Brussels
- Sarah Howard, University of Wollongong
- Fazilat Siddiq, University of South-Eastern Norway
- Ronny Scherer, University of Oslo �
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I believe that on line or not, I am an educator, and my job is to facilitate learning. Teaching on line right now is just part of the job, and while we are doing it, we are also learning and growing.
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What do you think about fully online initial teacher education? Can fully online programs provide the opportunities, experiences, resources and expertise to produce high-quality teaching graduates? Can these graduate teachers make productive transitions into the workforce? Do these graduate teachers meet the expectations of their students, communities and employers? What concerns might you have about a teacher who had completed a fully online initial teacher education program?
See how we went about examining some of these questions and what we found out, in this article;
What are your perspectives about fully online initial teacher education and what questions should we be examining next?
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In reality, it is hard for the graduate of online programs to enjoy full opportunities in the job market. The transition is difficult because of the HR people hiring new teachers normally comes from a different educational setup (on-campus/ classroom). Therefore, they do not recognise the online graduate potentially competing with the graduate coming from the traditional educational setup.
Though Online education is a good platform to reduce the cost, the challenges such as the availability of digital content and greater acceptance need to be addressed immediately.
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What theory should be the most appropriate for the technical integration survey of pre-service teachers in underdeveloped regions?
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Thank you very much for your guidance. Many people like you also told me that this research direction is relatively large. I haven't always had a good focus. Can you provide some suggestions? Wish you a happy life
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Thanks for you read this question.
I developed a pre-service teacher training module (intervention), which involves educational activities of preparation, building teams, project design(after this, teachers will practice in primary school for teaching students ), implementation, demonstration and evaluation. Meaning that the pre-service teachers will be learning knowledge in university first; after that, they will transfer their knowledge to practice in primary school. So, this module involved two phases: teachers' phase and students phase.
Now, I design two experimental research to examine the teachers' motivation (experimental one ) and students' attitude(experimental two ). The study uses the quasi-experimental non-randomized pre-test and post-test control group design. In Experiment Two, the experimental group will be trained by pre-service teacher who comes from the experimental group of Experiment One. Meanwhile, the control group will be trained by pre-service teacher who comes from the control group of Experiment One.
The question is that this experimental study design needs to use two experiments or not?
I think that this study needs two experiments because students is another subject. some say that they do not need, because this study has one intervention, and the teacher and student are the different levels.
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You might like to look at this study. We designed an experimental intervention for pre-service teachers workign in primary schools with regard to engineering:
Bill
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Dear all,
I am in the process of conducting a systematic review on the use of digital technology and ICT in teacher education in the Nordic countries (Denmark, Finland, Iceland, Norway and Sweden). The database searches have been completed, and I am now following up with expert input and manual searches. It would be of great help if you can suggest studies that might be relevant to the review.
The inclusion criteria are the following:
Publication type: Peer-reviewed journal articles (empirical & theoretical/conceptual)
Year of publication: 2010-2019
Population: Pre-service teachers, student teachers, teacher educators, teacher trainers, mentor teachers, teacher education faculty/staff
Research focus and activities: Using digital technology and ICT for teaching and learning in teacher education, learning how to use digital technologies for subject disciplinary teaching, professional development, workshops, courses, field experience/school practicum, blended learning, MOOCs, VLEs
Target level: Teacher education (pre-school, kindergarten, primary, secondary level)
Studies must have been conducted in one of the following countries: Denmark, Finland, Iceland, Norway or Sweden
Language: Danish, English, Finnish, Icelandic, Norwegian and Swedish
Thank you for your assistance!
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Great suggestion Ari Tuhkala and thank you for the link to the publications page! I will definitely have a look for studies here.
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Generally, literature is describe students strategies to solve problems (missing value and comparison). I'm really interested in open-ended questions to understand students and pre-service teacher' proportional reasoning.
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Partly but these type of questions are based on your specific statement of the problems or specific objectives.
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I am interested in any research that has been done using Motivational Maps with pre-service teachers and/or recent university graduates. Thank you.
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I do not think ... The idea is new .. I hope to communicate with you and write scientific research in this aspect
Assistant Professor Dr. Suhad Jawad Al - Sakani
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I need answer from the faculty members working at normal universities of China . I need to quote an example of China if any in my current research project.
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Thanks Arief,
Your response in the form of above link helped me a lot. It gave me the answer of my question as well as status of teacher education in China till 2010. Please also share if you have any data or information after 2010.
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The success and the failure in PISA assessments caused different debates, but there is no data linking success with teaching methods. Some countries attempted to draw conclusions about their education policy, while in others failure was associated with student's anxiety regarding tests. On the basis of a text that explains the reasons for success in Finland * I wonder if all five factors match other countries conclusions about successful participation. With respect to this factors can you provide data about the teaching method (s) you think are positively related to success in mathematics;
* George Malaty University of Joensuu, Finland: "The five main reasons are the success of pre-service teacher education, the culture of the teaching profession, the success of in-service teacher education, the different efforts which have been made to develop mathematics education and the daily traditions of school life in Finland "
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@ Zoi Amprazi, I read some articles or books by East Asian and Western math educators. Maybe East Asian and Western math scholars use different approaches in teaching.
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I used "Teacher Sense of Efficacy Scale" designed by Tschannen-Moran and Woolfolk-Hoy (2001) to measure pre-service teachers' self-efficacy. The five-point Likert scale was used in my study with options of (1) not at all to (5) a great extent rated by the participants. I want to categorize the responses of teacher candidates regarding their confidence in teaching into three levels: low, moderate and high.
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You can’t use a three category ordinal variable in a correlation. That requires an interval level variable. You could use the three category variable for an ANOVA.
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The government of khyber Pakhtunkhwa, Pakistan is recruiting untrained teachers for schools to attract academically sound people to teaching profession with no prior knowledge of teaching methods. Don't we need professional training for teaching at school level?
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Today's classrooms are diverse with digital natives using much technology, so teachers would need additional pedagogy to function effectively, if not before entering but certainly in-service supported by an assigned mentor. There articles help to shed light on the latter:
Debra
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Hi everyone,
Could anyone direct me to some literature where authors deal with pre-service teachers' self-efficacy with respect to lesson observation?
We're focusing on developing their professional vision and among others, we'd liek to investigate on their perceived imrpovement after our intervention.
Thanks a lot.
Martin
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Hi Martin,
I have a chapter that will come out in the Routledge Handbook of English Language Teacher Education. Some parts of the chapter may be useful. Please send me an email at olcay.sert@mdh.se so that I can send you an early draft.
Best wishes,
Olcay
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With the increasing prevalence of children being diagnosed with autism, it seems no longer the case of, "Will a teacher have a child with ASC in their class?" But rather, "How many?"
Are the current pre-service teachers being equipped with the skills, understanding and strategies necessary to assist these children to be successful in their learning journey?
What support and mentoring are the school administrators able to provide the Graduate teacher, for them to be successful in their first classroom?
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The issue is perhaps less autism than Inclusion and Differentiation generally. I would like to say that BEd programs in North America attempt to prepare pre-service teachers for these two objectives, but when you consider most programs are also reducing their duration and compressing content, we have to be realistic and say pre-service teachers are often not as prepared as they should be. Differentiation remains something a little conceptual and abstract for many; they are exposed to it in a textbook fashion but often fail to get to grips with the hands on strategies. They have little time to develop on terrain skills to achieve both Inclusion and Differentiation. Practicum placements sometimes remedy the issue through modelling, when the mentoring teacher has the skills. But it is still luck of the draw as many schools out there are still not implementing genuine inclusion or differentiation. The number of PD hours offered in-service is also shockingly low. We hence sadly see many in service teachers having little genuine and pragmatic understanding of both concepts until often they return to training for a Masters. The literature echoes the insecurity and fears of many early career teachers when it comes to Inclusion and Differentiation.
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I'm Andrés, EFL teacher educator at Universidad del Valle (Cali-Colombia). I'm leading a project on leadership and agency with pre-service teachers, painting murals to mobilize different conceptualizations of being a teacher, a learner, and human being in the Colombian neo-liberal, highly ineqyitable, politically polarized context.
Thank you for your time. Look forward to your response.
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Political polarization is now a world world wide phenomenon especially in democratic country where this attitude it is being used as tool to lure society on divisive merits and this is leading a mass to the mass destruction. How can i being artist contribute in it.What mural you are mentioning about mean its painting ,terracotta or ceramic mural ,its scale ,time and other elements
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The potential use of social network services (SNS) is being increasing debated in enabling participatory and connected learning culture in K-12 educational contexts. For instance, Ito et al. (2013) suggests that digital and networked media will help to mitigate digital divide between privileged and non-privileged youths by offering new ways of expanding the reach and accessibility of connected learning. However, research (e.g., Hughes et al., 2015; Keren-Kolb, 2010) indicates that pre-service teachers' adoption of SNS (e.g., Facebook, Twitter, blogs) was inclined towards personal rather than educational purpose. So how would you perceive about the opportunity of using SNS to encourage participatory and connected learning culture in the K-12 contexts?
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I think it might have risky privacy implications. Social networks do not usually follow the same privacy guidelines that education institutions have. What if students are not already on those social networks? Would you force them to create a profile? And how does this take into consideration students that might be more vulnerable than others to expose their data or simply their self online?
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Help! Australian K-6 Teachers and pre-service teachers. Please take 15 minutes to complete an online survey. Tell us about how much you do OR don't know about Digital Technologies. http://203.101.226.44/index.php/689638?lang=en
Please pass on to colleagues.
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Hi Petrea,
I'd be interested in now what was the response in regard to your question of teachers confidence using digital technology?
Regards,
Rodney
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Question design is a key ability to become a science teacher. At the same time, knowing the students' previous ideas allows developing functional learning cycles. How do you teach this to your future science teachers?
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Asking questions not only help to know the learnings but also contribute self evaluation. The questions must to develop the scientific thinking. For that the question have to be redesign if required. The teacher has to analyse the questioning
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Pre-service teachers usually had to know something about the History of Education - both in their countries and globally - as a part of their induction into teaching up to about the 1980s.
From around this time a competences and standards regime became increasingly prominent and units/courses/even one-off lectures related to the History of Education disappeared within initial teacher education - certainly in the jurisdictions that I have worked in (England and Australia).
I will be interested to hear if History of Education continues in some countries globally.
Reactions to the death of 'History of Education' are likely to vary on a continuum between: 'good riddance - this was fairly useless knowledge which didn't help people to become better teachers' and 'a shame that teachers understand so little about the evolution of education over the past two hundred years'.
Personal stance: I have come to co-exist reasonably productively as a teacher educator with Standards regimes in both England and Australia - they can provide useful focus upon essential features and competences required of teachers......but I also feel that Standards can be instrumental and can underplay knowledge and (especially) values that underpin practice.
I have also undertaken some History of Education research on citizenship education and early Twentieth century inspection regimes, so should declare an interest that I see the 'History of Education' of having some value and importance as a field of study (but I remember being bored rigid in lectures on the topic during my own experience of initial teacher education) !
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I absolutely agree with you, Peter. In particular with regard to the constantly accelerating pace of industrial and societal change, it makes sense to give teachers a sound basic education to take with them for their career, to empower them to be able to act independently on this basis. Thus, they can generate themselves a set of tools and are no longer dependent on well-trodden paths.
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Would you please share your expertise in microteaching for prospective teachers? Is it a separate course in your institution or an integral component of teaching methods courses? What are the core components of microteaching (knowledge, skills, ..)? What assessment methods do you use? Other important points you would like to share.
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Micro teaching is a necessary experience for all teacher preparation programmes. However for some institutions it is a full course along side teaching practice and for some institutions, it is part of methodology course in addition to teaching practice. The later is the situation in my university. Presently I teach a course EDS 301: Science Methodology II and the major component is micro teaching. I also participated in two year Tuning Africa programme where I developed a workshop on assessing interpersonal communication during micro teaching and also assessment in micro teaching class. The strategies could help to do more than assessing interpersonal communication and general assessment. You may wish to consult attached files for further information.
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We are planning to conduct a training for elementary science teachers on making improvised instructional materials to improve the quality of science teaching. Most of the science teachers in our city are non-science majors which prompted us to organize a training-workshop. What are improvised science instructional materials you can suggest that we can do?
Here is an example of what we want to do. An improvised microscope
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Angelo, I salute your goal to assist your upcoming workshop participants in your country by engaging in STEM with improvised materials. As a former Peace Corps Volunteer teacher in Swaziland, Africa (1981-1984) I developed a preference (driven initially by need but later by preference) for using locally available (and economical) materials, also. One improvised material I have used in my STEM PD workshops that I lead is a used plastic bottle (with its screw top) such as a small Gatorade bottle that is not a smooth cylinder (important to clean and sanitize the bottle before use). I challenge my participants, working in teams of 4 to figure out a way to fill the provided bottle half way (by volume) with water using only the bottle. I also provide them a pitcher of water to use in this challange and a stirring rod (which could be made of any material available). Each team of participants is provided these materials along with piece of colored tape (could be simply masking tape) to place on the outside of the bottle (bottom of tape aligned with top of water) that indicates the level of the water they have decided is exactly at the halfway fill mark in the bottle. Participants struggle to decided where that level, is since almost all recognize due to the bottle shape it would not be at what they see is the halfway height point. Some guess where the halfway point may be using an "eyeball strategy", while others come come to see that the bottle has a plastic seam line along its vertical shape which can be used to find the halfway by volume level of the water by turning the bottle sideways and by trial and error filling the bottle with water from a pitcher until the water level aligns with the seam. Participants place their team's water bottle with top secured and tape on the outside of the bottle side by side for comparison. Invariably, the bottles have differing places they have placed their tape. We debrief on their methods of coming to a "solution"to the challenge, with the the goal of deciding which strategy may be most fruitful in solving the challenge most accurately. We discuss the notion of "elegance" in strategy selection which for science is oftentimes associated with the notion of choosing the simplistic strategy which is shown to arrive at correct solution to a problem. The participants then usually select the seam strategy as fulfilling that criterion in this case. I then wonder if there may be a way to check to see if the seam strategy really has lead them to the same answer since there always seems to be some slight variation in the bottle levels of water even when the seam strategy is used. I suggest if they considered using the concept of set theory to consider a solution to the challenge. That is, if by volume the level of the water they have suggested fills the bottle by half, the other half (currently holding air) must be an equal volume in the bottle, since one half by one half equals a whole in set theory. Therefore, they can check whatever water level they may have thought represents half of the bottle's volume, by simply turning the bottle over vertically (make sure the cap is on tightly so no water may come out) and seeing if the resulting water level is exactly at the same point on the tape they placed earlier on the outside of the bottle to show the level of the bottle filled halfway by volume by water. This type of strategy using an application of set theory most engages their attention and their appreciation as being most elegant in this case, due to its ease in use and accuracy. As a STEM activity, we then take time in identifying what learners could learn about the "S"--gravity's impact on water in a closed container on Earth and methodology analysis of solution, "T" the technology used to produce the water bottle, "E" the design process to solve the problem, and "M" the use of a concept from mathematics to solve the problem. And, what about the bottle stirrer they ask? Why were they provided that? My response--when solving authentic challenges no one engaged in STEM knows upfront what equipment may be of value to solve the problem. The stirrer is provided not to imply it is of essential value in this instance to solve the problem (which most assume it must be, since it was provided to them in this challenge as they learned by school science always is the case if equipment is provided in a so-called school STEM inquiry experience in such as in a laboratory exercise. Lesson to notice is that in real life problems in STEM do not come all set up with directions on what may be needed (equipment, for example) to solve them. In fact, available equipment (in this instance, the stirrer) may indeed actually distract them as it may have done for some in this activity (even though when it was provided it was NOT stated it must be used to solve the challenge).
If you (or others who read this response to your question) should use my STEM activity with improvised materials that I developed (could be others have also come up with the same or a similar idea for the same improvised materials although I have never seen such activities or was influenced by any to come up with this idea) , I hope you may find success with it as I have with it over the years. If you do use it, please share your experience using it with your participants as shaped by your needs as a STEM teacher educator and your participants needs and interests. I always grow as an educator when we share our teaching stories, successes and challenges (as I think of them, as opportunities to continue learning my craft!).
All the Best, Randy
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 positive parameters in teaching can increase motivation in students?
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There are many good responses here. One that I did not see in the thread is that to increase student motivation we must acknowledge improvement at any level. When we limit ourselves to rewarding for ability, we reach no one but the top students. As educators, our job it to move all students forward. I have 26 years experience and of the multitude of "motivation" systems I have tried, none works as well as rewarding for improvement. These improvements might be academic, social, or behavioral - I focus on what the child needs most to be a contributing member of our group. In my classroom I use stars as acknowledgment and a simple color system where students move up levels as they earn their stars (I teach elementary.) Motivation needs to be intrinsic therefore there are no extrinsic rewards in my classroom. I urge you to look at the work of Daniel Pink - specifically his video or book called Drive (available on YouTube). It gives great information about motivation, reward systems, and human nature. 
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I have been observing even in the high reputable journals, most research on petrology and ore geology emphasis are laid much on discrimination plots without proper correlation between the mineralogy of the rocks and the chemistry. Even the discrimination plots itself has its own limitations.
I am appealing to our teachers and experts in the field of petrology and mineralogy to train us more on the mineralogical aspect. I must confess as a young geoscientist most of us cannot even identify major rock forming minerals in thinsection and their optical properties.
The future of mineralogy is at stake....#my opinion#
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Hi colleagues
I agree that more and more geologists tend to use exclusively geochemical tools to provide information on the geological processes. More and more geologists tend to introduce a rock into a machine to sort some numbers, that can be toxic as a poisonous mushroom if they are not supported by textural information. Thin/polished section petrography is one of the most powerful tools for the geologists, and I do not understand why is more and more forgotten. The geochemical results are correct ONLY if they are really representative of a process. The petrographic data is the best tool to check the representativity of these analyses, i.e., if there are mixtures of processes (hydrothermal alteration, supergene processes, magma mingling, etc). I find many publications without petrography, and in some journals petrographic analysis tend to be send as "complementary material". This is absolutely erroneous. Probably all has been produced by  the idea that Petrography is a tool from the XIX century and at the present moment there are more tools to identify the minerals. This can be partly correct, but
a) these tools are expensive, time-consuming and are not available to all people
b) many of these tools are not suitable to identify all the minerals (I.e. there is not a raman database of all the mineral species)
c) THE MOST IMPORTANT: petrography is a tool not only to identify minerals but also to identify textures and mineral relationships and therefore, mineral sequences. Yes, the same can be made and in some cases MUST be made with SEM-EDS, but optical petrography helps to orientate the SEM study and win time and save money.
I agree with Dr. Grundmann that there are some problems concerning the lack of adequate collections and adequate teachers. What to do? An example. We have a project to prepare collections of mineralogy for teaching, "cloned" to those used in the Mineralogy teaching at the University of Barcelona,  that could be sent FREE to universities in other countries. At this time, we are preparying a collection to be sent to Mexico. Are you interested on this project? I can provide information on it. 
Joan Carles Melgarejo
Fac. Ciències de la Terra
Universitat de Barcelona
c/Martí i Franquès s/n
08028 Barcelona
Catalonia
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This scale (or questionnaire) is in accordance with university students, 
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there is many scales related to measure attitude towards mathematics for students in general education level , as TIMSS and PISA included in the students questionnaires some sub-scales deal with attitudes and motivations towards math in general as I mentioned.
with regard to calculus, based on my knowledge I think there is no popular scale that specified for universities students.
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I want to explore the correlation between knowledge, beliefs/attitudes and practices of pre-service teachers regarding media education/media literacy in my country. I hope you can advise me of any tool you may find useful. Thanks!
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One important question to ask from the students is their beliefs about children's media use at home as these beliefs shape their pedagogical beliefs.
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Recently, I am in phase to design a research in mathematics education according kindergarten per-service teachers’ beliefs and attitudes toward mathematics. In my country there is not a small gap between the social and academic views on the quality of mathematical education for students of preschool teachers  and current university practice of this education.
I would like to hear opinions on this issue by colleagues from other communities.
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Dear colleague
To understand students’ experiences with school mathematics, one must understand a central factor in their experience: mathematics teachers. Two decades have passed since Lee Shulman (1986) rejected George Bernard Shaw’s infamous statement “He who can, does. He who cannot, teaches” as overly simplistic because it was not reflective of the highly specialized knowledge required of teachers. He introduced the now famous term pedagogical content knowledge to refer to the complex knowledge that lies at the intersection of content and pedagogy and that teachers must possess to make the curriculum accessible to their students. Shulman ended his landmark article by suggesting that a more apropos saying would be “Those who can, do. Those who understand, teach. Researchers studying teachers’ knowledge, beliefs, and affect related to mathematics teaching and learning are still trying to tease out the relationships among these constructs and to determine how teachers’ knowledge, beliefs, and affect relate to their instruction. 
so to know more about your question, please read this paper;
Best regards 
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The study was conducted in 12 studio workshops as part of the creative arts course for third year and final fourth year primary pre-service teachers studying at a Sydney-based university. The main aim of this study was to examine individual, social, and environmental elements associated with pre-service teachers’ fostering of creativity.
The social interactions, practices by teachers in their use of artistic materials and different understandings of creativity by the pre-service teachers. These elements were considered within the socio-cultural context of an arts-based inquiry.
This project is ongoing.
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Dear Bronwen,
My advice would be to move from minimal instruction to set challenges to creative opportunities led by the students. Working in groups is also generally preferable. There are also different creativity techniques which can be taught in the process of using this approach.
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Laboratory schools are perceived as critical contributors to pre-service teachers' success. To do so, they are to constantly evolve as trends in teaching and learning, as well as teacher education, continuously emerge.  They cannot simply continue to serve traditional purposes.  Rather, they are expected to move with, if not ahead of, developments in education.    It would be interesting to search for novel insights from today's teacher educators on their expectations from laboratory schools. 
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Laboratory schools are where the pre-service teachers acquired the necessary skills and knowledge to become equipped once they enter the actual world of teaching. I also hope to see lab schools that also develop the emotional skills of would be teachers. When attitude is good, everything else follows. Teachers, as role models of young people should possess the characters that could be emulated by the next generation.
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Dear all,
Is anyone aware of studies which discuss teachers' (in-service and pre-service) beliefs about children, that go beyond beliefs about children's learning? I'm also interested about studies of teacher beliefs about parents and children's home rearing.
So far I've found some really interesting work made by e.g. Sue Lasky, and Angela Baum, but I'd like broaden my knowledge about the topic.
Thanks,
Pekka
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You may have a look at my profile because my MSc dissertation was about students' curricular beliefs in Physical Education, so I have a couple of papers and conference publications on this issue.
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I am looking for an Instrument to use to judge if Pre-service teachers' have changed the way they think mathematics should be taught after experiences in classroom teaching.
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Have you read Deborah Ball and Maria Teresa Tatto? University of Michigan SoE. Both have good research on preparing Math teachers. 
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I am working on a project of preparing teachers for inclusive classrooms. I am thankful to those who send me their articles. I want to be more clear about the challenges face by regular institutions in preparing pre-service teachers for inclusive classroom in developing and developed countries.
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Hello Samina. Regardless of country, I think the most important message to get over is that INCLUSION is not the same as INTEGRATION. The former invites the ´outsider´ to bring her achievements into the salad bowl. Integration, on the other hand, invites the ´outsider´ to ensure that her achievement aspirations are compatible with the host community; this is a melting pot model. I prefer integration. Best wishes Paul
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Main aim is to examine through mixed research method.
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I have been experimenting with having third year pre-service primary teachers post 500 word blog post responses on three themes linked to Humanities and Social Sciences education in the past couple of years. They then go on to reflect on the value of peer review and opportunities to refine and improve their work in the light of peer and tutor feedback. The pre-service teachers report back positively on this assessment task as providing a different and more collaborative form of assignment. I would be interested to hear about the experiences of colleagues who have been trying out comparable approaches and any thoughts and reflections which you might have in this area.
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Strong points made Michael. I especially appreciate your comments on assessment. I let the students ( individually) guide how they wanted feedback. I remember a student writing to me about the questions he posed in his journal. He told me he asked those questions so that one day he could answer them rather than have a teacher address them.
We spent a lot of time discussing aspects of a professional journal. For many students, reflection was an unfamiliar and difficult muscle to exercise.  I read them entries from my journals to share that many entries were fleeting reminders or thoughts rather than finished pieces, to demonstrate how I may have complained about an aspect of my teaching in many entries yet failed to put some plan in place to alter it, how entries have helped me know what areas to research... 
Another important aspect of reflection is for the pre-service teachers to stop and reread their previous entries. They are then asked to revision one or more of their entries ( perhaps from the students point of view or from a parent or another teacher's point of view and with the insight and knowledge they had obtained.) I found that this exercise assisted them in learning to reposition their reflections and also notice their growth as future teachers. 
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I am looking for recommendations for a book for "Technology in the Classroom" course. If you teach a similar course, i would like to know if you use a book or other materials from the Internet. I am open for suggestions. 
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Here are two sources I have used and found very instructive:
  • Integrating Educational Technology into Teaching, Roblyer and Doering, Pearson
  • Computer Education for Teachers, Vicki Sharp, Wiley.
Debra
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I intend to evaluate an virtual environment with teachers in training in the subject area of this environment (e.g. licentiate student in physics or chemistry). Any suggestions on how I can conduct this assessment? Questionnaires or papers that perform this type of research?
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Kindly I would like to propose my 2 articles that you read:
1. Pellas, N. & Boumpa, A. (2015). Open Sim and Sloodle integration for pre-service foreign language teachers’ continuing professional development: A comparative analysis of learning effectiveness using the CoI model. Journal of Educational Computing Research.
2. Pellas, N. & Boumpa, A. (2015). Blending the CoI model with Jigsaw technique for pre-service foreign language teachers’ continuing professional development using Open Sim and Sloodle. Education and Information Technologies (to appear).
Please find them in the above sources or in my profile.
Kind regards
NP 
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I am currently learning about learning plan for the exceptional learner.
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Parents and carers have an invaluable role in boosting their children’s learning and wellbeing by being actively informed and involved from the early years through to adolescence. This has been the premise for most Education departments and schools to allow for meaningful engagement of families with schools. Nevertheless, there are instances where parents cannot seem to be the expert/mature partner in child's social environment. This may deter parental involvement. My research is precisely on bringing parents from disadvantaged and vulnerable communities to come on board and be involved in their child's educational outcomes. Here is a conference paper that discusses some of the findings from this research.   
Regards
Sarika 
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Do you know any study that investigated the quantity of the scientific articles pre-service teachers read or average hours they spend on reading scientific papers?
I searched a lot but could not come up with a concrete answer. Thank you in advance!
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Your question is very specific and in quantitative order. The work about reading teacher in the Brazil are more concerned in uncovering the "myth" that the teacher NOT read, or read bit. There are some papers that have researched this in teacher training. See the thesis: Alice Y. HORIKAWA. Ways of reading teacher in the context of a reading practice of the continuing education: an enunciative analysis - ( Modos de ler do professor em contexto de uma prática de leitura de formação continuada: uma análise enunciativa. in. http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=441
Another text by the same author, an article "Teacher: a reader situated,(text in Portuguese - Professor: um leitor situado. in. alb.com.br/arquivo-morto/edicoes_anteriores/.../sm07ss18_01.pdf
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Michael Fullan, in a book called Stratosphere (2013), posted a startling graph see https://goo.gl/tdClEJ showing a drop in enthusiasm from Kindergarten (95% of US students were enthused about school) to grade 8 (37%) and then a slight rise to 45% in grade 12.  
I have not been able to find much in the literature about levels of student enthusiasm and school.  I wonder if it is similar in other countries, WHY it is such a drastic drop, and WHY there has not been more reaction to this rather sobering finding.
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The graph you reference (the link btw is faulty) shows a reduction in percentage of students valuing school. I think this will require different reasoning from the concomittant loss in enthusiasm within each student over time, and i would like to attempt to address both issues if i may.
My start points are:
  1. I am referring to Australian conditions and social context.
  2. I acknowledge the SDT view of motivation based on three pillars of success, control and relatedness.
  3. I distinguish between motivation to achieve, from motivation to learn, with a definite preference for the latter.
  4. 'Schooling' is defined as the cultural construct or 'reading' of the school environment extant in one's country. 
Issue 1, the drop in numbers of students remaining engaged.
The reasons for this are multiple as Laura suggests. I would add that it is an additive effect, the slow, inexorable collection of negative influences within the school environment. Only those students who have high quality motivation can maintain it in the face of the collection of negatives over time.
Issue 2, the progressive loss in engagement/motivation within individuals or groups. The reason i distinguish this is because there are interesting patterns in groups, eg in Australia, the loss in motivation is greatest amongst indigenous and low SES students. My experience, not just general observations as an educator, but also from an action research project i undertook over 5 years where i changed some of the parameters within which the school worked, leads me to focus in particular on schooling parameters that speak to motivational pillars.
A key issue is readings of the meaning of success. Currently, students who, for various reasons, begin school behind the 8 ball socially or educationally are most likely to define themselves as unsuccessful at school from an early age, and soonest lose enthusiasm. So, when i had the opportunity in the A.R., i redefined the meaning of success by altering assessment, reporting processes and teacher language around success. Over the 5 years, i noted greater motivation in class, especially, but not only, amongst the lower achievers. In a nutshell, the definition of success was reframed from 'passing' against criteria, to 'progressing' with effort, a kind of personal best approach. There is much more to say, but hopefully this is enough to get the ideas across.
To your question: while there are multiple reasons for loss in  enthusiasm, the one that is most interesting is self efficacy in schooling. Schooling, that collection of contexts, processes, procedures, relationships and language constructs is not designed well to maintain engagement/motivation because it negatively impacts on self efficacy, mindset, resilience etc. My hypothesis, on the basis of the action research, is that redesigning the processes, procedures, language used in school to positively impact on the student psychology/sociology would see a significant gain in erngagement. Unfortunately, what i think would work is unattractive politically, and hence unlikely to gain traction. That being said, the Australian Council for Educational Research (ACER) is currently looking to change at least some of the parameters, I am describing.
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Evidence-based teaching is now being encouraged by numerous educational factions and Hattie's meta-analyses have really helped.  However, it appears that many K-12 teachers focus on teaching (nor surprisingly) and rarely find the time or are motivated or have access to educational research.  Furthermore, research articles, in general, tend to be dry and excessively detailed.  So how do we motivate teachers/educators to be consumers?  Perhaps different formats are needed like short-video clips summaries or info-graphics, or social media summaries.  Maybe my question should be, “How do we get K-12 teachers to read our research?”
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I believe that teachers want to be kept abreast of research and how it applies to their teaching. The truth is that much of educational research does not have practical value in the classroom, even some of the best.  Although the ideas behind the research may be motivating to teachers, often it is not translated into a form that allows them to apply it faithfully to practice. Nor does it consider the contexts in which new ideas will need to be implemented or the range of abilities and skills that students have at given stages of development.  I propose four concrete strategies we might apply to help bridge the research to practice gap:
1.  Conduct all professional development with a 5-minute overview of the research on which the ideas to be presented are based.  This would also eliminate the most egregious presentations of educational nonsense.
2.  Provide a section in every professional journal in education, showing how the research published may be applied to classrooms or explaining why it may not be appllicable to classroom practice.
3.  Ask all researchers to translate their findings for practitioners and publish in practitioner journals.  In this way, the barriers of language and length, often found in research journals, might allow more practitioners to understand and apply the findings.
4.  By the same token, practitioners need to hold study groups in their schools and districts, focused on research findings to discuss the applicability to their work.
Faithful implementation of research in classrooms remains one of our biggest problems in education.
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"Gesundheit und Pflege" is a study program in Germany in which pre-service teachers are trained to teach in Vocational Schools the Health and Health Care Science. One of the aims of my study is to find out whether evidence-based practice was implemented to the "Health and Health Care" teacher program in Germany. Can you recommend me any paper which explores and explains the program overall and its aims. German papers are also welcome. Thank you!
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Dear Nilüfer, 
attached you find an abstract about this research. Unfortunately this is only published as book: Pflegespezifische Kompetenzen im europäischen Bildungsraum. V & R GmbH.
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I know it has been done for pre-service teachers (Enochs, Smith & Huinker, 2000) but can not seem to find an article for an in-service version. I had a faculty member give me a copy of an in-service version about 10 or so years ago but had not needed the in-service to use it until now. I found the same version I have online with an October 2002 (http://web.mnstate.edu/trn/TRNweb/mtebi.pdf) date crediting Enochs and Riggs but when I contacted Iris she indicated she had not worked on the METBI.  I have found many articles that say they are using the MTEBI with in-service teachers but cite the article for the pre-service validation.
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Hi Juliana,
A colleague of mine has done substantial work in the area of self-efficacy and mathematics. He may have done some work with in-service teachers. I have pasted his research gate details below. Hope this helps. Kevin
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I am interested to know the computer simulations for which we can use to train pre-service teachers.
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Hi! Also, take a look at ICONS Project, University of Maryland. 
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Command over different teaching skills is an important work for pre-service teachers. I am interested to know the different training tasks/techniques for which we can train pre-service teachers in various teaching skills. 
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Hi Noushad,
There are various ways one can learn how to teach, as you probably know. One thing which researchers and practitioners now seem to focus on in the 'enactment of teaching'. This focuses on linking the practical work student teachers are going to do, to the work at campus. You can find a nice overview of this in the in press book chapter by Karen Hammerness and Kirsti Klette: Hammerness, K., & Klette, K. (in press). Indicators of quality in teacher education: Looking at features of teacher education from an international perspective. To appear in G. K. LeTendre & A. W. Wiseman (Eds.), Promoting and sustaining a quality teaching workforce (Emerald Press).
You can also look for the article by Kennedy on the problem of enactment: Kennedy, M. M. (1999). The role of preservice teacher education. In Darling-Hammond, L. and Sykes, G. Teaching as the Learning Profession: Handbook of Teaching and Policy (pages 54-86). San Francisco: Jossey Bass. You can find the article here: https://msu.edu/~mkennedy/publications/docs/Teacher%20Ed/RoleofTE-LDH/Kennedy99%20Role%20of%20TE.pdf
Good luck!
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Teachers and Researchers are said to have distinctive discourses and artefacts although there is teaching involved. Student teachers are "caught" in both domains at the point of practicum. It is a contested site that requires further investigation especially in ESL context where they are also learners of English.
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The development of a sense of professional identity of pre-service teachers should begin in the university classroom. There’s no doubt that teacher candidates come into teacher preparation with their own teaching metaphors and teaching schemata, that is, already made ideas of the type of teachers that they are and the images they have of their future classrooms. The extent to which beginning teachers form their professional identity depends on how much they explore their teaching metaphors and teaching schemata. This exploration can take the form of what is known as reflexive subjectivity. Reflexive subjectivity describes people’s actions based on their own personal opinions and feelings about a particular situation. In other words, it is the self-conscious alignment of personal goals to a perception of others.  In teacher preparation terms and in this particular context, reflexive subjectivity simply means the teacher candidate will self-consciously adjust his/her actions in accordance with the perceptions of him/herself mirrored in a ‘hero’ teacher’s role. Some of the most significant inroads into understanding how humans make meaning through their interactions and situations can be located in the works of George Herbert Mead (1863-1931). In his penetrating analysis of social action, Mead presents a picture of how the self emerges in a social world, by describing the interdependence between the mind and the environment. Mead’s interpretation of social action as a formative agent in its own right is that at the symbolic level interaction, participants form their actions by taking account of the actions of the others. This formulation seriously invokes the idea that people behave according to responses they receive from others. Blumer (1969) has explained the notion of identity formation through the concept of symbolic interactionism. According to Blumer, the key element of symbolic interactionism is that human action—that is the self, individual and collective action, interaction, and identity formation are mediated and defined in terms of a social association. In this respect, Blumer contends that people negotiate the meanings of their social world through interacting with others. For Blumer, given that humans are social beings and only become social through contact with others, becoming social is dependent upon the ability to act towards others mindfully. So, taking Blumer’s concept of symbolic interactionism into a teacher preparation context, we can safely say that first, a teacher candidate’s attitude and teaching activity are predicated on the meanings that they extract from their childhood and schooling experiences. Secondly, that teacher candidates derive meaning of teaching from the social interactions that they have had with schools and teachers.  Thirdly, that teacher candidates modify their meanings of teaching through processes of interpretation that they acquire by dealing with their interactions with teachers and schools (and university classes). The above attributes in question are crucial in understanding the core processes of teacher socialization and development. They provide insights into uncovering and understanding the meanings central to beginning teachers as they deal with ever changing situations. Putting these ideas into a university teacher preparation classroom context, I make sure that at an early stage of the lessons that I have with teacher candidates, I give them an assignment to write an education-related history in which they discusses their childhood aspirations and dreams; their best and worst experiences in schooling; as well as their best and worst teachers and should state the particular experiences that influenced their decision to become teachers. That is just the beginning of the reflexive subjectivity of the teacher candidate.
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I am interested to know the strategies and methods for which we can link the pre-service teacher education program with industry.
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Unfortunately, companies already influence education, e.g., testing, curriculum (CC), textbooks, other materials, technology and funding awards. Here is a site linking teachers and industry, although not particularly geared to pre-service teachers.  http://www.tucsonvaluesteachers.org/view.php?pg=13
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I am interested in the field of qualitative research. So, please help me to suggest the qualitative researches related to pre-service teacher education.
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Dr. Schussler does work in the area you are inquiring about. 
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I want to know the innovative teachers'training approaches and methods. 
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Dr Noushad,
Try Simulation and gaming methodology or any active learning method applied to teaching training and to teaching in general.
See for example, Richards and Rogers (1997) Approaches and methods in language teaching.
Best,
Laura
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In Brazil the majority of pre-service teachers are from low income families, have illiterate parents and the average of age is a little elevated (30,2 years to be more exactly).
How is in your country? do you have any dataset about this issue?
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Legatt wrote about the professional status of teaching in the 1980s. His classical work on the characteristics of teachers as an occupational group compares the situation in Britain to that of the United States of America with figures provided. Interestingly, this author concludes that teaching draws its recruits from the children of the working class, which according to him makes it not so glamorous and attractive. You can look for latter studies on the sociology of the teaching "profession", and later studies that cite Legatt to see if the picture has now changed. 
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I am working on my dissertation proposal and believe that there is a need for an educational experience that pairs pre-service teachers with seasoned teachers in schools to improve the pre-service teacher preparation for integrating technology in their classrooms.
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Hi Laurie,
This looks like a very interesting topic. I have attached the reference details for an article which looks at the intersection between university and schools in terms of the notion of "border crossing". Good luck with the dissertation. Kevin
Max, C. (2010). Learning-for-teaching across educational boundaries: An activity-theoretical analysis of collaborative internship projects in initial teacher education. In V. Ellis, A. Edwards, & P. Smagorinsky (Eds.), Cultural-Historical Perspectives on Teacher Education and Development. Hoboken: Routledge.
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What are the current studies / researches in the field of " ICT in education / ICT in Teachers Education"? Does anybody have any sources or any link please ? I'm Teaching ' ICT in Education' course to the Masters in Education students and interested to conduct research on my pre and in service teachers, looking for the standard tools ( if there any ) to justify the participants perspective or attitude towards ICT in Education.
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Take a look at the large scale international studies, e.g.:
  • Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2013). Preparing for Life in a Digital Age: The IEA International Computer and Information Literacy Study. International Report. Springer Open.
  • Law, N., Pelgrum, W., & Plomp, T. (2008). Pedagogy and ICT use in schools around the world. Findings form the IEA SITES 2006 Study. Hong Kong: CERC / Springer.
If you are looking for measures of knowledge and attitudes, the following article might help you:
  • Christensen, R., & Knezek, G. (2008). Self-Report Measures and Findings for Information Technology Attitudes and Competencies. In J. Voogt & G. Knezek (Eds.), International Handbook of Information Technology in Primary and Secondary Education (pp. 349–365). Berlin: Springer.
Also, take into account measures of technological pedagogical content knowledge (here is a recent overview):
  • Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & Braak, J. van. (2013). Technological pedagogical content knowledge: a review of the literature. Journal of Computer Assisted Learning, 29, 109–121. doi:10.1111/j.1365-2729.2012.00487.x
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I'm involved with pre service teacher training in South Africa. The univ is in a partnership with a teaching school. The program suffers from fragmentation due to a lack of a knowledge management framework.
I'm researching whether these School-Univ Partnership can be managed with a KM framework in order to optimise OL.
very few studies that look at SUP from an OL perspective.
any views comments suggestions will be welcomed. Thnx
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Thanx for feedback. Hargraeves a key reading - so i get from lack of studies that school university partnerships for purposes of pre service teacher training are not being studied from an organisaltional learning perspective.
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I am in the process of gathering information on how effective our Diploma TESL is to primary schools.
If the schools are satisfied with our practicum teachers, does it mean our curriculum is effective?
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An approach that was used for some time by Griffith is the scheduling of regular breakfast meetings with the mentors / practicum coordinators of our local schools. As an ex-deputy of one of the supervising schools I found these very useful for a number of reasons. Firstly, to build community with other schools supervising students. Secondly, to provide feedback from the university. Thirdly, to listen to new developments in the area of teacher education. Whilst more time consuming and costly than surveys, the positive outcomes from these meetings made them very worthwhile.  Cheers, Kevin.
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Just working on a masters thesis, designing a measure to determine teacher perceptions of self efficacy in identifying and providing support for anxious and depressed students. Lack of pre-service training has been raised as a barrier issue.
Just taking a quick poll. Nothing official.
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No, I didn't. 
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At Teachers' College of Primary Education our Year 4 student have to do mode 2 research and write a research paper. We are interested if and how digital support has been found to be effective in guiding the students through the research and writing process
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I have done quite a bit of research on the use of linked concept mapping and outline tools for supporting writing (in various genres, including research reporting), and I have become a staunch supporter of them at all levels - in primary schools, secondary schools and higher education. I regularly use these (e.g. Inspiration) with graduate students working on final assignments. They are most helpful for the literature review and writing the conceptual framework, but might have some applications in thinking through ways to chunk/present data.
This week, i learned about a new, open access tool: Docear. I haven’t tried this yet, but did mention it to a few of my MSc students as potentially helpful. This seems to take the integrated concept mapping and outline tools to higher level. Here is their promotional video: http://youtu.be/yDAfcSHxjbM
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Reasoning abilities are the judgement abilities of learning psychological states of students.
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I believe that teachers must FIRST be able to honest and forthright in their skills and ability to grasp lessons to be taught. I agreewith Mark about the critical thinkingmpiece; however, critical think is equally difficult to measure as it is to teach. I like Rober Marzanos teaching evaluation model. Ther are four domains within the model itself  and domain 4 captures the essence of collegiality and professionalism. Domain Four builds on the generated ideas and assumptions about the effectivess or ineffectivess of the delivered lessons. Domain four includes the collegiality piece suggesting instructors understand and embrace strengths and weaknesses attempting to level out the two. True professionals self reflect honestly develop and plan executions for improvement (Marzano, 2011). The model is based on the individual and observer combining efforts for improvement with an end goal of student success. Marzano states that education reform begins in the clas