Many preservice teacher (PST) programs throughout the world are preparing students to implement the Core Standards, which require deeper conceptual understandings of mathematics and an informed approach for teaching. In this qualitative multi-case study, researchers explored the teaching methods for two university instructors and changes in PSTs beliefs previously formed by personal elementary experiences. Results of the pre-and postcourse analysis demonstrate notable shifts in beliefs, understandings, and personal philosophies. A situated context and a social constructivist approach coupled with critical reflective exercises created an environment for PSTs to reflect upon and change their personal conceptual frameworks.
This practitioner research study explores what happens when students in a Master of Arts in Teaching (MAT) program are engaged in a clinical experience at an urban pre-K-8th-grade school with a majority English Learner (EL) population. Specifically examined is preservice teachers' confidence in implementing strategies to meet the needs of ELs in beginning reading. Data sources included: a survey, a written reflection, weekly lessons plans, blog entries, and informal observations of small group instruction and class participation. Qualitative analysis (Charmaz, 2000(Charmaz, , 2003(Charmaz, , 2005 was used. Results from this study point to the need for teacher preparation programs to support teacher candidates in working with ELs in clinical settings. This research has also informed the authors' teaching of this clinical course in addition to the design and implementation of a new course aimed at preparing teacher candidates to work with ELs in mainstream classrooms.
In this study, the authors present the results of using word clouds as a tool in reflection to examine the potential for metacognitive process around pedagogical practice with preservice teachers (PSTs). This research utilized a qualitative method and case study design to answer the question, what is revealed about the metacognitive process of PSTs in an elementary mathematics methods course using word clouds as a learning tool to supplement reflection? The authors examined the effect of incorporating a pre-and postcourse written reflection assignment supplemented by a word cloud. The tool provided multiple perspectives and a visually enhanced image of written reflections to promote critical thinking about teacher beliefs and practice. In the results, three practiced based subcategories emerged: a deeper understanding of beliefs about professional practice, an acknowledgement of professional growth, and an increased perception of teaching efficacy. This study elucidates the juxtaposition between metacognition and PST beliefs, growth, and self-efficacy.
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