Looking Back at Their Futures: Preservice Middle Level Teachers’ Examination of Past Educational Experiences

Wellenreiter, Benjamin R.; Lucey, Thomas A.; Hatch, Douglas

doi:10.1080/19404476.2010.11462074

Cited by 3 publications

(2 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A strong predictor of teacher reliance on technology use for instruction is her/his experience with technology (Miranda & Russell, 2011) and we posit that experience may also predict the ways in which teachers use technology in instruction. Teacher experience as students has been documented as influential on a range of teaching variables (Burnett, 2006;Garvis & Pendergast, 2010;Stuart & Thurlow, 2000;Wellenreiter, Lucey, & Hatch, 2010). In discussing the development of pedagogical beliefs and practices of preservice teachers in their education programs, Ertmer and Ottenbreit-Leftwich (2010) noted, "They do not enter the programs with blank slates; their understandings of good teaching are based on their experiences as K-12 students" (p. 271-272).…”

Section: Factors Influencing Teacher Use Of Instructional Technologymentioning

confidence: 99%

The Intersection of Preservice Teachers’ Confidence, Perceptions, and Ideas for Using Instructional Technology for Teaching and Learning

Nadelson¹,

Bennett²,

Gwilliam³

et al. 2013

IJHE

View full text Add to dashboard Cite

The evolving landscape of instructional technology is influenced by access to a wide range of technology tools that can be accessed to enhance teaching and learning. Technological tools such as smart phones, apps, tablets, social media, and YouTube exemplify the kinds of resources that are readily available for teaching and learning. Further, the development of different course delivery systems and the exposure to concepts such as flipped classrooms and electronic portfolios have extended the use of mainstream technology into new instructional applications. The ongoing evolution of technology hardware, software, and instructional applications has numerous educational implications. In an effort to understand the implications of the evolving landscape of technology in education we examined the responses of 52 preservice teachers to determine their confidence with, perceptions of, and intentions for using instructional technology to teach and learn. Our research revealed a potential misalignment between the participants' comfort, perceptions, and intentions for using technology for teaching and learning. Implications and ideas for further research are discussed. www.sciedu.ca/ijhe

show abstract

Section: Factors Influencing Teacher Use Of Instructional Technologymentioning

confidence: 99%

The Intersection of Preservice Teachers’ Confidence, Perceptions, and Ideas for Using Instructional Technology for Teaching and Learning

Nadelson¹,

Bennett²,

Gwilliam³

et al. 2013

IJHE

View full text Add to dashboard Cite

show abstract

“…In Wellenreiter, Lucey, and Hatch (2010) suggest that novice teachers should engage in conversations with experienced teachers to learn from their mistakes and successes. Experienced teachers who disclose can provide stories of experience for preservice teachers thus helping them to think more critically about classroom decisions.…”

Section: Teacher Past Experiencesmentioning

confidence: 99%

Examining communication privacy management in the middle school classroom: perceived gains and consequences

Kaufmann

Lane

2014

Educational Research

View full text Add to dashboard Cite

Background: From instructing students on curriculum content to helping their pupils to develop a wide range of skills, teachers in many educational settings make daily decisions about how and what to disclose to their students to build relationships and make connections with content. Purpose: The current study, applied to a North American middle school context, reveals what is known about teacher disclosure in higher education in terms of how teachers develop privacy rules and coordinate boundaries. Sample: Ten certified middle school teachers of 11-14-year-olds (i.e. six to eighth graders) from one school were invited to participate in individual semi-structured interviews. Network sampling of teachers was employed. Method: Interview data were transcribed and Petronio's communication privacy management (CPM) was used as the theoretical framework to guide the identification of themes. Findings: Analysis provided support for the original four criteria identified in CPM and revealed an additional criterion (i.e. 'identification rapport') for this specific group of middle school teachers. Teachers also reported the importance of understanding the potential positive and negative consequences associated with disclosing personal information to middle school students. Conclusions: This study suggests that CPM can be meaningfully extended to a specific middle school context. In addition, the emergence of 'identification rapport' as an additional criterion provides fresh insight into middle school teachers' communication privacy management.

show abstract

A Phenomenology Study of First-~year Teachers Looking at the Shared Lived Experience of Learning to Grade

Yost¹

2015

View full text Add to dashboard Cite

Looking Back at Their Futures: Preservice Middle Level Teachers’ Examination of Past Educational Experiences

Cited by 3 publications

References 27 publications

The Intersection of Preservice Teachers’ Confidence, Perceptions, and Ideas for Using Instructional Technology for Teaching and Learning

The Intersection of Preservice Teachers’ Confidence, Perceptions, and Ideas for Using Instructional Technology for Teaching and Learning

Examining communication privacy management in the middle school classroom: perceived gains and consequences

A Phenomenology Study of First-~year Teachers Looking at the Shared Lived Experience of Learning to Grade

Contact Info

Product

Resources

About