Professional Growth Through Reflection and an Approximation of Practice: Experiences of Preservice Teachers as Teaching Assistants in a Secondary Mathematics Teaching Methods Course

Jao, Limin; Sahmbi, Gurpreet; Huang, Ying-Syuan

doi:10.1080/08878730.2019.1637986

Cited by 10 publications

(2 citation statements)

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“…Zack first entered our NGO in 2015 following a two-year residency on a doctoral programme in Educational Studies in Canada. There, he apprenticed in educational research and trained in high leverage, inclusive K-12 maths and science teaching methods (Jao et al 2018(Jao et al , 2020. Zack describes his entrance into the HSE programme as follows: (Math, Science, Social Studies, and RLA), in two of which I had no training.…”

Section: Overworked and Undermanagedmentioning

confidence: 99%

Public health crises compounded: A high school equivalency context in the time of a pandemic

Zukowski

Parker

Shetterly³

et al. 2021

Int Rev Educ

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High school equivalency (HSE) is a recognised alternative to a high school diploma in the United States. It offers an opportunity to a range of disadvantaged adult learners such as school dropouts, refugees etc. to attain an educational certificate enabling them to move on in their life. This article presents an autoethnographic case study of a non-profit HSE programme in Philadelphia during the COVID-19 pandemic. The four authors of this article, all of them instructors on the front line of the youth crisis in adult education, explore the broader context of non-governmental organisation (NGO) management and privatised HSE exams. In their research and their reflections, they found that the pandemic exacerbated existing economic and social inequalities, with both pre-pandemic and current delivery of their HSE programme failing to address the survival needs of a population which has long been living in crisis. Juxtaposing relevant youth-in-crisis literature with narratives both from before the pandemic and whilst living through it, the authors of this article discuss the funding and institutional constraints around the environment in which they teach. Their case study sheds light on competing priorities within the non-profit education landscape, highlighting both pitfalls and successes in HSE curriculum and administration. The authors conclude that rapid adaptation to online teaching tools, platforms and products is not the panacea that many outcomes generators would like it to be.

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Section: Overworked and Undermanagedmentioning

confidence: 99%

Public health crises compounded: A high school equivalency context in the time of a pandemic

Zukowski

Parker

Shetterly³

et al. 2021

Int Rev Educ

View full text Add to dashboard Cite

show abstract

“…opportunity of both observing an experienced teacher and learning from his/her practices during school-based teaching practice (Jao et al, 2020).…”

mentioning

confidence: 99%

The Impact of COVID-19 on Pre-Service Teachers’ Teaching Practice

SAYIR

Aydın

Aydeniz

2022

IJELS

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Teaching practice, which has a significant impact on the professional development of pre-service teachers, has been greatly affected by the COVID-19 pandemic. During the pandemic process, pre-service teachers have conducted teaching practice through distance education. The aim of this study is to determine whether the pre-service teachers have acquired the learning outcomes determined within the framework of the objectives of the teaching practice with distance education, which is a new format for teaching practice. To collect data, we used an open-ended questionnaires formatted on a Google-form responded by 246 pre-service teachers. The results of the study show that most of pre-service teachers could not acquire the learning outcomes determined within the framework of the objectives of teaching practice with teaching practice through distance education. Pre-service teachers attribute this to the lack of actual classroom environment and lack of communication and interaction with students. The findings of the study also indicate that teaching practice through distance education enabled pre-service teachers to gain knowledge about distance education tools and experience on how to use them.

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Using Simulations or Rehearsals in Teacher Preparation Coursework: Learning from Preservice Social Studies Teacher Experiences to Inform Future Practice

Waychunas

2024

The Teacher Educator

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Professional Growth Through Reflection and an Approximation of Practice: Experiences of Preservice Teachers as Teaching Assistants in a Secondary Mathematics Teaching Methods Course

Cited by 10 publications

References 50 publications

Public health crises compounded: A high school equivalency context in the time of a pandemic

Public health crises compounded: A high school equivalency context in the time of a pandemic

The Impact of COVID-19 on Pre-Service Teachers’ Teaching Practice

Using Simulations or Rehearsals in Teacher Preparation Coursework: Learning from Preservice Social Studies Teacher Experiences to Inform Future Practice

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