Recently added articles from The Teacher Educator:

USING LISTENING JOURNALS IN MATH METHODS

Jan 01, 2008; Harkness, Shelly Sheats; Wachenheim, Kimberly ... The purpose of this teacher action research was twofold: to learn more about preservice teachers' preconceived notions related to listening and to investigate how a listening journal assignment impacted preservice teachers' views of listening as an important aspect of discourse. The participants ...

CONSTRUCTIVISM AND EDUCATION: MISUNDERSTANDINGS AND PEDAGOGICAL IMPLICATIONS

Jan 01, 2008; Hyslop-Margison, Emery J; Strobel, Johannes ... Constructivism is a popular concept in contemporary teacher education programs. However, a genuine concern arises with the concept's application because many teachers and teacher educators claim that knowledge is constructed, without appreciating the epistemological and pedagogical implications ...

THE ROLE OF SOCIALLY CONSTRUCTED SHARED KNOWLEDGE IN LEARNING TO TEACH: COLLABORATION AND REFLECTION IN A COMPUTER-MEDIATED ENVIRONMENT

Jan 01, 2008; Greene, H Carol ... This research examined the role of computer-mediated communication (CMC) in a partnership that was formed between an educational psychology course for preservice teachers, eight professors from the university's teacher education program, and eight practicing teachers from diverse public schools ...

TRANSITIONING FROM STUDENTS TO PROFESSIONALS: USING A WRITING ACROSS THE CURRICULUM MODEL TO SCAFFOLD PORTFOLIO DEVELOPMENT

Jan 01, 2008; Elliott, Lori; Daily, Nancy Lee; Fredricks, Lori; Graham, Meadow Sherrill ... Teacher educators have found portfolios to be a valuable way to judge readiness for student-teaching and initial certification as well as an effective means of examining and validating teacher preparation programs. Tension exists between using the portfolio as a product for evaluation and ...

FIELD PLACEMENT TREATMENTS: A COMPARATIVE STUDY

Jan 01, 2008; Parkison, Paul T ... Field placement within teacher education represents a topic of interest for all preservice teacher programs. Present research addresses a set of important questions regarding field placement: (1) What pedagogical methodologies facilitate deep learning during field experiences? (2) Is there a ...