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Differences in Pre-Service Teacher Attitude Change about Family Involvement across Four Universities
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In: Societies; Volume 12; Issue 2; Pages: 65 (2022)
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Effects of co-teaching on clil teacher trainees’ collaborative competence ; Efectos de la docencia en equipo en la competencia colaborativa de los futuros docentes de AICLE
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Preservice teacher’s purposeful questioning : a descriptive case study of elementary mathematics preservice teachers.
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Zugänge zur Welt: sprachlich realisiert und didaktisch reflektiert. Sprachliche Bildung im Zyklus 1 ...
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A Descriptive Analysis of Good Teaching and Good Teachers from the Perspective of Preservice Teachers
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In: i.e.: inquiry in education (2021)
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Die Bildung der Generalistinnen und Generalisten. Perspektiven auf Fachlichkeit im Studium zur Lehrperson für Kindergarten und Primarschule. Festschrift für Frau Prof. Dr. Charlotte Müller
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2021, 251 S. - (Studien zur Professionsforschung und Lehrerbildung) (2021)
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Zugänge zur Welt: sprachlich realisiert und didaktisch reflektiert. Sprachliche Bildung im Zyklus 1
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In: Bachmann, Sara [Hrsg.]; Bertschy, Franziska [Hrsg.]; Künzli David, Christine [Hrsg.]; Leonhard, Tobias [Hrsg.]; Peyer, Ruth [Hrsg.]: Die Bildung der Generalistinnen und Generalisten. Perspektiven auf Fachlichkeit im Studium zur Lehrperson für Kindergarten und Primarschule. Festschrift für Frau Prof. Dr. Charlotte Müller. Bad Heilbrunn : Verlag Julius Klinkhardt 2021, S. 85-101. - (Studien zur Professionsforschung und Lehrerbildung) (2021)
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The Exclusive White World of Preservice Teachers’ Book Selection for the Classroom: Influences and Implications for Practice
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In: Australian Journal of Teacher Education (2021)
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Multiple Stakeholder Interaction to Enhance Preservice Teachers’ Language Assessment Literacy
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In: Languages; Volume 6; Issue 4; Pages: 213 (2021)
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Abstract:
Conducted in a U.S. English-to-Speakers-of-Other-Languages (ESOL) preservice teacher education program, this case study aimed to explore a dynamic process of preservice teachers’ development of language assessment literacy (LAL). By inviting multiple stakeholders, namely preservice teachers, an inservice teacher and her ESOL students, and their course instructor, this study closely examined the interaction among the stakeholders during a semester-long language assessment development project as a process to develop LAL. The project, which was composed of planning, development, implementation, and reflection stages, was innovative in that it: (a) involved the multiple stakeholders; (b) focused on their dynamic interactions and multi-directional influences on all the participants’ enhancement of LAL; and (c) was conducted in an online format. By employing thematic analyses on interactions among the stakeholders, this study described and analyzed how preservice teachers contextualize their assessment while negotiating the needs of the inservice teachers and their students with assistance from the course instructor. The paper identified practical benefits and challenges of professional training where multiple stakeholders are involved. It also highlighted the non-linear dynamic process of preservice teachers’ development of LAL.
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Keyword:
ESOL; inservice teachers; interaction; language assessment literacy; multiple stakeholders; preservice teachers; teacher education
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URL: https://doi.org/10.3390/languages6040213
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Preservice Secondary Mathematics Teachers’ Conceptions of Counterexample
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In: Georgia Educational Research Association Conference (2021)
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Prepared to Respond? Investigating Preservice Teachers’ Perceptions of their Readiness for Culturally Responsive Teaching
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In: International Journal for the Scholarship of Teaching and Learning (2021)
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Tensions of Trust In Preservice Teachers' Consideration of Challenging Mathematics Tasks
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In: Faculty Publications (2021)
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The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements
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In: Test Series for Scopus Harvesting 2021 (2021)
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EXPLORING PRESERVICE TEACHERS’ PRACTICES AND PERSPECTIVES ON WHITENESS: DEVELOPMENT AND INITIAL VALIDATION OF THE WHITENESS COMPONENTS SCALE
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In: Theses and Dissertations--Educational, School, and Counseling Psychology (2021)
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Problems or Possibilities? What Do Early Childhood Preservice Teachers Notice About K-1 Writers?
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In: Teaching/Writing: The Journal of Writing Teacher Education (2021)
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Saturate, situate, synthesize: Fostering preservice teachers’ conceptual and practical knowledge for learning to lead class discussion
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Impulse aus der Konzeption der inklusionsorientierten Lehr-Lern-Bausteine und aus dem Forschenden Lernen für die Sprachbildung in der ersten Phase der Lehrkräftebildung ...
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Preservice Teachers’ Perceptions of Artificial Intelligence Tutors for Learning
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In: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1585088861453228 (2020)
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Inklusionsorientierte Lehr-Lern-Bausteine für die Hochschullehre. Ein Konzept zur Professionalisierung zukünftiger Lehrkräfte
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2020, 203 S. - (Interdisziplinäre Beiträge zur Inklusionsforschung) (2020)
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Impulse aus der Konzeption der inklusionsorientierten Lehr-Lern-Bausteine und aus dem Forschenden Lernen für die Sprachbildung in der ersten Phase der Lehrkräftebildung
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In: Brodesser, Ellen [Hrsg.]; Frohn, Julia [Hrsg.]; Welskop, Nena [Hrsg.]; Liebsch, Ann-Catherine [Hrsg.]; Moser, Vera [Hrsg.]; Pech, Detlef [Hrsg.]: Inklusionsorientierte Lehr-Lern-Bausteine für die Hochschullehre. Ein Konzept zur Professionalisierung zukünftiger Lehrkräfte. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 175-181. - (Interdisziplinäre Beiträge zur Inklusionsforschung) (2020)
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