The effectiveness of tutoring for improving pre-service teacher development

Pre-service teacher preparation in the United States is becoming progressively more challenging with respect to the demands on teachers. This study examined the impact of the tutoring approach on pre- service teachers’ skills to work with English language learners (ELLs) through a qualitative research design. Content analysis was used at the thematic level on student journals written to accompany the semester-long experience of tutoring. 50 pre-service teachers participated and data was collected from 500 written journal reflections for two semesters. Overall, the pre-service teachers gained an understanding of the challenges of working with ELLs and other positive impacts through tutoring. The findings suggest that pre-service teachers have perceived value of the use of the tutoring approach in the teacher preparation program, use of strategies during field-based experiences, instructional realizations, cultural sensitivity, and professionalism. This paper concluded by discussing the need for a teacher education program to assist pre-service teachers to assimilate pedagogies and apply through the tutoring approach

Pre-Service Teachers’ Views Toward Mathematics Anxiety

This paper examines the views of pre-service teachers with regard to the dominaned factors of mathematics anxiety. There were a total of 50 pre-service teachers consisting of; 25 pre-service elementary school teachers, and 25 pre-service secondary mathematics teachersinvolved in this study. Questionnaires are used as data collection tools to see what the participants think about the dominaned factors of mathematics anxiety. The notion of “obstacles to teaching” is used as a framework to analyze the collected data. The analysis is carried out on the basis of three main categories to which teachers attribute views of mathematics anxiety; epistemological causes, psychological causes, and pedagogical causes. The data analysis reveals that pre-serviceteachers’ views toward mathematics anxiety tend to related factor, namely psychological causes. Keywords: mathematics anxiety, pre-service teachers, teachers’ view

Pre-Service Teachers’ Knowledge of Algebraic Thinking and the Characteristics of the Questions Posed for Students

In this study, we explored the relationship between the strength of pre-service teachers’ algebraic thinking and the characteristics of the questions they posed during cognitive interviews that focused on probing the algebraic thinking of middle school students. We developed a performance rubric to evaluate the strength of pre-service teachers’ algebraic thinking across 130 algebra-based tasks. We used an existing coding scheme found in the literature to analyze the characteristics of the questions pre-service teachers posed during clinical interviews. We found that pre-service teachers with higher algebraic thinking abilities were able to pose probing questions that uncovered student thinking through the use of follow up questions. In comparison, pre-service teachers with lower algebraic thinking abilities asked factual questions; moving from one question to the next without posing follow up questions to probe student thinking

An authentic approach to facilitating transfer of teacher's pedagogical knowledge

The pedagogical knowledge learned by pre-service teachers often fails to transfer to teaching practice. Instead, new teachers revert to instructional strategies they observed as children. This chapter describes design research conducted over four years, where pre-service teachers were immersed in an authentic learning environment using multimedia to learn mathematics assessment strategies. The first study was conducted with pre-service teachers in the second year of their degree, and then the second study followed up with the same people in their second year as practising teachers. The first study revealed several constraints for the participants on professional practice, including limited time and the influence of the supervising teacher. Later, as practising teachers, they faced cultural and practical constraints within the school environment that prevented them from fully operationalising the pedagogical principles they learned as pre-service teachers

Prospective K-8 Teachers’ Knowledge of Relational Thinking

The goal of this study was to examine two issues: First, pre-service teachers’ ability and inclination to think relationally prior to instruction about the role relational thinking plays in the K-8 mathematics curriculum. Second, to examine task specific variables possibly associated with pre-service teachers’ inclination to engage in relational thinking. The results revealed that preservice teachers engage in relational thinking about equality, however, their inclination to do so is rather limited. Furthermore, they tend to engage in relational thinking more frequently in the context of arithmetic than algebra-related tasks. Pre-service teachers’ inclination to engage in relational thinking appeared to also relate to the overall task complexity and the use of variables. Implications of these findings for pre-service teacher education are provided

Using narrative as a tool to locate and challenge pre service teacher bodies in health and physical education

This paper reports on research that has explored the use of narrative as a pedagogical tool in pre service teacher education. Specifically, we pursue the use of narrative to engage with pre service teachers’ embodied experiences [their lived body] and the ways in which these experiences are in turn currently influencing their ‘living bodies’ in regard to what Health and Physical Education (HPE) is and how it should be taught. Data in the form of an assemblage of pre service teachers’ narratives are presented to show how both the lived and living body contributes to thoughts and ideas about HPE. Discussion also reflects on the pedagogical merits of using narrative in pre service teacher education. We contend that narrative has a potentially important role to play in pre service teachers coming to better understand their bodies and can assist in moving them beyond what they experienced as HPE as school students

Scientists and the Science Educators: Collaborating to Develop Conceptual Change Teaching Strategies

Research in science education has identified conceptual change teaching strategies that may enhance pre-service teachers’ understanding of scientific concepts and processes. These strategies, supported by constructivist learning theory in the social and cognitive sciences, include the use of discrepant events to engage students’ prior knowledge, the learning cycle, and collaborative learning. Science educators have used these strategies to challenge alternative conceptions of pre-service K-8 teachers in methods courses in an effort to facilitate learning scientific concepts. Pre-service K-8 teachers, motivated to explore scientific phenomena and clarify their own understandings, gain confidence in their ability to learn science and are better prepared to use similar strategies with children. In redesigning innovative courses for pre-service teachers in university science departments, scientists and science educators would benefit from a mutual collaboration to develop instructional strategies informed by constructivist learning theory. In this partnership, scientists, experts in content and scientific research, would work with science educators to develop curriculum in both science and science methods courses that challenges pre-service teachers’ existing knowledge and facilitates more authentic understandings of science. A more seamless transition would thus be possible between science courses and science methods courses

Outcomes and Perennial Issues in Pre-Service Teacher Education Mentoring Programs

The growing body of literature on mentoring across a variety of professional disciplines such as education, medicine, nursing, law, business, and public administration is an indication of its high profile. This paper reflects our ongoing interest in the phenomenon of mentoring and takes as its focus, pre-service teacher education mentoring programs. In this paper we review a substantial body of the research literature that identifies the outcomes of mentoring for pre-service teachers and their mentors. We also consider some important perennial issues in the field experience / mentoring of pre-service teacher education programs which have implications for the quality of the experience for pre-service teachers

Pre-service Teachers’ Perspectives on Teaching Scripture in Primary Religious Education

One of the challenges for pre-service teachers in Catholic primary schools is the teaching of scripture stories within Religious Education. Research states that Catholic teachers in the 21st century require tertiary training in teaching the Religious Education curriculum and they need to learn effective strategies to teach specific content in this learning area, including scripture. Godly Play includes an approach to teaching scripture that was intended for use in parish and hospital settings. Godly Play is now promoted by Catholic Education Western Australia as a meaningful approach for influencing the teaching of scripture in RE in early childhood and primary classrooms. This paper reports on a research project that sought to ascertain pre-service teachers’ perspectives about Godly Play as a strategy for teaching scripture stories in RE in primary schools. Qualitative surveys were employed to collect pre-service teachers’ perspectives of Godly Play prior to and again after learning about Godly Play as one strategy for teaching scripture. Survey data were analysed by question through a process of thematic coding. The results from these surveys provide insight into pre-service teachers’ confidence and pedagogical perspectives with regards to the teaching of scripture. Specifically, findings provide insight into pre-service teachers’ perspectives of the storytelling component of Godly Play as an effective strategy to equip them with the confidence, knowledge and ability to share biblical texts with primary-aged children in RE classes. Findings from this research have implications for pre-service teachers seeking employment in Catholic schools. Additionally, implications for Catholic education more broadly are discussed as well as considerations for future research