Search results for: Student journals

This study explored the achievement of preservice teachers when advice in the form of text and resources was provided based on students’ identified learning styles. The authors developed an online module to link prepared advice for the completion of course tasks to particular learning style preferences. The results point to the value of a learning style preference advice module as a scaffolding tool. Students’ assessment results when advice was provided were higher than when advice was not provided. Additionally, students believed the online module provided valuable information in understanding and applying content to the completion of course assignments. The findings show that coupled with feedback provided to students in other ways throughout the course, the online learning style preference module adds additional support to preservice teachers that may lead to increasing their understanding of course content and learning styles.

The present article describes an innovative capstone mathematics course that links college mathematics with school mathematics and pedagogy. In this article, the authors provide a brief description of Math 385 along with one group’s experience, and share preliminary analyses of the impact of the course. The participants in this study were 112 undergraduate students who were enrolled in the methods course during 2006 through 2009. The aspects of Math 385 indicated that students gained an appreciation of cooperative learning, seeing other students’ approaches to problems, and student-centered instruction.

The current study explores the potential challenges and learning opportunities that self-contained settings offer early childhood special education teachers in training. The participants were five early childhood preservice students seeking dual certification. Through an analysis of their weekly student teaching journals, the authors explored students' experiences in segregated early childhood special education classrooms and implications for teacher education.

In this study, the authors explore the question, How can teacher educators make informed, responsible, and compassionate decisions about intern identity development? To do so, the authors offer narrative accounts of three secondary teacher candidates moving along identity trajectories with varying degrees and types of difficulty. This narrative approach can help teacher educators understand teacher candidates’ identity development as they move through the complex terrain of teacher preparation, anticipate issues that may arise, and better support teacher candidates on this journey.