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Examining Preservice Teachers' Beliefs about Disciplinary Literacy in History through a Blog Project
Colwell, Jamie – Action in Teacher Education, 2016
This qualitative case study explored preservice teachers' (PSTs) beliefs about disciplinary literacy as they engaged in a blog project with middle-school students to discuss historical texts. Twenty-eight PSTs, enrolled in a semester-long social studies methods course and participating in the blog project as a course assignment, constituted the…
Descriptors: Preservice Teachers, Preservice Teacher Education, Student Teacher Attitudes, Beliefs
Brown, Christopher P.; Bay-Borelli, Debra E.; Scott, Jill – Action in Teacher Education, 2015
High-stakes education reforms across the United States and the globe continue to alter the landscape of teaching and teacher education. One key but understudied aspect of this reform process is the experiences of first-year teachers, particularly those who participated in these high-stakes education systems as students and as a…
Descriptors: Educational Change, High Stakes Tests, Accountability, Beginning Teachers
Dunn, Alyssa Hadley; Dotson, Erica K.; Cross, Stephanie Behm; Kesner, John; Lundahl, Bo – Action in Teacher Education, 2014
This comparative case study analyzes two study abroad experiences for preservice teachers--a 4-month student teaching placement in Sweden and a 3-week intensive intercultural course with school observations in France. Although they differed in duration and structure, both programs focused on developing preservice teachers' understandings of…
Descriptors: Foreign Countries, Preservice Teachers, Study Abroad, Case Studies
Swars, Susan L.; Smith, Stephanie Z.; Smith, Marvin E.; Hart, Lynn C.; Carothers, Jody – Action in Teacher Education, 2013
This multiple case study examined the experiences of two groups of elementary prospective teachers (N ?=?12) completing distinct mathematics content courses. The findings reveal perspectives on knowing, learning, and teaching mathematics as experienced in the context of these courses. One group characterized mathematics as a "record of…
Descriptors: Teacher Education, Preservice Teachers, Student Attitudes, Mathematics Instruction
Wolsey, Thomas DeVere; Young, Janet R.; Scales, Roya Q.; Scales, W. David; Lenski, Susan; Yoder, Karen K.; Wold, Linda; Smetana, Linda; Grisham, Dana L.; Ganske, Kathy; Dobler, Elizabeth; Chambers, Sandra A. – Action in Teacher Education, 2013
Using mixed-methods approaches and cross-case analysis procedures of a study of 10 teacher-preparation programs across the United States, researchers identified signature aspects of the programs that captured key elements unique to each institution and compared teacher candidate perceptions of learning with the expressed intentions of the faculty.…
Descriptors: Case Studies, Mixed Methods Research, Literacy Education, Teaching Methods
Bercaw, Lynne A.; Summers, Deborah G.; Colby, Susan A.; Payne, Maggie – Action in Teacher Education, 2012
The complexity of disposition development for teacher candidates continues to be discussed and debated in teacher education. This study compares two programs and the different ways each approaches the disposition development of their respective candidates. More than 200 candidates from two institutions were surveyed on how and where they perceived…
Descriptors: Preservice Teacher Education, Case Studies, Student Teacher Attitudes, Beliefs
Kilbane, Clare R. – Action in Teacher Education, 2008
This study explored the use of case-based pedagogy to promote preservice teachers' problem-solving proficiency. Students in a web-supported course called CaseNEX learned to use a problem-solving approach when analyzing multimedia case studies. Their performance was compared with students in two groups who had no exposure to case methods--other…
Descriptors: Preservice Teachers, Science Education, Problem Solving, Teacher Educators
Complexities of Collaboration: Intensity of Mentors' Responses to Paired and Single Student Teachers
Baker, R. Scott; Milner, Joseph O. – Action in Teacher Education, 2006
This study examined an innovative approach to student teaching, where pairs of secondary teacher candidates worked together under the guidance of a single mentor teacher. Like studies of partnered student teachers at the elementary level, our study found that paired secondary student teacher candidates developed a more intense and effective…
Descriptors: Guidance Programs, Student Teaching, Mentors, Team Training