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Gurl, Theresa J. – Teaching Education, 2019
This study examined the complexities of the collaborative relationship between student teachers and cooperating teachers in secondary mathematics from the perspectives of the student teachers. Four cohorts of student teachers (N = 170) in secondary mathematics were surveyed using a questionnaire that measured their perceptions of two dimensions of…
Descriptors: Student Teachers, Cooperating Teachers, Teacher Student Relationship, Cooperation
Vidergor, Hava E.; Magen-Nagar, Noga; Ilaiyan, Salman – Teaching Education, 2018
The current pilot study aimed to evaluate the perceptions of Arab and Jewish teacher trainees regarding the impact of variables on preparation for teaching. This study included 314 participating teacher trainees from two colleges in Israel. One hundred forty-eight (47.1%) of them studied in a Hebrew-speaking college and 166 (52.9%) students…
Descriptors: Foreign Countries, Preservice Teachers, Student Attitudes, Trainees
McInnes, Brian D. – Teaching Education, 2017
The study explores relationship building and improvements in knowledge, skills, and dispositions of pre-service teachers enrolled in an Indigenous education content and pedagogy methods course. The Teaching American Indian Students in the Elementary Classroom course stands alone from other diversity education offerings at the University of…
Descriptors: American Indian Education, Teaching Methods, Methods Courses, American Indian History
Kazempour, Mahsa; Sadler, Troy D. – Teaching Education, 2015
The aim of this multi-case study was to explore the extent and nature of changes in elementary pre-service teachers' beliefs, attitudes, and self-efficacy toward science and science teaching as a result of participating in a science methods course. The study specifically focused on three groups of pre-service teachers based on their varying…
Descriptors: Preservice Teachers, Science Teachers, Beliefs, Student Attitudes
Tinkler, Barri; Hannah, C. Lynne; Tinkler, Alan; Miller, Elizabeth – Teaching Education, 2014
This mixed methods study explores a service-learning experience embedded in a social foundations course in a teacher education program. The authors differentiate learning outcomes for social justice and charity service-learning, and utilize this framework to examine whether the service-learning experience fosters a social justice perspective. The…
Descriptors: Service Learning, Social Justice, Outcomes of Education, Teacher Education Programs