Preservice teachers in the Teaching Mathematics course described creativity as the most developed 21st-century skill within that course, citing examples of developing math games for students that provided opportunities to use their creative problem-solving skills.
Areas for improvement, referred to as the delta in the focus group, appeared with preservice teachers in the Teaching for Equity course.
Further, the National Association of Professional Development Schools' (2008) calls for a preservice teachers to be actively engaged in the school community through school and university partnerships.
This staggering number may lead teacher educators to question what they can do to help preservice teachers stay in the classroom.
Determination of the attitudes of preservice teachers, who live in an age of technology and get ready to raise future individuals, is of paramount importance both educationally and professionally.
ERIC Descriptors: Foreign Countries; Preservice Teachers; Student Attitudes; Computer Attitudes; Educational Technology; Teacher Surveys; Predictor Variables; Gender Differences; Multiple Regression Analysis; Computer Use; Internet; Ownership; Access to Computers; Demography; Student Characteristics
Creative construction of analytical and holistic rubrics to assess multidisciplinary arts-infused learning in the elementary school classroom is one of the goals of a preservice
and creative methodologies and assessment course.
The General Staff of the Armed Forces of Kyrgyzstan introduced a program for preservice
training of youth on June 13 at a round table discussion on measures to implement the Government's decree.
We illustrate this professional development model by drawing on our ongoing work as part of the Mathematical Knowledge for Teaching Teachers (MKTT) Project, which is a National Science Foundation (1) funded professional development project designed to provide opportunities for mathematics teacher educators to develop their own understandings of mathematical knowledge as it influences their work with preservice
teachers in mathematics content courses.
Video is widely used in teacher education to facilitate preservice
teacher learning of instructional practices.
Specifically, in agricultural education, Rice and Kitchel (2015a) found preservice
teachers were displeased with the quality and quantity of content knowledge gained in their teacher education programs and their perceived ability to transfer that knowledge to their future classrooms for teaching.
The Honduras Study Abroad Program for Preservice