Using conceptual change theory to help preservice teachers understand dyslexia

Recently, many states passed laws requiring pre- and in-service teachers to receive professional development in dyslexia awareness. Even though misconceptions regarding dyslexia are widespread, there is a paucity of research on how to effectively remove misconceptions and replace them with accurate knowledge. The purpose of this study was to determine whether a researcher-created refutation text grounded in conceptual change theory could produce significant conceptual change in preservice teacher knowledge of dyslexia when compared with a control text about dyslexia (Dyslexia Basics, International Dyslexia Association; IDA, 2018). A sample of preservice teachers (n = 97) was randomly assigned to either the Dyslexia Basics text (n = 48) or the refutation text (n = 49). A one-way repeated ANOVA was used to identify if growth rates from pretest to posttest were differential across conditions. Results suggest that while both texts affect conceptions, the refutation text outperformed the Dyslexia Basics text (n = 97), η2 = 0.33. Effects were maintained at a delayed posttest (n = 75), η2 = 0.175. Interaction effects suggested that the amount of reading coursework did not moderate conceptual change. Implications for facilitating conceptual change of dyslexia will be discussed.     

Developing beliefs about classroom motivation: Journeys of preservice teachers

This paper examines the developing beliefs about classroom motivation of eight preservice teachers during teacher education. The framework conceptualises the contexts in which preservice teachers participate and the filtering effect of prior beliefs. Qualitative analyses of multiple data sources reveal two distinct trajectories in the development of beliefs about classroom motivation. The findings highlight the importance of filtering prior beliefs, alignment and conflict of ideas, significance of self-motivating factors and power of emotions in developing beliefs about classroom motivation. Implications emphasize the importance of enabling preservice teachers examining existing beliefs and integrating these with learning during teacher education.     

Probing personal knowledge: The use of a computer-based tool to help preservice teachers map subject matter knowledge

This paper reports on the use of a HyperCard^TM-based tool to create and modify concept maps about science related subject matter. The tool was trialed with seventy-one preservice teachers who were planning to teach a science topic to a primary school class. Data gathered from interviews, journals and analysis of concept maps indicated that the concept mapping tool was easy to use because it generated little cognitive load and quickly became transparent to the users. This allowed preservice teachers to focus their attention upon the construction of their maps and to organise their cognitive frameworks into more powerful integrated patterns. It was also found that the process of concept map construction may enhance preservice teacher thinking about effective teaching.     

Perceptions and knowledge of preservice and inservice teachers about early literacy instruction

A major conclusion from the last decade of research on children with poor reading performance is that early, systematic instruction in phonological awareness and letter-sound correspondences improves early reading and spelling skills and results in a reduction of the number of students who are reading below grade level. To teach reading to at-risk students and students with learning disabilities, teachers need to have positive perceptions regarding the role of systematic, explicit instruction, as well as knowledge of English language structure. The purpose of this study was to examine the perceptions and knowledge of general educators at two professional levels toward early literacy instruction for students at risk for reading failure. Unfortunately, our findings are similar to those obtained by Moats in 1994: Many general education teachers, at both preservice and inservice levels, are not prepared adequately for this challenging task.     

Using analogies to improve the teaching performance of preservice teachers

Prior research in both education and cognitive science has identified analogy making as a powerful tool for explanation as well as a fundamental mechanism for facilitating an individual's construction of knowledge. While a considerable body of research exists focusing on the role analogy plays in learning science concepts, relatively little is known about how instruction in the use of analogies might influence the teaching performance of preservice teachers. The primary objective of this study was to investigate the relationship between pedagogical analogy use and pedagogical reasoning ability in a sample of preservice elementary teachers (PTs), a group that has been identified for their particular difficulties in teaching science. The study utilized a treatment/contrast group design in which the treatment group was provided instruction that guided them in the generation of analogies to aid in the explanation phase of learning cycle lessons. A relationship between analogy use and positive indicants of teaching performance was observed and a case study of a low performing preservice teacher who drastically improved teaching performance using analogy‐based pedagogy is presented. A notable effect on conceptual understanding of Newton's Third Law as a result of two brief analogy‐based demonstration lessons was also observed. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 565–585, 2007.     

Using asynchronous discussion to support preservice teachers’ practicum experiences

Conclusion This multi-genre writing, multimedia, co-inquiry project produced successful end products. The middle school students gained experience in writing in a variety of genres, communicating through multiple media, and using education technology to do so. Likewise, the pre-service teachers developed their skills in these same areas. More importantly for our preservice teachers they gained teaching experience and had a chance to interact with students in the role of the teacher. This success would not have been achieved without the collaboration and cooperation of many individuals as well as access to the required technologies. The asynchronous discussion board was an important part of that success. This mode of telecommunications facilitated increased social and substantive interactions between the middle school students and the preservice teachers from the beginning to the end of the project. With careful consideration of the points and questions we present here, we hope that you will be able to adopt or adapt this mode of telecommunications to add value to your pre-service teachers’ teaching experiences and interactions with K-12 students.     

Development of an instrument for exploring preservice technology teachers’ maker-based technological pedagogical content knowledge

With the development of the maker movement, more and more teachers are applying a broad range of technological tools in their pedagogy, instead of only information technology. This study details the development and validation of the Teachers Maker-based TPACK Survey Instrument (TMTSI), a revised model designed to measure technology teachers’ maker-based technological pedagogical content knowledge (TPACK) in utilizing maker-based tools to support their teaching. We recruited 165 preservice secondary technology teachers in Taiwan for this study and confirmatory factor analysis was applied to validate the instrument. Our findings suggest that TMTSI provided a valid and highly reliable research-based instrument that also serves as a professional development model to help scaffold the development of K-12 technology teachers. This paper details the theoretical foundations of TMTSI, reports on its reliability and validity, and discusses the application and implications of TMTSI for teacher education and professional development.     

Exploring young children's (mathematical) thinking: preservice teachers reflect on the use of the one-to-one interview

One-to-one interviewing is one of the most powerful ways of exploring young children's thinking. While there are a few studies which report the use of this pedagogic strategy by preservice teachers, more are needed. This paper describes an early childhood mathematics education assignment which preservice teachers in a teacher-education college in Ireland undertake with four- and five-year-old children. It presents an analysis of data from a selected sample of 58 preservice teachers' reflections on their dialogues with individual children. It describes how the preservice teachers engaged with the process of interviewing the children; how they reflected on their interactions with the children; their reflections on the children's engagement; and their reflections on young children's mathematics generally. Some dilemmas faced by the participants in the course of the interviewing are highlighted. Findings demonstrate the integrated nature of the knowledge that early childhood teachers need to teach early childhood mathematics effectively. The learning arising from this assignment relates to early childhood mathematics thinking, to the psycho-social nature of learning in early childhood and to pedagogy in early childhood education.     

Epistemological beliefs and their relationship to the knowledge of preservice secondary school teachers

The authors analyse epistemological beliefs and their relationship to the knowledge developed by students engaged in a reorganized programme of training for secondary school teachers in Quebec. They examine two contexts for initial training: the training in their discipline that university students follow, and the practical training students undertake in the school environment. Qualitative data were obtained through critical exploration (Piagetian) interviews with twelve pre-service teachers. These results made it possible to outline multiple epistemological postures, and to describe the tensions between the subject-related and practical aspects of initial training. In particular, based on an analysis of their epistemological beliefs and their relationship to knowledge, it would appear that pre-service teachers develop a less refined approach through practical training than they attain at university. Finally, the authors raise some issues concerning teacher training.     

Virtual internships in blended environments to prepare preservice teachers for the professional teaching context

This study investigated to what extent virtual internships in teacher education were able to reduce Preservice Teachers’ (PSTs) professional anxiety. Simultaneously, this study investigated how virtual internships in blended learning environments were evaluated by PSTs in terms of technological, social and educational affordances. PSTs followed virtual internships during two different Educational Pedagogy Master’s courses (27 and 16 participants) in a teacher education programme. A mixed methods design was employed, consisting of pre- and post-test questionnaires, a focus group interview and individual interviews. A significant decrease was found in PSTs’ professional anxiety after having followed Virtual Internship 2. PSTs reported they obtained a more realistic image of teaching and felt better prepared for teaching in practice. Furthermore, regarding technological affordances, system usability was considered between acceptable and good. Concerning social affordances, PSTs appreciated collaboration within the virtual internships. As an educational affordance, it appeared that learning from videos with authentic classroom events is a good preparation for the professional teaching context. According to the PSTs, the scenarios within virtual internships could be improved in terms of authenticity and personalisation by offering more details and background information. The results of this study imply that virtual internships can be useful assets for teacher education.     

Storytelling as dialogue: how teachers construct professional knowledge

This study shows how a group of English language lecturers use storytelling as a form of professional dialogue. The aim of the study is to highlight the dialogic role of storytelling in supporting the construction of lecturers' professional knowledge and not to identify lecturers' professional knowledge. In a professional development project, 12 lecturers created digital stories about their experiences of professional development. These stories were shared with colleagues who then responded with their own digital stories. A narrative framework was used to analyse stories for the types of connections lecturers made between stories. Five dialogic processes were identified: connecting, echoing, developing, questioning and constructing. Excerpts of stories are used to demonstrate how lecturers construct professional knowledge through storytelling. The study concludes by outlining the potential and limitations of storytelling as an approach to professional development and proposes further research into the dialogic capacity of storytelling in a professional development context.     

Facilitating preservice teachers’ development of mathematics knowledge for teaching arithmetic operations

Mathematical tasks, centered on arithmetic word problems, are discussed as the basis of an approach to facilitate preservice elementary teachers’ development of mathematical knowledge for teaching arithmetic operations. The approach consists of three groups of tasks that allow students to reflect on their initial knowledge, explore arithmetic word problem situations from multiple perspectives, and apply their resulting knowledge, respectively. Findings from the investigation of the approach indicate that the tasks can provide an effective and meaningful basis to help preservice teachers to develop deeper understandings of the arithmetic operations and their relationships and pedagogical-mathematical knowledge for teaching the arithmetic operations conceptually.     

How teachers respond to concerns about misbehavior in their classroom

The present study examined kindergarten to Year Two teachers' responses to concern about classroom misbehavior in terms of (a) support they access, (b) strategies they use, and (c) information they require to more effectively deal with misbehavior. The extent to which teachers' confidence in behavior management mediated the relationship between students' misbehavior and a, b, and c was also examined. Results indicated that concern about their students' misbehavior was negatively associated with teachers' confidence. Concern about misbehavior was positively associated with the use of school‐based support. Concern about misbehavior was positively associated with the use of non‐physical punishment and referral of the student to other school personnel. In relation to information needs, concern about students' misbehavior was most strongly associated with the need for specific information on how to deal with misbehavior and, to a lesser extent, associated with the need for positively‐focused and teacher‐focused information. Teachers' confidence mediated the relationship between misbehavior concerns and the tendency to refer the child to other school personnel. © 1999 John Wiley & Sons, Inc.