• Corpus ID: 141378361

The Effect Structured Participation Experiences Have on Pre-Service Teachers' Preparedness to Teach Reading.

  title={The Effect Structured Participation Experiences Have on Pre-Service Teachers' Preparedness to Teach Reading.},
  author={Diane Brannon and Judy Fiene},
  journal={Education 3-13},
Acquiring content knowledge is the first step in becoming an effective teacher (Amobi, 2006). However, effective teaching skills are also essential. These skills can only be acquired through practice in K-12 classrooms through field experiences (Harmon, Hedick, Marinex, Fine, Eldridge, Flint, Littleton, Bryant-Shanklin, Loven, Assaf, & Sailors, 2001). Field experiences must be designed to provide pre-service teachers with an opportunity to transfer their content knowledge to the classroom… 

Gaining Valuable Field Experience Through the Use of Informal Learning Environments

Informal field experiences can be a powerful mechanism for exposing preservice and inservice teachers to unique opportunities to experience content in ways different than how they were trained and/or

Multiple Literacy Tutoring Experiences across a Teacher Preparation Program: How Can Practice in Hybrid Spaces Challenge the “Practice Makes Practice” Dilemma?

ABSTRACT The current qualitative study addresses the growing concern in preservice teacher (PT) education that simply increasing the amount of field experiences in teacher preparation programs may

Prospective mathematics teacher preparation: exploring the use of service learning as a field experience

The See Blue Mathematics Clinic provides prospective teachers an authentic teaching environment via a service learning experience. In this qualitative study, the authors examine how a service

Gatekeeper or Lynchpin? The Role of the Principal in School-University Partnerships.

Teacher education programs are always evolving. To provide opportunities for pre-service teachers to combine pedagogy with practical experience, many programs are developing schooluniversity

Approximating Literacy Practices in Tutorials: What is Learned and What Matters for Teacher Preparation

ABSTRACT In this study, we examined the learning of preservice teachers associated with the features of a literacy tutorial experience. Our qualitative study focused on the close inspection of the

Exploring Some Design Principles for Tutoring in Preservice Teacher Preparation

ABSTRACT In this article we summarize our research into literacy preservice teacher preparation. We situate our research on tutorials in the practice turn in teacher preparation. We describe the

A Concept Analysis of Preparedness: Application to LGBTQ Considerations for Nursing.

Understanding preparedness is necessary for nursing management to include LGBTQ needs and ensure nurses are prepared to care for LGBTQ people to help decrease health disparities that face the LGBTQ community.

The Relationship Between Professional Preparedness and Long Term Teacher Retention

of a Dissertation Submitted to the Graduate School of The University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy


.............................................................................................................................. iv Dedication