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Preparing for Learning and Teaching: Incorporating UDL and Mindset into Teacher Preparation Programs 为学习和教学做准备:将UDL和思维模式纳入教师培训计划
Pennsylvania Teacher Educator Pub Date : 2022-04-01 DOI: 10.46951/2022124
Amber Gentile
{"title":"Preparing for Learning and Teaching: Incorporating UDL and Mindset into Teacher Preparation Programs","authors":"Amber Gentile","doi":"10.46951/2022124","DOIUrl":"https://doi.org/10.46951/2022124","url":null,"abstract":"This conceptual article highlights the use of instructional practices based on the Universal Design for Learning framework and a focus on promoting effective mindsets in two teacher preparation courses (Classroom Management and Introduction to Developmental Psychology & Learning Theory). These practices have anecdotally demonstrated potential to promote students’ understanding and practices in both learning and teaching. A review of research and personal experience as a K-12 teacher, administrator, and teacher educator in a university-based teacher preparation program guided this work.","PeriodicalId":190661,"journal":{"name":"Pennsylvania Teacher Educator","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128775152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Preservice Teacher Curricula Should Include Research on Non-Cognitive Characteristics 职前教师课程应包括对非认知特征的研究
Pennsylvania Teacher Educator Pub Date : 2022-04-01 DOI: 10.46951/2022133
Victoria A. Jones
{"title":"Preservice Teacher Curricula Should Include Research on Non-Cognitive Characteristics","authors":"Victoria A. Jones","doi":"10.46951/2022133","DOIUrl":"https://doi.org/10.46951/2022133","url":null,"abstract":"Institutions of higher education need to provide curricula for preservice teachers on the importance of non-cognitive characteristics related to success to best prepare and maintain new teachers in K-12 schools throughout the country. Many educators of preservice teachers experienced the importance of curricula that psychologically and emotionally prepares future educators for crippling events, before, during, and after the onset of the coronavirus pandemic. Crises of all types are inevitable within society and schools, and how they are handled by educators will vary based upon educators’ non-cognitive characteristics. While societal upheaval can negatively impact schools, faculty, and students by adding stress and uncertainty to the day-to-day work of educators, coping mechanisms such as resilience, grit and self-efficacy can prevent consequences such as teacher burnout and attrition. Consequently, preservice teachers will benefit by accumulating knowledge about the power and importance of these types of non-cognitive characteristics before they enter the field.","PeriodicalId":190661,"journal":{"name":"Pennsylvania Teacher Educator","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131383768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Challenging and Rewarding: Being Both a Paraprofessional and a Preservice Teacher during a Global Pandemic 挑战与回报:在全球大流行期间既是一名辅助专业人员又是一名职前教师
Pennsylvania Teacher Educator Pub Date : 2022-04-01 DOI: 10.46951/2022158
S. Tours, J. Jordan, Lacee Kent, Kennedy Carnahan, Jaymee Stiger, Isabella Rapone, Morgan Potteiger
{"title":"Challenging and Rewarding: Being Both a Paraprofessional and a Preservice Teacher during a Global Pandemic","authors":"S. Tours, J. Jordan, Lacee Kent, Kennedy Carnahan, Jaymee Stiger, Isabella Rapone, Morgan Potteiger","doi":"10.46951/2022158","DOIUrl":"https://doi.org/10.46951/2022158","url":null,"abstract":"The role of the preservice teacher, during the final semester of the collegiate journey, has typically consisted of a fixed amount of time spent in one classroom as an opportunity to learn the day-to-day operations. This includes lesson planning, classroom management, and all other duties of the assigned teacher. Factor in a global pandemic, and the process shifts. In this study, the researchers present a new dynamic to the preservice teacher experience – serving as a paraprofessional. This qualitative analysis provides a snapshot of four preservice teachers’ experiences in this newly developed dual role of student teacher and paraprofessional during a pandemic.","PeriodicalId":190661,"journal":{"name":"Pennsylvania Teacher Educator","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130009737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teacher Transformative SEL as a Foundation for Student Transformative SEL 教师变革性SEL是学生变革性SEL的基础
Pennsylvania Teacher Educator Pub Date : 2022-04-01 DOI: 10.46951/2022145
Madora Souteer, Joanna R Timmerman
{"title":"Teacher Transformative SEL as a Foundation for Student Transformative SEL","authors":"Madora Souteer, Joanna R Timmerman","doi":"10.46951/2022145","DOIUrl":"https://doi.org/10.46951/2022145","url":null,"abstract":"Transformative social and emotional learning (Jagers et al., 2019), a form of socialemotional learning (SEL) specifically focused on equity, is an important part of student overall well-being and success. However, there is limited research on how to effectively prepare teachers to bring SEL to their classrooms, especially SEL grounded in social justice. In order to contribute to the growing field of teacher training in social-emotional learning, this qualitative study explores teacher perceptions of their own preparedness in this area. Findings reveal that teachers saw their own transformative SEL as a key factor in supporting students’ transformative SEL, highlighting the importance of holistic teacher preparation that focuses on the social-emotional development of teachers themselves.","PeriodicalId":190661,"journal":{"name":"Pennsylvania Teacher Educator","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130463233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Promoting Democratic Engagement with Low-Stakes Discussion Board Interventions 通过低风险讨论板干预促进民主参与
Pennsylvania Teacher Educator Pub Date : 2022-04-01 DOI: 10.46951/202211
Daniel Casebeer, Kayleen Pontoriero
{"title":"Promoting Democratic Engagement with Low-Stakes Discussion Board Interventions","authors":"Daniel Casebeer, Kayleen Pontoriero","doi":"10.46951/202211","DOIUrl":"https://doi.org/10.46951/202211","url":null,"abstract":"This study describes a series of interventions that enhanced preservice teachers’ experiences with online discussion boards. Data were analyzed using an experimental posttest design, and findings indicate that the interventions not only improved the quality and substance of students’ responses, but also promoted an equitable distribution of course-based social capital.","PeriodicalId":190661,"journal":{"name":"Pennsylvania Teacher Educator","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115627158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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