Journal•ISSN: 0162-6620
Action in teacher education
Taylor & Francis
About: Action in teacher education is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Teacher education & Higher education. It has an ISSN identifier of 0162-6620. Over the lifetime, 1580 publications have been published receiving 21099 citations.
Topics: Teacher education, Higher education, Teaching method, Professional development, Primary education
Papers published on a yearly basis
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TL;DR: In this paper, a 4-year study identifies the differences between a coteaching and a non-coteaching model of student teaching, and quantitatively and qualitative results clearly demonstrate the positive impact of Coteaching on learners.
Abstract: In this article, we challenge the status quo of current student-teaching practice, which has remained relatively unchanged for close to 100 years. This 4-year study identifies the differences between a coteaching and a non-coteaching model of student teaching. Quantitative and qualitative results clearly demonstrate the positive impact of coteaching on learners. This emerging practice of coteaching in student teaching holds great promise in transforming the world of teacher preparation.
217 citations
TL;DR: This paper analyzed the math anxiety levels of 53 elementary preservice teachers before and after a mathematics methods course and found that there was a significant reduction in the level of math anxiety at the end of the methods course.
Abstract: This study analyzed the math anxiety levels of 53 elementary preservice teachers before and after a mathematics methods course. Additional information was gathered about factors that played a part in creating their math anxiety. Interviews were conducted with those showing the greatest math anxiety differences between pretest and posttest scores. The study showed that there was a significant reduction in the level of math anxiety at the end of the methods course. Factors causing the original anxiety centered around an emphasis on right answers, word problems, fear of making mistakes, timed tests, and confidence levels. Math anxiety levels were discussed with the preservice teachers at the end of the study. It is recommended that preservice teachers be made aware of their individual levels of math anxiety and learn ways of preventing their own negative dispositions toward mathematics from being transmitted to their future elementary students.
208 citations
TL;DR: In this article, the authors present the Cultural Diversity Awareness Inventory: Assessing the Sensitivity of Preservice Teachers, Vol. 12, Diversity in Today's Classroom: Teacher Education's Challenge, pp. 23-30.
Abstract: (1990). Cultural Diversity Awareness Inventory: Assessing the Sensitivity of Preservice Teachers. Action in Teacher Education: Vol. 12, Diversity in Today's Classroom: Teacher Education's Challenge, pp. 23-30.
195 citations
TL;DR: In this article, Preservice Teachers' Beliefs: A Focus for Teacher Education, the authors discuss the importance of preserving teachers' beliefs in the context of teaching and education.
Abstract: (1993). Preservice Teachers' Beliefs: A Focus for Teacher Education. Action in Teacher Education: Vol. 15, National Forces on Teaching and Teacher Education, pp. 45-54.
188 citations
TL;DR: The authors reviewed theories and research in the social basis of cognitive development, and explored implications for schooling and teacher education, and outlined the role of teacher education in clarifying a vision of a social environment supportive to learning.
Abstract: Vygotsky's sociohistorical approach to cognitive development provides the underpinning for social constructivism. This article reviews theories and research in the social basis of cognitive development, and explores implications for schooling and teacher education. The work of Vygotsky is characterized by three themes: (1) the best way to understand mind is to look at how it changes; (2) higher mental functions have their origins in social activity; and (3) higher mental functions are mediated by tools and signs. Cognitive change can occur in the zone of proximal development given a shared purpose and focus, but the social environment of schools is often counterproductive. Promising directions and research programs are described which promote an interactive construction of knowledge within school classrooms. The role of teacher education is outlined in clarifying a vision of a social environment supportive to learning.
170 citations