Student Teacher Dialogue in an Electronic Community of Practice: Cognition Level Related to the InTASC Standards

Autor/inn/en	Clark, Taylorann K.; Paulsen, Thomas H.
Titel	Student Teacher Dialogue in an Electronic Community of Practice: Cognition Level Related to the InTASC Standards
Quelle	In: Journal of Agricultural Education, 57 (2016) 3, S.1-17 (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Student Teachers; Communities of Practice; Computer Uses in Education; Electronic Publishing; Web Sites; Critical Thinking; Standards; Agricultural Education; Iowa + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Community; Computernutzung; Elektronisches Publizieren; Web-Design; Kritisches Denken; Standard; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung
Abstract	Teachers are constantly being evaluated based upon their ability to provide the best education for their students. These evaluations are done at a macro level, where teachers must meet state and national mandates that deem them highly qualified, and at a micro level, where teachers must display proficiency as effective teachers through teacher education standards. Specific to preservice teachers, the Interstate New Teacher Assessment and Support Consortium (InTASC) aligns standards based upon what preservice teachers should know and be able to do. The purpose of this study was to determine the frequency in which student teacher blog posts in an electronic community of practice related to the InTASC standards, as well as determine the average level of student teacher critical thinking displayed in the blog posts related to those standards. Student teachers most frequently blogged about the Professional Learning and Ethical Practices standard as compared to the other nine InTASC standards. It was found that for blog posts discussing InTASC standards, overall critical thinking was displayed at knowledge, comprehension, or application levels. It is recommended that future studies utilize open coding in order to gain a broader insight of the student teachers' discussions. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01