Preservice Elementary Teachers' Use of Text on Slides to Support Planned Instruction

Autor/in	Pettis, Christy
Titel	Preservice Elementary Teachers' Use of Text on Slides to Support Planned Instruction
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 22 (2022) 2 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Preservice Teachers; Mathematics Instruction; Elementary School Teachers; Teaching Methods; Visual Aids; Visual Literacy; Preservice Teacher Education; Teaching Skills; Methods Courses + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Anschauungsmaterial; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Lehramtsstudiengang; Lehrerausbildung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Methodisch-didaktische Anleitung
Abstract	This study describes the ways in which 36 preservice elementary teachers (PSETs) incorporated text into slides (n = 158) they designed for use with K-5 students during whole-group mathematics instruction. A qualitative content analysis was conducted to determine the extent and purposes for which the PSETs used slide text. Overall, 80% of slides contained text, which was closely aligned with what the PSETs planned to say during instruction. Text was used for three primary purposes: to convey information, to prompt student engagement, and to prompt teacher action. Study findings indicate that instruction in visual literacy skills should be incorporated into teacher education coursework if teacher educators expect PSETs to use slides effectively in their teaching. The findings also highlight the potential utility of slide text as a tool to support novice teachers as they learn to enact cognitively demanding teaching practices, such as engaging students in discussion during lessons. Collectively, the results suggest that slides designed for teaching should be viewed as shared spaces, to be used by and useful to both students and their teachers. Recommendations for ways PSETs may be taught to use slides as a shared space are included. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01