The Center for Invention and Development has compiled an annotated bibliography which identifies sources and sets parameters in the use of games and simulation in the classroom. The introduction attempts to clarify the difference between simulation and gaming and the relative position of each in teacher education. There are 134 items which cover general references, six journals and newsletters, and 23 simulations and games. Most items have been published or developed since 1960. The source of a large percentage of the references are documents from Resources in Education (RIE) and Current Index to Journals in Education (CIJE). (Author/DS)
Strieker, Toni S., Lim, Woong, Rosengrant, David, and Wright, Marcia
Athens Journal of Education, v7 n1 p9-29 Feb 2020. 21 pp.
Coaching (Performance), Team Teaching, Teacher Education, Student Teaching, College School Cooperation, Cooperating Teachers, Elementary Secondary Education, Self Management, Goal Orientation, Mentors, Teacher Effectiveness, State Universities, Urban Universities, Faculty Development, and Dialogs (Language)
In 2010, the National Council for Accreditation of Teacher Education (NCATE) called for colleges and universities to "turn teacher education upside down" (pg. 2) and focus on clinical experiences, rather than coursework. This charge resulted in major shifts in teacher education programs in the USA as colleges and universities forged new partnerships to create yearlong clinical experiences that included co-teaching and coaching. In 2018, the American Association of Colleges for Teacher Education (AACTE) Commission on Clinical Experiences recognized and described the mutual benefits of expanding these partnerships between schools and universities to include various forms of collaboration, co-teaching and coaching. While these partnerships are increasing in number, little is known about the efficacy of the specific coaching approaches and practices employed in the co-taught classroom. This self-study examined the communication and behavioral approaches of 13 co-teaching coaches who collaborated with 39 teacher candidates enrolled in yearlong, co-taught P-12 clinical experiences. The co-teaching coaches attended up to four sessions of professional learning on co-teaching and coaching. Basic statistics were used to determine the demographics, the content of the coaching conversations, and preferred coaching approaches. The main data sources were the coaches' resumes, their reflections on goal-setting sessions, observation reports, and surveys on their daily coaching activities. Results indicated that effective coaches engaged in collaborative dialogue that moved candidates to self-directed learning. Similarly, these results described the pedagogical practices of effective coaches in terms of goal-setting with the candidates, basic mentoring, and demonstration teaching.
Huertas-Delgado, Francisco Javier, López-Quiñones, Loreto Gómez, Caballero Mariscal, David, Tejero Olmedo, Rocío, García Jiménez, Enrique, and Ruiz de Peralta, Natalia Reyes
International Journal of Educational Psychology, v9 n1 p24-54 Feb 2020. 32 pp.
Values, Life Satisfaction, Teacher Education, Foreign Countries, Gender Differences, Preservice Teachers, Elementary Education, Early Childhood Education, Family Environment, Value Judgment, Living Standards, and Spain
The main purposes of this study were to describe teacher education students' values and degree of satisfaction with life, to analyze whether any differences by educational program, gender or living standard and to analyze the association between values and satisfaction with life. A total of 565 students of teacher degree programs (girls 415 (73.5%)) answered a self-administered questionnaire composed by two validates scales about their values (Portrait Values Questionnaire (PVQ) and satisfaction with life (Satisfaction with Life Scale)). The results showed that the most important values were self-direction, benevolence and hedonism, while the least important values were power, tradition and achievements. Females reported higher importance for benevolence, universalism, self-direction, stimulation, hedonism and security. Males reported higher importance for power. Students who live with family reported also more high values for power. Concerning satisfaction with life, it was associated to higher values of power. Current intervention programs have focused different approaches by gender and living standard. Programs focus on increasing satisfaction with life should consider the values structure of students.