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The Spring 2022 issue begins with research that explores the perceptions of pre-service teachers relative to learning mathematics and science, with suggestions for how findings can impact curriculum and further research. The focus on pre-service teachers continues with research into their sense of self-efficacy with instructional technologies and whether specific techniques increase comfort level with technologies. Next, researchers explore the products that Generation Z students value most in their learning of a second language, including practical language application and engagement with the language culture and its native speakers. Then, college-level educators share a process for implementing problem-based learning (PBL) in higher education, exploring four main ideas of PBL and the role of the educator in its implementation.
Research into understanding the perceptions and meeting the needs of pre-service teachers with regard to mathematics and instructional technology. Research on what Generation Z second language learners value most in their language courses. A process for implementing problem-based learning in college courses.
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Subjects
Higher education, tertiary education, Adult education, continuous learning, Open learning, distance education, Prospective elementary teachers, Mathematics education, Science education, Pre-service teacher identity, Pre-service teachers, Math methods, Math anxiety, Math identity, Instructional technology, Teacher education, Perceptions, Educational technology, Generation z students, Language-learner engagement, Perceptions of learners, Perceived importance of language, Problem-based learning, Pbl, College coursework, Concurrent enrollment, Dual enrollment, TeachingShowing 1 featured edition. View all 1 editions?
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Journal on Empowering Teaching Excellence, Spring 2022
2022-05-12, UEN Pressbooks Consortium
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in English
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- Created May 25, 2022
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