A Text-Mining Analysis of Preservice Teachers' Teaching Portfolios and Their Reflective Practices with the INTASC Standards: Preliminary Findings
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Yatsuka, M. & Higashibara, Y. (2010). A Text-Mining Analysis of Preservice Teachers' Teaching Portfolios and Their Reflective Practices with the INTASC Standards: Preliminary Findings. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010 (pp. 404-409). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/34671.
The Faculty of Education at Shinshu University introduces and emphasizes experienced-based and evidence-based fieldworks into preservice teacher training programs. Freshmen have a course, Introductory Fieldwork in Schools and Communities, which encourage them toward teaching profession and understandings of children. We analyze the goals and challenges of preservice teachers during their introductory fieldwork course in accordance with INTASC Standards, and we also analyze their teaching portfolios after completion of the introductory fieldwork course. We use the text mining tool “TRUSTIA” by JustSystems Corp. The implications for teacher education program reform include that 1) preservice teachers should be provided with sufficient opportunities to communicate with children, 2) teaching portfolios should facilitate their reflection, and 3) they may need to attend courses on introductory methods and content area at an early stage in their training.
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