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A Text-Mining Analysis of Preservice Teachers' Teaching Portfolios and Their Reflective Practices with the INTASC Standards: Preliminary Findings
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, , Shinshu University, Japan

EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

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.

Citation

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 J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 404-409). Toronto, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 22, 2019 from .

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