Student Teaching: Perspectives, Opportunities and Challenges

Leon Jung (Editor)

Series: Education in a Competitive and Globalizing World
BISAC: EDU001000



Volume 10

Issue 1

Volume 2

Volume 3

Special issue: Resilience in breaking the cycle of children’s environmental health disparities
Edited by I Leslie Rubin, Robert J Geller, Abby Mutic, Benjamin A Gitterman, Nathan Mutic, Wayne Garfinkel, Claire D Coles, Kurt Martinuzzi, and Joav Merrick


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Through the research examined in the opening chapter of Student Teaching: Perspectives, Opportunities and Challenges, the authors determine that it is necessary for elementary teacher candidates to be strengthened in the pedagogical level related to culturally responsive teaching during the undergraduate education process, and graduate as culturally responsive elementary teachers.

Next, a study is presented which investigates the effects of multiple intelligence practices on secondary school students’ environmental literacy levels. The results reveal that a learning environment enriched by multiple intelligence activities significantly improved the participants’ environmental literacy levels.

The final study explores three Andalusia universities (that are part of the 17 autonomous regions making up Spain) and how they regard the knowledge of prospective primary teachers in the area of metric geometry.
(Imprint: Nova)


Chapter 1. An Investigation into the Readiness of Elementary Teacher Candidates for Culturally Responsive Teaching
(Kasım Karataş, and Behcet Oral, Karamanoglu Mehmetbey University, Faculty of Education, Department of Education Sciences, Turkey, and others)

Chapter 2. The Effect of Teaching Ecosystems Unit through Multiple Intelligence Activities on Environmental Literacy
(Hulya Aslan Efe, and Rifat Efe, Dicle University, Ziya Gokalp Education Faculty, Department of Primary Science Education, Diyarbakir, Turkey, and others)

Chapter 3. Features of the Specialised Knowledge in Geometry of Prospective Primary Teachers at the Beginning of Their Training
(María del Mar Liñán-García, Luis C. Contreras, Nuria Climent, Miguel A. Montes, José Carrillo, and María Cinta Muñoz-Catalán, Departament of Didactics of Mathematics, University of Seville, Spain, The CEU Cardenal Spinola Centre for University Studies, Spain, and others)


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