Dissertations / Theses on the topic 'Pre-service'
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Unal, Nilufer. "Pre-service Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609963/index.pdf.
Full textfemales had higher attitudes and concerns about environmental issues than males and Early Childhood Education students have higher attitudes and concerns for environmental issues than students from departments of Elementary Science Education and Elementary Mathematics Education. In the stage of preparing environmental education courses as a must course for the faculty of education students in Turkey, the outcome of the study is expected to propose an insight for environmental education for the future teachers.
Senler, Burcu. "Pre-service Science Teachers." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613270/index.pdf.
Full textpersonality, self-regulation, and teaching self-efficacy by proposing and testing a comprehensive conceptual model. In the model, it was hypothesized that personality traits are directly linked to pre-service science teachers&rsquo
self-efficacy and academic self-regulation, and pre-service science teachers&rsquo
academic self-regulation is directly related to their self-efficacy. A total of 1794 pre-service science teachers (876 males and 905 females) from 27 education faculty partic ipated in the study. Self-efficacy (i.e. self-efficacy for student engagement, for instructional strategies, and for classroom management), academic self-regulation (i.e. achievement goals, task value, control of learning beliefs, test anxiety, metacognitive self-regulation, effort regulation, and peer learning), and personality trait (i.e. Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness) were assessed by self-report instruments. The results of the path analysis revealed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies were positively linked to different dimensions of self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of academic self-regulation and self-efficacy, openness was found to be negatively linked to these adaptive outcomes.
Cakir, Birgul. "Pre-service Science Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613688/index.pdf.
Full textmetacognitive knowledge and metacognitive skills. Throught 2009-2010 Fall semester, the data were collected from pre-service science teachers (PSTs) who enrolled in the Laboratory Applications in Science Education course. The course was offered as a must course in Elementary Science Education programme in one of the biggest universites in Ankara. The method selected for the study was mix method. Both quantitative and qualitative data were collected and analyzed. Quantitative data was collected from 28 PSTs and qualitative data was collected from 7 PSTs who were the members of the researcher&rsquo
s group. In accordance with the purpose of the current study, descriptive statistics and independent samples t-test was conducted for quantitative data. In terms of qualitative part, the study was case study and interviews which were conducted before and after the course were analyzed to observe the change of PSTs&rsquo
metacognition. The result of the study revealed that before the course most of the PSTs did not report metacognitive skills. After the course it was observed that their metacognitive skills were developed. Among metacognitive skills, the most reported skill was monitoring skill after the course. It can be concluded from the study that metacognitive prompts embedded into the manual provided a metacognitively learning environment and a development in PSTs&rsquo
metacognition.
Yilmaz, Simge. "Pre-service And In-service Preschool Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613025/index.pdf.
Full textviews regarding creativity in early childhood education by determining similarities and/or differences among their views. The data of the study was gathered from 10 pre-service and 11 in-service teachers by asking their views about creativity in early childhood education. This study has been realized by the qualitative research method and the data was gathered through a type of interview, namely focus group technique. The seven basic interview questions developed by Aslan &
Cansever (2009) for primary school teachers were rephrased considering early childhood education context. In the data analysis procedure, four basic themes were constituted: &ldquo
teachers'
views on creativity&rdquo
, &ldquo
teachers'
views on creative people&rdquo
, &ldquo
teachers&rsquo
views on the importance of creativity in early childhood education&rdquo
, and &ldquo
teachers&rsquo
views on the obstacles to creativity in early childhood education&rdquo
. The results demonstrated that although every participant had their own creativity definitions, they agreed on some common ideas about creativity. The participants were aware of the value of creativity in preschool education and they stated that they prepare and implement creative activities to nurture children&rsquo
s creativity as well as stating that there are many obstacles to achieve this goal. They indicated that these obstacles are mostly based on school administrators, teachers, and parents. Moreover, it was concluded that the most striking difference between pre-service and in-service early childhood teachers&rsquo
views was the fact that unlike in-service teachers, only the pre-service teachers gave some recommendations to tackle with the obstacles to children&rsquo
s creativity.
Ayan, Didem. "Promoting Efl Pre-service Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/2/12611554/index.pdf.
Full texts own learning in a practicum course among pre-service teachers from the Department of Foreign Language Education, Middle East Technical University. A qualitative case study research method was applied to analyze the data gathered from pre- and post-ICT surveys, pre- and post Self-Directed Learning Readiness Scales, interviews, and the electronic journals and artifacts demonstrated in pre-service teachers&rsquo
web-based electronic portfolios. The data were collected from eight 4th grade undergraduate pre-service teachers enrolled in School Experience course of the English Language Teaching program at METU during 2008-2009 Fall Term. Electronic portfolios, having the opportunity to provide multimedia displays, allow the pre-service teachers to monitor the outcomes of their learning goals and strategies regularly and by monitoring their studies and reflections they review their own work and have a chance to evaluate their learning and teaching process. Essentially, portfolios transfer the responsibility of learning and decision making to the student with its dynamic process
when students are required to reflect on the information they acquire and on how they acquire this information, they begin to accept their learning practice as a process under their control. This study recognizes the notion that information and communication technologies are crucial to teacher education for both learning and teaching
and takes the constructivist stance that using ICTs tools, mainly electronic portfolios in this case, enhances reflective thinking, authentic self-assessment, self-management, and ownership over learning process and facilitates technological competence which all in all foster self-direction in learning.
Cihangir, Cihan Gulin. "Investigating Pre-service Science Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611596/index.pdf.
Full textprocesses of construction of explanations regarding environmental problems, and (2) provide an environment for researchers to understand the dispositions of participants in terms of how using environmental explanations for answering the questions. The research has been realized within the context of an elective course titled &ldquo
Laboratory applications in environmental education&rdquo
in the Department of Elementary Education throughout 2008-2009 Spring semesters. The 21 pre-service science teachers attended the course and participated the environmental learning activities including five different environmental problems
biological diversity, surface waters, drinking water, waste water and air pollution with in a small group. Field trip activities, group discussions and whole class discussions were conducted through the course. Data were collected through audio and video recorders from one small group and through pre, post-tests. Analyses of data revealed that pre-service science teachers could not aware of the complex and multidisciplinary nature of environmental knowledge, so they mostly interpreted environmental problems through the everyday knowledge that they derived from everyday experiences. Through peer collaboration in fields and student-facilitator collaboration in discussions weeks, the pre-service science teachers have a chance to analyze different perspectives and ideologies about the causes and solutions of environmental problems. The pre-tests and post-test results revealed that in the field-based collaborative inquiry activities the participants&rsquo
nature of explanations shifted from descriptive to formal and scientific explanations.
Adibelli, Elif. "Investigating Pre-service Science Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611624/index.pdf.
Full text(PSTs) epistemological beliefs regarding the nature of knowledge and learning in the domain of environment through comparing with the domains of biology, physics, chemistry, and mathematics. A total of 12 PSTs voluntarily participated in the study. The sample of this study was consisted of senior elementary PSTs who registered for an elective course titled &ldquo
Laboratory Applications in Science and Environmental Education&rdquo
in the fall semester of 2008-2009 at a public university, in Ankara. The major data of this study was collected by using a semi-structured interview protocol, developed by Schommer-Aikins (2008). The data of this study were analyzed through descriptive statistics and Miles and Huberman approach (1994). The data analyses of this study were presented along with five dimensions of epistemological beliefs. The analysis of omniscient authority indicated that the PSTs less trust in environmental experts&rsquo
opinions, give more importance to informal education in the acquisition of environmental knowledge, and believe that environmental knowledge is justified more on the basis of direct observation. The analysis of stability of knowledge revealed that the PSTs conceived of environmental knowledge as more uncertain. The analysis of structure of knowledge pointed out that the PSTs consider environmental knowledge as more complex. The analysis of control of learning revealed that the PSTs believe that the large percentage of ability to learn can be acquired after the birth more in environment. The analysis of speed of learning indicated that the PSTs believe that much of learning takes less time in the domain of environment. This study provided evidence that epistemological beliefs are multidimensional and domain-specific. Moreover, this study highlighted that the nature of environmental knowledge and learning are also an important issue to be addressed in environmental education.
Kurt, Gonul. "Pre-service Elementary Mathematics Teachers." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612740/index.pdf.
Full text(PEMTs&rsquo
) self-regulated learning (SRL) strategies within the context of their teaching practices in the field work. It was aimed to explore the SRL processes and strategies of four PEMTs while preparing mathematics lessons at their practice schools. In addition to PEMTs&rsquo
SRL strategies, the changes and adaptations through their teaching practices and reasons of those changes were also examined in the study. In total 22 pre-interviews and 22 post-interviews were made through the study. Observations were also performed for each teaching practice. Besides observations, PEMTs&rsquo
end of semester reflection papers in the context of Teaching Practice course were examined in the study. In addition to those multiple data sources, initial interviews representing detailed information about the participants were also analyzed. The overall data were analyzed by using the SRL framework combined and adapted from Zimmerman&rsquo
s and Pintrich&rsquo
s SRL models. The findings of the pre-interviews revealed that PEMTs began with a &lsquo
lesson planning process&rsquo
reflecting the forethought phase. This phase included searching resources, arranging and organizing the available sources, asking for help and feedback when needed, mental planning of the lesson, and setting goals for the teaching session. These strategies were considered as cognitive self-regulation strategies. In addition to cognitive SRL strategies, motivational factors such as self-efficacy, perception of task, and intrinsic interest were appeared in the study. Post-interviews reflecting the self-reflection phase revealed that PEMTs had a self-evaluation process covering various issues for their teaching sessions as a final step through the study. Finally, it was seen that contextual issues related to teaching practice played a substantial role in PEMTs&rsquo
SRL strategies.
Kaplan, Merve. "Pre-service Elementary Mathematics Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12613176/index.pdf.
Full textuse of GCs and their views on the use of the tool in mathematics learning are considered to be valuable. The purpose of this study was to investigate the difficulties pre-service elementary mathematics teachers face, and the benefits and constraints they emphasize while learning elementary school algebra through using the Casio Classpad after receiving an instruction with graphing calculators. The graphing calculator used in the present study is the Casio Classpad 330, which is an evolved handheld device combining features of graphing calculators, dynamic geometry environment, computer algebra systems and more. The following two research problems guided the study: What are the difficulties do pre-service elementary mathematics teachers face while using Classpad in learning elementary school algebra after receiving an instruction with graphing calculators? What benefits and constraints do pre-service elementary mathematics teachers emphasize while learning elementary school algebra through using Classpad after receiving an instruction with graphing calculators? With the aim of investigating the views of a group of pre-service elementary mathematics teachers, qualitative research strategies were used. The data was collected and analyzed by means of a case study design. Classroom observations, a questionnaire, and focus group interviews were the main data sources of the existing study. The study was carried out with 21 pre-service elementary mathematics teachers. In the classroom studies elementary level algebra was taught to the participants with the use of Classpad as a main tool by giving one tool to each of the participants. Classroom observations ended in five weeks &ndash
20 courses &ndash
including one week of a training period. After the classroom observations, participants filled out a questionnaire including five open-ended questions about the classroom studies. Finally, data collection procedure was ended with three focus group interviews. The data was analyzed with qualitative means by transcribing and analyzing the observation records, answers of the questionnaire, and records of the three interviews. Results revealed that pre-service teachers&rsquo
view Classpad in three categories
as a personal tool, as an educational tool, and the relationship between CP and motivation. They viewed CP as a personal tool that they were eager to use the tool in every level of mathematics from elementary to mastering degrees. As an educational tool, they preferred to use the tool as a teacher by giving some cautions that teachers and students should be careful with. Lastly, they considered that the tool has a positive effect on motivation when used appropriately. Pre-service elementary mathematics teachers faced some difficulties in the beginning courses of the classroom studies which was their learning period of how to use CP and they overcome most of the difficulties at the end of the classroom studies. As the new elementary school level mathematics curriculum encourages the use of various technologies in teaching and learning of mathematics, the results of this study will have useful implications for mathematics teachers and curriculum developers.
Semiz, Kivanc. "Pre-service Physical Education Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613439/index.pdf.
Full textTPACK&rdquo
, &ldquo
TISE&rdquo
and &ldquo
ITOE&rdquo
, and (3) to examine the differences between pre-service physical education teachers who perceived and who did not perceive technology integration by their university instructors on &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
, and &ldquo
ITOE&rdquo
scores. Seven hundred sixty pre-service physical education teachers from 14 randomly selected universities representing seven geographical regions in Turkey participated in the study. Data were collected by validated versions of &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
, and &ldquo
ITOE&rdquo
surveys. Descriptive Analysis, Canonical Correlation Analysis, MANOVA, Independent t Test, and Qualitative Content Analysis were used for data analysis. Findings indicated that TPACK, TISE and ITOE perceptions of pre-service physical education teachers were at good level. University instructors were not good role models in technology integration for the pre-service teachers in general. According to the pre-service teachers&rsquo
report, integration of physical education and sport related emerging technologies were almost did not exist in the teaching practices of university setting.TPACK, TISE, and ITOE were moderately related with each other (p<
0.05). Preservice teachers&rsquo
self perceptions on TPACK, TISE, and ITOE were positively influenced by their perception of university instructors&rsquo
technology integration into teaching in university courses (p<
0.05). Based on the findings, it is recommended to provide professional development programs for the teacher education program instructors in technology integration, in teaching and in emerging physical education and sport related technologies. In addition, using technology integrated teaching models by both university instructors and pre-service teachers should be encouraged.
Ozturk, Nilay. "Investigating Pre-service Science Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613705/index.pdf.
Full textinformal reasoning regarding nuclear power plant construction, epistemological beliefs and metacognitive awareness. Throughout 2010-2011 fall and spring semesters, a total of 674 pre-service science teachers participated in the study. Data were collected through Schommer&rsquo
s Epistemological Questionnaire, Metacognitive Awareness Inventory, and Open-ended Questionnaire Assessing Informal Reasoning regarding Nuclear Power Usage. MANOVA, correlational analysis, and stepwise multiple regression analyses were conducted. The analyses revealed that the differences between pre-service science teachers&rsquo
epistemological beliefs within the two decision making groups were not statistically significant. Besides, results of the bivariate correlation revealed that there were statistically significant correlation between pre-service science teachers&rsquo
total argument construction and all the dimensions of SEQ except omniscient authority. Also, there was a significant correlation between pre-service science teachers&rsquo
certain knowledge dimension of SEQ and their counterargument construction. Moreover, the differences between pre-service science teachers&rsquo
metacognitive awareness within the two decision making groups were not statistically significant. Results of the bivariate correlation revealed that there was a significant correlation between preservice science teachers&rsquo
metacognitive awareness and informal reasoning outcomes. Finally, stepwise multiple regression analyses revealed that pre-service science teachers&rsquo
information management strategy was the only significant predictor for their rebuttal construction. Declarative knowledge was the best predictor of preservice science teachers&rsquo
counterargument construction while the second best predictor was certain knowledge for their counterargument construction. Finally declarative knowledge was the only significant predictor for the amount of preservice science teachers&rsquo
reasoning modes.
Savas, Meltem. "Investigating Pre-service Science Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613819/index.pdf.
Full textperceived technological pedagogical content knowledge (TPACK) on genetics. More specifically, the purpose was to examine the relationships among the components of TPACK and genetics knowledge of the preservice science teachers. Moreover, findings the effect of the demographic information on perceived TPACK was also aimed. This study was conducted with preservice science teachers who were enrolled in elementary science education department of Education Faculties of eight public universities located in Central Anatolia. 1530 preservice science teachers participated to the study. There were two instruments used in this research which were perceived TPACK questionnaire, which was later adopted by the researcher as perceived TPACK on genetics, and genetic concepts test. v Data were analyzed by using descriptive and inferential statistics. In order to answer the first research question, descriptive information about the components of TPACK was given. Correlational analyses were used to identify the relationship between each component of the perceived TPACK on genetics and their genetic knowledge. Another correlational analysis was conducted for the third research question which seeks the relationships among the components of the TPACK. Moreover, MANOVA was conducted to investigate the impact of gender and year of enrollment on perceived TPACK on genetics of preservice science teachers. The results revealed that genetic knowledge was correlated with each component except the perceived project specific technology knowledge. Moreover, there were positive significant correlations among the components of the TPACK. According to the MANOVA results, the mean scores of male and female preservice science teachers differ in five components of TPACK, namely project specific technology knowledge, pedagogical knowledge, pedagogical content knowledge, technological content knowledge and technological pedagogical content knowledge. The results of MANOVA for year of enrollment revealed that the mean ETK, GTK, PSTK, and CK scores of participants with different year of enrollment differ significantly.
Karaduman, Muhammet Ali. "Pre-service Teachers'." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613974/index.pdf.
Full texts (1988) criterion. Furthermore, statistical analysis also indicated that there is a mean difference between masculine pre-service teachers and the other three groups of gender roles which were feminine, androgynous and undifferentiated. Results of the current study suggest that the following implications. First, the findings indicated that gender role is more influencing than sex in developing attitudes towards the profession of ECE. Additionally, there is no interaction effect between sex and gender role on attitudes towards the profession of ECE.
Harley-McClaskey, Deborah. "Service-Learning Pre-Conference Workshop." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/4729.
Full textPamuk, Savas. "Pre-service Science And Mathematics Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608465/index.pdf.
Full textlevels of computer self-efficacy and attitude towards computers, (2) to investigate the effects of gender, grade level, major of study, and computer ownership of pre-service science and mathematics teachers on computer self-efficacy and attitudes towards computers, and (3) to examine the relationship between computer self-efficacy and attitudes towards. For this study 650 students from two departments, which were Elementary Science Education and Elementary Mathematics Education, of three public universities in Ankara participated. Also, students were enrolled in first and fourth grades. The scales were administrated during 2006 Fall semester. Computer Self-efficacy Scale and Computer Attitude Scale which had four sub-scales, namely anxiety confidence, liking, and usefulness were used to determine pre-service teachers&rsquo
computer self-efficacy and attitudes towards computer levels. Moreover, the v questionnaire had some questions that asked demographic characteristics of participants. The results indicated that pre-service Science and Mathematics teachers had high computer self-efficacy and attitude levels. Furthermore, participants&rsquo
gender was not a significant factor on their computer self-efficacy and computer attitude except for liking sub-scale. Males liked more computer than females. Major of participants did not have any effect on computer self-efficacy and computer attitude. Grade level was an important factor for computer self-efficacy and attitude
fourth graders had higher scores on both scales. Computer owner participants had significantly higher scores of computer self-efficacy and attitudes towards computers. Finally, results showed that participants&rsquo
computer self-efficacy scores were related to sub-scale scores of computer attitude scale.
Akdere, Nihal. "Turkish Pre-service Teachers'." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614436/index.pdf.
Full text(i) critical thinking levels, (ii) attitudes towards teaching for critical thinking, and (iii) self-efficacy beliefs in teaching for critical thinking in terms of performance and outcome efficacy beliefs
secondly, to investigate whether there was a correlation between these three variables
and finally, to examine the relationship between participants&rsquo
certain background variables and their critical thinking levels, attitudes and self efficacy beliefs in teaching for critical thinking. A cross-sectional survey design was employed. The participants of the study were senior pre-service teachers from fourteen state universities across the seven geographical regions in Turkey. Quantitative data were collected by means of (i) a critical thinking test, (ii) an attitude scale, (iii) a self-efficacy scale with two subscales: performance efficacy and outcome efficacy, and (iv) a participant profile form, all of which were designed by the researcher. Both descriptive and inferential statistics (MANOVA) were used. Results indicated that pre-service teachers&rsquo
critical thinking levels were &lsquo
below average&rsquo
however, they had a moderately positive attitude towards and a moderate level of self efficacy in teaching for critical thinking. The correlation analyses indicated that there was a moderate degree of positive correlation between teachers&rsquo
attitude and self efficacy beliefs towards critical thinking. Finally, the results of MANOVA analyses indicated that pre-service teachers&rsquo
gender and level of motivation towards teaching had no impact on their critical thinking levels, attitudes or self efficacy beliefs in teaching for critical thinking. On the other hand, major, academic achievement, high school background, father&rsquo
s level of education, reading behaviour, and prior training in critical thinking had impacts of varying degrees on one or more of the dependent variables.
Ozen, Mehtap. "Investigation Of Pre-service Mathematics Teachers." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615667/index.pdf.
Full textcritical thinking processes through statistical and probabilistic knowledge in the context of popular media texts. The study was conducted with a qualitative case study method. Participants of the study consisted of four senior pre-service middle school mathematics teachers enrolled in a public university. Data were collected through in-depth interviews with the participants. Analysis of the data was conducted on the basis of two dimentions
critical thinking skills, and statistical and probabilistic knowledge. The results of the study indicated that pre-service middle school mathematics teachers reflected different critical thinking skills and made use of different statistical and probabilistic knowledge in different contexts. They mostly reflected interpretation skill on the basis of their statistical and probabilistic knowledge. Moreover, to what extent they made use of critical thinking skills was differentiated on the basis of their statistical and probabilistic knowledge. They reflected complicated critical thinking process dealing with conditional probability statements. They had difficulty with probabilistic statements underlying conditional probability especially in this process.
Clayton, Emanuel. "Pre-Service Teachers’ Understandings of Isometries." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1597915853566819.
Full textFritschi, Jennifer. "Examining pre-service instructors' use of PowerPoint based on pre-service students' perceptions a mixed methods study /." Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2008p/fritschi.pdf.
Full textAdditional advisors: Nataliya Ivankova, Shannon Parks, Margaret Rice, Boyd Rogan. Description based on contents viewed Feb. 9, 2009; title from PDF t.p. Includes bibliographical references (p. 187-206).
Debreli, Emre. "EFL pre-service teachers' changing beliefs about learning and teaching English : insights from a nine-month pre-service teacher training programme on pre-service teachers' practical knowledge development." Thesis, University of Reading, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646410.
Full textEryilmaz, Aysegul. "Development In Secondary Pre-service Mathematics Teachers." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606075/index.pdf.
Full textbeliefs about mathematics and teaching and learning of mathematics, and their expectations and acquisitions of the Five Year Integrated Program in the Department of Secondary Science and Mathematics Education at Gazi University, Turkey, and the development in their beliefs during the last three semesters of the program. The data were collected through four longitudinal interviews from each participant. Data collection process began at the beginning of the spring semester of the 2002&ndash
2003 academic year and ended at the end of spring semester of the 2003&ndash
2004 academic year. The interviews were tape-recorded and transcribed verbatim to produce a complete record of the interviewees&rsquo
conversation. The findings that were gathered from analyses of individual interviews show that pre-service teachers came to teacher education programs with some beliefs about mathematics, and teaching and learning of it. The interviews have provided evidence that pre-service teachers seemed to develop some new beliefs about mathematics during the first 3.5 years of program, and that the courses of the last 1.5 years of the program improved and consolidated pre-service teachers&rsquo
attitudes towards and beliefs about mathematics, and beliefs about the teaching and learning of mathematics. The research findings lead to the conclusion that OFD406, OFD408, OFD509 and OFD501 courses were perceived as the most effective courses and OFD402, OFD410 and OFD507 courses were considered as the least effective courses of the program.
Piskin, Mutlu. "Investigation Of Pre-service Elementary Mathematics Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611893/index.pdf.
Full textpersonal efficacy beliefs and outcome expectancies about using concrete models in teaching mathematics. Data were collected from the pre-service teachers in the middle of the spring semester of 2008-2009. Pre-service teachers were junior students enrolled in elementary mathematics teaching program at a public university. Six instructional sessions based on using concrete models in teaching mathematics were carried out during a three week period. In this study, the researcher was also the teacher of the instruction at the same time. A survey on pre-service mathematics teachers&rsquo
efficacy beliefs about using concrete models was administered to the students before and after the instruction to evaluate the contribution of the instruction on pre-service teachers&rsquo
efficacies. After the instruction, semi-structured interviews were conducted. The present study demonstrated that the instruction based on using concrete models had positive contributions on the pre-service elementary mathematics teachers&rsquo
self-efficacy beliefs and outcome expectancies about using concrete models in teaching mathematics. In addition, results revealed that pre-service elementary mathematics teachers had confidence in themselves about using concrete models both as learners and as teachers. Moreover, they believed that using concrete models in teaching mathematics would have positive consequences in teaching process and students&rsquo
learning. However, the interview data indicated that, pre-service teachers had relatively low personal efficacies and outcome expectancies about classroom management, when the concrete models were involved in the instruction.
Sacici, Semra. "The Interrelation Between Pre-service Science Teachers." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615392/index.pdf.
Full textconceptions about teaching and learning, self-efficacy beliefs, learning approaches and images of themselves as a science teachers. The study was also interested in examining the possible relationships among preservice science teachers&rsquo
conceptions about teaching and learning, learning approaches and self-efficacy beliefs. The study was carried out during 2011-2012 spring semester at three different public universities in Ankara. A total of 208 senior preservice science teachers who were volunteers involved. Data were collected through Draw-A-Science-Teacher-Test Checklist, Teaching and Learning Conceptions Questionnaire, Science Teaching Efficacy Belief Instrument, and The Learning Approach Questionnaire and analyzed by descriptive statistics, paired-sample t-test and canonical correlation analysis. Paired-sample t-test analyses results showed that preservice science teachers prefer constructivist conception more than traditional conception
and meaningful learning approaches more than rote learning approaches. Besides, preservice science teachers were also found to have generally high sense of self-efficacy beliefs in science teaching. Moreover, the results of the DASTT-C showed that preservice science teachers&rsquo
perspectives of science teaching conception is 42.7% student-centered, 7.0% teacher-centered and 50.3% neither student-centered nor teacher-centered. Furthermore, the canonical correlation analysis revealed that the first canonical variate demonstrated that preservice science teachers&rsquo
constructivist conception and traditional conception are associated with their self-efficacy beliefs and learning approaches.
Nedkova, Marietta. "Evaluation of pre-service teacher education programmes." Thesis, Heriot-Watt University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338116.
Full textBinti, Haslee Sharil Wan Nurul Elia. "Malaysian TESL pre-service teachers' instructional planning." Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/20371/.
Full textShalter, Bruening Paige. "Pre-Service Teacher Beliefs about Student Motivation." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275444054.
Full textLeek, Patricia A. "Pre-Service Teachers' Attitudes Toward Language Diversity." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2629/.
Full textCompton, Lily Ko-Li. "Preparing pre-service teachers for online teaching." [Ames, Iowa : Iowa State University], 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3389096.
Full textNivens, Ryan Andrew. "Content Knowledge of Elementary Pre-Service Teachers." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/238.
Full textSharp, L. Kathryn, and D. C. Moberly. "Lessons Learned: Assessing Pre-service Teachers’ Dispositions." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/4284.
Full textSharp, L. Kathryn, and Pamela Evanshen. "Brown Bag: Evaluating Pre-service Candidates’ Dispositions." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/4300.
Full textVogt, Terrine Louise Borwn. "Understanding Pre-service Teachers' Conceptualizations of Diversity." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5146.
Full textNepal, Smita. "Differentiated instruction: Understanding of pre-service teachers." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/207780/2/Smita_Nepal_Thesis.pdf.
Full textFoy, Joelyn Katherine. "Understanding sexual prejudice among midwestern pre-service and in-service teachers." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18639.
Full textDepartment of Curriculum and Instruction
Jeong Hee Kim
Sexual orientation is only one facet of diversity (Banks et al., 2005), but teacher preparation may not adequately address sexual prejudice (Lamb, 2013). Sexual prejudice arises when heterosexuality is assumed to be the default for all students. School environments reinforce heteronormativity (Dean, 2010; Foucault, 1990; Himmelstein & Bruckner, 2011) such that when hate speech or physical violence occur against the non-hetersexual or the transgender student, teachers may not be prepared to respond appropriately. Prejudice toward gender or sexually variant students may not be adequately addressed in teacher preparation to challenge the reproduction of heteronormativity in school environments. A mixed method approach was followed to address the beliefs and attitudes of pre-service (undergraduate) and in-service (graduate) teachers toward sexual minorities through an online survey and face-to-face interviews. Group means of the PREJUDICE scale for each independent variable were analyzed for statistical significance. The total variance of the PREJUDICE scale was accounted for by personal characteristics only (political, 38%; religious, 9%; non-heterosexual friends, 18%; and family members, 5%; participant sexual orientation, 8%; and finishing the survey, 6%). Neither demographic nor educational characteristics accounted for statistically significant differences in group means of the PREJUDICE scale. College-level coursework completed in multicultural education did not significantly account for any of the total variance in PREJUDICE scores. Significantly lower levels of sexual prejudice were associated with having non-heterosexual friends and family members or being non-heterosexual, and there were no significant effects from educational interventions. However, one-on-one interviews provided stories of direct experience with sexual minority youth in K-12 classrooms. A majority of qualitative participants had questioned their conservative backgrounds and the familial/societal messages they had received regarding gender and sexual variance. Their questioning was strengthened by having non-heterosexual friends and family members. In addition, several participants had worked directly with sexual minority youth in their own school buildings and classrooms. Had this study been limited to a survey, the lived experiences of these pre-service and in-service teachers would have been lost. Having friends and family members who are non-heterosexual transcended their socialization and facilitated their development as social justice allies.
Jordan, Jennifer, Nora Vines, Cassie K. Norvell, Carrie Buckner, and Amy Broemmel. "The “Ideal” Teacher: Bridging Pre-service to In-service Teacher Identity Presenters." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5927.
Full textJordan, Jennifer, Carrie Buckner, Cassie K. Norvell, and Nora Vines. "The “Ideal” Teacher: Bridging Pre-service to In-service Teacher Identity Presenters." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5928.
Full textDogan, Sumeyra. "An Investigation Of Pre-service Elementary Mathematics Teachers." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610673/index.pdf.
Full textviews and reflections about elementary mathematics classes based on their observations in School Experience I and School Experience II courses. Specifically, this study investigated pre-service elementary mathematics teachers&rsquo
views and reflections about instruction, assessment, and classroom management issues in elementary mathematics classes based on their observations in School Experience I and School Experience II courses. The sample consisted of 19 pre-service elementary mathematics teachers from a teacher education program at Middle East Technical University (METU). Pre-service elementary mathematics teachers involved in this study made their observations in their cooperating schools for 3 months during the spring semester of 2004-2005 academic year and the fall semester of 2007-2008 academic year. The data were collected by means of their School Experience I and School Experience II course reports. The results indicated that although there was commonality in the views and reflections of pre-service elementary mathematics teachers&rsquo
about instruction, assessment, and classroom management issues in elementary mathematics classes, there were differences in their knowledge in the way they perceive instruction, assessment, and classroom management as they progressed through their education. In other words, when School Experience I course reports were compared with School Experience II course reports, pre-service teachers perceived the mathematics instruction as more student-centered and they gave more importance to the alternative assessment strategies in their School Experience II course reports. Furthermore, they defended more positive classroom management methods in their School Experience II course reports.
Ulutas, Ozgul. "An Investigation Of Pre-service Elementary Science Teachers." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12611443/index.pdf.
Full texts scientific literacy level and their attitudes towards science. In addition, whether pre-service elementary science teacher&rsquo
s scientific literacy and their attitudes towards science differs in some demographic variables such as gender, high school profile, grade, place of family residence, parents educational level and family income level were examined. Finally, possible relationship between participants&rsquo
scientific literacy level and their attitudes towards science was explored. The present study conducted with 285 pre-service elementary science teachers from Elementary Science Education Program at Dokuz Eylü
l University during the second semester of 2008-2009 academic year. The data were collected by administering v Turkish version of Test of Basic Scientific Literacy (TBSL) and SAI-II (Science Attitude Inventory) scales. Analysis of the data indicated that pre-service elementary science teachers have satisfactory scientific literacy level and moderately positive attitudes towards science. Moreover, participants&rsquo
scientific literacy level and attitudes towards science showed differences in only some demographic variables: gender and place of family residence. Finally, the analysis also indicated that there is a positive significant relationship between participants&rsquo
scientific literacy level and their attitudes towards science.
Ozgelen, Sinan. "Exploring The Development Of Pre-service Science Teachers." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611603/index.pdf.
Full text(PSTs) nature of science (NOS) views during the explicit-reflective and inquiry-based laboratory instruction and investigate PSTs&rsquo
perspectives and experiences related to learning NOS aspects in the science laboratory course. This study was carried out during the Laboratory Application in Science II course. A total of 45 PSTs participated to the study. The design of the study was qualitative and exploratory in nature. In the initial phase of the study, the researcher collected qualitative data with open-ended questionnaire to explore PSTs&rsquo
NOS views. Then, during the semester, reflection papers were collected to understand PSTs&rsquo
experiences with the intervention and to detect development about each NOS aspect. At the end of the semester, qualitative questionnaire and semi-structured interviews were conducted to determine the impact of the explicit-reflective and inquiry-based laboratory instruction. The results showed that all of the PSTs were able to make appropriate connections among the laboratory activities and the targeted NOS aspects at the end of the instruction. In addition, many PSTs developed their understanding levels of each aspect of nature of science. Moreover, findings revealed that some of the PSTs made connections among NOS aspects. Three main factors
discussions and presentations, using inquiry skills, and doing inquiry-based laboratory activities were determined as provide to PSTs to develop their NOS understanding. Furthermore, at the end PSTs developed their perspectives about teaching NOS.
Isbilir, Erdinc. "Investigation Of Pre-service Science Teachers'." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612456/index.pdf.
Full text(PST) quality of written argumentations about socio-scientific issues in an online discussion environment in relation to their epistemic beliefs and argumentativeness. A total of 30 pre-service elementary science teachers who will teach elementary school science from 6th through 8th grade students after graduation voluntarily participated in this study. The sample was chosen by purposive and convenience sampling from the PSTs registered for the course named &ldquo
Science, Technology, and Society&rdquo
in the fall semester of 2009-2010 academic year at a public university in Ankara. In this study, the PSTs participated in an online discussion environment in which climate change, nuclear power, genetically modified foods, and human genome project issues were discussed for a total of four week period. The major data of this study were collected through the Epistemic Beliefs Questionnaire developed by Kuhn, Cheney and Weinstock (2000) and the Argumentativeness Scale by Infante and Rancer (1982). For the analysis of the quality of argumentations, an adapted version of Sadler and Fowler&rsquo
s (2006) argumentation analysis framework was employed. The results of the study illustrated that the PSTs frequently generated high quality argumentations for each socio-scientific issue which was interpreted as a positive indication that the online discussion environment was effective in promoting students&rsquo
argumentation. In addition, the results also showed that argumentation quality levels varied across socio-scientific issues. Another result of this study was that the PSTs&rsquo
argumentation qualities were higher for multiplist and evaluativist levels. Finally, the correlation results between argumentativeness and argumentation quality levels did not reveal a significant correlation between these variables. However, there was a significant correlation between epistemic belief levels and argumentativeness.
Mattern, Rebecca A. "An investigation of pre-service teachers' performance goals." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 210 p, 2007. http://proquest.umi.com/pqdweb?did=1362531431&sid=42&Fmt=2&clientId=8331&RQT=309&VName=PQD.
Full textWarmack, Wanda L. "Elementary education pre-service teachers' attitudes toward reading." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Spring%20Dissertations/WARMACK_WANDA_44.pdf.
Full textBen-Motreb, Khaled Saad. "Pre-Service Primary Teachers' Mathematics Conceptions and Practices." Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525238.
Full textSkuja-Steele, Rita Vija. "Exploring the dimensions of pre-service teacher schemata." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10021601/.
Full textCullen, Dianne Margaret. "Pre-service teacher education in the postmodern state." Thesis, Australian Catholic University, 2012. https://acuresearchbank.acu.edu.au/download/e19a98eeb208ac5f5fe587ed662980ec21ec1168718dc0921dcbd28a03eb2017/2379355/Cullen_2012_Pre_service_teacher_education_in_the_postmodern.pdf.
Full textAbdullah, Amal. "Examining Pre-Service Teachers' Understanding of Multicultural Education." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1279222553.
Full textEliason, Kiya Lynn. "Addressing Pre-Service Teachers' Misconceptions About Confidence Intervals." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6917.
Full textNaylor, Dawn. "Learning to teach: What pre-service teachers report." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1626.
Full textZhen, Shuyi. "Learning in a pre-service teacher residency program." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1749.
Full textTracy, Jacob Dennis, and Jacob Dennis Tracy. "Mapping Pre-Service Teacher Talk: Variations in Talk About Mathematics, Ability, and Themselves as Mathematical Learners." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625620.
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