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1
Topcu, Mustafa Sami. "Preservice Science Teachers." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609950/index.pdf.
Full textAbstract:
The main purpose of this study was to explore Preservice Science Teachers&rsquo(PSTs) informal reasoning regarding socioscientific issues (SSI). The study first investigated PSTs&rsquo
informal reasoning patterns
second, explored the relationship between informal reasoning patterns and quality
third, examined the variation of informal reasoning quality with SSI
at last, focused on the factors influencing PSTs&rsquo
informal reasoning in the context of SSI. Totally, 39 PSTs voluntarily participated in the study. Senior elementary PSTs from a public university, in Ankara constituted the sample of this study. Seven SSI were used to explore informal reasoning and influencing factors. Three SSI dealt with gene therapy and, the other three issues dealt with cloning. The last issue dealt with global warming. PSTs&rsquo
informal reasoning and the factors influencing the participants&rsquo
informal reasoning in the context of SSI were analyzed by using constant comparative data analysis method (Glaser &
Strauss, 1967). Two interview protocols were used in the present study. Informal Reasoning Interview protocol focused on the investigation of informal reasoning, and Moral Decision-Making Interview protocol was used to identify informal reasoning and the factors influencing informal reasoning. Emergent informal reasoning patterns from the present study were: rationalistic, emotive, and intuitive informal reasoning patterns. Regarding informal reasoning quality, across each SSI, the participants easily revealed claim with or without justification but they hardly developed counter-position and rebuttal. Emergent frequency of informal reasoning quality types followed the same order across each SSI. Thus, informal reasoning quality was not context-dependent across all SSI. Main factors influencing participants&rsquo
informal reasoning were accumulated under four main categories
personal experiences, social considerations, moral-ethical considerations, and technological concerns.
2
Ersoy, Halil. "The Preservice Teachers." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610776/index.pdf.
Full textAbstract:
This study aims to investigate the preservice teachers&rsquoperceptions about online communication in blended learning. The study tries to understand strengths and weaknesses of online communication from the learners&rsquo
point of view. To reach this aim, four research questions are asked: (1) What are the learners&rsquo
perceptions about the online synchronous communication tool? (2) What are the learners&rsquo
perceptions about web-based support? (3) What are the learners&rsquo
perceptions about collaboration with online communication? (4) What are the learners&rsquo
perceptions about the roles of the instructor at blended learning as (a) administrator, (b) facilitator, (c) technician, and (d) evaluator? To answer the research questions, a case study in line with action research design was conducted. An undergraduate course in blended learning form was selected as a case and both synchronous and asynchronous communication tools were utilized throughout the semester. At the end of the semester, data about perceptions was collected via four questionnaires and interviews with the students. Both qualitative and quantitative results showed that the online communication facilities in the case were perceived to be adequate by the students. Yet, the students reflected diverse thoughts about preference of communication modalities in synchronous communication. Moreover, the value of asynchronous communication was pointed out. It is concluded that communication needs, communication partner and other contextual factor have impact on selection of communication modalities.
3
Behm, Stephanie Lee. "Preservice Elementary Teachers' Learning with Mathematics Curriculum Materials During Preservice Teacher Education." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28328.
Full textAbstract:
Following the release of the Curriculum and Evaluation Standards for School Mathematics, (NCTM, 1989) substantial federal funding in the 1990s supported the development of curriculum materials intended to help teachers enact new visions of mathematics teaching and learning. Although a great deal of research about the â Standards-basedâ curriculum materials has focused on student achievement, an equally important body of research has investigated teachersâ experiences with these materials. While this research about teacher-curriculum interactions continues to mature and offer insights into teachersâ curriculum use, we face a critical shortage of information about preservice teachersâ use of mathematics curriculum materials.
To address this gap, I conducted two separate but related qualitative studies focused on preservice teachersâ interactions with mathematics curriculum materials. The first study examined a teacher education activity in which 23 preservice elementary teachers analyzed sections of different mathematics curriculum materials and textbooks. The second study focused on three student teachersâ uses of mathematics curriculum materials and textbooks during their student-teaching internships. The overall purpose of these studies was to examine the views and experiences that appear to influence preservice teachersâ initial interpretations of Standards-based curriculum materials and to document preservice teachersâ experiences using Standards-based and other instructional resources during student teaching. I also aimed to explore how mathematics curriculum materials might be more carefully positioned to play a more critical role in preservice teacher learning throughout typical teacher education opportunities and also in teachersâ future use and learning with Standards-based curriculum materials and other instructional resources.
Results of this manuscript dissertation indicated that preservice teachers found themselves immersed in professional development with mathematics curriculum materials, textbooks, and state curriculum guides during coursework and fieldwork experiences. They had the opportunity to develop an understanding of the variety of mathematics instructional resources available to them that were different from what they were used to, and also had opportunities to consider the unexpectedly complex nature of many of the materials. The preservice teachers found themselves negotiating balance between university coursework and fieldwork expectations as they evaluated, adapted and supplemented materials during coursework and fieldwork. The results from these chapters not only illustrate teacher learning with and about curriculum materials, but also point out opportunities within teacher education for preservice teachers to question well-established beliefs and practices regarding mathematics teaching and mathematics instructional resources as they encountered disequilibrium in multiple contexts. Overall results also highlight possible missed opportunities for learning and the importance of human resources within teacher education as it relates to preservice teachersâ encounters with mathematics curriculum materials and instructional resources.Ed. D.
4
Bakkaloglu, Ezgi. "Preservice Elementary Mathematics Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608937/index.pdf.
Full textAbstract:
This study analyzes the preservice elementary mathematics teachers&rsquoself efficacy beliefs and outcome expectancies about using manipulatives and investigates whether, or not, university and gender differences have any significant effect on their self efficacy and outcome expectancies. In mathematics education, students&rsquo
conceptions about abstract mathematical ideas and being able to convert them into concrete ideas are very important. For this reason, it is very beneficial to use manipulative materials in the mathematics lessons. However, most of the preservice mathematics teachers in Turkey lack knowledge about using manipulatives. The sample of present study consisted of 77 senior undergraduate students studying in Elementary Mathematics Teacher Education programs at 2 different universities located in Ankara and Izmir. Data were collected in spring term of 2006-2007 academic years. The survey items were adopted from previously developed teacher efficacy instrument, which partly ensures the items to be parallel with the existing theory about the construct. The survey consisted of three parts
demographic information, knowledge about the manipulatives, and &lsquo
The Instrument of Preservice Mathematics Teachers&rsquo
Efficacy Beliefs about Using Manipulatives&rsquo
(EBMU). The present study demonstrated that the gender differences did not effect preservice elementary mathematics teachers&rsquo
personal manipulative use teaching efficacy whereas the university differences had a significant effect on their personal manipulative use teaching efficacy. In addition, the gender and university attended produced statistically significant main effect on preservice elementary mathematics teachers&rsquo
outcome expectancies.
5
Yanis, Hilal. "Investigating Preservice Science Teachers." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614546/index.pdf.
Full textAbstract:
The purpose of this study was to investigate preservice science teachers&rsquomental models about the role and distribution of ozone layer and ozone layer depletion regarding their ontological orientation. This study was conducted with twenty four preservice science teachers who were enrolled in Elementary Science Education Program of Education Faculty of one public university located in Central Anatolia. From each grade level six preservice science teachers were selected
two from low achiever, two from middle achiever and two from high achiever. Moreover, in the study, data were collected by using semi structured interview and interview consists of eleven questions and with five questions having multiple parts. Interview recordings were transcribed and analyzed qualitatively. In the following steps of the analysis, researcher proceeded with the already formed and described codes in an easygoing way. The results revealed that preservice science teachers&rsquo
responses were mostly seen as skin cancer and sunburn as harmful effects of ultraviolet rays and preservice science teachers&rsquo
responses were mostly seen as activation vitamin D and photosynthesis of plants as beneficial effects of Sun&rsquo
s rays. Half of preservice science teachers thought that ozone layer exists in the atmosphere. Moreover, preservice science teachers&rsquo
responses were mostly seen as perfume, deodorant, car, and spray as harmful materials to ozone layer. Chlorofluorocarbon, carbon monoxide, and carbon-dioxide were the most seen responses as harmful chemicals to ozone layer. Similar misconceptions were identified when compared with past studies. Also, different misconceptions were found in the study. Ten distinct models were formed regarding role and distribution of ozone layer and five distinct models were formed regarding ozone layer depletion. Moreover, absorbing and reflecting surface was mostly seen ontological belief regarding role and distribution of ozone layer. Hole was mostly seen ontological belief regarding ozone layer depletion. Generally, achievement and grade level did not make difference among preservice science teachers forming which type of mental models and having ontological beliefs.
6
Gibson, Shona. "Narratives of preservice teachers." Access electronically, 2005. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20050330.124302/index.html.
Full textAbstract:
Thesis (M.Ed.)--University of Wollongong, 2005.Typescript. Narratives are based on experiences of prospective teachers enrolled at the University of Wollongong in the Knowledge Building Community (KBC) program, which is an alternative model of teacher training. Includes bibliographical references: leaf 264-283.
7
Carpenter, Marilyn Gordon 1943. "Preservice teachers as readers." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/288856.
Full textAbstract:
The focus of this study is the impact of a children's literature course on the reading practices of undergraduate preservice teachers. During 1996, I taught Children's Literature in the Classroom, LRC 480, at the University of Arizona. During this class, I undertook a study of the preservice teachers in my course using the research methods of a qualitative study. My purpose was to elicit the preservice teachers' perceptions of themselves as readers in the beginning and at the end of the course and to determine which elements of the course were most influential. The major themes that emerged from the data were concerned with the reading practices of the preservice teachers and the significant aspects of the course. All the students experienced some changes in regard to their reading practices. The major change the students noted was an increase in their enthusiasm for reading and a renewed enjoyment of reading. A majority of the students were choosing to read daily in the beginning of the semester in contrast with other research (Timbs, 1993; DeKoff, 1992) that found less frequent reading. The four most influential elements in the course were: (1) the influence of the instructor; (2) small group work; (3) class projects that provided active learning experiences emphasizing the affective elements of reading literature and (4) self evaluation that promoted students' choice and control over their own learning. The study found that the major change the students noted (their enthusiasm and renewed enjoyment of reading) was influenced by these elements of the course. The implications of these findings are that instructors who wish to encourage preservice students to have positive experiences with reading should include these elements in preservice courses: an instructor with a passion for literature; class projects that feature experiential learning tasks promoting the affective elements of reading literature; an emphasis on self-evaluation and opportunities for small group collaborations. Preservice teachers in such courses will have opportunities to build or renew their enjoyment of reading.
8
Bishop, Judith E. "Teacher supervision of preservice teachers : a naturalistic study of teachers' professional development /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7753.
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9
Sarikaya, Hilal. "Preservice Elementary Teachers'." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605301/index.pdf.
Full textAbstract:
This study intended to explore preservice elementary teachers&rsquoscience knowledge level, attitude toward science teaching and their efficacy beliefs regarding science teaching. In addition, the contribution of science knowledge level and attitudes toward science teaching on Turkish preservice elementary teachers&rsquo
efficacy beliefs was investigated. The present study was conducted at the end of the spring semester of 2003- 2004 academic year with a total number of 750 (n=531 females
n=216 males
and n=3 gender not provided) fourth-year preservice elementary teachers who enrolled at elementary teacher education programs of nine different universities in Turkey. Data were collected utilizing three questionnaires: the Science Teaching Efficacy Belief Instrument (STEBI-B) developed by Riggs and Enochs (1990), Science Achievement Test, and Science Teaching Attitude Scale developed by Thompson and Shrigley (1986). Data of the present study were analyzed utilizing descriptive and inferential statistics. Analysis of the self-efficacy survey indicated that preservice elementary teachers had moderate sense of self-efficacy beliefs regarding science teaching on both Personal Science Teaching Efficacy and Outcome Expectancy dimensions of the STEBI-B. Also, preservice elementary teachers indicated low level of science knowledge and generally positive attitude toward science teaching. Furthermore, science knowledge level and attitude towards science teaching made a statistically significant contribution to the variation in preservice elementary teachers&rsquo
personal science teaching efficacy beliefs and outcome expectancy.
10
Tinmaz, Hasan. "An Assessment Of Preservice Teachers." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605343/index.pdf.
Full textAbstract:
The purpose of this study is to explore the factors affecting a preservice teacher&rsquos perception of technology in relation to subject areas. Study focused on six hundred and ninety six senior preservice teachers (405 female, 288 male, and 3 not stated) from eight different subject areas of Burdur Faculty of Education, Sü
leyman Demirel University in Turkey in 2003-2004 Spring semester. A none-experimental survey research design was employed by administrating a Technology Perception Scale (TPS) and a Computer Competency Scale (CCS). Study included four independent variables (gender, subject area, existence of a home computer and perceived computer competency level) and one dependent variable (perception). The study showed that preservice teachers perceive technology in education favorably, but not very favorably. The mean scores of subscales showed the positive effects of technology in education valued more than the effects of teacher training program by preservice teachers. The highest mean score for TPS was observed in classroom teaching preservice teachers and the lowest score was observed in science education. It was also demonstrated that preservice teachers were graduated with a less than moderate level of competency. Classroom teaching preservice teachers possessed the highest mean score, and Turkish education preservice teachers held the lowest mean score. It was also found that males had higher mean scores than females for all scales. Preservice teachers possessing a home computer with Internet access had highest mean scores for all scales. Univariate ANOVA results showed that gender and the perceived computer competency level are the major factors affecting a preservice teacher&rsquo
s perception. It was also revealed that possession of a home computer correlated with perceived computer competency level. Even though there obtained differences among subject areas, subject area was not determined as a significant factor. Under the light of the study results recommendations are suggested for both implication and further studies.
11
Dursun, Ozlem. "The Relationships Among Preservice Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612371/index.pdf.
Full textAbstract:
The main purpose of this study was to investigate preservice teachers&rsquospatial visualization ability, geometry self-efficacy, and spatial anxiety regarding undergraduate program and gender. The other purpose of the study was to investigate the relationship among preservice teachers&rsquo
spatial visualization ability, geometry self-efficacy, and spatial anxiety. The data were collected from 1007 third and fourth grade preservice teachers who were enrolled in Elementary Mathematics Education (EME), Elementary Science Education (ESE), and Early Childhood Education (ECE) programs of four universities in Ankara. The measuring instruments were Spatial Visualization Test (SVT), Geometry Self-Efficacy (GSE) Scale, and Spatial Anxiety (ANX) Scale. The results indicated that there was a significant difference between undergraduate programs regarding spatial visualization ability levels. The EME students had significantly higher SVT scores than the ESE and the ECE students. Moreover, it was concluded that males had significantly higher spatial visualization scores than females. In addition, ECE students&rsquo
geometry self-efficacy was significantly lower than that of both EME and ESE students. The geometry self-efficacy scores of female preservice teachers were found significantly lower than of male preservice teachers. Furthermore, the significant difference in spatial anxiety levels was found only between EME and ESE students where EME students&rsquo
spatial anxiety levels were higher than ESE students. Moreover, ECE students had the lowest spatial anxiety among other programs. The spatial anxiety levels of males were less than females in all three undergraduate programs. Finally, Pearson product-moment correlation analysis indicated a positive correlation between GSE and SVT scores. Moreover, the negative correlation was found between ANX and SVT scores, and between ANX and GSE scores.
12
Hollstein, Matthew S. "Critical pedagogy preservice teachers' perspectives /." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1155328467.
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13
Hollstein, Matthew Scott. "CRITICAL PEDAGOGY: PRESERVICE TEACHERS’ PERSPECTIVES." Ohio University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1155328467.
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14
Dolzhenko, Inna Nickole. "Social and Emotional Learning and Preservice Teacher Education: Assessing Preservice Teachers' Knowledge, Beliefs, and Attitudes." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011839/.
Full textAbstract:
In response to the main federal K-12 law, the Every Student Succeeds Act (ESSA) and the teacher education program standards, teacher education programs have tried to address social and emotional learning (SEL) content in their curricula. Adding information on SEL alone may not be enough to overcome the shortenings of many existing early childhood programs. The current study attempted to address these shortenings through the inclusion of specialized SEL strategies and sample activities in addition to traditional content on social-emotional learning and development. This study was organized within a quasi-experimental design framework. One hundred thirty-nine preservice teachers were divided between control and treatment groups. The treatment group was exposed to the intervention (i.e. additional/special SEL strategies and activities) in the modified Nurturing Children's Social Competence class, while the control group was in the traditional version of the same class (i.e. traditional instruction with no additional/special SEL strategies and activities). All students were surveyed using the SEL Beliefs Scale for Preservice Teachers and the SEL Knowledge and Attitudes Scales for Preservice Teachers. The surveys were conducted at the beginning and at the end of the semester. An exploratory factor analysis, MANOVA, and descriptive discriminant analysis were used to analyze the data. Findings revealed that preservice teachers in the treatment group gained greater knowledge about (a) SEL in general, (b) the development of SEL skills in young children, and (c) implementation of the SEL strategies in the classroom. In addition, preservice teachers in the treatment group developed more positive attitudes toward implementation of SEL strategies and the importance of teaching social and emotional skills to young children. Even though SEL beliefs did not predict treatment / control group differences, there were statistically significant differences in the development of SEL beliefs within each group. Preservice teachers in both groups highly believed that creating a SEL environment in the classroom and schoolwide is essential.
15
Mathis, Kimber Anne. "Secondary Preservice Mathematics Teachers' Curricular Reasoning." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7511.
Full textAbstract:
Researchers have found that teachers' decisions affect students' opportunity to learn. Prior researchers have investigated teachers' decisions while planning, implementing, or reflecting on lessons, but few researchers have studied teachers' decisions and their reasoning throughout the teaching process. It is important to study teachers' reasoning for why they make the decisions they do throughout the teaching process. Furthermore, because inservice and preservice teachers differ in experience and available resources that they draw on while making decisions, it is helpful to consider the resources PSTs' draw on while reasoning. Curricular reasoning is a framework that describes teachers' thinking processes when making decisions during the teaching process. This study investigated secondary preservice teachers' decisions and curricular reasoning throughout the teaching process. Data were collected from two groups of secondary preservice teachers in a mathematics methods course focused on student thinking and mathematics. Results revealed that the preservice teachers used all seven curricular reasoning strands, especially drawing on mathematical meanings, mapping learning trajectories, and considering learners' perspectives. Specifically, this study demonstrates ways in which preservice teachers reason about their decisions and the intertwined nature of their curricular reasoning. The results from this study also imply that it may be helpful to consider the resources PSTs have access to, including their instructor, and that the order of their lesson planning may allow support for the mathematical learning trajectories within individual lessons. This study also provides validation for the curricular reasoning framework described by Dingman, Teuscher, Olson, and Kasmer (in press), provides subcategories of curricular reasoning strands, and has implications for teacher education.
16
Turpin, Carrie. "Preservice Teachers' Cultural Models of Academic Success." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592134602496342.
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17
Izadinia, Mahsa. "An investigation into mentor teacher-preservice teacher relationship and its contribution to development of preservice teachers’ professional identity." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1792.
Full textAbstract:
Research suggests that preservice teachers’ professional identity is dynamic and many factors contribute to the formation of teacher identity including prior experiences, learning communities and context. One of the parties preservice teachers have closest interactions with are mentor teachers and they might leave an impact on preservice teachers’ professional identity. However, less research seems to be done in this area. The proposed research study tried to address this gap by investigating the relationship between these two parties and its impact on the development of preservice teachers’ professional identity. The data collection occurred during a one-year Graduate Diploma of Education-Secondary (GDE-S) course in one of the universities in Western Australia. The participants in this qualitative case study were seven preservice teachers taking part in the GDE-S and their mentor teachers during their professional practice unit (practicum). The preservice teachers attended three rounds of semi-structured interviews: at the outset of the first placement, at the end of the first placement, and at the end of the second placement. The mentor teachers comprising 16, also attended semi-structured interviews before and after each placement. In addition, the researcher conducted two classroom observations and two observations of debriefing sessions in each placement on each preservice teacher. The preservice teachers were also invited to keep a reflective journal, with a total of 24 gathered over the course of the program. The findings of this study revealed that when the mentoring relationship was positive and the preservice teachers’ expectations of their mentors were met, they felt more confident as a teacher and developed a teacher voice. However, the confidence declined in some preservice teachers and they felt they did not improve when they experienced a partially negative mentoring relationship. This study provides implications for preservice teacher education and offers guidelines for improving mentor teacher-preservice teacher relationship with a view to enhancing preservice teachers’ professional identity and increasing teacher retention.
18
Aigner, Brandon T. "Developing Integrated Pedagogical Content Knowledge in Preservice Teachers." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1591360331428312.
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19
Zhulamanova, Ilfa. "EARLY CHILDHOOD EDUCATION PRESERVICE TEACHERS’ PERCEPTIONS ON PLAY." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563193941118516.
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20
Kayan, Fatma. "A Study On Preservice Elementary Mathematics Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608104/index.pdf.
Full textAbstract:
This study analyzes the kinds of beliefs pre-service elementary mathematics teachers hold about mathematical problem solving, and investigates whether, or not, gender and university attended have any significant effect on their problem solving beliefs. The sample of the present study consisted of 244 senior undergraduate students studying in Elementary Mathematics Teacher Education programs at 5 different universities located in Ankara, Bolu, and Samsun. Data were collected in spring semester of 2005-2006 academic years. Participants completed a survey composed of three parts as demographic information sheet, questionnaire items, and non-routine mathematics problems.
The results of the study showed that in general the pre-service elementary mathematics teachers indicated positive beliefs about mathematical problem solving. However, they still had several traditional beliefs related to the importance of computational skills in mathematics education, and following predetermined sequence of steps while solving problems. Moreover, a number of pre-service teachers appeared to highly value problems that are directly related to the mathematics curriculum, and do not require spending too much time. Also, it was found that although the pre-service teachers theoretically appreciated the importance and role of the technology while solving problems, this belief was not apparent in their comments about non-routine problems. In addition to these, the present study indicated that female and male pre-service teachers did not differ in terms of their beliefs about mathematical problem solving. However, the pre-service teachers&rsquobeliefs showed significant difference when the universities attended was concerned.
21
Fidler, Chuck Gary. "Preservice elementary teachers learning of astronomy." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.
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22
Kahyaoglu, Elvan. "Investigation Of The Preservice Science Teachers." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605091/index.pdf.
Full textAbstract:
The aim of this study is to investigate the views of preservice
science teachers on science-technology-society, STS, issue. A total of 176 preservice science teachers participated in the study. A 26-item &ldquoViews on Science-Technology-Society (VOSTS)&rdquo
instrument, translated and adapted into Turkish, were utilized to assess participants&rsquo
views on STS. The VOSTS (Aikenhead, Ryan and Fleming, 1989) is a pool of 114 empirically developed multiple-choice items with nine categories. In order to understand participants&rsquo
views on STS in depth, semi-structured interviews were also conducted by 9 volunteer preservice science teachers. The results gave a colorful picture of the views of preservice science teachers on science-technology-society issue. The analysis revealed that preservice science teachers often confuse the definitions of technology with science. Most of the participants of the study had specific views about the reasons of doing scientific researches in their country, for example, to be independent from other countries, to get financial profit. Results displayed a consensus on the possible positive effects of upbringing and the importance of education given to high school students. According to the data obtained from the present study, respondents possess varied views about the influences of society on science and technology. While preservice science teachers claiming that scientists could break the rules of science, they also claimed scientists as objective in their study. On the other hand, participants supported the view that scientists&rsquo
concern on all the effects of their experiments. Preservice science teachers advocated also that technological developments can be controlled by citizens.
23
Erdogan, Rahsan. "Investigation Of The Preservice Science Teachers." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605156/index.pdf.
Full textAbstract:
The aim of this study is to investigate the views of preservice science teachers on nature of science (NOS). A total of 166 preservice science teachers participated in the study. A 21-item &ldquoViews on Science-Technology-Society (VOSTS)&rdquo
instrument, translated and adapted into Turkish, were utilized to assess participants&rsquo
views on the nature of science. The VOSTS (Aikenhead, Ryan and Fleming, 1989) is a pool of 114 empirically developed multiple-choice items with nine categories. In this study, 21 item selected from the epistemology of science category corresponded to the purposes of the assessment. In order to understand participants&rsquo
views on nature of science in depth, semi-structured interviews were also conducted by 9 volunteer preservice science teachers. The results gave a picture of the preservice science teachers&rsquo
views on nature of science. Results of this study revealed preservice science teachers&rsquo
misconceptions on nature of science. Their views are mostly traditional on the nature of science. Results of the study indicated that preservice science teachers held traditional views (naive) regarding the definition of science
the nature of scientific models
the relationships between hypotheses, theories, and laws
fundamental assumptions for all science
the scientific method
uncertainty in scientific knowledge
epistemological status of scientific knowledge
coherence of concepts across disciplines. On the other hand participants have contemporary views (realistic) on the nature of observation
the nature of classification schemes
the tentativeness of scientific knowledge
cause and effect relationship. Analysis of interviews also supported these findings and gave a deep insight on preservice science teachers&rsquo
views on nature of science.
24
Karahasan, Burcu. "Preservice Secondary Mathematics Teachers'." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612025/index.pdf.
Full textAbstract:
The main purpose of the study was to understand preservice secondary mathematics teachers&rsquopedagogical content knowledge of composite and inverse functions. The study was conducted with three preservice secondary mathematics teachers in Graduate School of Education at Bilkent University. The instruments of the study were qualitative in nature and in four different types of data forms: observations, interviews, documents, and audiovisual materials. Observation data came from fieldnotes by conducting an observation of lessons participants taught at Private Bilkent High School. Interview data came from the transcriptions of semi-structured interviews. Document data came from survey of function knowledge, journal writings, vignettes, and lesson plans. Audiovisual data came from the examination of the videotape of the lessons participants taught. The findings reveal that preservice secondary mathematics teachers&rsquo
knowledge levels in components of pedagogical content knowledge were not at the desired levels and also they experienced difficulty while integrating that knowledge. The results of the study indicate that teacher education should provide courses that cover the content relevant to students in order to assure both depth and breadth in subject matter knowledge of the preservice teachers. Moreover, the activities which mimics the classroom cases and assures the integration of knowledge components like vignettes would be used in teacher education programs. Results can inform educational practices, and reforms in Turkey, and provide a basis for further research, with increased pedagogical content knowledge as the ultimate goal.
25
Sherwood, Frances R. "Listening to early childhood preservice teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21634.pdf.
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McConnell, Marcella Kay. "SECONDARY MATHEMATICS PRESERVICE TEACHERS' BEGINNING STORY." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1447277739.
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Heffernan, Kayla. "Promoting Preservice Teachers' Mathematics Identity Exploration." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/371318.
Full textAbstract:
Math & Science EducationPh.D.
Despite the effort of teacher education programs, early childhood, and elementary preservice teachers often fear mathematics, have high mathematics anxiety, hold negative self-perceptions in relation to mathematics, find mathematics irrelevant, and have low mathematics achievement. The aim of this study was to implement and investigate the influence of an identity exploration intervention on preservice teachers’ identities in mathematics during a required mathematics content course of a teacher education program to provide insight into the patterns of change in identity and motivation towards mathematics. Twenty-four preservice teachers focusing on either early childhood education or non-mathematics secondary education were included in this study from a college algebra course specifically designed for education majors. Data collection included surveys, identity-related worksheets, identity exploration tasks, reflective writing assignments, interviews, and observations. Data was analyzed using the Dynamics Systems Model of Role-Identity and the principles for promoting identity exploration (Kaplan, 2014). This model highlights the interaction between self-perceptions, beliefs, purposes and goals, and actions. Analysis led to identification of patterns of change in student role identities and themes across cases that highlight the differences in change between the early childhood participants and secondary education participants, the influence of initial identity, and the impact of perceived relevance on identity exploration. This study contributes to the understanding of identity exploration in a mathematical setting and discusses future directions of research in promotion of identity exploration in preservice teachers.
Temple University--Theses
28
Wilt, Brian J. "Preservice teachers to inservice teachers : teaching for social justice /." Connect to this title:, 2007. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-2179/index.html.
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Tulip, David F. "Preservice primary teachers' constructions of themselves as science teachers." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36598/1/36598_Digitised%20Thesis.pdf.
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The research reported in this thesis investigated preservice primary teachers' constructions of themselves as science teachers. This was done in response to Seddon' s (1991) claim that an approach to teaching the science component of a preservice Bachelor of Education course should be proposed that was congruent with preservice teachers' beliefs about themselves as science teachers.
The nature of the research undertaken was interpretive and conversational. It was set in a context of postmodern students in contemporary universities and depended upon preservice teachers sharing their beliefs about themselves with the researcher. To achieve this end and elicit substantive data from individuals, that is, beliefs that affect individuals' behaviour in a consistent manner, the research was couched within a framework of Personal Construct Theory (Kelly, 1955/1991). A variety of data collection methods were used, including characterisation sketches, career snakes, repertory grids, semi-structured interviews, and questionnaires. The data received from these sources were reduced through processes of classification to produce profiles of hierarchical personal characteristics for each of the twelve preservice teachers who volunteered to take part in the project. During the collection and classification processes data were triangulated and personal profiles were memberchecked to establish trustworthiness.
Based on the Commonality and Sociality Corollaries of Personal Construct Theory (Kelly, 1955/1991) and precedents well established in curriculum development and text writing, the researcher construed the commonalities between individuals' profiles to propose a profile of personal characteristics for a hypothetical preservice primary teacher. This construction was used as a platform from which to propose an approach to teaching science to preservice primary teachers that would be congruent with individual's beliefs about themselves as science teachers.
Because of the nature of this derived profile and the manner in which it corresponded with conclusions reached by Shulman (1986, 1987a), the approach to teaching that was adopted was based on Shulman's (1987a) model of pedagogical reasoning and action. Importantly, this approach to teaching science is not prescriptive. It provides science educators with opportunities to recognise and build upon their preservice teacher students' prior experiences, to cater for a wide diversity of personalities, pedagogical skills and interests in science and science teaching, and, most importantly, to treat preservice teachers as social actors. These are conditions that Seddon (1991) claimed would be essential ifthe science pedagogical ideals of tertiary primary teacher education are ever to survive the transition from tertiary studies to primary classroom teaching practices.
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Kimani-Oluoch, Rose. "Exploring Preservice Teachers' Perceptions of Classroom Cultural Diversity." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/37665.
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The purpose of this qualitative study was to develop a better understanding of how eight preservice teachers perceived the culturally diverse students they encountered during their one-year teaching internship. Their personal and professional experiences with diversity were investigated in order to identify the direct and indirect influences they brought to a culturally diverse classroom. The data for this study consisted of narratives from their one-year teaching internship and their home, schooling, and college experiences with cultural diversity. Each preservice teacher was interviewed twice. The issues that emerged from their narratives were individually presented to give a clear picture of how they each perceived classroom cultural diversity.
From their narratives, it is clear that how each of these preservice teachers perceived culturally diverse students was largely influenced by their life histories and experiences with cultural diversity. Cultural preparation in college acquired great significance as they each reflected on their preparation to teach in culturally diverse settings. None of them felt prepared to teach culturally diverse students. Instead, they indicated a preference of working in school settings that exhibited students similar to their own backgrounds. Classroom cultural diversity was seen as presenting special challenges, none of them felt prepared to handle. The implications from this study suggest that more preparation on how to work within culturally diverse classrooms is needed prior to, and during the student teaching internship.Ph. D.
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Takahashi, Mika. "Multicultural preservice teacher education." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26762.
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This study examined instructional strategies and their impacts on preservice teachers' attitude toward multicultural issues and learners. A qualitative phenomenological approach is used for this study because of my philosophical belief in multiple realities.The research site was a classroom of the Multi-Cultured/Multi-Racial course offered by the Faculty of Education in an English University located in the Montreal area. The studied course was a compulsory preservice teacher training course implemented for the first time in response to the requirement of the Ministry of Education in Quebec.
The data were gathered through classroom observation, questionnaires distributed to preservice teachers in the classroom, interviews with five preservice teachers enrolled in the studied course, and an interview with the course director.
Sessions of cooperative learning and discussions following videos seemed to be effective to deepen preservice teachers' understandings of multicultural issues and teaching. The effects that the studied course had on preservice teachers differed among respondents depending on their previous experience. Preservice teachers with minimal multicultural experience felt that they learned a lot from the course, whereas preservice teachers with more multicultural experience felt that the course fell short of their expectations.
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Christensen, Morgan. "Mentor Modeling Mismatch: Power Dynamics in Cooperating Teacher's Modeling for Preservice Teachers." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/8781.
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Through the use of interview and observation data, collected over two years, this qualitative study describes the perceptions, attitudes, and experiences of two Cooperating Teachers (CTs) and their assigned Pre Service Teachers (PST; n = 12) who were mentored over the course of two Special Education practicum experiences and five CT professional development trainings. Special attention was focused on the ways that CTs and PSTs describe modeling and how CTs’ modeling seemed to affect the CT/PST relationship. Participant responses were analyzed using a qualitative narrative method and indicated that CT’s use of modeling served primarily as a socializing process in which PSTs learn the role of a professional teacher through their interactions with the CT. Also, different types of modeling (e.g., simple vs. cognitive) seemed to affect this socialization process. The outcomes of simple and cognitive modeling were highly varied and affected the CT/PST relationship development differently. Additional findings indicated that professional development that focused on cognitive modeling may be related to CTs’ mentoring role development and the way they implement mentoring processes. It is hoped that the findings in this study will help to initiate conversations between CTs and PSTs and teacher educators concerning the use of modeling and the potential effects modeling may have on the mentoring relationship.
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Ross, Kylie. "Exploring Preservice Teachers’ Perspectives on Dual Language Education." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7912.
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This dissertation investigates preservice teachers’ perspectives towards dual language education (DLE) through a mixed methods approach. This study investigates preservice teachers enrolled in an English for Speakers of Other Languages (ESOL) certification course concerning the following research questions: 1. What impact does taking an ESOL course have on preservice teachers’ attitudes and perspectives towards DLE? 2. Is there a significant difference in change in attitude between students taking the course online versus face to face (F2F)? 3. How are preservice teachers informed about what schools have dual language programs in their area? 4.What relationship may exist between attitudes, perspectives, and preservice teachers own personal experiences with bilingualism and experiences with diversity, and/or place of origin? The study follows a sequential explanatory research design which included a pre and post survey at the beginning and end of the semester, and interviews with participants in between the two surveys. The participants included 24 preservice teachers enrolled in an online and F2F section of an ESOL course. Findings from the research encompassed discovering an overall positive shift in preservice teachers’ perspectives towards DLE and English learner (EL) students, a difference between the F2F and online groups’ survey responses, and relationships between preservice teachers’ attitudes and perspectives towards DLE and their past experiences and place of origin. Participants showed positive increases in perspective from the total mean scores increasing from the pre to post survey, and in interviews. Participants in the F2F group showed higher increases from the pre to post survey than the online group, however neither group yielded statistically significant findings. Interviews provided a wealth of detailed examples of how these groups of preservice teachers reflected throughout the ESOL course and developed more positive attitudes towards ELs and DLE, and optimistic mindsets towards working with ELs and/or in a DLE setting in the future. Overall, this research seeks to underscore that the more knowledge, awareness, and empathy that preservice teachers are able to gain from courses that prepare them to work with linguistically diverse populations of students, the better equipped they will be to guide future generations of EL learners into educational success and beyond.
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Ozaytabak, Emel. "Factors Affecting Preservice Mathematics Teachers'." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12605232/index.pdf.
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The purpose of this study was to examine the factors affecting preservice mathematics teachers&rsquodecisions on probability teaching. The sample of the study was 248 preservice mathematics teachers from Gazi University, Hacettepe University, and Middle East Technical University. According to the gender the number of females and males were 170 and 78 respectively. To obtain necessary data for the study, the following measuring instruments were used: (1) Probability Achievement Test (PAT)
(2) Probability Misconception Test (PMT)
(3) Attitude toward Probability Teaching Scale (APTS)
(4) Attitude toward Probability Scale (APS). Only the third measuring instrument was developed and its reliability and validity was tested by the researcher. An interview was done with 12 preservice mathematics teachers from Gazi University, Hacettepe University, and Middle East Technical University. The data of the study were analyzed by using SPSS and with qualitative techniques. The results of the study demonstrated that there are some factors affecting preservice mathematics teachers&rsquo
decisions on probability teaching. These factors were their attitude toward probability, probability achievement and misconceptions. Subjects thought that gender would have no affect on their decision on probability teaching.
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Haddix, Marcelle M. "A Study of the Language Practices of Ethnolinguistic Minority Preservice Teachers." Thesis, Boston College, 2008. http://hdl.handle.net/2345/1951.
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Thesis advisor: Lisa Patel StevensIn this dissertation, I share findings generated from a year-long ethnographic and sociolinguistic study of the discursive practices of Black and Latina female preservice teachers, all nonstandard language and dialect speakers, across three settings: the university classroom, the practicum teaching classroom, and a social setting. The aim of the study was to examine how teacher education as a discursive space shapes the linguistic decisions of ethnolinguistic minority preservice teachers—individuals who speak varieties of languages and dialects that are deemed “less than” and “inferior to” dominant language varieties (e.g., African American Language (see Baugh, 1999; Smitherman, 1999); Spanish language varieties (e.g., Anzaldúa, 1987/1999; Zentella, 2004)), and accordingly, are granted lower status in American society (Lippi-Green, 2004). Guiding this inquiry was the understanding that through the study of language, it is possible to reveal the tacit theories and ideologies that persist within dominant spaces and the ways in which such ideologies affect the language choices that ethnolinguistic minority preservice teachers must make in order to acculturate a dominant teacher identity. I captured and examined transcripts of discursive practices evidenced through videotaped and audiotaped speech events, observations, interviews, and archival data (e.g., journal reflections, classroom assignments) using ethnographic research methods and critical discourse analysis (see Chouliaraki and Fairclough, 1999; Rogers, 2004c). My analysis of the data prompted implications for the field of teacher education and for the role of qualitative research methodologies in the study of language, discourse, and identity
Thesis (PhD) — Boston College, 2008
Submitted to: Boston College. Lynch School of Education
Discipline: Curriculum and Instruction
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Ozturk, Mehmet Emin. "Collaboration with Families: Perceptions of Special Education Preservice Teachers and Teacher Preparation." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7071.
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The purpose of this study was to explore the integration of family involvement in the courses and field experiences in an undergraduate special education program. This study also explored preservice teachers’ perceptions about what they learned in their program and the perceptions, and understandings of pre-service teachers regarding collaboration with families based on their past experiences with their families. This study used qualitative research methods to answer questions about perceptions of pre-service teachers’ perceptions of collaborating with families and the extent to which their perceptions are influenced by their own family backgrounds as well as their perceptions about what they learned in their program. In order to address the goals and related research questions of this study, the research design will be a descriptive case study. Interviews with six preservice teachers and two professors and document analysis used in this study as a source of data. Three themes emerged from the data. The themes are as follows: perceptions of preservice teachers about family-school collaboration, preservice teachers’ past experiences when they were at K-12 in terms of family involvement and teacher education program experiences of preservice teachers.
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Tse, Kwok Keung Ernest. "Preservice teacher planning : a study of the journey from learners to teachers." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5329.
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Swingen, Cynthia Carol. "Elementary preservice teachers' use of dialogic teaching." Thesis, Lewis and Clark College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665941.
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This instrumental, collective, targeted case study explores decisions elementary preservice teachers make with respect to culturally responsive teaching through the lens of dialogic teaching. Most candidates currently enrolled in elementary teacher education programs in the United States are young, white, and female. Meanwhile, the population of students in U.S. schools grows increasingly diverse, leading to a widening cultural gap between teachers and many of their students. Many preservice teachers opt not to use culturally responsive instructional strategies, particularly those related to communication, also known as dialogic teaching practices, despite research indicating such practices foster improved academic achievement for all students-but especially for students of color who are typically underserved in U.S. schools. Who the preservice teachers are when they enter teacher education programs, their experiences inside and outside of school, plus factors as broad as the context of schooling in the United States to as narrow as the impact of one particular student in a classroom, influence the choices a preservice teacher makes when faced with a lesson to teach, a room full of young children, and a ticking clock. Explicating decisions made by preservice teachers through direct classroom observations, followed by one-on-one interviews, provides a glimpse into factors promoting or inhibiting participants' use of dialogic teaching strategies. This study is part of the larger effort to support student discourse and teacher preparation through the use of one component of culturally responsive instruction as viewed through the lens of dialogic teaching, thus addressing the need to better serve all children in our nation's schools.
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Kile, Robert Steven. "Preconceptions of elementary and secondary preservice teachers." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186297.
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The purpose of this study was to explore the preconceptions of classroom teaching held by the preservice teacher education students participating in the study. Further, the preconceptions of students majoring in elementary education were compared and contrasted with students majoring in secondary education for similarities and differences in their preconceptions of classroom teaching. Lastly, the participants were further divided into subgroups of traditional and nontraditional students. The similarities and differences of those subgroups' preconceptions were also examined. The participants included twenty-two students in a required first semester teacher education course. The course content encompassed material that was non-grade level specific or teaching content specific. Qualitative data was collected through the students' written assignments, audio- and videotapes of class and teaching lab sessions, small group discussions, fieldnotes, and informal interviews. Analysis of the data was conducted using Glasser's (1967) constant comparative method. The study found both similarities and differences across the participants' subgroupings of elementary and secondary majors, as well as the subgroupings of traditional and nontraditional students. The study found that the participants held preconceptions of classroom teaching and that those views are used as orienting lenses toward their teacher education coursework and fieldwork experiences. The findings of this study indicate that preservice teacher education students' preconceptions examined at the beginning of their formal coursework may be a research strand worth pursuing in furthering our understandings of teacher education students' orientations to teaching. The study's final chapter offers suggestions for future teacher education research and teach education practices.
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Adeyemi, Cheryl Moremi Presmeg Norma C. "Semiotic chaining preservice teacher beliefs and instructional practices /." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172873.
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Thesis (Ph. D.)--Illinois State University, 2004.Title from title page screen, viewed November 17, 2005. Dissertation Committee: Norma C. Presmeg (chair), Cynthia W. Langrall, Edward S. Mooney. Includes bibliographical references (leaves 289-301) and abstract. Also available in print.
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Schwerdtfeger, Sara. "Elementary preservice teachers’ and elementary inservice teachers’ knowledge of mathematical modeling." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/35730.
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Doctor of PhilosophyCurriculum and Instruction Programs
Sherri L. Martinie
This study examined the differences in knowledge of mathematical modeling between a group of elementary preservice teachers and a group of elementary inservice teachers. Mathematical modeling has recently come to the forefront of elementary mathematics classrooms because of the call to add mathematical modeling tasks in mathematics classes through the Common Core State Standards (NGACBP & CCSS, 2010). According to Ellis and Berry (2005), the recommendation for teachers to think differently about teaching mathematics includes more comprehensive knowledge of mathematics continuing beyond rote facts, skills, and procedures. Although preservice teachers and inservice teachers vary in teaching experience, their knowledge in mathematical modeling may be similar as, quite possibly, neither had explicit instruction during their elementary education programs. In learning and teaching mathematics, the modeling approach can be useful by directing the focus on creating generalizable and reusable relations rather than solving a particular problem (Doerr & English, 2003). This survey research, tailored design method employed a brief online survey to a convenience sample of preservice and inservice elementary teachers to gain information about their knowledge of mathematical modeling in the elementary school classroom. For the purposes of this research, the definition of mathematical modeling was applying mathematics to real world problems with the purpose of understanding the problem. This study used non-experimental, survey research to determine if there was a statistical significant difference between preservice teachers’ and inservice teachers’ knowledge of mathematical modeling. Independent t-tests were used to determine there was no statistical significant difference in elementary preservice teachers and elementary inservice teachers knowledge of mathematical modeling. Another aspect of this research was to determine if any variables were able to predict the preservice or inservice teachers’ knowledge of mathematical modeling. Multiple regression was used to determine the variables of years of teaching experience, grade level currently taught, or type of school in which teaching occurs did not have any predictor aspects of knowledge of mathematical modeling. ANOVA was used to determine there was no relationship between preservice and inservice teachers’ perceived knowledge of mathematical modeling and their actual knowledge of mathematical modeling
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Hayata, Carole Anne. "The Development of Algebraic Reasoning in Undergraduate Elementary Preservice Teachers." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc177211/.
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Although studies of teacher preparation programs have documented positive changes in mathematical knowledge for teaching with preservice teachers in mathematics content courses, this study focused on the impact of a mathematics methods course and follow-up student teaching assignment. The presumption was that preservice teachers would show growth in their mathematical knowledge during methods since the course was structured around active participation in mathematics, research-based pedagogy, and was concurrent with a two-day-per-week field experience in a local elementary school. Survey instruments utilized the computer adaptive test version of the Mathematical Knowledge for Teaching (MKT) measures from the Learning Mathematics for Teaching Project, and the Attitudes and Beliefs (towards mathematics) survey from the Mathematical Education of Elementary Teachers Project. A piecewise growth model analysis was conducted on data collected from 176 participants at 5 time-points (methods, 3 time-points; student teaching, 2 time-points) over a 9 month period. Although the participants' demographics were typical of U.S. undergraduate preservice teachers, findings suggest that initial low-level of mathematical knowledge, and a deep-rooted belief that there is only one way to solve mathematics problems, limited the impact of the methods and student teaching courses. The results from this study indicate that in (a) number sense, there was no significant change during methods (p = .392), but a significant decrease during student teaching (p < .001), and in (b) algebraic thinking, there was a significant decrease during methods (p < .001), but no significant change during student teaching (p = .653). Recommendations include that the minimum teacher preparation program entry requirements for mathematical knowledge be raised and that new teachers participate in continued professional development emphasizing both mathematical content knowledge and reform-based pedagogy to continue to peel away deep-rooted beliefs towards mathematics.
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Soldat, Christopher Scott Yager Robert Eugene. "Investigating the impact of a preservice program on beliefs about science teaching and learning." Iowa City : University of Iowa, 2009. http://ir.uiowa.edu/etd/438.
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MARKS, MELISSA J. "FROM COURSEWORK TO CLASSROOM: A QUALITATIVE STUDY ON THE INFLUENCE OF PRESERVICE SOCIALIZATION." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022625173.
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Somayajulu, Ravi B. "Building Pre-Service Teacher’s Mathematical Knowledge for Teaching of High School Geometry." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1348805530.
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Deng, Liping. "Cultivating blog-supported learning communities of preservice teachers." Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B43762281.
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Trevallion, Deborah Lee. "A Case Study Analysis of Preservice Technology Education Students’ Professional Identity Transition." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/365952.
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This thesis investigates the factors that shape the professional identity of preservice Technology Education (TE) students who are transitioning from trade and technical workplaces to university in order to become secondary TE teachers. During the period that this research was undertaken, TE underwent major curriculum changes and this succession of curriculum change generated high levels of tension and confusion in TE (Seemann, 2003), resulting in a change in identity for secondary TE teachers (Harfield, 2014; Williams, 2012) and a resistance to further TE curriculum changes (Howard & Mozejko, 2015). As such, the challenges associated with professional identity development must be addressed to enable the effective transition of a preservice TE student to a TE teacher. This study focuses on the professional identity changes required to support the modifications to the TE curriculum and seeks to identify a way to promote professional identity transition.
This study utilises six case studies. The data was collected during the first semester of preservice teachers study in a TE Foundation course. The data was collected through entry folios that were compiled to gain entry into the Initial Teacher Education (ITE) programme, entry and exit concept maps, and observation of authentic activity, online reflective journaling, and semi-formal interviews. The use of multiple case studies allowed both micro and macro data analysis to discern similarities and differences in the results across all participants involved (Creswell, 2009). A comprehensive cross-case analysis enabled an in-depth comparison to be conducted.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Arts, Education and Law
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Taylor, Dawn Miller. "Perspectives of teacher education graduates about their cooperating teachers during preservice placements." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0928104-230027/unrestricted/TaylorD102704f.pdf.
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Thesis (Ed.D.)--East Tennessee State University, 2004.Title from electronic submission form. ETSU ETD database URN: etd-0928104-230027 Includes bibliographical references. Also available via Internet at the UMI web site.
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Kirby, Benjamin S. "An Investigation of Preservice Teachers' Understanding of Buoyancy." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849786/.
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The purpose of this study was to examine the conceptual understandings of 55 elementary preservice teachers for the concept of buoyancy. This study used Ausubel’s Assimilation Theory (Ausubel, 1963) as a framework for a 15-week intervention that used pre/post concept maps (Cmaps), pre/post face-to-face semi-structured interviews, and drawings as evidences for change of formation of cognitive structures. Using a convergent parallel design and mixed methods approach, preservice teachers’ conceptions were analyzed using these evidences. Results of the study show that preservice teachers held both scientific conceptions and misconceptions about buoyancy as a force before and after an instructional intervention. Of importance were the existence of robust misconceptions about buoyancy that included inaccurate scientific knowledge about the foundational concepts of gravity, weight, mass, and density. The largest gains in scientific knowledge included the concepts of gravity, surface area, opposing forces, and the buoyant force. These concepts were consistently supported with evidence from post-concept maps, post, semi-structured interviews, and drawings. However, high frequencies of misconceptions were associated with these same aforementioned concepts as well as additional misconceptions about buoyancy-related concepts (i.e., weight, density, displacement, and sinking/floating). A paired t test showed a statistically significant difference (t = -3.504, p = .001) in the total number of scientifically correct concepts for the pre-concept maps (M = 0.51, SD = .879) and post-concept maps (M = 1.25, SD = 1.542). The Cohen’s d effect size was small, .47. Even through gains for the pre/post concept maps were noted, a qualitative analysis of the results indicated that not only were there serious gaps in the participant’s scientific understanding of buoyancy, after the instructional intervention an increased number of misconceptions were presented alongside the newly learned concepts. A paired t test examining misconceptions showed that there was a statistically significant difference (t = -3.160, p = .003) in the total number of misconceptions for the pre-concept maps (M = 2.709, SD = 1.449) and post-concept maps (M = 3.363, SD = 2.094) after the intervention. The Cohen’s d effect size was small, .43. Taken together, these results revealed that, in general, the preservice teachers had understandings of buoyancy that align with children in preschool and elementary school (Biddulph and Osborne, 1983; Grimellini-Tomasini et al., 1990; Halford, Brown & Thompson, 1986; Hsin and Wu, 2011; Kohn, 1993; Rappolt-Schlichtmann et al., 2007; Yin et al., 2008). Based on these findings, implications for this study suggest that elementary preservice teacher candidates should be carefully screened to ensure they have mastered foundational scientific knowledge that they are expected to teach to children. As such knowledge is a prerequisite to the development of pedagogical content knowledge, it is unlikely that large numbers of robust misconceptions will be significantly reduced or eliminated during a science methods course that is designed to focus on pedagogical content knowledge.
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Wiggins, Joy L. "Constructions of preservice teachers' biographies mediations of a sociopolitical text /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1116983428.
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