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Abdullah, Amal. "Examining Pre-Service Teachers' Understanding of Multicultural Education". University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1279222553.
Pełny tekst źródłaGrych, Diane Smith. "The Role of In-Service Teachers in Pre-service Teacher Preparation for Multicultural Education". Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3632872.
Pełny tekst źródłaThe U.S. population is rapidly diversifying, with the expectation that culturally diverse groups—including students—will outnumber European Americans by the year 2050. In contrast, public school teachers are expected to remain largely middle class, female, and Caucasian. Most multicultural education research has focused on cultural diversity in urban education settings. However, a gap in the literature has existed regarding student diversity and teachers' culturally responsive teaching in predominantly rural areas. In this study, Appalachian elementary school teachers shared their perspectives and experiences on effective multicultural teaching. An important gap has been bridged by using a 3-part theoretical framework, based on critical reflection, scaffolding, and perspective taking, related to the main research questions regarding (a) the qualities and experiences that in-service public school teachers possess that allow them to effectively teach students from a variety of backgrounds, and (b) what in-service teachers suggest for improving teacher preparation to meet the challenges of cultural diversity in schools. A qualitative, phenomenological approach anchored in a constructivist paradigm was used to gather voice data via a digital voice recorder from 8 participants. Semi structured, open-ended interviews were conducted to collect the data, followed by transcription and analysis. Data analysis resulted in the discovery of 5 themes related to the research questions and revealed mapping onto the conceptual framework. Social change implications can result in improved teacher education programs in rural areas and can enhance collaboration with professional development schools to improve pre-service teacher preparation for teaching diverse students.
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.
Pełny tekst źródłaSemiz, Kivanc. "Pre-service Physical Education Teachers". Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613439/index.pdf.
Pełny tekst źródłaTPACK&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.
Grych, Diane Smith. "The Role of In-Service Teachers in Pre-service Teacher Preparation for Multicultural Education". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1146.
Pełny tekst źródłaNaylor, 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.
Pełny tekst źródłaZhen, 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.
Pełny tekst źródłaCullen, 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.
Pełny tekst źródłaCampbell, Sally Ann. "Ariadne's thread: Pre-service teachers, stories and identities in teacher education". Diss., Connect to online resource, 2005. http://wwwlib.umi.com/dissertations/fullcit/3178328.
Pełny tekst źródłaUnal, Nilufer. "Pre-service Teachers". Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609963/index.pdf.
Pełny tekst źródłafemales 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.
Pedro, Joan Yvonne. "Reflection in Teacher Education: Exploring Pre-Service Teachers' Meanings of Reflective Practice". Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/28196.
Pełny tekst źródłaPh. D.
Rosemartin, Dennis Sanchez. "The Institutionalization of Environmental Education in Pre-service Teacher Preparation Programs". Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556869.
Pełny tekst źródłaLandauer, Christopher N. "Social Justice and its Role in Pre-service Teacher Education". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1554886661644444.
Pełny tekst źródłaFritschi, 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.
Pełny tekst źródłaAdditional 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).
Prickett, Robert G. "Pre-service teachers and media: Past experiences and present practices". Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/29594.
Pełny tekst źródłaPh. D.
Cihangir, Cihan Gulin. "Investigating Pre-service Science Teachers". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611596/index.pdf.
Pełny tekst źródłaprocesses 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.
Darweesh, Ali Hussain. "The Enameling Arts in Kuwaiti Pre-service Art Teacher Education". Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28410/.
Pełny tekst źródłaAyan, Didem. "Promoting Efl Pre-service Teachers". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/2/12611554/index.pdf.
Pełny tekst źródłas 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.
Adibelli, Elif. "Investigating Pre-service Science Teachers". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611624/index.pdf.
Pełny tekst źródła(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.
Eryilmaz, Aysegul. "Development In Secondary Pre-service Mathematics Teachers". Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606075/index.pdf.
Pełny tekst źródłabeliefs 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.
Brooks, Sean M. "Urban High School Educators' Perceptions of Pre-Service and In-Service Conflict Resolution and Violence Prevention Education". Thesis, Walden University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747045.
Pełny tekst źródłaStudies have shown that conflict resolution and violence prevention education may be lacking within school-based environments. There is a gap in the literature regarding pre-service and in-service conflict resolution and violence prevention education for urban high school educators. The purpose of the study was to understand the experiences and perceptions of urban high school educators’ pre-service and in-service conflict resolution and violence prevention education, and the student health-related antecedents that contribute to both. Utilizing a case study methodology, this study emphasized the diverse geographic locations of urban high school educators’ pre-service institutions and the perceptions of their pre-service and in-service education regarding 5 student health-related antecedents to conflict and violence in school. Data collection included individual audio-recorded interviews and a follow-up focus group. Data was analyzed by participant’s responses to interview questions that aligned with research questions. Data was then coded, cross-coded, and triangulated to generate themes. The results indicated that pre-service teacher education programs are not addressing conflict resolution and violence prevention in schools among pre-service teachers. Further, study findings indicate that teachers and administrators are currently experiencing student health-related antecedents to conflict and violence in school. Research findings also indicated that in-service training is failing to address these critical issues. This study could impact positive social change by implementing relevant and innovative education within pre-service and in-service educator training to address school-level violence.
Karaduman, Muhammet Ali. "Pre-service Teachers'". Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613974/index.pdf.
Pełny tekst źródłas (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.
Nivens, Ryan Andrew. "Content Knowledge of Elementary Pre-Service Teachers". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/238.
Pełny tekst źródłaMarco-Bujosa, Lisa M. "Becoming an Urban Science Teacher: Beginning Teachers Negotiating Their Identities From Pre-service to In-service Teaching". Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107923.
Pełny tekst źródłaTeacher attrition rates are high in urban schools, particularly for new teachers and science and math teachers compared to other subjects (Ingersoll & May, 2012). Research indicates teachers who remain committed to teaching in high-need schools are unique; they tend to identify not just as teachers, but as teachers devoted to the mission of social justice and working with underserved students (Moore, 2008). Teacher education programs have an important role to play in the preparation of teachers within this social justice framework (Picower, 2012a). But, the transition from university preparation to in-service teaching is difficult (Beauchamp & Thomas, 2011), particularly for science teachers who encounter contradictory contexts in urban schools that undermine the pedagogical practices and mindsets learned in preparation (e.g. Rodriguez, 2015). However, little research has addressed how science teachers can be prepared to effectively bridge the divide between preparation and urban teaching. This dissertation utilizes the theoretical frameworks of identity (Gee, 2000) and agency (Archer, 2007) to address this gap in the literature. I employed a case study methodology of one cohort of four teachers from the Science Educators for Urban Schools (SEUS) program at Boston College, which serves as a critical case of an effective preparation program for urban science educators (Yin, 2013). Data, primarily interviews, surveys, and written reflections, were collected from study participants during preparation and their first year of teaching. The findings indicate the SEUS Scholars expressed a student-centered, inquiry-oriented approach to teaching science for social justice. While the SEUS Scholars struggled to implement their ideal science instruction as first year teachers given the contradictory contexts of urban schools, the social justice ideology of the pre-service program shaped their professional identity and feelings of agency. These findings illuminate the role of teacher preparation to support the development of: 1) a strong educational philosophy grounding their pedagogical approach to science teaching, and 2) pedagogical context knowledge to effectively navigate urban schools
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Perry, Robin K. "Influences of co-teaching in student teaching on pre-service teachers' teacher efficacy". Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/7.
Pełny tekst źródłaGovinda, Ishwar Lingam, i n/a. "Teacher preparation for the world of work: a study of pre-service primary teacher education in Fiji". Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20041021.131036.
Pełny tekst źródłaGovinda, Ishwar Lingam. "Teacher preparation for the world of work: a study of pre-service primary teacher education in Fiji". Thesis, Griffith University, 2004. http://hdl.handle.net/10072/366112.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Curriculum, Teaching and Learning
Full Text
Vitelli, Edward M. "Universal Design for Learning and Pre-Service General Education Teacher Preparation". Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592441.
Pełny tekst źródłaStudents diagnosed with disabilities are increasingly educated in inclusive settings. Despite this shift, general education teachers typically do not receive adequate preparation for working with these populations. Such deficiencies in preparation have lasting negative consequences for students with disabilities, particularly with regard to education and employment outcomes.
Universal Design for Learning (UDL) is an approach to curriculum development and instruction that is targeted toward providing all students, regardless of any distinguishing characteristic, with an opportunity to learn. As such, UDL appears particularly well suited for inclusive settings. An emerging body of research suggests that UDL-based instruction fosters improved learning outcomes for students with and without disabilities. Recent federal education policies, particularly the Higher Education Opportunity Act of 2008, have encouraged general education teacher preparation programs to provide instruction on UDL.
The purpose of this study is to examine the extent to which faculty members of college and university-based teacher preparation programs perceive that the instruction of UDL has been incorporated into their general education teacher preparation courses. Areas of the framework that are typically taught by faculty members, as well as barriers to the incorporation of the framework, are also examined. An online survey was administered to general education faculty of programs that were recipients of Teacher Quality Partnership Grants for Pre-Baccalaureate Preparation of Teachers (TQP grants). These grants are awarded to programs that are expected to prepare educators to understand teaching research and practices that are consistent with the UDL framework.
The data collected indicate that UDL is being taught in a wider range of programs and states than previously documented. However, the depth of this penetration appears limited; the survey results suggest that awareness and instruction of the framework were modest for programs with TQP grants. Among faculty who do teach UDL, nearly all address all three UDL principles. At least two-thirds provide instruction on seven of the nine associated guidelines. Several barriers to instruction were identified, including a lack of awareness and—among those aware of it—insufficient knowledge of the framework. Recommendations for future research are also discussed.
Ozturk, Nilay. "Investigating Pre-service Science Teachers". Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613705/index.pdf.
Pełny tekst źródłainformal 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.
Jin, Huifen. "Teacher educators’ and pre-service teachers’ preparedness to use ICT: a Western Australian perspective". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2269.
Pełny tekst źródłaBuyukyavuz, Oya. "Turkish EFL teachers' perceptions of their current English skills and their pre-service teacher education". Connect to resource, 1999. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1242745293.
Pełny tekst źródłaFlores, Brian M. "PRE-SERVICE TEACHER MICRO-HEGEMONIC CONSTRUCTION OF LITERACY TEACHER IDENTITY". Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7288.
Pełny tekst źródłaYan, Bing. "The development of assessment literacy in Chinese pre-service primary teachers". Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/11.
Pełny tekst źródłaIhnat, Elisabet. "Solutions for Bullying: A Workshop for Pre-service Teachers". Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20344.
Pełny tekst źródłaHeaney, Sally. "Change in initial teacher education : a case study". Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361384.
Pełny tekst źródłaGelfuso, Andrea M. "Insights Into Reflection and Pre-service Teacher Education: An Hermeneutic Phenomenology". Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4894.
Pełny tekst źródłaUzan, Erol. "Secondary Mathematics Pre-Service Teachers' Processes of Selection and Integration of Technology". Thesis, Indiana University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10690455.
Pełny tekst źródłaThis study investigated secondary mathematics pre-service teachers’ (PSTs) knowledge of resources in terms of digital technologies, and explored the processes of both selection and integration of technology into their lesson plans. This study employed a case study design. Participants were six secondary mathematics PSTs who enrolled in a methods course. Data sources included technology portfolios submitted as a requirement in the methods course and semi-structured interviews. The types of digital technologies were classified either conveyance technologies which are used to convey information or cognitive technologies which enable users to perform mathematical actions and receive immediate feedback (Dick & Hollebrand, 2011). Each task in these lesson plans was evaluated by using the Task Analysis Guide (Stein, Smith, Henningsen, & Silver, 2009). Finally, the intended way of technology use was identified whether as amplifier which enables students to accomplish a task more efficiently and accurately or as recognizer which transforms students’ actions and enables them to reorganize their thinking (Pea, 1985).
The findings indicated that the PSTs’ technology knowledge was limited in terms of the content. It was clear that these PSTs’ technology knowledge, the capability of technology, ease of use, availability of technology in the context, students’ familiarity with technology, and appropriateness of technology to meet the learning objectives were the most important factors influencing their technology selection and integration. Furthermore, the findings exhibited that the PSTs preferred to build their lesson around with a high cognitive level tasks which were either doing mathematics or procedures with connections and their intended way of technology use in these tasks was identified as either an amplifier or a reorganizer. In general, the findings also revealed that when the level of cognitive demand of the selected task was doing mathematics, the intended way of the technology use in these tasks were as reorganizer.
Herold, Frank. "The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme". Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/13618.
Pełny tekst źródłaYbos, Cynthia. "Barely There Tales: A Phenomenological Study of Stories Told by Pre-service Teachers". ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1240.
Pełny tekst źródłaSomayajulu, 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.
Pełny tekst źródłaTam, Mehtap. "Analysis Of Issues Related To Education Of Pre-service Physics Teachers In Turkey". Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607743/index.pdf.
Pełny tekst źródła(1) Problems occurred before entering Physics Teacher Education Program, (2) Problems occurred during Physics Teacher Education Program, and (3) Problems occurred after graduation from Physics Teacher Education Program. Three questionnaires
Pre-service Physics Teacher Questionnaire-1 (PPTQ-1), Pre-service Physics Teacher Questionnaire-2 (PPTQ-2), and Lecturers Questionnaire (LQ) were developed to get information about opinions of the pre-service physics teachers and the lecturers on problems of physics teacher education. The research was conducted on 245 the pre-service physics teachers in 5 years, 297 the pre-service physics teachers in 4+1.5 years, and 85 lecturers in Physics Teacher Education Programs in 2005-2006 spring semesters. The data obtained from the administration of the measuring instruments were analysed by using Ms-Excel and SPSS programs. Results of the statistical analyses indicated that the pre-service physics teachers and the lecturers think that
the pre-service physics teachers do not come to 5 years Physics Teacher Education Program willingly and consciously
characteristics which are important and necessary to be a good physics teacher can not be measured with university entrance exam
Physics Teacher Education Programs can not cause the pre-service teachers to gain the efficiencies in physics subject matter knowledge, general pedagogical knowledge, and general knowledge which are determined by Ministry of National Education completely
increasing the period of Physics Teacher Education Program do not supplement better qualified physics teachers in Turkey
quantity and quality of the lecturers in Physics Teacher Education Program are not sufficient
and Public Personnel Selection Exam can not measure whether the pre-service physics teachers have characteristics of a good physics teacher or not.
Theaker, Sherri L. "Pre-service Teachers Attitudes Toward Integration: Does a Student Teacher Placement in an Integrated Classroom Make a Difference?" Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1210193393.
Pełny tekst źródłaPoole, Cynthia. "Global Perspectives of Pre-Service Teachers: A Comparative Study". Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6341.
Pełny tekst źródłaPh.D.
Doctorate
Education and Human Performance
Education; Social Science Education Track
Accurso, Jenilee F. "Training Pre-Service Teachers Key Components of the Response to Intervention Model: Effectiveness and Evaluation". The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1619199512062938.
Pełny tekst źródłaTorsney, Benjamin M. "MOTIVATIONAL CHARACTERISTICS OF K-12 TEACHERS: DETERMINING THE VALUES THAT INFLUENCE PRE-SERVICE TEACHERS’ DECISION TO TEACH". Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/389371.
Pełny tekst źródłaPh.D.
This study examined the motivations pre-service teachers possess as they progress though a teacher education program. Using Watt and Richardson’s (2007) Factors Influencing Teaching Choice (FIT-Choice) model as the theoretical underpinnings, the following research questions set the foundation for this study: 1) Do pre-service teachers’ motivation to pursue a teaching career change over the course of a teacher education program, and 2) Is there a relationship between pre-service teachers’ values and their satisfaction with their choice to pursue a teaching career? Quantitative results indicate significant drops in motivation from students’ Freshman/Sophomore year to students’ Graduate year. Qualitative results demonstrated a greater frequency of responses for social utility values, intrinsic motivation, positive prior teaching and learning experiences, career development aspirations, and epistemic values.
Temple University--Theses
Sulaiman, Nor 'Ain binti. "An investigation of student teacher development in pre-service English language teacher education in Malaysia". Thesis, University of Glasgow, 2019. http://theses.gla.ac.uk/41058/.
Pełny tekst źródłaAl-Smadi, Yahya. "Evaluation of the 'class-teacher' pre-service teacher education programme at the University of Jordan". Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287157.
Pełny tekst źródłaUusimaki, Sirkka-Liisa Marjatta. "Pre-service teacher education and the development of middle school teacher identity : an exploratory study". Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/34438/1/Sirkka-Liisa_Uusimaki_Thesis.pdf.
Pełny tekst źródłaCarpenter, Christopher W. "Perspective Differences of Teacher Leadership in Teacher Education Undergraduate Curriculum: A Comparative Analysis of Pre-Service Physical Education Majors and Other Content Areas". Akron, OH : University of Akron, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1239340166.
Pełny tekst źródła"May, 2009." Title from electronic thesis title page (viewed 9/30/2009) Advisor, Sean Cai; Co-Advisors, Sharon Kruse, Alan Kornspan; Department Chair, Victor Pinheiro; Dean of the College, Cynthia Flynn Capers; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
Arroyo, Kimberly A. "Perceptions of pre-service teachers regarding the Response-to-Intervention model". Thesis, Alfred University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619926.
Pełny tekst źródłaA Response-to-Intervention (RTI) model of educational service delivery is a multi-tiered, preventative approach designed to meet the educational and behavioral needs of all learners. While the New York State (NYS) Department of Education has mandated the use of this model in grades K–4, the extent to which RTI competencies are taught within teacher training programs is unclear. Therefore, examination of pre-service teachers' perceptions of RTI knowledge and skills, as well as their perceptions about the amount of focus on RTI skills within training programs was conducted. Participants were recruited from NYS-approved undergraduate teacher training programs leading to certification birth to grade six. Results indicated that pre-service teachers hold a positive view of the RTI model. More specifically, respondents reported high levels of self-confidence in consultation and collaboration skills, combined with moderate levels of self-confidence in teaching and intervention skills. Assessment and data-based decision making skills, including interpretation of universal screening and progress monitoring data, identification of reading skill deficits, and selection of interventions were rated the lowest. Respondents rated higher levels of self-confidence related to the use of general teaching principles compared to knowledge of reading development or the selection and implementation of interventions for at-risk learners. Additionally, participants from TEAC-accredited programs reported significantly higher perceptions about the RTI model than those from NCATE-accredited programs. Lastly, participants seeking a dual certification (i.e., general and special education) reported receiving significantly greater focus on RTI concepts within the training program than respondents enrolled in programs leading to only general or special education certification. Implications for research and practice are provided.