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1
Unal, Nilufer. "Pre-service Teachers". Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609963/index.pdf.
Pełny tekst źródłaStreszczenie:
The purpose of this study is to examine Tukish pre-service teachers perceptions
about global versus local environmental issues and determine gender and major
effect on their perceptions of global and local environmental issues. The
information will be collected from Elementary Education pre-service teachers from
Middle East Technical University. Their concerns and attitudes toward 9 global
and 5 local environmental issues will be measured by using a survey questionnaire.
The questionnaire has been adopted from the one originally used by Duan and
Fortner (2005). The local issues were selected according to report about the major
environmental problems declared by the Ministry of Environment and Foresty of
Turkey and the global issues were kept same as the original questionnaire. The
results of the study were analysed by means of descriptive and inferential statistics.
The results revealed that elementary education pre-service teachers mostly gave
more importance to global environmental issuesfemales 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.
2
Senler, Burcu. "Pre-service Science Teachers". Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613270/index.pdf.
Pełny tekst źródłaStreszczenie:
The aim of this study was to examine the relationships among pre-service science teachers&rsquopersonality, self-regulation, and teaching self-efficacy by proposing and testing a comprehensive conceptual model. In the model, it was hypothesized that personality traits are directly linked to pre-service science teachers&rsquo
self-efficacy and academic self-regulation, and pre-service science teachers&rsquo
academic self-regulation is directly related to their self-efficacy. A total of 1794 pre-service science teachers (876 males and 905 females) from 27 education faculty partic ipated in the study. Self-efficacy (i.e. self-efficacy for student engagement, for instructional strategies, and for classroom management), academic self-regulation (i.e. achievement goals, task value, control of learning beliefs, test anxiety, metacognitive self-regulation, effort regulation, and peer learning), and personality trait (i.e. Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness) were assessed by self-report instruments. The results of the path analysis revealed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies were positively linked to different dimensions of self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of academic self-regulation and self-efficacy, openness was found to be negatively linked to these adaptive outcomes.
3
Cakir, Birgul. "Pre-service Science Teachers". Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613688/index.pdf.
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Based on the importance place of metacognition in education, the current study aimed to investigate whether the embedded metacognitive prompts in the manual lead a change in PSTs&rsquometacognitive knowledge and metacognitive skills. Throught 2009-2010 Fall semester, the data were collected from pre-service science teachers (PSTs) who enrolled in the Laboratory Applications in Science Education course. The course was offered as a must course in Elementary Science Education programme in one of the biggest universites in Ankara. The method selected for the study was mix method. Both quantitative and qualitative data were collected and analyzed. Quantitative data was collected from 28 PSTs and qualitative data was collected from 7 PSTs who were the members of the researcher&rsquo
s group. In accordance with the purpose of the current study, descriptive statistics and independent samples t-test was conducted for quantitative data. In terms of qualitative part, the study was case study and interviews which were conducted before and after the course were analyzed to observe the change of PSTs&rsquo
metacognition. The result of the study revealed that before the course most of the PSTs did not report metacognitive skills. After the course it was observed that their metacognitive skills were developed. Among metacognitive skills, the most reported skill was monitoring skill after the course. It can be concluded from the study that metacognitive prompts embedded into the manual provided a metacognitively learning environment and a development in PSTs&rsquo
metacognition.
4
Yilmaz, Simge. "Pre-service And In-service Preschool Teachers". Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613025/index.pdf.
Pełny tekst źródłaStreszczenie:
This research aimed at investigating pre-service and in-service preschool teachers&rsquoviews regarding creativity in early childhood education by determining similarities and/or differences among their views. The data of the study was gathered from 10 pre-service and 11 in-service teachers by asking their views about creativity in early childhood education. This study has been realized by the qualitative research method and the data was gathered through a type of interview, namely focus group technique. The seven basic interview questions developed by Aslan &
Cansever (2009) for primary school teachers were rephrased considering early childhood education context. In the data analysis procedure, four basic themes were constituted: &ldquo
teachers'
views on creativity&rdquo
, &ldquo
teachers'
views on creative people&rdquo
, &ldquo
teachers&rsquo
views on the importance of creativity in early childhood education&rdquo
, and &ldquo
teachers&rsquo
views on the obstacles to creativity in early childhood education&rdquo
. The results demonstrated that although every participant had their own creativity definitions, they agreed on some common ideas about creativity. The participants were aware of the value of creativity in preschool education and they stated that they prepare and implement creative activities to nurture children&rsquo
s creativity as well as stating that there are many obstacles to achieve this goal. They indicated that these obstacles are mostly based on school administrators, teachers, and parents. Moreover, it was concluded that the most striking difference between pre-service and in-service early childhood teachers&rsquo
views was the fact that unlike in-service teachers, only the pre-service teachers gave some recommendations to tackle with the obstacles to children&rsquo
s creativity.
5
Ayan, Didem. "Promoting Efl Pre-service Teachers". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/2/12611554/index.pdf.
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The purpose of this study was to investigate the role of electronic portfolio building in development of self-directed learning by fostering reflective thinking through electronic journals and by compelling individual to take responsibility and control of one&rsquos 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.
6
Cihangir, Cihan Gulin. "Investigating Pre-service Science Teachers". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611596/index.pdf.
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Based on the importance of implementing effective environmental education has been asserted to a sustainable solution to the environmental problems, this study aimed to (1) investigate the pre-service science teachers&rsquoprocesses 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.
7
Adibelli, Elif. "Investigating Pre-service Science Teachers". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611624/index.pdf.
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The main purpose of this study was to determine preservice science teachers&rsquo(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.
8
Kurt, Gonul. "Pre-service Elementary Mathematics Teachers". Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612740/index.pdf.
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The current study seeks to investigate pre-service elementary mathematics teachers&rsquo(PEMTs&rsquo
) self-regulated learning (SRL) strategies within the context of their teaching practices in the field work. It was aimed to explore the SRL processes and strategies of four PEMTs while preparing mathematics lessons at their practice schools. In addition to PEMTs&rsquo
SRL strategies, the changes and adaptations through their teaching practices and reasons of those changes were also examined in the study. In total 22 pre-interviews and 22 post-interviews were made through the study. Observations were also performed for each teaching practice. Besides observations, PEMTs&rsquo
end of semester reflection papers in the context of Teaching Practice course were examined in the study. In addition to those multiple data sources, initial interviews representing detailed information about the participants were also analyzed. The overall data were analyzed by using the SRL framework combined and adapted from Zimmerman&rsquo
s and Pintrich&rsquo
s SRL models. The findings of the pre-interviews revealed that PEMTs began with a &lsquo
lesson planning process&rsquo
reflecting the forethought phase. This phase included searching resources, arranging and organizing the available sources, asking for help and feedback when needed, mental planning of the lesson, and setting goals for the teaching session. These strategies were considered as cognitive self-regulation strategies. In addition to cognitive SRL strategies, motivational factors such as self-efficacy, perception of task, and intrinsic interest were appeared in the study. Post-interviews reflecting the self-reflection phase revealed that PEMTs had a self-evaluation process covering various issues for their teaching sessions as a final step through the study. Finally, it was seen that contextual issues related to teaching practice played a substantial role in PEMTs&rsquo
SRL strategies.
9
Kaplan, Merve. "Pre-service Elementary Mathematics Teachers". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12613176/index.pdf.
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Mathematics education could and should benefit from technology in order to improve teaching and learning, particularly in topics where visualizations and connections to other concepts are needed. Handheld technologies such as graphing calculators can provide students with visualization, confirmation and exploration of problems and concepts they are learning. Handheld graphing technologies have been taken place widely in elementary and secondary level mathematics courses and considered to be beneficial in various means in mathematics education. Mathematics teachers have a crucial role in the use of GCs in mathematics classrooms. Therefore, pre-service teachers&rsquouse of GCs and their views on the use of the tool in mathematics learning are considered to be valuable. The purpose of this study was to investigate the difficulties pre-service elementary mathematics teachers face, and the benefits and constraints they emphasize while learning elementary school algebra through using the Casio Classpad after receiving an instruction with graphing calculators. The graphing calculator used in the present study is the Casio Classpad 330, which is an evolved handheld device combining features of graphing calculators, dynamic geometry environment, computer algebra systems and more. The following two research problems guided the study: What are the difficulties do pre-service elementary mathematics teachers face while using Classpad in learning elementary school algebra after receiving an instruction with graphing calculators? What benefits and constraints do pre-service elementary mathematics teachers emphasize while learning elementary school algebra through using Classpad after receiving an instruction with graphing calculators? With the aim of investigating the views of a group of pre-service elementary mathematics teachers, qualitative research strategies were used. The data was collected and analyzed by means of a case study design. Classroom observations, a questionnaire, and focus group interviews were the main data sources of the existing study. The study was carried out with 21 pre-service elementary mathematics teachers. In the classroom studies elementary level algebra was taught to the participants with the use of Classpad as a main tool by giving one tool to each of the participants. Classroom observations ended in five weeks &ndash
20 courses &ndash
including one week of a training period. After the classroom observations, participants filled out a questionnaire including five open-ended questions about the classroom studies. Finally, data collection procedure was ended with three focus group interviews. The data was analyzed with qualitative means by transcribing and analyzing the observation records, answers of the questionnaire, and records of the three interviews. Results revealed that pre-service teachers&rsquo
view Classpad in three categories
as a personal tool, as an educational tool, and the relationship between CP and motivation. They viewed CP as a personal tool that they were eager to use the tool in every level of mathematics from elementary to mastering degrees. As an educational tool, they preferred to use the tool as a teacher by giving some cautions that teachers and students should be careful with. Lastly, they considered that the tool has a positive effect on motivation when used appropriately. Pre-service elementary mathematics teachers faced some difficulties in the beginning courses of the classroom studies which was their learning period of how to use CP and they overcome most of the difficulties at the end of the classroom studies. As the new elementary school level mathematics curriculum encourages the use of various technologies in teaching and learning of mathematics, the results of this study will have useful implications for mathematics teachers and curriculum developers.
10
Semiz, Kivanc. "Pre-service Physical Education Teachers". Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613439/index.pdf.
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The purposes of this study were (1) to identify the Technological Pedagogical Content Knowledge (TPACK), Technology Integration Self Efficacy (TISE) and Instructional Technology Outcome Expectations (ITOE) of pre-service physical education teachers, (2) to examine the relationships among &ldquoTPACK&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.
11
Ozturk, Nilay. "Investigating Pre-service Science Teachers". Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613705/index.pdf.
Pełny tekst źródłaStreszczenie:
The aims of the present study were to investigate the relationship among preservice science teachers&rsquoinformal 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.
12
Savas, Meltem. "Investigating Pre-service Science Teachers". Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613819/index.pdf.
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The purpose of this study was to investigate the preservice science teachers&rsquoperceived technological pedagogical content knowledge (TPACK) on genetics. More specifically, the purpose was to examine the relationships among the components of TPACK and genetics knowledge of the preservice science teachers. Moreover, findings the effect of the demographic information on perceived TPACK was also aimed. This study was conducted with preservice science teachers who were enrolled in elementary science education department of Education Faculties of eight public universities located in Central Anatolia. 1530 preservice science teachers participated to the study. There were two instruments used in this research which were perceived TPACK questionnaire, which was later adopted by the researcher as perceived TPACK on genetics, and genetic concepts test. v Data were analyzed by using descriptive and inferential statistics. In order to answer the first research question, descriptive information about the components of TPACK was given. Correlational analyses were used to identify the relationship between each component of the perceived TPACK on genetics and their genetic knowledge. Another correlational analysis was conducted for the third research question which seeks the relationships among the components of the TPACK. Moreover, MANOVA was conducted to investigate the impact of gender and year of enrollment on perceived TPACK on genetics of preservice science teachers. The results revealed that genetic knowledge was correlated with each component except the perceived project specific technology knowledge. Moreover, there were positive significant correlations among the components of the TPACK. According to the MANOVA results, the mean scores of male and female preservice science teachers differ in five components of TPACK, namely project specific technology knowledge, pedagogical knowledge, pedagogical content knowledge, technological content knowledge and technological pedagogical content knowledge. The results of MANOVA for year of enrollment revealed that the mean ETK, GTK, PSTK, and CK scores of participants with different year of enrollment differ significantly.
13
Karaduman, Muhammet Ali. "Pre-service Teachers'". Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613974/index.pdf.
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The purpose of this study is to understand the attitudes of pre-service teachers, who are studying at the departments of early childhood education in universities in Turkey, towards the profession of early childhood education. Specifically, this study investigated the effect of sex and gender role on the attitudes of pre-service early childhood teachers. The sample of this study includes 1528 participants from 11 different state universities of Turkey. 278 of them are male pre-service teachers and 1250 of them are female pre-service teachers. The data were collected through two different scales, Turkish version of Bem Sex Role Inventory (Kavuncu, 1987) and Attitude Scale Related to Teaching Profession (Erkus et al., 2000). Additionally, a demographic information form was also sent to the participants. The data were analyzed through PASW. Results of the study indicated that there was no interaction effect between sex and gender role, however main effects of sex and gender role was significant. Two-way between-groups ANOVA results indicated that there is a significant difference among female and male pre-service teachers in the total attitude score. However, the difference was small according to Cohen&rsquos (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.
14
Harley-McClaskey, Deborah. "Service-Learning Pre-Conference Workshop". Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/4729.
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15
Pamuk, Savas. "Pre-service Science And Mathematics Teachers". Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608465/index.pdf.
Pełny tekst źródłaStreszczenie:
The purpose of this study was (1) to explore pre-service science and mathematics teachers&rsquolevels of computer self-efficacy and attitude towards computers, (2) to investigate the effects of gender, grade level, major of study, and computer ownership of pre-service science and mathematics teachers on computer self-efficacy and attitudes towards computers, and (3) to examine the relationship between computer self-efficacy and attitudes towards. For this study 650 students from two departments, which were Elementary Science Education and Elementary Mathematics Education, of three public universities in Ankara participated. Also, students were enrolled in first and fourth grades. The scales were administrated during 2006 Fall semester. Computer Self-efficacy Scale and Computer Attitude Scale which had four sub-scales, namely anxiety confidence, liking, and usefulness were used to determine pre-service teachers&rsquo
computer self-efficacy and attitudes towards computer levels. Moreover, the v questionnaire had some questions that asked demographic characteristics of participants. The results indicated that pre-service Science and Mathematics teachers had high computer self-efficacy and attitude levels. Furthermore, participants&rsquo
gender was not a significant factor on their computer self-efficacy and computer attitude except for liking sub-scale. Males liked more computer than females. Major of participants did not have any effect on computer self-efficacy and computer attitude. Grade level was an important factor for computer self-efficacy and attitude
fourth graders had higher scores on both scales. Computer owner participants had significantly higher scores of computer self-efficacy and attitudes towards computers. Finally, results showed that participants&rsquo
computer self-efficacy scores were related to sub-scale scores of computer attitude scale.
16
Akdere, Nihal. "Turkish Pre-service Teachers'". Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614436/index.pdf.
Pełny tekst źródłaStreszczenie:
The aim of this study was three-fold: first, to describe pre-service teachers&rsquo(i) critical thinking levels, (ii) attitudes towards teaching for critical thinking, and (iii) self-efficacy beliefs in teaching for critical thinking in terms of performance and outcome efficacy beliefs
secondly, to investigate whether there was a correlation between these three variables
and finally, to examine the relationship between participants&rsquo
certain background variables and their critical thinking levels, attitudes and self efficacy beliefs in teaching for critical thinking. A cross-sectional survey design was employed. The participants of the study were senior pre-service teachers from fourteen state universities across the seven geographical regions in Turkey. Quantitative data were collected by means of (i) a critical thinking test, (ii) an attitude scale, (iii) a self-efficacy scale with two subscales: performance efficacy and outcome efficacy, and (iv) a participant profile form, all of which were designed by the researcher. Both descriptive and inferential statistics (MANOVA) were used. Results indicated that pre-service teachers&rsquo
critical thinking levels were &lsquo
below average&rsquo
however, they had a moderately positive attitude towards and a moderate level of self efficacy in teaching for critical thinking. The correlation analyses indicated that there was a moderate degree of positive correlation between teachers&rsquo
attitude and self efficacy beliefs towards critical thinking. Finally, the results of MANOVA analyses indicated that pre-service teachers&rsquo
gender and level of motivation towards teaching had no impact on their critical thinking levels, attitudes or self efficacy beliefs in teaching for critical thinking. On the other hand, major, academic achievement, high school background, father&rsquo
s level of education, reading behaviour, and prior training in critical thinking had impacts of varying degrees on one or more of the dependent variables.
17
Ozen, Mehtap. "Investigation Of Pre-service Mathematics Teachers". Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615667/index.pdf.
Pełny tekst źródłaStreszczenie:
The aim of the study is to investigate pre-service middle school mathematics
teachers&rsquocritical thinking processes through statistical and probabilistic knowledge in the context of popular media texts. The study was conducted with a qualitative case study method. Participants of the study consisted of four senior pre-service middle school mathematics teachers enrolled in a public university. Data were collected through in-depth interviews with the participants. Analysis of the data was conducted on the basis of two dimentions
critical thinking skills, and statistical and probabilistic knowledge. The results of the study indicated that pre-service middle school mathematics teachers reflected different critical thinking skills and made use of different statistical and probabilistic knowledge in different contexts. They mostly reflected interpretation skill on the basis of their statistical and probabilistic knowledge. Moreover, to what extent they made use of critical thinking skills was differentiated on the basis of their statistical and probabilistic knowledge. They reflected complicated critical thinking process dealing with conditional probability statements. They had difficulty with probabilistic statements underlying conditional probability especially in this process.
18
Clayton, Emanuel. "Pre-Service Teachers’ Understandings of Isometries". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1597915853566819.
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19
Fritschi, 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.
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Thesis (Ph. D.)--University of Alabama at Birmingham, 2008.Additional 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).
20
Debreli, Emre. "EFL pre-service teachers' changing beliefs about learning and teaching English : insights from a nine-month pre-service teacher training programme on pre-service teachers' practical knowledge development". Thesis, University of Reading, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646410.
Pełny tekst źródła
21
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 źródłaStreszczenie:
The purpose of this study was to determine the fourteen pre-service mathematics teachers&rsquobeliefs 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.
22
Piskin, Mutlu. "Investigation Of Pre-service Elementary Mathematics Teachers". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611893/index.pdf.
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The main purpose of the study was to investigate pre-service elementary mathematics teachers&rsquopersonal efficacy beliefs and outcome expectancies about using concrete models in teaching mathematics. Data were collected from the pre-service teachers in the middle of the spring semester of 2008-2009. Pre-service teachers were junior students enrolled in elementary mathematics teaching program at a public university. Six instructional sessions based on using concrete models in teaching mathematics were carried out during a three week period. In this study, the researcher was also the teacher of the instruction at the same time. A survey on pre-service mathematics teachers&rsquo
efficacy beliefs about using concrete models was administered to the students before and after the instruction to evaluate the contribution of the instruction on pre-service teachers&rsquo
efficacies. After the instruction, semi-structured interviews were conducted. The present study demonstrated that the instruction based on using concrete models had positive contributions on the pre-service elementary mathematics teachers&rsquo
self-efficacy beliefs and outcome expectancies about using concrete models in teaching mathematics. In addition, results revealed that pre-service elementary mathematics teachers had confidence in themselves about using concrete models both as learners and as teachers. Moreover, they believed that using concrete models in teaching mathematics would have positive consequences in teaching process and students&rsquo
learning. However, the interview data indicated that, pre-service teachers had relatively low personal efficacies and outcome expectancies about classroom management, when the concrete models were involved in the instruction.
23
Sacici, Semra. "The Interrelation Between Pre-service Science Teachers". Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615392/index.pdf.
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This study examined preservice science teachers&rsquoconceptions about teaching and learning, self-efficacy beliefs, learning approaches and images of themselves as a science teachers. The study was also interested in examining the possible relationships among preservice science teachers&rsquo
conceptions about teaching and learning, learning approaches and self-efficacy beliefs. The study was carried out during 2011-2012 spring semester at three different public universities in Ankara. A total of 208 senior preservice science teachers who were volunteers involved. Data were collected through Draw-A-Science-Teacher-Test Checklist, Teaching and Learning Conceptions Questionnaire, Science Teaching Efficacy Belief Instrument, and The Learning Approach Questionnaire and analyzed by descriptive statistics, paired-sample t-test and canonical correlation analysis. Paired-sample t-test analyses results showed that preservice science teachers prefer constructivist conception more than traditional conception
and meaningful learning approaches more than rote learning approaches. Besides, preservice science teachers were also found to have generally high sense of self-efficacy beliefs in science teaching. Moreover, the results of the DASTT-C showed that preservice science teachers&rsquo
perspectives of science teaching conception is 42.7% student-centered, 7.0% teacher-centered and 50.3% neither student-centered nor teacher-centered. Furthermore, the canonical correlation analysis revealed that the first canonical variate demonstrated that preservice science teachers&rsquo
constructivist conception and traditional conception are associated with their self-efficacy beliefs and learning approaches.
24
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.
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25
Binti, Haslee Sharil Wan Nurul Elia. "Malaysian TESL pre-service teachers' instructional planning". Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/20371/.
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The main aim of the study was to explore the instructional planning of Teaching English as Second Language (TESL) pre-service teachers (PSTs) in Malaysia. The three research questions used for this research were: (1) How do TESL PSTs plan for their lessons? (2) How do TESL PSTs make their interactive decisions (IDs)? (3) How can TESL pre-service teachers' post-lesson reflections be described? Five TESL PSTs were involved in the data collection process. The PSTs were observed three times, over the course of their 12-week teaching practicum around Malaysian public secondary schools in the city of Shah Alam, Malaysia. For each lesson observation, an open-ended questionnaire was distributed, the lesson plan was collected, classroom observation was done, followed by a post-lesson interview. Planning was mostly influenced by their previous experience, knowledge of students, level of self-efficacy, teaching beliefs, and the role of their mentor. Five practices that were common among the PSTs when they make their IDs are referring to their previous experience, using punitive actions, managing their expectations as well as being flexible and immediate when responding to classroom issues. Their reflections on the lessons appear to be done on different levels, depending on how they perceive the criticality of any incidents that occurred in the lesson. The findings also suggest that the PSTs were able to reflect on their experience and use these reflections in planning their subsequent lessons. However, the inconsistencies shown warrant further research on how these PSTs could be further supported in planning their lessons. The main conclusion that could be drawn from the study was that despite some criticisms on the PSTs' ability to reflect on their lessons, there is potential among these PSTs to reflect and to utilize these reflections further in planning their subsequent lessons, provided they are given appropriate and pragmatic support by the teacher training community in order for them to plan more effective lessons.
26
Shalter, Bruening Paige. "Pre-Service Teacher Beliefs about Student Motivation". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275444054.
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27
Leek, Patricia A. "Pre-Service Teachers' Attitudes Toward Language Diversity". Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2629/.
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This study examines pre-service teachers' attitudes toward language diversity and linguistically diverse students. Two hundred seventy-one teacher education students were surveyed to determine relative effects of demographic, mediating variables and psychosocial variables on language attitude as measured by the Language Attitudes of Teachers Scale (LATS). Independent variables include gender, age, race/ethnicity, teacher certification sought, region, psychological insecurity, cognitive sophistication, and helpfulness viewpoint. Research questions are established and methodology is outlined. A review of related literature places the study in the context of research with a broad interdisciplinary perspective and then links the study to other research relevant to the field of education. The findings of the study indicate that gender, race/ethnicity, teacher certification sought, political ideology, psychological insecurity, and cognitive sophistication contribute significantly to the variation found in attitude toward language diversity. The paper concludes with analyses and discussions of the significant variables and suggestions for application in teacher preparation.
28
Compton, Lily Ko-Li. "Preparing pre-service teachers for online teaching". [Ames, Iowa : Iowa State University], 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3389096.
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29
Nivens, Ryan Andrew. "Content Knowledge of Elementary Pre-Service Teachers". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/238.
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30
Sharp, L. Kathryn, i D. C. Moberly. "Lessons Learned: Assessing Pre-service Teachers’ Dispositions". Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/4284.
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31
Sharp, L. Kathryn, i Pamela Evanshen. "Brown Bag: Evaluating Pre-service Candidates’ Dispositions". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/4300.
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32
Vogt, Terrine Louise Borwn. "Understanding Pre-service Teachers' Conceptualizations of Diversity". PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5146.
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"Diversity" has become a word associated with many professions, institutions, and contexts, paired with words such as standards, consultants, training, awareness and others. However, the researcher focused on how diversity is defined or conceptualized by pre-service teachers at Portland State University. Diversity is especially important as it relates to educators and pre-service teachers. Teachers will, today, be instructing children of different backgrounds and races more than ever in the past (Ross & Smith, 1992). And teachers conceptualizations and behaviors have profound impacts on student performance and success. In an effort to come to understand the ways pre-service teachers conceptualize "diversity," a literature search was conducted to identify past and present conceptualizations of diversity within the institution of education and more broadly. In addition, an open-ended survey question was administered, and two focused group discussions and three in-depth interviews were conducted. The survey question and transcripts from the focus groups and interviews were analyzed in an effort to identify emergent themes or units of meaning. Two major theoretical assumptions were utilized: lower-order concepts and constructivism. First, Chaffee's (1991) lower-order concepts, smaller units which comprise a larger unit of meaning, the higher-order concept, was selected. The education literature identifies language, learning style, teaching style, race, socio-economic status, ability, gender, and others (see APPENDIX B) as lower-order concepts for the higher-order concept "diversity." Second, according to constructivism, the human actively interprets and makes meaning of events (Delia, 1977) using constructs, pairs of bi-polar opposites. Individuals identify an event, experience or object and classify it along a number of relevant constructs in order to make sense of it in relation to similar phenomena. Within the education literature, the constructs, assimilationism I pluralism and ethnocentrism I ethnorelativism, good I bad, growing I dying and others have clearly been utilized to make meaning of "diversity." The researcher identified themes respondents appeared to correlate with the concept "diversity" and many complicated and conflicting messages as well (not unlike the "diversity" literature). Two of the emergent themes suggest additional lower-order concepts: "Structures" and "Mixed Messages." The emergent themes 'Teachable" and "Uncertain" suggest new constructs.
33
Nepal, Smita. "Differentiated instruction: Understanding of pre-service teachers". Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/207780/2/Smita_Nepal_Thesis.pdf.
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Differentiated instruction is an inclusive approach that recognises and values diversities among students and adapts teaching and learning to include every student. To date, limited research has addressed pre-service teachers’ understanding of differentiated instruction. The current research investigated how pre-service teachers understand differentiated instruction through the lens of epistemic cognition. Data were collected from nine Bachelor of Education students using semi-structured interviews. Findings suggest that differentiation is understood by pre-service teachers as a way of adapting teaching to support struggling learners rather than catering for all learners. The findings have implications for future research as well as teacher education programs.
34
Foy, Joelyn Katherine. "Understanding sexual prejudice among midwestern pre-service and in-service teachers". Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18639.
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Doctor of PhilosophyDepartment of Curriculum and Instruction
Jeong Hee Kim
Sexual orientation is only one facet of diversity (Banks et al., 2005), but teacher preparation may not adequately address sexual prejudice (Lamb, 2013). Sexual prejudice arises when heterosexuality is assumed to be the default for all students. School environments reinforce heteronormativity (Dean, 2010; Foucault, 1990; Himmelstein & Bruckner, 2011) such that when hate speech or physical violence occur against the non-hetersexual or the transgender student, teachers may not be prepared to respond appropriately. Prejudice toward gender or sexually variant students may not be adequately addressed in teacher preparation to challenge the reproduction of heteronormativity in school environments. A mixed method approach was followed to address the beliefs and attitudes of pre-service (undergraduate) and in-service (graduate) teachers toward sexual minorities through an online survey and face-to-face interviews. Group means of the PREJUDICE scale for each independent variable were analyzed for statistical significance. The total variance of the PREJUDICE scale was accounted for by personal characteristics only (political, 38%; religious, 9%; non-heterosexual friends, 18%; and family members, 5%; participant sexual orientation, 8%; and finishing the survey, 6%). Neither demographic nor educational characteristics accounted for statistically significant differences in group means of the PREJUDICE scale. College-level coursework completed in multicultural education did not significantly account for any of the total variance in PREJUDICE scores. Significantly lower levels of sexual prejudice were associated with having non-heterosexual friends and family members or being non-heterosexual, and there were no significant effects from educational interventions. However, one-on-one interviews provided stories of direct experience with sexual minority youth in K-12 classrooms. A majority of qualitative participants had questioned their conservative backgrounds and the familial/societal messages they had received regarding gender and sexual variance. Their questioning was strengthened by having non-heterosexual friends and family members. In addition, several participants had worked directly with sexual minority youth in their own school buildings and classrooms. Had this study been limited to a survey, the lived experiences of these pre-service and in-service teachers would have been lost. Having friends and family members who are non-heterosexual transcended their socialization and facilitated their development as social justice allies.
35
Jordan, Jennifer, Nora Vines, Cassie K. Norvell, Carrie Buckner i Amy Broemmel. "The “Ideal” Teacher: Bridging Pre-service to In-service Teacher Identity Presenters". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5927.
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Presenters will introduce the research base behind the relationship between critical reflection and pre-service teacher growth. Participants will engage in discussions of how to scaffold critical reflection to allow access points for students at differing levels of reflective development.
36
Jordan, Jennifer, Carrie Buckner, Cassie K. Norvell i Nora Vines. "The “Ideal” Teacher: Bridging Pre-service to In-service Teacher Identity Presenters". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5928.
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37
Dogan, Sumeyra. "An Investigation Of Pre-service Elementary Mathematics Teachers". Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610673/index.pdf.
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The purpose of this study was to investigate the nature of changes in preservice elementary mathematics teachers&rsquoviews and reflections about elementary mathematics classes based on their observations in School Experience I and School Experience II courses. Specifically, this study investigated pre-service elementary mathematics teachers&rsquo
views and reflections about instruction, assessment, and classroom management issues in elementary mathematics classes based on their observations in School Experience I and School Experience II courses. The sample consisted of 19 pre-service elementary mathematics teachers from a teacher education program at Middle East Technical University (METU). Pre-service elementary mathematics teachers involved in this study made their observations in their cooperating schools for 3 months during the spring semester of 2004-2005 academic year and the fall semester of 2007-2008 academic year. The data were collected by means of their School Experience I and School Experience II course reports. The results indicated that although there was commonality in the views and reflections of pre-service elementary mathematics teachers&rsquo
about instruction, assessment, and classroom management issues in elementary mathematics classes, there were differences in their knowledge in the way they perceive instruction, assessment, and classroom management as they progressed through their education. In other words, when School Experience I course reports were compared with School Experience II course reports, pre-service teachers perceived the mathematics instruction as more student-centered and they gave more importance to the alternative assessment strategies in their School Experience II course reports. Furthermore, they defended more positive classroom management methods in their School Experience II course reports.
38
Ulutas, Ozgul. "An Investigation Of Pre-service Elementary Science Teachers". Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12611443/index.pdf.
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This study aims to investigate pre-service elementary science teacher&rsquos scientific literacy level and their attitudes towards science. In addition, whether pre-service elementary science teacher&rsquo
s scientific literacy and their attitudes towards science differs in some demographic variables such as gender, high school profile, grade, place of family residence, parents educational level and family income level were examined. Finally, possible relationship between participants&rsquo
scientific literacy level and their attitudes towards science was explored. The present study conducted with 285 pre-service elementary science teachers from Elementary Science Education Program at Dokuz Eylü
l University during the second semester of 2008-2009 academic year. The data were collected by administering v Turkish version of Test of Basic Scientific Literacy (TBSL) and SAI-II (Science Attitude Inventory) scales. Analysis of the data indicated that pre-service elementary science teachers have satisfactory scientific literacy level and moderately positive attitudes towards science. Moreover, participants&rsquo
scientific literacy level and attitudes towards science showed differences in only some demographic variables: gender and place of family residence. Finally, the analysis also indicated that there is a positive significant relationship between participants&rsquo
scientific literacy level and their attitudes towards science.
39
Ozgelen, Sinan. "Exploring The Development Of Pre-service Science Teachers". Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611603/index.pdf.
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The purposes of this study were to explore understanding of preservice science teachers&rsquo(PSTs) nature of science (NOS) views during the explicit-reflective and inquiry-based laboratory instruction and investigate PSTs&rsquo
perspectives and experiences related to learning NOS aspects in the science laboratory course. This study was carried out during the Laboratory Application in Science II course. A total of 45 PSTs participated to the study. The design of the study was qualitative and exploratory in nature. In the initial phase of the study, the researcher collected qualitative data with open-ended questionnaire to explore PSTs&rsquo
NOS views. Then, during the semester, reflection papers were collected to understand PSTs&rsquo
experiences with the intervention and to detect development about each NOS aspect. At the end of the semester, qualitative questionnaire and semi-structured interviews were conducted to determine the impact of the explicit-reflective and inquiry-based laboratory instruction. The results showed that all of the PSTs were able to make appropriate connections among the laboratory activities and the targeted NOS aspects at the end of the instruction. In addition, many PSTs developed their understanding levels of each aspect of nature of science. Moreover, findings revealed that some of the PSTs made connections among NOS aspects. Three main factors
discussions and presentations, using inquiry skills, and doing inquiry-based laboratory activities were determined as provide to PSTs to develop their NOS understanding. Furthermore, at the end PSTs developed their perspectives about teaching NOS.
40
Isbilir, Erdinc. "Investigation Of Pre-service Science Teachers'". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612456/index.pdf.
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The purpose of this study was to investigate pre-service science teachers&rsquo(PST) quality of written argumentations about socio-scientific issues in an online discussion environment in relation to their epistemic beliefs and argumentativeness. A total of 30 pre-service elementary science teachers who will teach elementary school science from 6th through 8th grade students after graduation voluntarily participated in this study. The sample was chosen by purposive and convenience sampling from the PSTs registered for the course named &ldquo
Science, Technology, and Society&rdquo
in the fall semester of 2009-2010 academic year at a public university in Ankara. In this study, the PSTs participated in an online discussion environment in which climate change, nuclear power, genetically modified foods, and human genome project issues were discussed for a total of four week period. The major data of this study were collected through the Epistemic Beliefs Questionnaire developed by Kuhn, Cheney and Weinstock (2000) and the Argumentativeness Scale by Infante and Rancer (1982). For the analysis of the quality of argumentations, an adapted version of Sadler and Fowler&rsquo
s (2006) argumentation analysis framework was employed. The results of the study illustrated that the PSTs frequently generated high quality argumentations for each socio-scientific issue which was interpreted as a positive indication that the online discussion environment was effective in promoting students&rsquo
argumentation. In addition, the results also showed that argumentation quality levels varied across socio-scientific issues. Another result of this study was that the PSTs&rsquo
argumentation qualities were higher for multiplist and evaluativist levels. Finally, the correlation results between argumentativeness and argumentation quality levels did not reveal a significant correlation between these variables. However, there was a significant correlation between epistemic belief levels and argumentativeness.
41
Mattern, Rebecca A. "An investigation of pre-service teachers' performance goals". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 210 p, 2007. http://proquest.umi.com/pqdweb?did=1362531431&sid=42&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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42
Warmack, Wanda L. "Elementary education pre-service teachers' attitudes toward reading". Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Spring%20Dissertations/WARMACK_WANDA_44.pdf.
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43
Ben-Motreb, Khaled Saad. "Pre-Service Primary Teachers' Mathematics Conceptions and Practices". Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525238.
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This study investigates the relationships between the teaching practices of a cohort of year-four mathematics specialist pre-service teachers (n=48) at Hafouf Teachers' College in Saudi Arabia and their mathematics conceptions. These conceptions were compared to those of the whole cohort of year-three Arabic, mathematics and science pre-service teachers (n = 130). The mathematics conceptions of the two cohorts were surveyed at the beginning of the college semester and the year-four mathematics pre-service teachers were subsequently observed whilst on their teaching practice semester. In addition, the year-four mathematics pre-service teachers were surveyed toward the end of the teaching practice semester to investigate possible changes in their conceptions after their teaching experiences. The design of the study can be regarded as associational research that is not only limited to correlational methods but also benefits from other approaches, such as survey and qualitative methods to involve recording, analysis, comparison, and interpretation of study settings. Data were collected using three instruments: (1) a Likert-type questionnaire to measure conceptions of mathematics and its teaching; (2) a lesson observation schedule to observe teaching practices; and (3) mathematics subject knowledge grades as a measure of mathematical ability. Analysis of pre-service teachers' mathematics conceptions identified seven factors: confidence and enjoyment, experiences of mathematics, connectionist view, usefulness, transmission view, procedural view, and exploratory view. Pre-service teachers' belief systems were not internally coherent but instead comprised a mixture of traditional and reform beliefs about mathematics and its teaching. Mathematics and science specialists showed more confidence and enjoyment in mathematics than Arabic specialists, but also held views of teaching mathematics that were more transmission-oriented. Prior to their teaching practice experiences, the year-four mathematics pre-service teachers revealed similar conceptions to their year-three counterparts.. However, their teaching practice experiences increased their level of confidence and enjoyment in mathematics but also decreased their belief in the exploratory view of teaching mathematics. No significant relationship was established between the year-four pre-service teachers' espoused beliefs and their enacted beliefs in terms of traditional and reform orientated practices in the classroom. Regardless of their espoused beliefs, mostly the pre-service teachers adopted traditional teaching practices. The research also indicated that year-four mathematics pre-service teachers' subject knowledge grades were not significantly related to the level of mathematics subject knowledge they demonstrated when teaching in the classroom. Based on the findings, several recommendations are made and possible directions for further research are suggested.
44
Skuja-Steele, Rita Vija. "Exploring the dimensions of pre-service teacher schemata". Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10021601/.
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The manner in which teachers teach is generally acknowledged to be controlled by various schemata which encapsulate all of what they "know" about teaching. The purpose of this study was to explore the nature and extent of the schemata of pre-service teachers in an effort to gain insights into the reasons why they behave as they do in the classroom; and from this to gain further insights into ways to improve teacher training. The study was based on in-depth case studies of four pre-service English language teachers in Singapore. Data collected included all of the lesson plans which they prepared during the 10-week practicum; transcriptions of four lessons observed by the supervisor-cum-researcher; and extensive textual information arising out of journals, pre- and post-conferencing of lessons, and interviews. Findings indicated that pre-service teacher behaviour during the practicum is largely a function of five major schemata related to their view of pupils, subject, methodology, school environment, and teaching in general, all of which influence individual teaching style. Classroom dilemmas may be seen as arising out of value conflicts which may exist between these various schemata. The research also revealed that lessons are structured as a goal-driven hierarchy comprising five levels of increasing pedagogical abstraction. The topmost level or (1) lesson agenda, representing the basic overall objective of the lesson, subsumes lower levels corresponding to (2) lesson phases which comprise basic instructional functions such as focusing, clarifying, reviewing, etc. (3) phase segments which represent the sequential steps involved in effecting a lesson phase; (4) segment chunks which comprise teaching cycles or other topic-related groups of speech acts; and finally (5) speech acts as the most primitive elements of classroom discourse. In addition to the planned elements of a lesson, various unplanned lesson interrupts occur during presentation of the lesson due to the need to maintain class control, make repairs to faulty instructions or explanations, give advice, or engage in informal interactions with the pupils. The manner in which preservice teachers handle these impromptu elements of a lesson is a major reflection of their "teaching style". At a more detailed level of analysis, classroom discourse parameters may be assigned to each speech act to characterise it in terms of teacher/class interaction, type of speech act, focus or aspect, degree of continuity with other parts of the lesson, and the teaching aids and materials being utilised at the time. Statistical analysis of these discourse parameters provides useful insights into other aspects of "teaching style". The above findings have various implications for teacher training methodology. Recognition of the role of schemata can help to promote self-awareness on the part of student teachers as to the nature of the factors which influence their teaching style. Explicit recognition and definition of the five pedagogical levels of the lesson hierarchy, development of a typology of lesson phases and interrupts, and a means of carrying out in-depth analysis of classroom discourse at the speech act level provide the teacher trainer with useful tools for the observation, evaluation, and discussion of pre-service teaching behaviour.
45
Cullen, 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.
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Over the past thirty years more than one hundred teaching and teacher education inquiries have been published in Australia. Despite each of these documents having made recommendations for reform it has been claimed that change has been limited. Moreover, teacher educators have been criticised for lacking the ability to change. The author of this study challenged this assertion and sought to investigate its accuracy. To explore the claim of minimal change the researcher framed the study design around pre-service teacher education reforms. The following three questions underpinned the investigation. 1) What recommendations were made? 2) What recommendations were implemented? 3) Why were some recommendations implemented and others not? Combining document and life history research offered the researcher an innovative and novel approach to identify barriers to change in teacher education. The findings of this study address the claim that change to pre-service education has been limited and adds to the existing body of literature centred on policy formation and implementation in teacher education.
46
Abdullah, Amal. "Examining Pre-Service Teachers' Understanding of Multicultural Education". University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1279222553.
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Eliason, Kiya Lynn. "Addressing Pre-Service Teachers' Misconceptions About Confidence Intervals". BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6917.
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Increased attention to statistical concepts has been a prevalent trend in revised mathematics curricula across grade levels. However, the preparation of secondary school mathematics educators has not received similar attention, and learning opportunities provided to these educators is oftentimes insufficient for teaching statistics well. The purpose of this study is to analyze pre-service teachers' conceptions about confidence intervals. This research inquired about statistical reasoning from the perspective of students majoring in mathematics education enrolled in an undergraduate statistics education course who have previously completed an introductory course in statistics. We found common misconceptions among pre-service teachers participating in this study. An unanticipated finding is that all the pre-service teachers believed that the construction of a confidence interval relies on a sampling distribution that does not contain every possible sample. Instead, they believed it is necessary to take multiple samples and build a distribution of their means. I called this distribution the Multi-Sample Distribution (MSD).
48
Naylor, 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.
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With universities and schools of education receiving recurring criticism for being ineffective in preparing graduates for school teaching, this study sought to understand the phenomenon of learning to teach in order to investigate universal questions about who was learning to teach and what, where, when and how did they learn to teach during their initial learning to teach experiences at university. The topic was approached by listening to the voices and stories of those who ought to know the most about the phenomenon: the pre-service teachers. A multiple case study analysis was conducted with seven pre-service teachers, enrolled in their final year of study towards a Bachelor of Education course in an Australian regional campus. The pre-service teachers volunteered to participate in three semi-structured interviews, in which they reflected on their personal, contextual and professional aspects of the experience of learning to teach. They were encouraged to provide any artefacts or documentation about their experiences.
The significance of my study—and therefore its contribution to theory—is the proposition that pre-service teachers’ approaches to learning to teach are pivotal to what they will take from their teacher education experiences, and therefore their vision of teaching and how that might be enacted. The extent to which the personal, contextual and professional aspects are integrated and utilised by the pre-service teacher assert particular orientations to learning to teach. My study proposed three orientations to learning to teach. The influences of the personal aspects were found in all three orientations, but in the first orientation, the personal aspects were the single most influential impact on learning to teach. This orientation was described as a pragmatic orientation because the pre-service teacher relied on their previous experiences and observations of teachers and teaching, an established view of teaching that did not change and they were confident about their ability to teach. In the second orientation, the personal aspects combined with some of the professional or the contextual aspects, and it was described as a transitional orientation. In the transitional orientation the pre-service teachers recognised they must engage with the knowledge and skills for teaching in order to review and refine their understanding about teaching and teaching methods. The final orientation utilised and activated all three aspects (personal, contextual and professional) and it was described as having an integrated orientation. In this approach, pre-service teachers actively constructed and made new and more complex meanings about teaching and teacher’s work.
While the orientations found in my study were specific about the diversity of pre-service teachers entering a regional teacher education programme, they do offer teacher educators some insight into the complex, dynamic and idiosyncratic nature of learning to teach and make recommendations to attempt to address the pre-service teachers’ learning needs.
49
Zhen, 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.
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Teacher educators worldwide are seeking ways to develop stronger links with schools, to improve the quality of initial teacher preparation. In this study the researcher investigated a residency approach to initial teacher education (ITE) in a one-year Graduate Diploma of Education course designed to prepare primary school teachers at a university in Western Australia. A mixed methods inquiry approach was employed to examine the nature and quality of the professional learning experiences of the pre-service teacher participants.
The Teacher Residency Program (TRP) was based on a medical residency model, with residents given a semester-length placement in two schools. Each placement provided a continuous two-day per week placement and concluded with a five-week fulltime block teaching experience. University course work complemented the in-school practical experience during each of the placement periods. The researcher used concurrent nested research design with quantitative data embedded in the qualitative data to explore the professional learning of the residents; Specifically, the researcher sought evidence of perspective transformation in the residents’ learning process, and a determination of how particular elements of the TRP supported or hindered residents’ professional development.
The findings indicate that the residents perceived their professional learning as one of continuous growth. The data confirm that the TRP provided a professionally oriented study of teaching that provided time and opportunity for cumulative learning from both course work and practical teaching. Through the lens of a transformative learning paradigm, the study found that individual development in the TRP varies considerably. Further the residents experienced perspective transformation relating to a range of aspects about learning to teach. The process of transforming perspectives about teaching and learning was multidimensional, individualistic and contextually dependent. Elements of the TRP that assisted residents’ professional development were the concurrent university course work integrated with extended clinical school placement; the opportunities for continuous two-day per week school placement; the block practicum and the two different school placement learning experiences. Aspects that appeared to hinder residents’ professional development were related to the quantity and quality of the university course work offered; the discrepancies that the residents experienced between what they studied about teaching and what they experienced in schools; differences between mentor teachers, and the length of the course. The findings of this study have implications relevant to other ITE programs for improving the learning outcomes of pre-service teachers.
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Tracy, Jacob Dennis, i Jacob Dennis Tracy. "Mapping Pre-Service Teacher Talk: Variations in Talk About Mathematics, Ability, and Themselves as Mathematical Learners". Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625620.
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It has been argued that teachers do not always teach in the ways their teacher education programs promoted. One cause of this problem has to do with teachers' conceptions about mathematics and ability being incompatible with the visions of mathematics that teacher educators promote. For example, teacher educators may emphasize the need for conceptual understanding but a teacher who equates understanding with being correct and fast will enact this goal differently from someone who expects students to be able to explain and communicate their understanding. The way a teacher understands what it means to do mathematics and be good at mathematics will influence their future teaching. Furthermore, the messages teachers send to their students about who they are as mathematical learners are full of messages about what it means to do and be good at mathematics. Additionally, these messages can have a long-term impact on how those students view themselves and the decisions they make for their future.
This study uses qualitative methods to better understand pre-service teacher (PST) talk, how their talk relates, and how their talk changes over time. I describe PST talk as it relates to mathematics (M), ability (A), and themselves as mathematical learners (P) (the three components of the MAP framework). This study took place with the PSTs in two sections of a mathematical content course for elementary school teachers taught by the researcher. First, using grounded theory, I developed codes to understand how these PSTs talked in regards to the three components and applied these codes to written reflections at the beginning and end of our course. After analyzing the data I selected and interviewed 14 PSTs one year after our course. Again, I applied the same codes to their talk in the interview to see how their talk continued to change. Select interview PSTs were then chosen to represent common and uncommon examples of PST talk.
Findings from this study show that talk across the MAP framework was related and that this talk became more standards-aligned by the end of the content course. However, the findings also provide a much more nuanced insight into different relationships and changes in talk. One finding shows that when variations in PST talk existed between framework components it was most commonly due to PSTs talking about mathematics in a more traditional way than when they talked about ability or themselves as mathematical learners. Another finding shows that during the interviews (one year after our course) PSTs continued to talk about themselves and abilities in mostly standards-aligned ways but reverted towards more traditional talk when discussing mathematics and how someone demonstrates their mathematical understanding.
These findings have important implications for future research and for teacher educators. First, the relationships between the components of the MAP framework suggest that addressing PSTs conceptions of mathematics and their conceptions of ability may affect how they talk about individuals as mathematical learners. Second, the findings show which aspects in the MAP framework PSTs more readily talk about in standards-aligned ways. This provides insights into which areas teacher educators may want to emphasize more in trying to promote changes in PST talk. Lastly, these findings also show which aspects of PST talk maintain over a longer time frame and which aspects need a greater sustained emphasis. All of this is necessary as we support PSTs to think and talk about mathematics and mathematical abilities in standards-aligned ways that are truly supportive of all students.