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1
Grudnoff, Alexandra Barbara. "Becoming a Teacher: An Investigation of the Transition from Student Teacher to Teacher". The University of Waikato, 2007. http://hdl.handle.net/10289/2647.
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This thesis seeks to gain greater knowledge of the process of transition and development that beginning primary teachers undergo over their first year of teaching. The research focus is on investigating and understanding this process from the standpoint of the beginning teacher. Of particular interest is an examination of how the teacher preparation programme, contextual features of the school, and participants' own beliefs and biographies influence and impact on their transition to teaching and their professional and identity development as first year teachers. This longitudinal study takes an interpretive approach to investigate the first year teaching experiences of 12 beginning teachers in 11 primary schools. The qualitative methodology used in this thesis shares characteristics with a case study approach and utilizes procedures associated with grounded theory. Data were gathered systematically over a year by way of 48 semi-structured, individual interviews, two focus group interviews, and 48 questionnaires, supplemented by field notes. The collected data were analyzed, coded, and categorized, and explanations and theory that emerged from this process were grounded in the data. The findings of this study have three broad sets of implications for the education and induction of beginning teachers. Firstly, they question the role that practicum plays in the transition from student to teacher. The findings suggest that the practicum component of teacher preparation programmes should be re-conceptualized and redesigned to provide authentic opportunities for student teachers to be exposed to the full range of work demands and complexity that they will encounter as beginning teachers. Secondly, becoming a successful teacher appears to depend on the quality of the school's professional and social relationships, particularly in terms of the frequency and type of formal and informal interactions that ii beginning teachers have with colleagues. While the major source of satisfaction and self-esteem came from seeing the children whom they taught achieving socially and academically, the beginning teachers also had a strong need for affiliation, which was enabled through positive, structured interactions and relationships with colleagues. The study also indicates that employment status influences the way that the beginning teachers view their work and themselves as teachers, with those in relieving positions displaying greater variability in terms of emotional reactions and a sense of professional confidence than those employed in permanent positions. The third set of implications relate to beginning teacher induction. The study points to variability in the quality of induction experiences and challenges policy makers and principals to ensure that all beginning teachers are provided with sound and systematic advice and guidance programmes which are necessary for their learning and development. While the study confirms the critical role played by tutor teachers in beginning teacher induction, it suggests that the focus is on emotional and practical support rather than on educative mentoring to enhance new teachers' thinking and practice. This thesis provides a comprehensive and nuanced view of how beginning to teach is experienced and interpreted. It paints a complex picture of the relationship between biography, beliefs, preparation, and context in the process of learning to teach. The study contributes to the literature on the education of beginning teachers. It highlights the need for developing a shared understanding amongst policy makers, teacher educators, and schools regarding the multiplicity and complexity of factors that influence the transition and development of beginning teachers.
2
Lockman, Alison Schirmer. "Changes in teacher efficacy and beliefs during a one-year teacher preparation program". Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1163188044.
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Niess, Margaret. "Mathematics Teacher TPACK Standards and Revising Teacher Preparation". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80742.
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What knowledge do teachers need for integrating appropriate digital technologies in teaching mathematics? An overarching construct called TPACK is proposed as the interconnection and intersection of knowledge among technology, pedagogy, and content and is referred to as the total knowledge package for teaching mathematics with technology. Five stages in the process of developing TPACK - recognizing, accepting, adapting, exploring, and adapting – describe the process of teachers’ learning to integrate technology. Teachers learn to teach mathematics from their own learning – K-12 mathematics - collegiate mathematics coursework, teacher preparation program, field experiences and professional development as they teach mathematics. The challenge is to identify appropriate experiences to guide this integration of technology in teaching
mathematics in ways that develop TPACK. A framework for these experiences directs attention to emergent social and psychological perspectives.
4
Travers, Karen Ann. "Elementary Pre-service Science Teacher Preparation: Contributions During the Methods Semester". Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194976.
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The purpose of this study was to better understand the nature of the contribution of the mentor teacher and the methods instructor in the development of professional knowledge of pre-service teachers (PSTs) to teach elementary science. The PSTs' conceptions of teaching science were also explored to see if there were changes in their ideas about teaching science and what influenced these changes during the methods semester of a field-based elementary teacher preparation program. Specifically, this study examined the perceptions of the PSTs regarding the nature of mentorship that they received for the teaching of elementary science. Participants were 144 PSTs from five field-based elementary methods sites, their mentor teachers, and their methods instructor from a university program in a large urban area. Of interest in this study was examining the extent to which PSTs actually observed science teaching in their mentor teachers' classrooms during the methods semester. Analysis of an end-of-semester survey revealed that more than one-third of the PSTs never observed their mentor elementary teachers teach science. On an encouraging note, 62% of PSTs who observed at least some science teaching reported that they perceived their teachers as modeling inquiry science teaching strategies. Regarding the perceived quality of mentor support for learning to teach science, more than 90% of PSTs reported that they felt supported by mentor teachers in their growth of science teaching even if the mentor teachers did not incorporate science lessons into their school day. In addition, half of the PSTs' conceptions of teaching science changed over the methods semester, with the methods course and the elementary classroom as the two most influential factors.
5
Rodoni-Wilson, Felicia Anne-Marie. "The connection between teacher preparation and the retention of beginning teachers". Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2497.
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Over two million new K–12 teachers will be employed in the United States over this decade. Current conservative estimates state that close to thirty percent of new teachers hired to fill these positions will leave the teaching profession within the first three years. This study was designed to obtain current information about accredited teacher credentialing institutions with regards to how they affect teacher longevity in the teaching profession. Utilizing current research as a guide for determining what is needed to bolster the new teacher's ability to cope with the demands of the classroom, this research polled credentialing institutions in the state of California to determine if the elements existed within their programs. This study then presented the findings from the researcher created survey, the review of course catalogues, and follow-up interviews conducted for clarification. This research found that while ninety percent of the responses from the returned surveys agreed that teacher preparation programs do have a responsibility to affect teacher retention there are elements within all current programs surveyed that are missing.
6
Sharp, L. Kathryn. "Building a Better Teacher: Teacher Preparation at a Crossroad". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4268.
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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.
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This qualitative interpretive study explored how five pre-service teachers constructed meaning of reflection, and how these meanings informed their practice. The purpose of this research was to better understand reflective practice in teacher preparation. The theories on reflective practice by Dewey (1933), Schon (1983, 1987), and van Manen (1977) guided this study. This research incorporated the historical and institutional contexts of the study, and applied a symbolic interaction theoretical and analytical framework (Denzin, 1978, Prus, 1996).
The interpretations of the pre-service teachers' conceptions and understandings of reflective practice were captured through the transcriptions and analysis of interviews, and through the examination of the pre-service teachers' reflection journals. Participant-observations were recorded in field notes and serve to inform the social context of the study, as well as to provide portraits of the pre-service teachers, and to verify their responses.
Themes were derived from the data and categorized within the symbolic interaction social processes of acquiring perspectives, achieving individuality, experiencing relationships, situating the act, and the act of reflection (Prus, 1996). The research questions were answered as I interpreted the meanings that these pre-service teachers attached to reflection, as well as the process, context and content of their reflective practice (Calderhead, 1989). I derived thirteen themes from the data that highlighted how the pre-service teachers interpreted and practiced reflection in this teacher preparation program. The themes were: (1) defining reflection; (2) questioning as reflection; (3) gaining opportunities for reflection; (4) Defining reflection from self and significant others; (5) looking back on action; (6) reflection is based on personal beliefs, and educational theory; (7) encountering professors; (8) encountering mentors; (9) encountering cooperating teachers; (10) self-reflections; (11) verbal reflections; (12) written reflections; and (13) content of reflection.
The study resulted in an interpretation of the pre-service teachers' views of reflective practice as they experienced it in the teacher preparation program that they felt gave them many opportunities for reflection. The findings indicated that the pre-service teachers had a general understanding of reflection. They practiced technical and interpretive levels of reflection in different contexts.
The findings of the study implied that pre-service teachers understood and learned to reflect through courses and field activities. The findings also raised questions about the necessity of extensive writing requirements in reflection. This study has implications for the ways in which pre-service teachers learn about reflection, and may be useful for teacher educators who prepare reflective practitioners.Ph. D.
8
Diaz, Zulmaris. "Recruitment and retention of bilingual/ESL teacher candidates in teacher preparation programs in Texas". Texas A&M University, 2004. http://hdl.handle.net/1969.1/3054.
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The demographics of the United States are rapidly changing, resulting in an
increasingly diverse student population. Public school personnel must contend with the
fact that a large number of students have limited English proficiency. These students
deserve a quality education, yet often face impediments within the school system that
hinder their academic progress. One means of helping English language learners is to
offer bilingual or English as Second Language (ESL) instruction. Indeed, the demand
for bilingual/ESL teachers is greater than the current supply. Teacher preparation
programs have recognized this fact and have taken actions to increase the number of
students attaining bilingual/ESL degrees and/or certifications.
This study examines what strategies institutions of higher education in Texas are
utilizing to recruit and retain bilingual/ESL teacher candidates. It also considers to what
extent these institutions are effectively preparing their students to face linguistic issues
in their future classrooms. Finally, the study describes the institutions of higher
education in Texas that attract the highest number of bilingual/ESL teacher candidates
and identifies the key factors in their successful efforts.
The researcher used a combination of quantitative and qualitative methods to
address the research questions. Data was generated via an electronically mailed
questionnaire, sent to forty Deans or administrators of teacher preparation programs in
Texas that offer bilingual and/or ESL education; thirty five of them responded.
Descriptive statistic methods, including frequency counts, percentages, crosstabulation,
and logistic regression, were used to analyzed the data. Information obtained from openended
questions was checked for the recurrence of common themes. Five administrators
at high enrollment institutions participated in follow-up interviews in order to provide
more in-depth information.
Findings from the study indicated that institutional commitment and funding levels
were associated with high enrollments and with higher student scores on state-mandated
bilingual and ESL certification exams. Recommendations include: making the programs
a priority, expanding recruitment efforts, expanded advertising of programs and
establishing university/public school liaisons. Bilingual/ESL student organizations,
offering scholarships and financial advising, and establishing student/faculty mentoring
programs should be used to assist teacher candidates during their academic careers so
that they will be effective teachers when they graduate.
9
Chang, Yueh-hsia. "The Pedagogical Content Knowledge of Teacher Educators: A Case Study in a Democratic Teacher Preparation Program". Ohio University / OhioLINK, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1122493565.
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Kieninger, Katherine. "Examining Social Studies Teacher Candidates' Economic Pedagogical Content Knowledge". Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1627310475354062.
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Robbins, Sheri, i Sheri Robbins. "Translating Theoretical Principles to Classroom Practice". Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625843.
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This study followed two teacher candidates from the Communities as Resources in Early Childhood Teacher Education (CREATE) project into their first year classrooms to determine whether they were able to translate the theoretical principles from their teacher preparation program into practice during their first year of teaching. It also examined the supporting and limiting contextual factors that affected translation both during their teacher preparation and in their first year of teaching. Multiple case study methodology was used to look closely at each case independently providing consistency through replication, while also allowing the ability to look across both cases to develop more powerful findings (Stake, 2006; Baxter & Jack, 2008; Yin, 2014). A conceptual frame was developed around translation, revisiting how it has been used in other fields of research in the past (Catford, 1974; Bassnett, 2013; Major & Cordey-Hayes, 2000; Holden & Von Kortzfleisch, 2004; Jacobson, Butterill & Goering, 2003; Davison, 2009; Straus, Tetroe, & Graham, 2009) and how it is currently being used as a metaphor in the field of education (Cook-Sather, 2001, 2006) to provide a lens into the intricacies and flexibility of the process of translation. Literature was reviewed to provide background into research that has looked closely at the impact teacher preparation programs have on the first year of teaching, and to provide background information into the conceptualization of the work undergirding the principles of CREATE. It is crucial for teacher preparation programs to follow their own graduates into their classrooms to gain a deeper understanding of what concepts, theories, and principles translated from university classrooms and field experiences to practice in first year teacher's classrooms, in order to make changes to their teacher education curriculum to prevent a breakdown of translation. This study offers insight into what supports and limits translation and offers suggestions for future research in the area of translation.
12
Davis-Frost, Diane. "Intentions and Implementation of the Professional Development and Appraisal System in Texas". Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2721/.
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The purpose of this study was to describe the intentions of the designers of the Professional Development and Appraisal System (PDAS) in Texas and the perceptions of teachers regarding its implementation. Information for the study was gathered in two phases using two methodologies. The first was a semi-structured interview with four expert informants instrumental in the design and implementation of the PDAS at the state level. The second component of the study was conducted with teachers using a 37-item Likert survey. The population for this phase of the study was 150 elementary and 150 secondary teachers chosen randomly from three school districts in North Central Texas. The districts were selected to represent a variety of sizes in regard to student population and represent diverse student population characteristics and socioeconomic levels. Data from the semi-structured interviews and the returned surveys were analyzed to determine the designers' intentions and areas of emphasis and to describe the alignment the teachers' perceptions and the designers' intentions. Quantitative data gathered from the surveys were analyzed using descriptive statistics as well as a correlation and function analysis and analysis based on a Cronbach alpha coefficient. The analysis of data revealed the following:
1. Teachers perceived that the implementation of the PDAS has a high level of effect in the areas of learner-centered instruction; classroom management; support for all students; the professional growth of teachers; communication; learning application; and, TAAS improvement.
2. Teachers' perceptions were not affected by years of experience.
3. Teachers' perceptions were not affected by their field of instruction.
One implication of this study is that the final design represents the intentions of designers, although the area of student achievement is not weighted as heavily in teachers' evaluations as was originally intended. Furthermore, education leaders in Texas may conclude that teachers perceive a high level of impact upon their classroom practices as a result of implementation of the PDAS instrument. If future research reveals that the perceived impact is accurate and that classroom practices of teachers did change as a result of the instrument's implementation to the degree perceived, then this is a model for policy implementation at the state level that is extremely effective. Furthermore, additional researchers may investigate the link between classroom practices and student achievement. This research study is a first step toward describing effective, replicable practices.
13
Blatherwick, Mary Louise. "Teacher preparation for art curriculum implementation". Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/26375.
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This study addresses the question of how well prepared are elementary teachers in British Columbia to implement the New Elementary Fine Arts Curriculum Guide/Resource Book. Through questionnaires and interviews conducted with elementary teachers in a large Lower Mainland school district and university elementary art methods course instructors at three universities in British Columbia, it was possible to identify and discuss some of the educational factors that influence curriculum implementation in art. This study offers recommendations to promote a more unified approach to implementation by the Ministry of Education, curriculum committees, teacher educators and teachers, to ultimately improve the art education that is offered to elementary school students.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
14
Sharp, L. Kathryn. "Improving Teacher Preparation Through Data Sources". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4253.
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Stoner, Thomas Steven. "Teacher preparation for distinctive evangelical schools". Thesis, Boston University, 2012. https://hdl.handle.net/2144/12641.
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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.In the current atmosphere of expanding school choice, evangelical Christian schools provide a distinctive alternative consistent with deeply held beliefs of what is required for human flourishing, and represent a significant resource for parents seeking education based on a perspective diverging from those promoted by popular culture and public schools. However, current research reveals a pervasive gap between the ideal of a school integrating Christian faith with academic instruction and the actual practice found in most evangelical Christian schools. One key to closing the gap is specialized teacher preparation. Using a conceptual model of the characteristics of distinctive schools, this research identifies beliefs, knowledge, skills and characteristics that teachers should possess in order to promote distinctive evangelical schools. The dissertation reviews literature on the philosophy of evangelical Christian schooling and conceptual models for the integration of faith in learning, and contrasts the teacher-training model for evangelical schools with that for Montessori and Waldorf schools. Surveys of education professors at evangelical Christian colleges, administrators of Christian schools, and teachers currently working in Christian schools provide extensive evidence on prevailing beliefs about the characteristics of successful teachers for such schools. Interviews with faculty of colleges in different evangelical traditions document how they provide pre-service teachers with specialized training to work in Christian schools. The research found a striking lack of alignment between the major stakeholder groups with regard to teacher preparation for evangelical schooling and a series of bad ideas and practices that further undermine evangelical schooling, including a tendency to neglect the study of the truth of general revelation and a distorted hermeneutic that views the Bible as a textbook for the academic disciplines. These factors contribute to widespread confusion concerning the academic mission of evangelical Christian schooling and limit the ability of Christian-school students to engage the culture in the various academic disciplines with a cohesive and defensible faith. The conclusions include specific recommendations for the professional associations, education professors, administrators, and teachers to promote teacher preparation for distinctive evangelical schools.
16
Kukla-Acevedo, Sharon. "TEACHER EFFECTIVENESS: THE ROLES OF TEACHER CHARACTERISTICS, PREPARATION, AND TURNOVER". Lexington, Ky. : [University of Kentucky Libraries], 2008. http://hdl.handle.net/10225/881.
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Thesis (Ph. D.)--University of Kentucky, 2008.Title from document title page (viewed on October 30, 2008). Document formatted into pages; contains: vii, 89 p. : ill. (some col.). Includes abstract and vita. Includes bibliographical references (p. 85-88).
17
Helton, Julie. "A HISTORICAL ANALYSIS OF TEACHER PREPARATION PROGRAM CONTENTBEGINNING WITH TEACHER NORMAL COLLEGES IN 1839 THROUGHSCHOOL DISTRIC". Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2350.
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The purpose of this study was to explore teacher preparation program content throughout American history in order to determine trends in programs of study, specifically including coursework in education foundations, teaching methods involving the behavioral sciences, and subject area content. These categories were selected because their content is responsible for teachers' working knowledge of their subject area, as well as student learning, behavior management and motivation. The study also examined documented teacher knowledge voids: student behavior management, time management, organization, dealing with parents, motivating students, and meeting individual students' needs to determine which aspects of teacher education could improve teachers' skills in these areas. Programs of study from traditional and alternative teacher preparation programs were gathered from Massachusetts, Indiana, Tennessee, California and Florida in an effort to research across the United States. Traditional programs were defined as four or five-year teacher education programs in colleges or universities which began as teacher normal schools and in those that did not. Program components from 1839 through 2007 were analyzed using Thinking Maps® for organizing and interpreting the information while focusing on education foundations, teaching methods, or subject area content gaps which would correlate to teacher knowledge voids. Patterns were traced within teacher education programs focusing on the art or science of teaching. Trends in course offerings were investigated and linked to concurrent events which may have influenced them. The following results were obtained from this research. American teacher preparation programs began in 1839 with elements of teaching methods, subject area content and education foundations, which remained the common elements in 2007. The ratio of each element in teacher preparation programs fluctuated throughout history. The dissent over teaching as an art or a science was evident in the early years of teacher normal schools, and the argument continued in 2007, largely affected by the absence of a clear definition of either approach. Early teacher normal schools admitted that teacher education programs were "imperfect preparation" for the classroom, and teacher knowledge voids remained an issue in 2007. From the inception of common schools in America, there was a shortage of teachers to fill them, and the teacher shortage continued in 2007, which may have contributed to the vast difference in teacher education program composition. An avenue taken to alleviate the teacher shortage issue was alternative teacher certification. Alternative certification programs were enacted in the 1800s, and alternative certification programs were widely used in 2007.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
18
Gayles, Pamela L. "Title I Elementary School Principals' Perspectives on Teacher Preparedness: University-Based Alternative Teacher Preparation for Urban Schools". Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/eps_diss/83.
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ABSTRACT
TITLE I ELEMENTARY SCHOOL PRINCIPALS’ PERSPECTIVES ON TEACHER PREPAREDNESS: UNIVERSITY-BASED ALTERNATIVE TEACHER PREPARATION FOR URBAN SCHOOLS
by
Pamela L. Gayles
Colleges of education produce the majority of teacher educators in the United States. Additionally, over half of the alternative teacher preparation programs in the United States are administered by colleges of education. However, the literature reveals that few institutions concentrate on urban teacher preparation and that teacher-reform efforts have continuously insisted on high-quality teachers for high-need urban schools. This work addresses the existing gap in the extant research on urban schools by including the voices of school principals that are often unsolicited when discussing teacher preparation reform, particularly reform efforts responding to the staffing needs of Title I urban schools.
This study explores the perceptions that Title I principals have of urban teaching, urban school challenges, and, most importantly, of urban teacher preparation. Individual interviews were conducted with four Title I urban elementary school principals from public schools in the Southeast. Additionally, an analysis of documents was conducted from five university-based urban alternative teacher preparation programs.
Results from this research reveal that Title I school principals are aware of their staffing needs and challenges and are equally attuned to what they consider to be critical aspects of teacher preparation for Title I urban schools. This dissertation also highlights efforts underway in colleges and universities across the United States that are utilizing urban alternative teacher preparation to address staffing needs in urban schools. These efforts challenge the negative accusations about and allegations against both college of education and alternative teacher preparation programs’ inability to produce well-prepared teachers for all children, especially disadvantaged youth.
19
Govinda, 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.
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This study was undertaken to selectively investigate pre-service primary teacher education in one of the Pacific island countries, and in particular to explore whether it provides an adequate and enriching professional preparation to beginning teachers with a view to satisfying the demands of work in the field. In doing so, the issue was examined in detail in a teacher education institution located in Fiji, namely, Lautoka Teachers College (LTC). An integration of qualitative and quantitative approaches was employed to explore if beginning teachers from the College are provided with appropriate professional preparation as future teachers. Using LTC as a case study, basic data gathering methods utilized questionnaire surveys, interviews and documentary analyses. Survey-based data were gathered from the beginning teachers to find out their perceptions of the pre-service program that they had completed. Data were also gathered from their Head Teachers to ascertain views on the beginning teachers' professional preparation for the demands of work in their schools. In addition, an interview-based approach explored the perceptions of not only the College staff but also the Ministry of Education officials with regard to the preparation of teachers in meeting the demands of work and responsibilities in the field. Documentary-based research was also used to explore matters associated with teacher preparation at LTC and to integrate the findings with the data obtained in the surveys and interviews. The study indicated that the beginning teachers were not adequately prepared for the demands of work and responsibilities expected of them as perceived by the profession and other stakeholders. A number of factors were found to be contributing to the perceived inadequacy of the professional preparation of beginning teachers. Lack of physical facilities and quality of educational resources together with an outdated curriculum contributed to this situation. At the same time, lack of support from the principal stakeholder in terms of staff professional development and funding was also cited as impacting upon the quality of pre-service teacher education provided to the beginning teachers. An important emergent issue emanating from the study relates to colonial influence on Fiji's education in general, and teacher education at LTC in particular. Some of the problems LTC grappled with were attributable to certain features of the formalised educational system introduced during the colonial era. These aspects, such as the inheritance of the system of educational administration and centralised control, constrained the College in attempting to fulfil its professional role in an appropriate and responsive manner. The administrative system and related context, delivery and assessment elements established in education during the colonial period have been retained and not attuned to contemporary Fiji needs despite the changing times. In overview terms, the presence of these aspects appeared to have impacted negatively on College's effective conduct of its professional role and responsibilities. Further, this study provides specific insights into the pre-service primary teacher education in Fiji, in particular the importance of having relevant policies and programs to ensure the provision of an adequate and enriching professional preparation for teachers to meet the range of work commitments in the field. The study concluded that a number of factors influence the professional preparation of future teachers and these need to be considered with a view to ensuring that teachers are able to meet the demands of their profession. Based on these findings, the study recommends ways and means to improve the pre-service primary teacher education at LTC, which in turn could be expected to enhance the professional preparation of teachers and their competence within the context of teaching in Fiji primary schools. Additionally, some possible areas for future research have been suggested.
20
Govinda, 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.
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This study was undertaken to selectively investigate pre-service primary teacher education in one of the Pacific island countries, and in particular to explore whether it provides an adequate and enriching professional preparation to beginning teachers with a view to satisfying the demands of work in the field. In doing so, the issue was examined in detail in a teacher education institution located in Fiji, namely, Lautoka Teachers College (LTC).
An integration of qualitative and quantitative approaches was employed to explore if beginning teachers from the College are provided with appropriate professional preparation as future teachers. Using LTC as a case study, basic data gathering methods utilized questionnaire surveys, interviews and documentary analyses.
Survey-based data were gathered from the beginning teachers to find out their perceptions of the pre-service program that they had completed. Data were also gathered from their Head Teachers to ascertain views on the beginning teachers' professional preparation for the demands of work in their schools. In addition, an interview-based approach explored the perceptions of not only the College staff but also the Ministry of Education officials with regard to the preparation of teachers in meeting the demands of work and responsibilities in the field. Documentary-based research was also used to explore matters associated with teacher preparation at LTC and to integrate the findings with the data obtained in the surveys and interviews.
The study indicated that the beginning teachers were not adequately prepared for the demands of work and responsibilities expected of them as perceived by the profession and other stakeholders. A number of factors were found to be contributing to the perceived inadequacy of the professional preparation of beginning teachers. Lack of physical facilities and quality of educational resources together with an outdated curriculum contributed to this situation. At the same time, lack of support from the principal stakeholder in terms of staff professional development and funding was also cited as impacting upon the quality of pre-service teacher education provided to the beginning teachers.
An important emergent issue emanating from the study relates to colonial influence on Fiji's education in general, and teacher education at LTC in particular. Some of the problems LTC grappled with were attributable to certain features of the formalised educational system introduced during the colonial era. These aspects, such as the inheritance of the system of educational administration and centralised control, constrained the College in attempting to fulfil its professional role in an appropriate and responsive manner. The administrative system and related context, delivery and assessment elements established in education during the colonial period have been retained and not attuned to contemporary Fiji needs despite the changing times. In overview terms, the presence of these aspects appeared to have impacted negatively on College's effective conduct of its professional role and responsibilities.
Further, this study provides specific insights into the pre-service primary teacher education in Fiji, in particular the importance of having relevant policies and programs to ensure the provision of an adequate and enriching professional preparation for teachers to meet the range of work commitments in the field. The study concluded that a number of factors influence the professional preparation of future teachers and these need to be considered with a view to ensuring that teachers are able to meet the demands of their profession.
Based on these findings, the study recommends ways and means to improve the pre-service primary teacher education at LTC, which in turn could be expected to enhance the professional preparation of teachers and their competence within the context of teaching in Fiji primary schools. Additionally, some possible areas for future research have been suggested.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Curriculum, Teaching and Learning
Full Text
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Luik, Piret. "A Novice Teacher's Shoebox: A Volunteer EFL Teacher Training Curriculum". BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3595.
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This MA thesis presents the development of an online Pre-Missionary Training Centre (MTC) Teacher Training curriculum for missionaries of the Church of Jesus Christ of Latter-day Saints going to Mongolia to teach English. The thesis summarizes relevant literature on curriculum development and teacher preparation including a comparison of three prevalent curriculum development models - the ADDIE, Richards' principles, and Nation and Macalister. Thereafter, the process through which the online Pre-MTC Teacher Training was developed is outlined followed by the presentation of the curriculum. The implications, limitations and suggestions for improvement are then discussed.
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Keefe, Elizabeth Stringer. "Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students". Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107658.
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Thesis advisor: Marilyn Cochran-SmithThe number of autistic students receiving special education services increased 478% between the years 2000 and 2013 (National Center for Education Statistics, 2016). U.S. schools and teachers are educating more autistic students with complex educational needs resulting from differences in communication, social interaction and behavior. As a result, schools need increasing numbers of teachers who are equipped to educate them. Quality special education teacher preparation is critical for teachers of autistic students, because it can affect the quality of education and outcomes for this highly unique student population. Very little research has been conducted to determine the extent to which special education teacher preparation programs provide teachers with preparation to teach autistic students, or about the extent to which special educators feel prepared to teach this population at the point of conclusion of their preparation programs. This study used a mixed methods sequential explanatory design to examine the perceptions of special educators about their preparedness to teach autistic students based on preparation program/licensure, specialized autism coursework, and on-the-job experiences after licensure programs. A researcher-created survey was followed by interviews to explore participants’ survey responses more deeply. Survey data (n =121) were used to inform both question construction and participant selection for a purposive sample of follow-up interviews (n= 10). Regression analyses, means, summary scores, and thematic coding were employed to analyze the survey data. Results indicated that the majority (77%) of special education teachers felt unprepared to teach autistic students at the end of their licensure programs. However, specialized autism coursework was a significant predictor of teachers’ sense of preparedness. Limitations of the study and implications for special education teacher preparation and education are discussed
Thesis (PhD) — Boston College, 2017
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Jantz, Allen W. "Enhancing teacher preparation: first-year teacher use of culturally relevant pedagogy". Diss., Wichita State University, 2010. http://hdl.handle.net/10057/3650.
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While the cultural landscape of society is becoming more diverse, the teaching
population continues to remain largely white and female. Teacher preparation programs must
prepare future teachers for the diversity with which they will work and training in culturally
relevant pedagogy provides teachers with skills necessary for working with diverse student
populations. This qualitative case study investigated how two cohorts of students from Bethel
College, a small, liberal arts college on the plains of Kansas, implemented the constructs of
culturally relevant pedagogy in their classrooms. The constructs investigated included: reflective
practice, cultural literacy, building a community of learners, respect for diversity culturally
relevant instructional methodology, and high expectations. Six graduates, including elementary
and secondary teachers, and their mentors/principals were interviewed. The teachers were
additionally observed. All other graduates of the program from the same time frame were invited
to participate in an open-ended online survey. The findings indicated that although graduates saw
some success in their use of culturally relevant pedagogy, some changes in their teacher
education program could enhance graduate effectiveness. One such finding was that “Generation
Y” teachers’ views of diversity are different than preceding generations and generational
differences must be taken into consideration in teacher training programs.Thesis (Ed.D.)--Wichita State University, College of Education, Dept. of Educational Leadership
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Kelly, Heather. "Teacher preparation to support an inclusive environment an elementary teacher inservice /". [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/HKelly2008.pdf.
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STEWART, STEPHANIE M. "IDENTIFYING QUALITY MENTORING: FIVE AREAS OF SUPPORT ESSENTIAL TO CANDIDATES AND NOVICES IN FIELD EXPERIENCES". University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1085414751.
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Ozturk, Mehmet Emin. "Collaboration with Families: Perceptions of Special Education Preservice Teachers and Teacher Preparation". Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7071.
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The purpose of this study was to explore the integration of family involvement in the courses and field experiences in an undergraduate special education program. This study also explored preservice teachers’ perceptions about what they learned in their program and the perceptions, and understandings of pre-service teachers regarding collaboration with families based on their past experiences with their families. This study used qualitative research methods to answer questions about perceptions of pre-service teachers’ perceptions of collaborating with families and the extent to which their perceptions are influenced by their own family backgrounds as well as their perceptions about what they learned in their program. In order to address the goals and related research questions of this study, the research design will be a descriptive case study. Interviews with six preservice teachers and two professors and document analysis used in this study as a source of data. Three themes emerged from the data. The themes are as follows: perceptions of preservice teachers about family-school collaboration, preservice teachers’ past experiences when they were at K-12 in terms of family involvement and teacher education program experiences of preservice teachers.
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Deats, Michele. "Classroom management preparation and new teacher retention". [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/MDeats2008.pdf.
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Cassagnol, Cynthia. "Urban School Education and Preservice Teacher Preparation". Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1152.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Education
Elementary Education
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Zientek, Linda Reichwein. "Do teachers differ by certification route? novice teachers' sense of self-efficacy, commitment to teaching, and preparedness to teach". Texas A&M University, 2003. http://hdl.handle.net/1969.1/5751.
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Alternative teacher certification (ATC) programs are one method created to help
alleviate teacher shortages (Cox, Matthews, & Assoc, 2001; Hallinan & Khmelkov,
2001). While much debate has arisen over ATC programs, very few have empirically
examined their impact on the teaching pool (Darling-Hammond, Berry, & Thoreson,
2001; Darling-Hammond, Chung, & Frelow, 2002; Goldhaber, 2000; Ingersoll, 1999;
Shen, 1997, 1999). The present study was designed to explore differences by
certification type and program characteristics based on novice teachers' demographics,
educational attainment, sense of self-efficacy, and sense of preparedness to enter the
classroom.
Results from the present study suggest ATC programs are somewhat diversifying
the teaching population by bringing in more minorities and science majors, but do not
appear to be bringing in more experienced scientists and mathematicians nor do they
appear to be alleviating the teacher shortage. In this sample, traditionally certified
teachers felt better prepared than ATC teachers with the biggest differences on
Promoting Student Learning. Regardless of certification route, prior classroom experience was a strong predictor of Overall Preparedness and a teacher's perception of
his or her ability to be an effective teacher. For ATC teachers, a positive mentoring
experience was a strong predictor of Overall Preparedness.
The discussion of whether or not ATC programs should exist should now be
replaced with a discussion of how to ensure that these programs produce better teachers
and improve student learning. The underlying theme from the present study was that, in
order to feel prepared and have high self-efficacy, novice teachers needed instruction in
the majority of the components identified by research and by the National Commission
on Teaching and America's Future (1996), including positive mentoring experiences,
field based experiences, and curriculum based on child development, learning theory,
cognition, motivation, and subject matter pedagogy. Results from the present study
support the assertion that teacher preparation programs, program components, mentoring
experiences, and field-based experiences do impact teacher effectiveness in the
classroom.
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Sookhoo, Sharind Nadra Adine. "Practices in alternative teacher preparation programs in California". Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/16.
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The challenges of the Great Recession of 2008 have impacted the field of education to the point that many intern programs have ceased to exist. Alternative (or Intern) teacher preparation programs have also become an increasingly popular topic, especially since the term "highly qualified teachers" will soon be up for re-assessment. Concerns over the quality of teacher preparation programs have yet to yield conclusive results and seems to be an unending debate. This study has provided a glimpse into two intern programs and the process by which these programs have evolved. There were 6 major themes that emerged out of this study: Communication & Collaboration, Support, Financial Influences, Individual Dynamics, Beyond Curriculum and How Programs have Evolved to Remain Current. This study described participant perspectives that relate only not how these two intern programs survived during the challenging economic crisis, but how they have managed to thrive. Efforts were made by each program to utilize low intern enrollment to their benefit by providing added supports and individualized programming to better meet the needs of interns/teachers in training. Three intern participants, two Intern program directors and four intern program instructors have provided their perceptions on their programs to illustrate a clearer picture of how their respective intern programs have evolved to remain current in this challenging economically turbulent time.
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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.
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The focus of this research is to understand how different factors, such as state-level EE policies and institutional values, influence the inclusion of environmental education (EE) into pre-service teacher preparation programs. Institutional theory is the main theoretical foundation used for analyzing this issue. This is a mixed methods study with a sequential triangulation design (Morse 1991), using quantitative data from 50 states and 191 public universities to guide the selection process for seven qualitative interviews. While the impact of EE policies is evident, understanding the mechanisms that contribute to such things as political capital and how institutional value for EE is created is more nuanced. The findings from this research point to targeted EE policies, collaborative practices, and research on the development of institutional culture as strategies to bring EE in from the fringes of pre-service teacher preparation programs.
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Cerrato, Elaine. "Illuminating Changes in Preservice Teachers’ Perceptions about Teaching Elementary Mathematicsin an Introductory Methods Course". Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7765.
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Producing highly skilled elementary mathematics teachers capable of facilitating mathematics learning in ways aligned with The Principles and Standards for School Mathematics (NCTM, 2000) and the Common Core State Standards for Mathematics (CCSSM), is a common objective of teacher preparation programs (National Governors Association & Chief Council of State School Officers, 2010). After decades of effort, Brown (2003) argues, teachers continue to teach in the way they were taught; thus, they disregard mathematics standards. As Abell, Appleton, and Hanuscin (2010) note, students’ preexisting ideas relevant to the nature of learning and teaching stem from experiences in their schooling, life, and formal classes. Specifically, related to mathematics, these experiences often reflect the difficulty in learning mathematics, fear of mathematics, and consequently, a dislike for the subject (Abell et al., 2010; Wilson, 2014). These preconceived beliefs influence how preservice teachers (PSTs) perceive subject matter. Beliefs also impact the decisions they make about teaching and learning mathematics. In this exploratory descriptive case-study I investigated in what ways three PSTs describe their experiences as K-12 mathematics learners, how the PSTs perceive their abilities to teach mathematics prior to participating in an introductory elementary mathematics methods course, how the PSTs perceive their abilities to teach mathematics after participating in an introductory elementary mathematics methods course, and what catalysts, relative to their experiences, do the PSTs consider noteworthy in the development of their beliefs and concurrent pedagogy about teaching mathematics to elementary students. I utilized constant comparative methods (Strauss and Corbin, 1998; Denzin and Lincoln, 1994; Strauss, 1987; Miles and Huberman, 1984) to analyze the data and identify overarching themes related to the goals of the study.
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Johnson, Amy F. "Preparing for changes in teacher preparation program accountability| Evaluating the factors that influence job placement of teacher preparation program graduates". Thesis, University of Southern Maine, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3740382.
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Teacher preparation programs are facing increased pressure to report on the outcomes of their graduates, including their job placement rates. Prior research on job placement for teachers establishes that a variety of factors are related to whether or not individuals apply for and receive jobs. This research study explored these factors through quantitative analysis of three cohorts of teacher preparation program completers within the institutions of the University of Maine system, using logistic regression to identify the individual and contextual characteristics that are most predictive of job application and hiring.
Of the factors studied, the most influential factors in job placement in public schools in the state were (1) in-state residency status, (2) preparation in a teacher shortage area, (3) completion of a post-baccalaureate preparation pathway, (4) receipt of financial assistance that requires completion of future teaching service, (5) institution attended, (6) GPA relative to other graduates, (7) year of graduation, and (8) age at the time of completing the program. However, these combined variables provide less than 20% of the potential predictability in job placement outcomes. This suggests that additional work is needed to identify the factors influencing beginning teacher placement. Job placement rates for preparation programs should be interpreted with caution, as at least some of the related factors are not within the control of preparation programs (e.g. year of graduation). Furthermore, the use of job placement rates to make high-stakes decisions may provide incentives to programs to implement policies that may not be ethical (such as preferential admission of younger applicants) or that may not be advisable for other reasons.
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Banks, Amanda Brooks. "Preparing K-12 Educators to Teach Students with Disabilities". Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/83802.
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My dissertation is comprised of two manuscripts on preparing educators to address the needs of students with disabilities. The first manuscript is a systematic review of 23 empirical studies published over the last two decades, addressing how traditional teacher preparation programs prepared preservice educators to learn about teaching students with disabilities in inclusive settings. A conceptual model was developed to synthesize the findings. Better outcomes in dispositions, knowledge, and skills were associated with preservice educators placements in inclusive classrooms where supportive supervising teachers modeled effective collaboration and provided opportunities for developing specific teaching skills. Although student disability type and teacher education program type are not directly related to preparation, researchers suggest that they mediate preservice educators' dispositions.
The second manuscript examines the demographic, preparation, and school poverty level of a nationally representative sample of 51,340 early career special educators and the extent to which more and less preparation predicted their perceived preparedness for eight instructional practices. Data analyses included descriptive statistics, cross tabulations, and multiple linear regression. Findings indicated that more preparation significantly predicted educators' feelings of preparedness as they began teaching. The majority of educators with more preparation entered teaching through traditional routes while those who were less prepared tended to enter through alternative routes. Additionally, the majority of all educators felt least prepared to use student data to inform instruction and most prepared to differentiate instruction. Implications for education policy, teacher preparation, and future research are considered in both manuscripts.Ph. D.
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Stonner, Nancy C. "Middle level teacher preparation and support : first-year teachers' perceived competence and influencing factors /". free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924931.
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Latham, Nancy Moss Rita Kay. "The effects of teacher preparation model on persistence in elementary education employment". Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196670.
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Thesis (Ed. D.)--Illinois State University, 2004.Title from title page screen, viewed May 23, 2006. Dissertation Committee: R. Kay Moss (chair), Mary Murray Autry, Deborah J. Curtis, W. Paul Vogt. Includes bibliographical references (leaves 72-80) and abstract. Also available in print.
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Langford, Megan Sue. "A Content Analysis of Evaluation Instruments Used by Special Education Teacher Preparation Programs". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2859.
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The purpose of this study was to conduct a content and component analysis of evaluation instruments used to evaluate preservice teacher performance by special education teacher preparation programs. Direct observation (DO) and summative evaluation (SE) forms were collected from a random sample of Special Education teacher preparation programs that are recognized by the Council for Exceptional Children (CEC). The forms were then coded for content and components based on predetermined categories to identify similarities and differences. Variances among the DO and SE forms indicated possible methods for evaluating preservice teacher knowledge, skills, and dispositions.
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Chang, Pei-Fen. "Factors affecting student teachers' capacity for flow experience". Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/39168.
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George, Anna Ray Bayless. "Impact of Texas High School Science Teacher Credentials on Student Performance in High School Science". Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149592/.
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A study was conducted to determine the relationship between the credentials held by science teachers who taught at a school that administered the Science Texas Assessment on Knowledge and Skills (Science TAKS), the state standardized exam in science, at grade 11 and student performance on a state standardized exam in science administered in grade 11. Years of teaching experience, teacher certification type(s), highest degree level held, teacher and school demographic information, and the percentage of students who met the passing standard on the Science TAKS were obtained through a public records request to the Texas Education Agency (TEA) and the State Board for Educator Certification (SBEC). Analysis was performed through the use of canonical correlation analysis and multiple linear regression analysis. The results of the multiple linear regression analysis indicate that a larger percentage of students met the passing standard on the Science TAKS state attended schools in which a large portion of the high school science teachers held post baccalaureate degrees, elementary and physical science certifications, and had 11-20 years of teaching experience.
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Yontz, Brian David. "Teacher Candidates’ Perceptions of the Emphasis on Stewardship in Their Initial Teacher Licensure Program". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275054415.
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NEY, PATRICIA EMMERICH. "EVALUATING THE USE OF TECHNOLOGY IN A TEACHER PREPARATION PROGRAM: PERSPECTIVES OF THE FUTURE TEACHERS". University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022878459.
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Stewart, Carmine. "Teacher Preparation and Professional Development in Adult Literacy Education". Cleveland State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=csu1357933502.
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Ojure, Lenna P. Jr. "An Investigation of the Relationship Between Teachers' Participation in 4MAT Fundamentals Training and Teachers' Perception of Teacher Efficacy". Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30633.
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The relationship between teachers' participation in 4MAT learning style training and their perception of teacher efficacy was investigated three ways. Teachers who participated in 4MAT Fundamentals training were surveyed, observed, and interviewed. The Gusky and Passaro (1994) teacher efficacy scale was given to 120, K-12 teachers at 4MAT training sites. The survey was administered three times: before the workshop, immediately after the workshop and one month after the teachers had returned to their classrooms. The scale measured two teacher efficacy factors: (a) internal teacher efficacy -- perception of personal influence and impact on teaching and learning situations; and (b) external teacher efficacy -- perception of the influence and impact of elements that lie outside the classroom on teaching and learning situations. In addition, the teachers at one learning style training site were observed to determine how readily they adopted learning style terminology. Finally, six teachers were interviewed three times each to determine if factors found by Ashton (1984) to be associated with a high level of teacher efficacy were present.
Perceptions of internal teacher efficacy increased significantly from pre- to post workshop administrations. After the teachers had been in the classroom for one month, internal teacher efficacy scores were lower than immediately after the workshop but still significantly higher than before the workshop. The training had no significant impact on external teacher efficacy scores. An interaction was found between teachers' level of previous knowledge and the reported gain in internal teacher efficacy. Those teachers with little previous knowledge of learning style theory and methodology showed higher levels of gain in internal teacher efficacy immediately after the workshop and on the one-month follow-up survey.
The teachers' discourse during interviews and behavior during the workshops reflected all the elements Ashton outlined as associated with teacher efficacy: a belief in students' potential to learn and develop, awareness of the classroom as a social setting, and use of reflective behavior. These data also suggested that the maintenance of a high level of efficacy was influenced by the support of colleagues, modeling of instructional techniques, and validation of teachers' ideas concerning practice. It was also noted that teachers adapted 4MAT methodology idiosyncratically.
These findings suggest that knowledge of learning style theory and practice can be valuable to teachers. It appears that examining the impact of learning style training on teachers' attitudes and behaviors may provide meaningful insights into why interest in learning style concepts continues despite an inconclusive research base.Ph. D.
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Shelton, Charles Verner Kennedy Larry DeWitt. "The perceptions and attitudes of first-year elementary teachers toward their teacher preparation programs". Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803738.
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Thesis (Ed. D.)--Illinois State University, 1997.Title from title page screen, viewed June 8, 2006. Dissertation Committee: Larry Kennedy (chair), John Godbold, John Goeldi, William Tolone. Includes bibliographical references (leaves 67-73) and abstract. Also available in print.
45
Grych, 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.
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The 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.
46
Cook, Laura. "Beginning teachers' experiences of preparation & additional well-being support throughout initial teacher education". Thesis, Cardiff University, 2017. http://orca.cf.ac.uk/104925/.
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Beginning Teacher (BT) attrition in the UK has been described as problematically high (Hughes, 2012). Whilst many contributing factors towards teacher attrition have been identified (Schaefer (2013), Foreman-Peck (2015)) suggests that the role of well-being, and the contextual-level issues that influence it, are frequently overlooked. Given that many of the same reasons are cited by BTs for both negative well-being and premature attrition (Harfitt, 2015), Hamilton and Clandinin (2011) identify research into BT well-being as a worthwhile area of study. This study adopted a pragmatist, mixed-methods approach in exploring BTs’ experiences of preparation and additional well-being support throughout Initial Teacher Education (ITE) in Wales at two time-points: end of ITE (Time 1) and approximately eight weeks into teaching (Time 2). At Time 1, online- questionnaires, containing both quantitative and qualitative questions, captured the experiences of 109 BTs. Six BTs also participated in semi-structured interviews. At Time 2, 34 BTs from the original questionnaire-cohort completed a follow-up questionnaire, whilst five of the original interviewees participated in a follow-up interview. Interpretative Phenomenological Analysis (IPA) was conducted (Smith, Flowers & Larkin, 2009). The IPA-process utilised by Snelgrove, Edwards and Liossi (2013) was also adopted as a guide for analysing interview data from two time-points. Findings outlined a need for more in-depth preparation during ITE; particularly in relation to some of the aspects of teaching that can have a detrimental impact on well- being. Also found was the need for more direct well-being support for BTs, focusing first on reducing the stigma associated with teacher well-being and increasing communication between ITE staff, placement-school staff and BTs. Recommendations for developments within ITE to support BTs’ well-being from the outset of their careers are made, with consideration as to how educational psychologists might contribute.
47
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 źródłaStreszczenie:
The 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.
48
Plevyak, Linda H. "Level of Teacher Preparation in Environmental Education (EE) and Level of Implementation of EE in the Elementary Classroom within a Mandated EE Teacher Preparation State (Wisconsin) and a Non-Mandated EE Teacher Preparation State (Ohio)". Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1216919734.
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Harris, Scott Phillip. "Teacher Retention and Recruitment: Perceptions of Principles, Teachers, and University Students". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8948.
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This study identifies differences in perceptions between three stakeholder groups - principals, K-12 teachers, and parents - regarding the effect of workplace conditions on teacher attrition. An electronic questionnaire was sent to 15 of Utah's 41 school districts. Sampling efforts yielded completed surveys from 93 principals, 2003 teachers and 495 parents. All three groups agreed that workplace conditions are important, but the greatest disagreements occurred in perceptions of (a) teacher involvement in decision-making, (b) protection of teacher preparation time, (c) administration's management of student discipline, (d) adequacy of resource availability, (e) the degree to which a trusting and supportive school environment existed within the school, and (f) whether teachers' expectations were reasonable. Overall, principals believed that work conditions are relatively good for teachers, while many teachers disagreed with these perceptions. The study also examined factors that influence science, technology, engineering and math (STEM) university students' willingness to consider teaching as a career. A total of 4,743 university students majoring in STEM fields from Brigham Young University completed the survey (31%) and although very few of these students initially consider this profession, we identified four factors using predictive modeling that are strongly associated with these students' willingness to consider teaching and their belief that teaching might be their best career option. Results indicated that STEM university students were more likely to consider teaching when they believed teaching is something they would be good at, others encouraged them to be a teacher, when family encourages them to teach, and when teachers they know inspire them. Results from this study indicate that small salary bonuses would likely not entice students in STEM subjects to become teachers. Less impactful factors included gender and individual beliefs about the respectability of the profession. Additionally, this study found these students less likely to consider work conditions for teachers when making career choices. This study concludes with several implications that can inform and possibly improve the recruitment and leadership preparation programs at Institutes of Higher Education.
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Callaway, Stacey E. "A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders". Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500121/.
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The purpose of this study is to identify novice teachers’ perception of their preparedness to teach a class designed for students with autism spectrum disorder (ASD) after graduation from a traditional university-based special education program or from a special education alternative certification program. Teacher preparedness and the need for highly qualified teachers of students with ASD are relevant topics, as the prevalence rate of ASD continues to increase. This phenomenological qualitative study explores novice teachers’ perceptions of preparedness to teach students with ASD and their knowledge about teaching students with ASD. Semi-structured, in-depth interviews were conducted with six novice special education teachers of students with ASD. Results indicated that novice teachers of students with ASD have knowledge of autism and evidence-based practices (EBP), which they ascertained primarily through experiences such as; working directly with students with ASD, however, preservice education programs provided the participants with cursory information related to knowledge of ASD and EBP.