The primary purposes of present study were 1) investigation of epistemological beliefs held by preservice teachers, 2)investigation of relationship between pre-service teachers&rsquo / environmental literacy and their epistemologicalbeliefs,3)investigation of predictors of pre-service teachers&rsquo / intentions to act environmental behavior. Secondary purpose of the study was to investigate effect of gender, academic major, and grade level on environmental literacy of pre-service teachers. This study was carried out during the spring semester of2008. Sample of this study constituted 560 pre-service teachers from a public university in Ankara. In this study data was obtained from the administration of Turkish versions of Schommers&rsquo / Epistemological Belief Questionnaire and Environmental Literacy Questionnaire. The data were analyzed by using factor analysis, correlational analysis, multiple regression analysis, and multivariate analysis of variances (MANOVA). We found five epistemological belief factors which indicated that pre-service teachers held multidimensional epistemological beliefs.Epistemological belief components, innate ability and quick learning, were significantly related with behavior component of environmental literacy. Innate ability, quick learning dimensions of epistemological beliefs and environmental attitude, concern were investigated to be the predictors of behavior. mean scores of pre-service teachers&rsquo / .Moreover,results of this study revealed that gender / academic major and grade level have effect on environmental literacy of pre-serviceteachers.

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.

The aim of this study was to examine the relationships among pre-service science teachers&rsquo / personality, 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.

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 &ldquo / TPACK&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&lt / 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&lt / 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.

The purpose of this study was to investigate the preservice science teachers&rsquo / perceived 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.

Ive Got the Power!: Investigating Pre-service Special Educators Perceptions and Abilities to Teach Reading to Students with Disabilities Tandria Milagno Callins M.S., CCC-SLP ABSTRACT This study, through a multiple case study approach, was designed to investigate how pre-service special educators were empowered to teach reading to students with disabilities during their final internship. A developmental-constructivism theoretical framework guided this study in order to examine how a teacher preparation program prepared a six-member cohort of pre-service special educators in the areas of efficacy, competency, and preparedness. Based on the principles of developmental-constructivism, the researcher investigated whether or not these pre-service special educators became more empowered in the areas of efficacy, competency, and preparedness through active-learning and hands-on opportunities. The researcher employed a concurrent mixed-method design for data collection and analysis. To complement the quantitative data from the surveys, the qualitative data from the interviews were collected in order to provide support, to explain, and to account for discrepancies in the data. The levels of empowerment were measured by the differences between self-reported data on pretest and posttest measures on the Teacher Sense of Efficacy Scale (TSES), Special Education Competency Scale (SECS), and Preparedness to Teach Reading Survey (PTRS). Videotaped observations of each pre-service special educator teaching a reading lesson were collected and analyzed to determine the percentage of observable reading practices. Results included both increases and decreases in perceptions of empowerment on the TSES, SECS, and PTRS. The pre-service special educators were able to demonstrate approximately 50-65% of the reading competencies on the reading observation rubric. The results also revealed gaps between self-perceptions and actual practices among the participants. Institutional barriers such as student behaviors and the mentor/mentee relationship accounted for most of the gaps observed between beliefs and practices.

With recent calls for teacher education programs to increase both the quantity and quality of field experiences (NCATE, 2010), it is important for teacher educators to understand how pre-service teachers create meaning from those experiences. Reflection is a mode of thought historically associated with creating "warranted assertabilities" (Dewey, 1938, p.15) from experience. Therefore, reflection is a common component of many teacher education programs (Darling-Hammond, 2010). Despite the abundance of research that has been conducted about reflection and teacher education, little is understood about the process of supported reflection as it is experienced by pre-service teachers. In this hermeneutic phenomenology, I explored the described experience of reflection for one pre-service teacher with whom I worked. Findings from this study created new understandings about reflection which include: (dis)positions may be tendencies toward temporary places rather than static, pre-determined qualities, dissonance appears to be present throughout the reflection process, judgment and knowledgeable others play key roles in the reflection process, and coding, note-taking, and writing appear to be ways for pre-service teachers and university supervisors to create texts that can be juxtaposed to create dissonance and dialectic tension.

Previous studies on nonnative English speaker teachers (NNESTs) (Reyes & Medgyes, 1994; Samimy & Brutt-Griffler, 1999; Llurda, 2008; Rajagopalan, 2005) and publications in World Englishes (WEs), English as a Lingua Franca (ELF) and English as an international language (EIL), have analyzed and documented how prevailing ideologies rooted in "the myth of the native speaker" (Pennycook, 1994; Canagarajah, 1999; Kramsch, 2000), "the native speaker fallacy" (Phillipson, 1992) and associated ideologies generate discrimination and affect students and teachers' sense of self-worth. By making use of telecollaboration to determine how L1 Spanish speaking Colombian EFL pre-service teachers' interactions with U.S. heritage Spanish speakers (HSSs) influence the Colombian future teachers' self-perceptions as (non) native speakers and future teachers, this study responds to scholars' concerns to diversify the scope of explorations on NNESTs (Samimy & Kurihara, 2008; Llurda, 2008). Examining the ideological side of the native vs. non-native speaker dichotomy in telecollaboration, this research seeks to reverse the tendency to study interactants' exchanges mainly as a language feedback process through which "native speakers" support those who are not native speakers. Under an overarching qualitative phenomenological case study research design, the first article's pre-assessment of participants' self-perceptions of (non) nativeness found that the myth of the native speaker, the native speaker fallacy and associated ideologies permeated participants' self-images as language speakers and prospective teachers. Nevertheless, their ongoing education and the perceived benefits of becoming skillful language users contrasted with the harmful effects of these ideologies. Based on findings in the first article, the second study determined that in adopting meaning making abilities as their center of interest in telecollaboration, most participants focused less on the achievement of idealized native speaker abilities. Their interaction with U.S. peers generated confidence in their use of English, self-criticism of their skills in Spanish and a tendency to embrace the idea that they could succeed as English teachers. The intercultural and sociocultural nature of telecollaboration as a potential resource to leverage Colombian prospective teachers' self-perceptions constitutes the core of the last manuscript. Cooperative relationships with U.S. peers provided participants affective and knowledge-based resources to build more favorable views of themselves, attitudes to confront the detrimental effects of nativespeakership ideologies, and informed judgments to dismantle them. The pedagogical implications section discusses the need to revise the current EFL perspective providing the framework for English language teaching and learning in Colombia, avenues for strengthening students' ideological literacy through telecollaborative tasks and the potential integration of telecollaboration in the language teacher education curriculum as a means to increase participants' linguistic, intercultural and pedagogical abilities, and to cultivate more favorable self-images.

Childhood emotional, behavioural and learning problems are prevalent in elementary classroom settings. It is therefore imperative to evaluate pre-service teacher training in classroom management. Two studies were conducted to evaluate the effectiveness of a proactive behavioural management course taught at a Canadian teacher’s college. The first study examined a sample of 69 pre-service teachers at the start and completion of this course. Using random assignment, the second study compared 50 pre-service teachers who completed the course to 32 pre-service teachers who did not take the course. Participants completed questionnaires assessing their self-efficacy, teaching style, and teaching attitudes and partook in simulated classroom scenarios. Significant findings highlight the positive influence of this course on pre-service teachers’ self-efficacy, teaching style, emotions and reactions towards children, and their use of classroom management strategies. This research may further the development of pre-service teacher training in classroom management.

Childhood emotional, behavioural and learning problems are prevalent in elementary classroom settings. It is therefore imperative to evaluate pre-service teacher training in classroom management. Two studies were conducted to evaluate the effectiveness of a proactive behavioural management course taught at a Canadian teacher’s college. The first study examined a sample of 69 pre-service teachers at the start and completion of this course. Using random assignment, the second study compared 50 pre-service teachers who completed the course to 32 pre-service teachers who did not take the course. Participants completed questionnaires assessing their self-efficacy, teaching style, and teaching attitudes and partook in simulated classroom scenarios. Significant findings highlight the positive influence of this course on pre-service teachers’ self-efficacy, teaching style, emotions and reactions towards children, and their use of classroom management strategies. This research may further the development of pre-service teacher training in classroom management.