Since the merging of special education and regular mainstream education into a unified system now known as inclusive education, this concept has kept many educators divided. However, it appears that inclusive education has now become the preferred option where children with special needs are given equal opportunity to learn with their peers in inclusive classrooms and an environment where they can freely interact with one another. While the seed of inclusive education had been sown and effectively implemented in most developed countries, it has yet to sprout in the Solomon Islands. It has been suggested that the success of inclusive education depends very much on teachers and their attitudes. Because of that, teachers need adequate training in inclusive education so that they can effectively implement inclusion in their classroom, thus highlighting pre-service training of teachers as an essential factor which may enhance inclusive education in the Solomon Islands. This study was based on an interpretive research paradigm. A qualitative research approach methodology was used. Teacher educators and pre-service teachers from a teacher training college were identified to be the focus of this study. It aimed to investigate their attitudes, knowledge and understanding on special and inclusive education and to find out if the current training is making adequate provision for these two approaches to occur. The primary source of data collection was the use of semi-structured interviews, done through face to face interview followed by a focus group interview. Interview questions were developed for both teacher educators and pre-service teachers. The focus group interview involved all participants. According to the literature, school organisation, leadership, pre-service training and staff development together with policy and funding are just some factors that can contribute to the success of inclusive education. The results suggested that teacher educators and pre-service teachers appeared to have limited knowledge and understanding on what constitutes special education and inclusive practices. There was also a lack of sound policy at the government level that would pave the way for inclusive education in the Solomon Islands. This situation had created a gap between inclusive education policy and practices in the country. Because of lack of policy at the nation level, it had also affected the way other institutions like the School of Education perceived inclusive education. This was evident in that, the notion of educating children with special needs in an inclusive classroom and environment was never introduced to pre-service teachers in the course of their pre-service training at the School of Education (SOE). That was the hallmark of this study. This study suggests that firstly, it is very important for teachers to understand the importance of teaching children with special needs in an inclusive environment. Secondly, this notion of teaching children with special needs in inclusive classroom should be introduced into the curriculum of pre-service training for beginning teachers. Thirdly, all stake holders need to have a change of mindset to create a positive attitude to special education and inclusive practices.

This thesis is concerned with the concept of social justice. It is a concept increasingly used in educational literature, yet infrequently well theorized. However, if one of the key aims of education is the development of active and informed citizens who will work to further democratic processes and thereby a more just society, then teacher educators and policy makers need to develop in pre-service teachers a well considered sense of justice and a desire to teach for social justice. The problematic here is the highly contested nature of the meaning of social justice. Given the lack of a universally agreed upon understanding of what social justice means, a useful avenue of research is how do teachers, who are meant to carry out the above aims of education, understand social justice and what are possible implications of these understandings? Research of this nature is rare however, it is argued here that such research is important as the manner in which teachers understand social justice will have implications for the way in which they teach, the content they choose to present to their students, and their view of what a just society may look like. Accordingly, the aim of this thesis is to explore the understanding a sample of final year secondary pre-service teachers studying Studies of Society and Environment (SOSE) in a School of Education in a university in the State of Queensland, Australia, have, of the concept of social justice. The range of understandings of social justice held by this sample of pre-service teachers are then evaluated against a well known but infrequently well articulated (within the educational context) theory of social justice, that is, Justice as Fairness by John Rawls. Pre-service secondary teachers of SOSE, that is, social science teachers, were chosen for this research on the basis that it is they, who, by the nature of their subject disciplines, for example, history, geography, sociology, economics and political philosophy, are most likely to have greater opportunities to engage with issues of social justice, citizenship, and democracy within their teaching. Based on this assumption, teachers of SOSE should possess a greater knowledge of social justice compared to other teachers. While the focus of this research is on pre-service teachers of SOSE, it is incumbent on teachers of all discipline areas to work towards developing active and informed citizens who will work to expand and support democratic processes, as set out in the aims of education. As such, this research is relevant not only to social science teachers, but rather to all teachers. In order to carry out the above aim I modify and breakdown the complexity of Rawlsian theory to a number of more easily understood aspects or focal points of social justice and argue that the resulting conceptual framework is in line with both the aims of education previously stated and the widely accepted belief of Australia as an egalitarian society. Such a task, which has not previously been done within an educational context, seems timely as under the dominant neo-liberal ideology and the increased prominence given to difference theorists of social justice, issues of economic equality appear to have fallen off the agenda in recent governmental and educational social justice research and discourse. A phenomenographic research approach was used to ascertain the range of understandings a theoretical sample of 15 final year pre-service secondary teachers of SOSE had of social justice. Data were obtained from one-off semi-structured interviews. Phenomenographic research typically groups the pre-service teacher‟s responses into different categories or understandings of social justice. In this study, pre-service teachers displayed three qualitatively different ways of experiencing or understanding social justice. In brief, they characterized or understood social justice as: (1) providing equal opportunity; (2) as providing equal participation; or (3) as active citizenship. These categories may then be hierarchically arranged against the previously constructed Rawlsian framework. For example, in Category 3 (active citizenship), pre-service teachers understanding of social justice had more in common with the Rawlsian framework (indicating a deeper understanding of social justice) than either Category 1 or 2. Accordingly, Category 3 was ranked the highest under the above criteria followed by Category 2 and then Category 1. When compared with the Rawlsian framework, pre-service teacher‟s understandings of social justice were found to be lacking by varying degrees between the three categories in three key areas: social justice as a focus on structural inequality; social justice as a focus on a more egalitarian society; and social justice as a focus on active citizenship and the promotion of democratic processes. The implications of these omissions are discussed in terms of teaching for social justice, and promoting a more just and democratic society. In particular, the egalitarian nature of a Rawlsian framework directs future educational research, policy engagement, and teacher education on social justice to issues of poverty and inequality and their impact on the educational outcomes of low-income students in Australia and on the direction in which Australian society is heading. Accordingly, a case is made for the use of a Rawlsian framework of social justice in teacher education courses. However, such a framework is not to be regarded as the end point to debates of social justice, but as a useful starting point to a more substantive engagement with issues of social justice as they may apply to pre-service teacher education, and educational research and policy.

Drawing on portraiture methods, this case study is an exploration of the experiences of pre-service teachers who participated in a music-integrated literacy methods course during their first semester in an elementary teacher preparation program. The study is a response to previous researchers’ findings that arts-integrated university courses hold the most impact on the teaching practices of pre-service teachers when included early in their preparation programs and that pre-service teachers are more hesitant about music integration than the integration of other art forms. Data collected over the course of one semester included course assignments, reflective journals, a survey designed to measure teacher attitudes toward the use of the arts in teaching, observations of teaching practices in the field, audio-recorded debriefing sessions after each teaching observation, and audio-recorded semi-structured interviews. Six participants were observed in their field placements and six participants were interviewed; two participants were included in both the observation and interview groups. Data analysis included the use of In Vivo and axial coding as well as Impressionistic Records. Four major themes regarding pre-service teachers’ experiences in a music-integrated literacy methods course were identified: (a) pre-service teachers’ thinking as learners in a music-integrated literacy methods course doesn’t transfer to their teaching practices, (b) previous training in music impacts how pre-service teachers envision their future arts-integrated teaching, (c) pre-service teachers’ actual practice doesn’t mirror their envisioned practice, and (d) pre-service teachers desire more supportive field experiences that allow freedom to integrate the arts and place less emphasis on testing mandates. Further, pre-service teachers who have experienced a music-integrated literacy methods course see music as an effective tool for teaching literacy concepts to their students. This study provides an in-depth understanding of pre-service teachers’ experiences in a music-integrated literacy methods course and highlights their voices as heard in the data.

In the Teaching Principle (National Council of Teachers of Mathematics [NCTM], 2000), it explained that development and utilization of pedagogical content knowledge required teachers to continually increase their knowledges of mathematics content and pedagogy. This study researched the amalgamation of multi-faceted factors and inter-relatedness of pedagogical content knowledge (PCK), content knowledge for teaching mathematics (CKTM), and mentoring support perceptions throughout elementary and middle level student teachers’ and interns’ initial full-time teaching experiences. In the first article 13 elementary and seven middle grade student teachers’ are examined based on differences between pedagogical content knowledge and content knowledge for teaching mathematics. Standardized difference scores were calculated and compared using multivariate contrasts on certification level. Results showed statistically significant differences (p < .01) on all three CKTM domains but no statistically significant differences were found on any of the five Classroom Observation and Assessment for Teachers (COPAT) domains. Both groups had the highest mean difference in the CKTM number/concept domain. COPAT results showed middle grade level pre-service teachers primarily had all positive mean differences, in comparison to the elementary level pre-service teachers, which had all negative mean differences. In the second article the mathematics mentoring support perceptions of 11 first year teachers who participated in a year-long urban internship program were examined. Semi-structured interviews revealed that district and grade level campus mentors provided the most mathematics instruction and pedagogically-based support to both groups of interns. Middle school level interns relied more on their team of mathematics teachers and elementary level interns received more mathematical content support from their district mentor than did middle level interns. Pedagogical support was greatest in the areas of lesson design and implementation of classroom management strategies. In the third article 14 elementary and six middle level student teachers were observed and interviewed on general and content-specific pedagogical skills and perceptions. Results indicated both groups of student teachers perceived themselves as most competent in having lesson plans ready, routines evident, and utilizing studentcentered instruction. Conversely, both groups felt least competent in getting students on task quickly, using a variety of teaching strategies, using critical thinking skills, and handling inappropriate behavior effectively.

This research study aims to investigate how cooperating teachers (CTs) in Partnership Schools working with pre-service teachers (PTs) from Universities in Ankara and Bursa reflect on challenges they face according to their own perceived roles and responsibilities in the process of implementing their complicated and demanding work to contribute to pre-service teacher training in schools. The present study specifically focuses on cooperating teachers&amp / #8217 / perceived challenges in relation to the feedback process and their cooperation with pre-service teachers to fulfill their roles and responsibilities to understand the nature of cooperating teachers&amp / #8217 / work, and how such recognition and understanding could empower all the parties involved- cooperating teachers and pre-service teachers with the aim of making the school experience more beneficial for pre-service teachers. The results of data collection show that CTs need further training in almost all aspects of their work directly related to the teaching learning environment in schools. Areas of their work that need improvement are also introduced, and recommendations to cope with challenges are presented.

This case study is conducted in order to observe and investigate the critical reading discourse of twenty seven freshman pre service teachers of English at the department of foreign language teaching at METU. In addition, it attempts to answer the question how the critical reading discourse of the students&rsquo / are shaped through feedback, instruction and time. The extensive data (both written and audio-visual data) is collected in the Advanced Reading and Writing I and II courses which are offered to the first year students at the FLE department. The results of the analysis of the data indicate that the critical reading discourse of the freshman pre-service teachers of English at METU involves interpretive, evaluative and responsive discourse. Evaluative discourse is found to be limited in students&rsquo / written work and discussions when compared to interpretive and responsive discourse. The students also usually tend to evaluate the content of the texts rather than form of them. It is also found that instruction on academic writing foster critical thinking but it is not sufficient to encourage critical reading.

This dissertation is a compilation of research and theoretical papers based on the affordances of multimodal literacies for marginalized learners and for pre-service teachers’ developing conceptualizations of literacy. Through a transdisciplinary lens, the author considers complex issues presented in traditional, print-based learning environments that potentially marginalize learners in their developing abilities to become successful participants in the multiple literacies in the real world. Three studies focus on pre-service teachers and their developing understanding of effective literacy-related classroom practices. Chapter Three explores potential affordances of a multimodal learning environment for pre-service teachers with self-identified reading difficulties. The phenomenological study highlights differing needs of pre-service teachers with reading difficulties as they navigate the meaning-making process within a literacy methods course. Further, it provides tangible examples of the interplay between neurocognitive mechanisms and the social and cultural factors students face as they work within a variety of modal platforms. Through a qualitative case study, Chapters Eight and Nine explore the ways multimodal learning experiences within a literacy methods course influenced pre-service teachers’ literacy identities and how their developing identities translated into classroom pedagogical decisions. Chapter Nine proposes a framework for understanding pre-service teachers’ developing literacy identities. Chapters Five and Six explore the needs of learners marginalized in traditional, print- based classrooms through a critical and theoretical lens. Chapter Five explores the authentic literacy practices of the author’s son, who is identified as a talented learner, yet unmotivated in the traditional classroom setting. She argues traditional conceptualizations of literacy as reliant on print forms of text are outdated and unresponsive to the dynamic changes of the 21st century. Further, the author argues the lack of responsiveness to dynamic and multimodal characteristics of the globalized world contribute to the perceived lack of motivation talented boys demonstrate in school-based literacy spaces. Chapter Six provides a review the literature on the “functional circuitry of the reading brain” (Schlaggar & McCandliss, 2007), and it reviews neuroscientific studies of individuals with developmental dyslexia (Lyon, Shaywitz, & Shaywitz, 2003), which provide evidence for amodal sluggish attentional shifting (SAS) as a causal factor for amodal temporal processing deficits. The author provides autoethnographic vignettes between research and theoretical papers, serving as insight into the author’s journey in her own literacy identity development. While chapters following each vignette utilize a variety of qualitative methodologies and review empirical research, the author’s goal is to take the reader on a journey as she weaves together her work as a literacy researcher and educator. Ultimately, the author’s intention is to evoke both emotion and greater understanding about what it means to be literate in our dynamic society.

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.

For decades, researchers have noted that the representation of women within the social studies curriculum and historical narratives has seriously neglected meaningful contributions made by women (Crocco, 1997; Lerner, 1975, 1977, 1979, 1993, 2004; Minnich, 1990; Noddings, 2001; Sincero & Woyshner, 2003). When women have received acknowledgement within traditional history, or the “great men” of history approach (Goldberg, Brattin, & Engel, 1993), it has mostly occurred in relationship to how men define women which leads to an unknowing acceptance of a dominant patriarchal tradition of knowledge and understanding (Minnich, 1990). Using a liberal feminist perspective, this interpretive inquiry examined the decision-making processes of one experienced social studies teacher as she attempted to integrate women into a high school United States history curriculum. The initial guiding question for this study was: How does a teacher intentionally include women in meaningful contexts in a high school U.S. history class? Additional sub-questions relevant to this study were: (1) How does a teacher decide the historical contexts in which women are to be included or not included? (2) What specific challenges does the teacher face when working to implement women into the U.S. history curriculum? (3) What positive factors have shaped the teacher’s abilities or willingness to integrate women into the curriculum? Data sources included interviews, observations, field notes, the participant’s journal reflections, and other documents used during lessons. Data analysis occurred by using a constant comparative method (Glaser & Strauss, 1967) to document any themes or patterns as they emerged. Credibility, transferability, dependability, and confirmability helped enhance the trustworthiness and rigor of the study (Lincoln & Guba, 1985). The findings of the study suggest that the teacher’s personal experiences helped to shape her goal to show her students that women were more than secondary characters in history. The findings also indicate that even though the teacher faced many challenges as she was attempting to transform her curriculum, when she drew upon the more positive influences from her past and the positive experiences she was encountering during the study, she became much more encouraged that she could move past any obstacles confronting her.

Content knowledge preparation for teachers is a crucial component of the modal curriculum model for education. The purpose of this study was to determine if the amount and quality of coursework preparation of pre-service University of Kentucky agriculture teachers influences their content knowledge as defined by the Praxis II agriculture exam scores. This study concluded that there was variability in coursework preparation of pre-service agriculture teachers at the University of Kentucky. Praxis II exam scores of pre-service teachers indicated that most students are meeting an adequate content knowledge level based on the exam material. It can also be concluded that the relationship between the Praxis II agriculture exam and agricultural content preparation was moderate at best. Based on the conclusions, it is recommended that changes be considered to either the agricultural education curriculum at the University of Kentucky or the Praxis II agriculture exam so that they are a reflection of each other. It is also recommended that the profession examine other variables in play that lead to proper preparation and re-evaluate students’ base knowledge upon entering college.